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The short story "Dirty Lightning" by Patrick Michael Finn is presented.

Purpose: This prologue serves to introduce a research forum composed of studies that address the topic of stuttering in school-age children and adolescents. Researchers are encouraged to continue to build the knowledge base that sustains evidence-based practice in this area. Method: The nature of stuttering as it evolves from early childhood into the school years is briefly described. Beyond the preschool years, children are unlikely to spontaneously recover from stuttering, and they often go on to suffer negative consequences, academically and socially, because of their disorder. If they are to overcome or manage their stuttering successfully, school-age children and adolescents require high-quality treatment. Three data-based studies that address the topic of stuttering in school-age children or adolescents are described, the ongoing need for empirical evidence regarding the management of stuttering is emphasized, and several issues relevant to future studies in this area are discussed. Conclusion: Progress has occurred in the management of stuttering in school-age children and adolescents. Nevertheless, important questions remain unanswered concerning the most effective techniques and strategies to use in helping students who stutter achieve more fluent and natural-sounding speech in their quest to become more confident and effective communicators. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including "Monkeying Around with Text," by Terry Butler, "The Film/Game: Narrative Form and Network Conditioning," by Andrea Austin, and "From Paradox to Partage: On Citizenship and Teletechnologies," by Philip Armstrong.

Purpose: To respond to several of the issues raised in J. Kalinowski, T. Saltuklaroglu, A. Stuart, and V. K. Guntupalli's (2007) critique of our previous article (P. Finn, A. K. Bothe, & R. E. Bramlett, 2005). Method: Information is provided to refute criticisms raised by Kalinowski et al. about the Finn et al. article, including with respect to that report 's methodology, previous research about fluency-inducing conditions in stuttering, and the SpeechEasy device. Conclusions: Available data show that delayed auditory feedback, frequency-altered feedback, masking, and chorus reading can result in reduced stuttering for some speakers, and the inconsistencies and variability in available reports suggest that further careful and creative research could be very valuable. Neither the information about the SpeechEasy provided by its developers, however, nor the manner in which that information has been presented and discussed by its developers rises to the standards of a science-based clinical service discipline. [ABSTRACT FROM AUTHOR]

Discusses the need to theorize computer games. Compositional and formal component of computer game construction; Distinction between formal and cultural theories; Importance of both the academy and critical community to collaborate in creating new theatrical models to address computer games.

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• Collective intelligence methods conducted with students and educators for scale item generation. • Exploratory and confirmatory factor analysis conducted across two independent samples for factor structure identification. • Convergent and predictive validity tests indicated relationships between CT dispositions and other constructs and outcomes, including conspiracy and paranormal beliefs. • The SENCTDS is a 21-item instrument, measuring six dispositions: reflection, attentiveness, open-mindedness, organisation, perseverance, and intrinsic goal motivation. Although many conceptualisations of critical thinking (CT) exist, the vast majority acknowledge the importance of both skill-based and disposition-based components. There is, however, a notable lack of agreement regarding what constitutes CT dispositions and how best to approach the measurement of CT dispositions. The current study reports on the development and validation of a new Student-Educator Negotiated CT Dispositions scale (SENCTDS). Using collective intelligence methods for scale item generation and both exploratory and confirmatory factor analysis across two independent samples for factor structure identification, a six-factor CT disposition scale was developed. Convergent and predictive validity tests indicated relationships between CT dispositions and other constructs and outcomes, including Need for Cognition (NCS), Motivated Strategies for Learning (MSLQ), Real World Outcomes of Critical Thinking (RWO), and both conspiracy and paranormal beliefs. Given the limited availability of measures of CT dispositions, the development of the SENCTDS is a valuable contribution to the field, which may prove useful in future research that seeks to examine predictors and outcomes of both skill-based and disposition-based aspects of CT. [ABSTRACT FROM AUTHOR]