Courtney Stevens

“A poetic love letter to the complexities of teenage identity, and the frustrations of growing up in a place where everything fits in a box—except you.”—David Arnold, New York Times bestselling author of Kids of Appetite "Courtney Stevens firmly reasserts herself as a master storyteller of young adult fiction; crafting stories bursting with humor, heart, and the deepest sort of empathy."—Jeff Zentner, 2017 Morris Award Winner for The Serpent King "Courtney Stevens carries us into the best kind of mess: deep friendships, small town Southern gossip, unexpected garage art, and unfolding romantic identity."—Jaye Robin Brown, author of Georgia Peaches and Other Forbidden Fruit As the tomboy daughter of the town’s preacher, Billie McCaffrey has always struggled with fitting the mold of what everyone says she should be. She’d rather wear sweats, build furniture, and get into trouble with her solid group of friends: Woods, Mash, Davey, Fifty, and Janie Lee. But when Janie Lee confesses to Billie that she’s in love with Woods, Billie’s filled with a nagging sadness as she realizes that she is also in love with Woods…and maybe with Janie Lee, too. Always considered “one of the guys,” Billie doesn’t want anyone slapping a label on her sexuality before she can understand it herself. So she keeps her conflicting feelings to herself, for fear of ruining the group dynamic. Except it’s not just about keeping the peace, it’s about understanding love on her terms—this thing that has always been defined as a boy and a girl falling in love and living happily ever after. For Billie—a box-defying dynamo—it’s not that simple. Readers will be drawn to Billie as she comes to terms with the gray areas of love, gender, and friendship, in this John Hughes-esque exploration of sexual fluidity.

Dress Codes for Small Towns

“This is not a book about a tragedy. This is a book about survivors, and hope, and belief. I wish this book wasn’t necessary, but it is. Read it. And then pass it on.” —Kathleen Glasgow, New York Times bestselling author of Girl in Pieces “A whip-smart and deeply felt story about reclaiming life from the rubble of guilt and trauma, Four, Three, Two, One glows brilliantly with heart, humanity, and hope.” —Brendan Kiely, New York Times bestselling coauthor of All American Boys and author of Tradition Golden “Go” Jennings wasn’t supposed to be on Bus 21 the day it blew up in New York City. Neither was her boyfriend, Chandler. But they were. And so was Rudy, a cute stranger Go shared a connection with the night before. And Caroline, a girl whose silence ended up costing nineteen people their lives. Though it’s been a year since the bombing, Go isn’t any closer to getting over what happened. With Chan completely closed off to even talking about it, Go makes an impulsive decision: round up the rest of the survivors and head to New York City. There they will board an art installation made of the charred remnants of Bus 21 and hopefully reach some sort of resolution. But things are never easy when it comes to rehashing the past. Uniting the four stirs up conflicting feelings of anger and forgiveness, and shows them that, although they all survived, they may still need saving.

Four Three Two One

In the same vein as Jandy Nelson and Gayle Forman comes a novel from the gifted author of Faking Normal, Courtney C. Stevens, about hope and courage and the struggle to overcome the pain of loss. Sadie Kingston is living in the aftermath. A year after surviving a car accident that killed her friend Trent and left her body and face scarred, she can't move forward. The only person who seems to understand her is Trent's brother, Max. As Sadie begins to fall for Max, she's unsure if she is truly healed enough to be with him. But Max looks at her scars and doesn't shy away. And Max knows about the list she writes in the sand at the beach every night, the list of things that Sadie knows she must accomplish before she can move on from the accident. And while he can help her with number six (kiss someone without flinching), she knows she's on her own with number three (forgive Gina and Gray) and the rest of the seemingly impossible tasks that must be made possible before she can live in the now again.

The Lies About Truth

Reed College (Portland, Or.). Established Interdisciplinary Committee of Linguistics

the effect of TTS voice profiles on children's interspeaker response latencies

Waiting for an answer

Effects of Gene Interactions with Abl Kinase on Cell Migration in Drosophila Melanogaster

Helen Neville

Scott Klein

Eric Pakulak

Theodore A. Bell

Jessica Fanning

Elif Isbell

Over the course of several years of research, the authors have employed psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques to study the development and neuroplasticity of the human brain. During this time, they observed that different brain systems and related functions display markedly different degrees or "profiles" of neuroplasticity. Most relevant for the application of research in cognitive neuroscience to the design of education interventions are results showing that some systems are highly modifiable by experience and are dependent on experience but only during particular time periods ("sensitive periods"). In such systems they also observed Systems that are most modifiable (i.e., display more neuroplasticity) display both enhancements in the deaf and blind, and greater vulnerability in those with or at risk for developmental disorders. One system that displays this profile is sustained selective attention. Considerable evidence documents the central role of selective attention in all aspects of learning and memory, and school readiness in particular (for review, see Stevens & Bavelier, 2012). Selective attention is a highly malleable system that is both enhanced in remaining modalities following sensory deprivation, shows deficits in developmental disorders and in typically developing children from lower socioeconomic status (SES) backgrounds and that can be increased in both typically and non-typically developing children following computerized training (Stevens & Neville, 2009; Stevens, Lauinger, & Neville, 2009; Stevens, et al., 2008). Guided in part by these findings, the authors developed and assessed an eight-week, family-based training program designed to improve lower SES preschool children's academic readiness and, centrally, selective attention. 141 3-5 year-old children enrolled in Head Start (HS) and their parents participated in the current study which took place at the Brain Development Laboratory at the University of Oregon and Head Start sites in Lane County, Oregon. The training program, Parents and Children Making Connections: Highlighting Attention (PCMC-A), included both a child-directed component, as well as a family-based, parent directed component. Parents attended eight weekly, two-hour small-group classes that occurred in the evenings or on weekends at HS sites, and their children participated in concurrent small group training activities. Results show that a program that targets child attention using a family-based model involving children and their parents is highly effective in changing children's neurocognitive function as well as their parents' caregiving behaviors in the relatively short timeframe of eight weeks. The evidence presented here suggests that programs that target multiple pathways, including parents and the home environment, have the potential to narrow the large and growing gap in school readiness and academic achievement between higher and lower SES children. Two figures are appended.

Courtney Stevens

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