Academic literature on the topic 'Subcultural periodical'

Sugiura, Yumiko. Otaku joshi kenkyū: Fujoshi shisō taikei. Hara Shobō, 2006.

University, of California Santa Barbara Graduate Students Association. Thresholds, viewing culture. Graduate Students Association, University of California, Santa Barbara, 1991.

Stewart, Sean. On the ground: An illustrated anecdotal history of the sixties underground press in the U.S. PM Press, 2011.

Brinkmann, Tom. Bad Mags Vol. 1: The Strangest, Sleaziest, and Most Unusual Periodicals Ever Published! Headpress, 2008.

Bungei shijō: Kāmashasutora. Yumani Shobō, 2016.

Cult Magazines: A to Z. NonStop Press, 2009.

Brinkmann, Tom. Bad Mags: The Flip Side Of Popular Culture As Seen Through Magazines And Tabloids. Critical Vision, 2007.

Kerekes, David. Headpress 22: Bad Birds (Headpress). Headpress, 2002.

Add Toner. Last Gasp, 2011.

Sakai, Junko. Orību no wana. 2014.

Lundström, Markus. "When Anarchism Met Punk." In Palgrave Studies in the History of Social Movements. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27370-4_4.

Minton, Kirra. "‘A Power in the Home’: The Rise of the Teenage Girl Magazine and the Teen Girl Reader in Australia and the USA." In The Edinburgh History of Children's Periodicals. Edinburgh University Press, 2024. https://doi.org/10.3366/edinburgh/9781399506656.003.0038.

Hoffmann, Roald. "Molecular Beauty." In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199755905.003.0027.

Souza, Leonardo Oliveira de, Marcos Henrique Lins Bentes, Suzete Gomes Faria, and Cheila Maria Lins Bentes. "Capítulo 1 – Adolescência Conceitos e definições." In Adole Saúde. Pontifícia Universidade Católica de São Paulo, 2025. https://doi.org/10.29327/5595655.1-1.

"ably salient acros s most people of a given culture or subculture. Other stimuli or surrounding circumstances are relevant but are more idiosyncratic to the situation or people involved in the interac-tions, such as the peoples* past histories of interaction with each other, th e authority one person has over another, or the contingen-cies one can exert over the other, and whether or not there is some apparent evidence that, in fact, a poor job was done. For example, if your boss tells you that you have done a poor job in a serious tone of voic e with an unsmiling face, it might be appropriate to ask what the problem was, to discuss the reason for what happened and try to discover ways to avoid that problem in the future. In contrast, if a peer who had a long history o f unfairly criticizing your activities told you the same thing, in a casual manner and there was little ap-parent evidence that a poor job was done, you might simply acknowledge the remark or even indicate that you found the remark offensive. Thus, identification of what types of responses might b e appropriate in particular social situations requires a very complex set o f discriminative skills which often need to be used without substantial warning and implemented quickly. Given identification of the stimuli which determine a general type o f response in a social situation, an adolescent needs to display the specific verbal and nonverbal behaviors of the general response. Certain of these behaviors such as making periodic eye contact while the other person is speaking, facing the other person, main-taining a relaxed posture and using a neutral or enthusiastic voice tone need to occur throughout the social interaction . Other behaviors need to occur within a specific sequence. For example, in a greeting and subsequent conversation, a salutation might be followed by a general question about the health of the other person, and then by more specific questions and responsive statements about topics o f possible common interest or about something that the other person mentioned in previous conversations. Further , the sequence of behaviors needs to be arranged to encompass the possible options or branches that might occur in the interactions. For example, the sequence of behaviors modeled in giving negative feedback to another person would vary depending on whether the other person agreed or did not agree with the feedback. Finally, there are general organizational and meshing skills which are essential for successful social interactions. These include using a vocabulary and content appropriate to the person with whom the adolescent is interacting, taking turns in the interaction,'picking." In Social Skills Training for Children and Youth. Routledge, 2014. http://dx.doi.org/10.4324/9781315059167-14.

Skudra, Ojārs. "Political Communication Culture of Political Journalists Representing the Press in Unstable Democracy of Latvia. 2021–2022." In International scientific conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/ms22.13.