Are You My Grandmother?: Constructing and Maintaining Stepgrandparent Identity and Roles

The disruption of the biological family unit due to divorce or separation followed by remarriage or re-partnering has a profound impact on every family member, including extended family members. An individual becomes a stepgrandparent through later life re-partnering, when an adult child becomes a stepparent, or when a stepchild becomes a parent. In order to gain a greater understanding of the communication influencing the development and maintenance of stepgrandparent roles and identity, a qualitative interpretive analysis method was employed as a guide for interviews with 41 adult stepfamily members across two generations of stepfamily membership: stepparents and stepgrandparents.     

What Are You Crying for?

Mr Cook had a big shop in the centre of the city. Hewas 1____ at managing (管理) it. He made 2_____money and was one of the richest men there. Bad 3_____!One day a truck hit his car on a bridge and it fell into theriver. He lost his life in the accident. He left a lot of mon-ey to his 4____. The old woman lived in the beautifulhouse and had many valuable (值钱的) things. She 5______did any housework and 6____ an easy life.Several years later Mrs Cook died. And there was abig funeral(葬礼). All her relatives(亲戚) and 7____were told about it. They 8____ from far and near to the     

Are You A FREE GIRL?

你是FREE GIRL吗?你知道有本杂志就叫作FREE吗?由Easy精英团队打造的超炫女生潮流志FREE将全面改版,近期推出。Easy和FREE杂志将联手展开Fashion Model大评选,从广大读者MM参选中,选出极具风格的FREE GIRL,作为杂志的特约模特,通过大片形式,在Easy和FREE上一展你的Beauty靓影。那么你想知道什么样的女人会让男人在乎得恋恋不舍?她应该头脑清醒,明白感情和两性间的微妙,不狂喜,不狂躁,让男人沐浴在她的善解人意中。本期我们就会告诉你20句,FREE&Clever的Fashion恋爱法则。     

Are You A FREE GIRL?

你是FREE GIRL吗?你知道有本杂志就叫作FREE吗?由Easy精英团队打造的超炫女生潮流志FREE将全面改版,近期推出。Easy和FREE杂志将联手展开Fashion Model大评选,从广大读者MM参选中,选出极具风格的FREE GIRL,作为杂志的特约模特,通过大片形式,在Easy和FREE上一展你的Beauty靓影。从本期开始,将在Easy杂志上连载共100条宝典法则让你从此变得更FREE,那么你想入选成为自在、靓眼、性感、炫COOL……的FREE GIRL吗?要不要对照下自己,符合多少条?本期我们将告诉你FREE&COOL的Fashion法则。     

Are You A Supev Shoppev?

宙 St吸Per Shoppef‘ 、由Ua阳an eXCel!enl ShoPPing girl be- eause you always find time to shoP! Barg3i。日abe二 ShoPPing 15 fun，but only when there isa great sale，50 you Csn SC0r6 all the stuff you want. Not A Mal告Rat: If VOU havs to ShOD.了 VOUa沦In anQ OUt SU·l Per!ast一tnere名no工n一’ ing you like less than hanging at the mall.公 锄。，;·。墓，中学版Are You A Supev Shoppev?@Hilary Duff~~…     

Are You A FREE GIRL?

你是FREE GIRL吗?你知道有本杂志就叫作FREE吗?由Easy精英团队打造的超炫女生潮流志FREE将全面改版,近期推出。Easy和FREE杂志将联手展开Fashion Model大评选,从广大读者MM参选中,选出极具风格的FREE GIRL,作为杂志的特约模特,通过大片形式,在Easy和FREE上一展你的Beauty靓影。那么你想入选成为自在、靓眼、炫酷、Charming……的FREE GIRL吗?要不要对照下自己,符合多少条?本期我们将告诉你FREE&Charming的Fashion法则。     

How Heritable are Parental Sensitivity and Limit-Setting? A Longitudinal Child-Based Twin Study on Observed Parenting

We examined the relative contribution of genetic, shared environmental and non-shared environmental factors to the covariance between parental sensitivity and limit-setting observed twice in a longitudinal study using a child-based twin design. Parental sensitivity and parental limit-setting were observed in 236 parents with each of their same-sex toddler twin children (M_age = 3.8 years; 58% monozygotic). Bivariate behavioral genetic models indicated substantial effects of similar shared environmental factors on parental sensitivity and limit-setting and on the overlap within sensitivity and limit-setting across 1 year. Moderate child-driven genetic effects were found for parental limit-setting in year 1 and across 1 year. Genetic child factors contributing to explaining the variance in limit-setting over time were the same, whereas shared environmental factors showed some overlap.     

Are You Still Looking for the Place?

Ｍｉｋｅｗｏｒｋｅｄｉｎａｎｏｆｆｉｃｅｉｎａｓｍａｌｌｔｏｗｎ .Ｏｎｅｄａｙｈｉｓｂｏｓｓ (老板 )ｓａｉｄｔｏｈｉｍ ,“Ｍｉｋｅ ,ＩｗａｎｔｙｏｕｇｏｔｏＲｉｃｈｍｏｎｄ,ｔｏａｎｏｆｆｉｃｅｔｈｅｒｅ ,ｔｏｓｅｅＭｒＳｈｕｔｅ .Ｈｅｒｅ’ｓｔｈｅａｄｄｒｅｓｓ.”ＭｉｋｅｗｅｎｔｔｏＲｉｃｈｍｏｎｄ .Ｗｈｅｎｈｅｗａｌｋｅｄｏｕｔｏｆｔｈｅｓｔａｔｉｏｎ ,ｈｅｔｈｏｕｇｈｔ,“Ｔｈｅｏｆｆｉｃｅｉｓｎ’ｔｆａｒｆｒｏｍｔｈｅｓｔａｔｉｏｎ .Ｉ’ｌｌｆｉｎｄｉｔｅａｓｉｌｙ .”Ｂｕｔａｆｔｅｒａ…     

Are You Still Looking for That Place?

J硫份_一_ 一一___琶 ①Mr Hogg workedinand石ce in a small townonedayhisboss一(老板)sa记tohim,‘,H 099,Iwant youto 90 to London一Heresthe address(地址).” 勿而:wenttoLondonhvtraln.ne ielt tnestatlon,and tnougnt,“The一6ff孰龙eisn,tfar斤。hithestatiori·Illfindit easilv·”-瓜__矽…一工瑟 -攀粼界熊倾:e:notn氛穿嘿岔,罗‘he”sht.’’Ho“ ④Afew_davslaterhewent一to一料敏城Are You Still Looking for That Place?@李建高 @刘碧群…     

Predictors for Mathematics Achievement? Evidence From a Longitudinal Study

Numerical processing has been extensively studied by examining the performance on basic number processing tasks, such as number priming, number comparison, and number line estimation. These tasks assess the innate “number sense,” which is assumed to be the breeding ground for later mathematics development. Indeed, several studies have associated children's performance in these tasks with individual differences in mathematical achievement. To date, however, most of these studies have cross‐sectional designs. Moreover, the few longitudinal studies either use complex tasks (e.g., story problems) or investigate only one of these basic number processing tasks at a time. In this study, we examine the association between the performance of children on several basic number processing tasks and their individual math achievement scores on a curriculum‐based test measured 1 year later. Regression analyses showed that most of the variance in children's math achievement was predicted by nonsymbolic number line estimation performance (i.e., estimating large quantities of dots) and, to a lesser extent, the speed of comparing symbolic numbers. This knowledge about the predictive value of the performance of 5‐ to 7‐year‐olds on these markers of number processing can help with the early identification of at‐risk children. In addition, this information can guide appropriate educational interventions.     

Why Are You Waiting? Procrastination on Academic Tasks Among Undergraduate and Graduate Students

Innovative Higher Education - Academic procrastination is understood as the postponement of academic tasks despite the possibility of negative consequences, with an estimated 46% of undergraduate...     

Was This Guild Made for You and Me?: A Dialogue

Abstract

This is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism.     

Who Watches Over a Teacher? On Knowing and Honoring a Teacher and Her Third Listener

This article introduces a teacher as a being of relations—both internal and external—by exploring the nature of a figure of the internal plane that accompanies a teacher in her pedagogical adventure. This figure is a superaddressee, ¹ 1. “Superaddressee” is one of the notions introduced by Mikhail Bakhtin (1986). The term is treated in “The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis,” alluded to in Valentin Voloshinov (1976), and expanded upon by Frank Farmer (2001). View all notes a third listener, who, as the author argues, should be expected to enter a classroom together with a teacher. A superaddressee plays at least two roles. First, it serves as a shortcut to a meaningful relationship and, in this role, takes care of a teacher's need to be known, as well as helps further dialogic relationships. Second, it offers a loophole from imperfect understanding and, in this role, addresses a teacher's need for noncoincidence and protection, as well as protects a pedagogical relationship from a proverbial dead end. It is argued that one of the ways for students to honor their teacher as a being of relations is to know and honor his or her superaddressee(s). In turn, a teacher is responsible for honoring her own superaddressees. In the end, both a teacher and students benefit from an enhanced relationship.     

Literacy and Children Who Are Blind and Who Have Additional Disabilities— the challenges for teachers and researchers

This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address.     

Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9

This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading.     

Are You A Leader? How We Learned to Stop Asking

Smith College initiated an ePortfolio pilot project to guide students in documenting key learning experiences and in linking those experiences to Smith's institutional mission of “developing leaders for society's challenges” (Smith College, 2011 Smith College. 2011. Mission of Smith College. Retrieved from http://www.smith.edu/about_mission.php. [Google Scholar]). Twenty-one college students volunteered to participate in the pilot, based on the integrative knowledge portfolio process and informed by research in the fields of narrative psychology, integrative learning theory and ePortfolio theory. This article discusses the process of guiding students in integrative learning through the development of ePortfolios and through a curriculum, which engaged them in understanding and articulating their own learning, as well as in connecting it to the college mission.