Spanish Language Children and Teen Books Focusing on Human Sexuality and Reproductive Health

Talking to children and teens about sexuality is difficult for most parents, especially for those whose primary language is Spanish. Teens who come to the United States from Spanish speaking countries are also at a disadvantage because of a language barrier. Many times there is a lack of high quality Spanish materials that have been reviewed on the topic of sex and reproductive health. There are serious consequences of unplanned teen pregnancies to communities such as poverty, low educational attainment and other health disparities. This bibliography reviews human sexuality titles in Spanish for both children and teens. Professionals in the healthcare or medical libraries, school librarians, public librarians and academic librarians will find this bibliography valuable for the purposes of educating the public and developing their institution’s collection.     

南阳渠首移民新村体育文化建设的可行性分析

通过对南阳渠首移民新村体育文化建设现状的实地调查发现:部分领导不重视;健身设施不到位;移民健身觉悟低;留守人群参加活动受限;体育文化交流活动不多;缺少体育文化建设组织机构和规章制度等问题.提出了移民新村体育文化建设的可行性对策:各级领导要高度重视体育文化建设工作;举办丰富的群众性体育活动;开放学校体育资源;开发民间优秀体育项目;构建新农村体育文化建设评价体系等,促进移民新村体育文化建设又好又快地发展,促进南水北调中线工程的顺利开展.     

早期台湾教育发展的动因

明郑至日据前期,随着台湾社会经济的发展和移民的增加,台湾在文教事业获得一定的发展,发展历程上大体经历了“开创-发展-转变”三个过程。这一发展过程与不同时代不同社会发展背景下台湾统治当局的教育举措及闽人移民知识分子息息相关。     

文体意识的越界跨域经验的对接——评刘那《时与钟》

着力构建“海南文化”,已成为海南作家自觉的创作意识,青年作家刘那的《时与钟》也体现了这一创作倾向。但与前人不同的是,刘那散文在文体意识方面更鲜明地体现了“越界”的冲动;而作为1990年代后期南下的“新海南人”,她对移民经验的书写更富于都市情调和多地域文化相“混杂”的特点。在刘那的写作中,并存着对故乡的追念和对“海口人”身份的强调等多重意识,这些复杂的意识共同构成了移民作家的“海南意识”。     

论黄果树新城旅游移民社区建设

文章在分析黄果树新城移民社区与黄果树风景名胜区之间关系的基础上,对该移民社区的产业重构和文化重塑进行了理性的思考,以期修筑一个移民诗意栖居的美好家园。     

从边缘迈向中心——论新世纪以来德国移民女作家的崛起

新世纪以来,德国移民女作家频频问鼎各类文学奖项,在德国以及世界文坛广受瞩目,成为德国文坛一支不容忽视的生力军。基于此,逐一介绍目前德国重要的移民女作家及其创作,评价她们的文学表现,探讨她们群体性崛起的原因,并指出女性写作在全球化进程和多元化社会中的巨大潜力。     

Maternal Attitudes and Parent Education: How Immigrant Mothers Support Their Child’s Education Despite Their Own Low Levels of Education

A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational drive for their children is to partner with them—either through an intervention program or through early childhood educators’ interaction with parents—by showing them how their participation in their children’s learning through concrete activities (such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase their chances of achieving academic success.     

20世纪纽约移民与社会重构

20世纪以来，随着美国的崛起和移民政策的调整，亚非拉移民人数增多，从而导致纽约市人口结构的诸多变化，非白人人口比例上升，移民年轻化、女性移民比例增加及移民受教育程度提高。这些变化引起纽约少数族裔为适应社会而斗争，并促使有组织的族裔团体和纽约人特性的形成。他们在冲突中求生存，在竞争中求发展，为纽约社会重构作出了巨大贡献。     

澳门20世纪80年代新移民诗人的成就及成因

澳门20世纪80年代的新移民诗人获得了显著的文学成就,其成因可从内、外两个层面进行分析。外部原因是澳门生活环境中特有的生息状态,内部原因是新移民诗人所具有的漂泊之感、充溢着生命力度的诗歌精神以及创作风格的多样性。澳门良好的生息状态为新移民诗人提供了可融入的空间,而诗人独有的个人经历、诗歌追求、创作风格是取得成就的关键因素。新移民诗人在取得成就的同时,也为当时的澳门诗坛注入活力,二者在互补之中相互成就。     

Teacher expectations concerning students with immigrant backgrounds or special educational needs

ABSTRACT

Male students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers’ expectations concerning the academic achievement of students based on sociodemographic characteristics. Although research has indicated differential teachers’ expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study, both SEN and immigrant background were systematically varied and teachers were asked to rate the students’ academic achievement. Results showed that teachers’ expectations of students with SEN and immigrant background were lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special education programmes. The educational and theoretical implications of these findings are discussed.