Family stressors and children's outcomes

The research reported here aimed to identify:1.which family stress factors and parental behaviours were associated with worse outcomes for children at age 7 andwhich factors helped children to succeed2.whether stressful life events experienced at different periods of childhood were associated with worse outcomes in adolescence.Differences in children’s outcomeshave been shown to emerge early in life, and to be linked to both family circumstances, such as social disadvantage, and parenting behaviours, such as parenting style and activities with the child. Both these aspects of a child’s environment are important for their early cognitive and emotional development. But it is not clear whether these early differences, and the factors associated with them, persist up to age 7. Previous research has also shown that stressful life events are associated with worse outcomesfor children. However, it has not previously been possible to explore whether particular life events are especially detrimental, whether they impact across different sorts of children’s outcomes(educational, social etc.), and whether the effects of early childhood events persist into adolescence. In order to target interventions, it is clearly important to understand which family circumstances are significant for child wellbeing at different ages, and how that varies across outcomes. A range of children’s outcomeswere examined using data from the Millennium Cohort Study (MCS) and the Avon Longitudinal Study of Parents and Children (ALSPAC). At age 7, these were verbal cognitive skills, non-verbal skills, maths skills, Key Stage 1 (KS1) attainment and behavioural difficulties. For teenagers, the following outcomes were explored at age 13-14: Key Stage 3 (KS3) attainment; emotional, behavioural, social, and school wellbeing; and Key Stage 4 (KS4) results at age 16. Key findingsA wide range of family background factors and parental behaviours are associated with children’s outcomesat age 7. These tend to be the same factors that are important at earlier ages, and include parenting behaviours, family structure andsocio-economic position of the family.Family poverty, child disability and the child’s mother having higher qualifications are consistently associated with children faring respectively worse (poverty and disability) and better (higher maternal qualifications) across all five age 7 outcomes, holding other factors constant.No other factors are associated with all five outcomes.Different aspects of family background matter for different outcomes.Children can experience a range of stressful life events. Extreme stressful events, such as homelessness, victimisation or abuse, can have long-term effects on children’s outcomes

Some Reactions of Cobalt Carbonyl Complexes in Solution

The aim of this research was to further the knowledge and understanding of the reactions of dicobalt octacarbonyl. This subsequently has been split into four main areas. Initially investigation into the formation of the anion tetracarbonyl cobaltate (-1), [Co(CO)4]- , using a range of halide salts and lithium salts as the disproportionating reagent, and in different solvents and atmospheres, was undertaken. An abortive attempt at studying the kinetics of this reaction was made. On discovering the complexity of reaction when diethyl ether was the solvent, the next set of experiments were concerned with the reduction of Co2(C0)8 in ethereal solvents using sodium amalgam. This proved to be no less complicated, showing that an intermediate complex, [Co3(CO)10]- , persisted in solution. In diethyl ether the not inconsiderable effect of the cation on [Co(CO)4]- was demonstrated by the shift of i. r. absorption frequency, and the line shape, of the anion. Further research into the interaction of mercury containing species and Co2(CO)8 provided a series of mercury - cobalt carbonyl anions, of the form {Hg [Co(CO)4}- (X = Cl, Br or Co(CO)4), being isolated as the [ M(ophen)3]2+ (M = Fe, Ni) derivatives. The ratio of the different species isolated in the solid form depended on the solvent used in the experiment and the metal ion in the phenanthroline derivative. To elucidate the nature of certain mysterious species present in reactions of Co2(CO)8 with disproportionating reagents a series of experiments involving Co2(CO)8, Co4(CO)12 and [Co(CO)4]- (in varying amounts) were conducted. Those involving Co2(CO)8 and Co4(CO)12 only showed the large effect on the i. r. spectrum (terminal carbonyl region) that trace amounts of one of the reactants can wield. Hence it was deduced that the variation in i. r. spectra observed were not due to a new complex but due to the interactions of species already present in solution. Finally two isolated pieces of research have been noted. The first involved preparation of CoBr2 (etherate)x compounds in the solid form and studying the U. V. / visible spectrum, in both the solid and solution phases, to derive the coordination of Co2+ . The other item of work was the preparation and characterisation of [Ph4P] + [Co(CO)4]- , a new solid form of the anion. The reactions of this compound were looked into in conjunction with other sections of the research

Oil and Gas Law - Federal Law Preempts State Attempts to Impose Ratable-Take Order Regulation on the Purchasing of Gas by Pipeline Companies - Transcontinental Gas Pipeline Corp. v. State Oil and Gas Board of Mississippi

Note

Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms

The present study investigates peer to peer oral interaction in two task based language teaching classrooms, one of which was a self-declared cohesive group, and the other a self- declared less cohesive group, both at B1 level. It studies how learners talk cohesion into being and considers how this talk leads to learning opportunities in these groups. The study was classroom-based and was carried out over the period of an academic year. Research was conducted in the classrooms and the tasks were part of regular class work. The research was framed within a sociocognitive perspective of second language learning and data came from a number of sources, namely questionnaires, interviews and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. These audio recordings were transcribed and analysed qualitatively for interactions which encouraged a positive social dimension and behaviours which led to learning opportunities, using conversation analysis. In addition, recordings were analysed quantitatively for learning opportunities and quantity and quality of language produced. Results show that learners in both classes exhibited multiple behaviours in interaction which could promote a positive social dimension, although behaviours which could discourage positive affect amongst group members were also found. Analysis of interactions also revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed that a number of factors including how learners approach a task, the decisions they make at zones of interactional transition and the affective relationship between participants influence the amount of learning opportunities created, as well as the quality and quantity of language produced. The main conclusion of the study is that it is not the cohesive nature of the group as a whole but the nature of the relationship between the individual members of the small group completing the task which influences the effectiveness of oral interaction for learning.This study contributes to our understanding of the way in which learners individualise the learning space and highlights the situated nature of language learning. It shows how individuals interact with each other and the task, and how talk in interaction changes moment-by-moment as learners react to the ‘here and now’ of the classroom environment.O presente estudo é uma investigação no âmbito da interacção oral em pares em duas salas de aula: um grupo auto declarado coeso, outro declarado menos coeso, ambos de nível B1. O estudo revela a forma como os alunos criam coesão e oportunidades de aprendizagem através do discurso. O estudo foi baseado em exercícios práticos desempenhados em sala de aula, tendo sido desenvolvido ao longo de um ano lectivo académico. Isto é, a investigação é o resultado da observação e análise do trabalho prático regular realizado em aula pelos discentes. A pesquisa foi enquadrada numa perspectiva sociocognitiva de aprendizagem da segunda língua, e a informação provém de um conjunto de fontes metodologicamente utilizadas, nomeadamente questionários, entrevistas e registos áudio das conversas das díades, tríades e grupos de quatro alunos, num total de oito tarefas de oralidade. Os registos áudio foram transcritos e qualitativamente analisados para interacções que estimulavam uma dimensão social positiva, e comportamentos que conduziam a oportunidades de aprendizagem usando Conversation Analysis. Além disso, os registos foram também analisados quantitativamente relativamente às oportunidades de aprendizagem e à qualidade e quantidade de linguagem produzida. Em ambas as turmas, os resultados indicam múltiplos comportamentos interactivos por parte dos estudantes, comportamentos esses que promovem uma dimensão social positiva, embora tenham sido detectados também, comportamentos que podem desencorajar a afectividade entre os elementos do grupo. A análise do processo de interacção revelou também as diversas formas através das quais os estudantes criaram oportunidades de aprendizagem em ambos os grupos; o coeso e o menos coeso. A outro nível, uma análise qualitativa complementar destas interacções mostrou que, tanto o número de oportunidades de aprendizagem criadas, como a qualidade e quantidade de linguagem produzida são influenciadas por vários factores, nomeadamente o modo como os estudantes desempenham a tarefa, as decisões que tomam em zonas de transição interactiva e as relações afectivas entre os participantes. A principal conclusão do estudo é que não é a condição coesa do grupo como um todo, mas a natureza da relação entre os seus membros que completam a tarefa, que influencia a eficácia da interacção oral na aprendizagem.Este estudo contribui para a nossa compreensão do modo como os alunos singularizam o espaço de aprendizagem, ao mesmo tempo que destaca a natureza contextual do ensino da língua. Mostra ainda como interagem os indivíduos uns com os outros e com a tarefa, e como, no processo de interacção, o discurso muda a cada momento, devido à reacção dos alunos ao “aqui e agora” do ambiente da aula

My Own Private Library: A Peek Inside the Personal Library of a Librarian

The article discusses the personal library of the author. Her collection falls into one of three categories: children\u27s books, books related to her college experience, and books with a personal connection

Ranking workplace competencies: Student and graduate perceptions

Students and graduates from a variety of business studies programs at a New Zealand tertiary institution completed a questionnaire in which they ranked the relative importance of a list of 24 competencies for graduates entering the workforce using a 7-point Likert scale. These competencies were identified from literature reports of the characteristics of superior performers in the workplace. The results show a close similarity between students and graduates’ ranking of competencies with computer literacy, customer service orientation, teamwork and co-operation, self-confidence, and willingness to learn ranked most important. There was little difference between the two groups in their rankings of cognitive or ‘hard’ skills and behavioral or ‘soft’ skills. However, the graduates placed greater importance on most of the competencies, resulting in a statistically significant difference between the graduates and students’ ranking of both hard and soft skills. The findings from this study suggest that cooperative education programs may help develop business students’ awareness of the importance of graduate competencies in the workplace

From the President

Editorial from the Georgia Library Association President

In the balance: report of a research study exploring information for weight management

This paper uses findings from a research study called Net.Weight to examine the concepts of interaction, information quality and Internet-based information from the perspective of people engaged in managing their weight. The Net.Weight study was a two-year project funded by the British government 19s Department of Health and located in the city of Brighton and Hove. It examined the potential for increased, innovative and effective uses of information and communication technologies (ICTs) to support the self management of weight. The study had several inter-related research strands and the findings discussed in the paper emerged primarily from participatory learning workshops and evaluative interviews. The paper demonstrates that the interaction between people is an important aspect of the information process, which is often neglected in the literature. It suggests that exploring the user-user dimension might add to the understanding of information effectiveness. It also suggests that an approach to information and health literacy which includes a social as well as an individual perspective is necessary. On quality assessment, it supports findings from other studies that organisational authority is a key measure of reliability for lay users and that quality assessment tools have a limited role in the assessment process. The Net.Weight participants embraced the Internet as a medium for weight management information only when it added value to their existing information and weight management practices and when it could be integrated into their everyday lives