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Parents’ Impact Belief in Raising Bilingual and Biliterate Children in Japan

-008-0001-2 Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy , 8 (4), 351–375. doi:10.1007/s10993-009-9146-7 Curdt-Christiansen, X. L. (2012). Private language management in Singapore: Which language to practice and how. In A. S. Young, E. L. Brown,&C. Lee (Eds.), Communication and language: Surmounting barriers to cross-cultural understanding (pp. 55–77). Charlotte: Information Age. Curdt-Christiansen, X. L. (2016). Conflicting

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Have you shot anyone? How combat veterans manage privacy with family and friends

management, 21(2), 186-206. Jeffreys, M. D., & Nedal Arar, M. A. (2010). Trauma disclosure to health care professionals by veterans: clinical implications. Military medicine, 175(10), 719-725. Joseph, A. L., & Afifi, T. D. (2010). Military wives' stressful disclosures to their deployed husbands: the role of protective buffering. Journal of applied communication research, 38(4), 412-434. doi: 10.1080/00909882.2 010.513997 Kennedy-Lightsey, C. D., Martin, M. M., Thompson, M., Himes, K. L., & Klingerman, B. Z. (2012). Communication privacy

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Collaborative Relationships Among Couples: Frames of Interaction During Everyday Household Activities

Abstract

The analysis of collaborative exchanges of couples during their household activities is at the core of this paper. Although the management of responsibilities around household tasks is a potential source of contention within the decision-making process about home activities, another complementary perspective considers practices of communication during household activities as ways to build or reinforce the family educational processes. Our goal is to capture these daily interactions as indicators of collaborative relationships among couples, exemplifying how communicative exchanges contribute to the creation of frames for family participation in routines. In the first part of the paper, a review of issues regarding the division of labor within the family setting will be introduced in order to examine how these aspects relate to the ongoing negotiation of responsibilities and expectations between women and men. Thereafter, the methodological design of the study will be presented, as well as the qualitative analysis of data based on the argumentative topic model. A discussion of participants’ responsibilities in household tasks will be presented as indicators of their collaborative relationships during everyday activities. Lastly, implications for family studies will be highlighted in order to illustrate how family members ascribe meanings during routines.

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Coping Strategies of Intellectually Gifted and Common Adolescents Attending Grammar School in the Context of the Personality Dimensions Structure

Abstract

Introduction: The aim of the present research was to find out the frequency of use of particular coping strategies by intellectually gifted and common adolescents and to evaluate this frequency in the context of the personality structure.

Methods: The sample consisted of 253 pupils attending grammar schools in Bratislava from 14 to 18 years of age. According to own criteria, 85 of them were identified as exceptionally intellectually gifted. They included those who scored 120 and more at least in 2 from 3 subtests IST-R-2000 (Words, Numerical Scale, Cubes), or who had an average score at least 120 in the given subtests. The intellectually gifted children were compared with children with common intellect in the frequency of use of particular coping strategies (CSI copying questionnaire). Moreover, we investigated a relationship between these strategies and personality traits (NEO-FFI) separately in the group of gifted children and separately in the group of pupils with a common intellect.

Results: Gifted pupils use social isolation strategy significantly more often and, on the contrary, they use considerably less the social support strategy than pupils with normal intellect. A significant moderately strong correlation (>0.35) of neuroticism with problem solving (negative), escape into fantasy and self-criticism, furthermore, extraversion with social support and social isolation (negative), and finally, conscientiousness and problem solving was indicated in gifted children. As far as common pupils, such correlations have been demonstrated between neuroticism and escape into fantasy and self-criticism, and between conscientiousness and escape into fantasy (negative).

Limits: The selected criterion for intellectual talent can be set to a higher level in the future. The intellectual talent was evaluated only by 3 subtests of IST-R-2000.

Conclusion: Gifted pupils in stressful situations more often tend to withdraw in comparison to common pupils. The personality dimensions – neuroticism, extraversion and conscientiousness are in relationship with management strategies. On the basis of the results, it can be assumed that the personality structure of gifted pupils is more strongly associated with the frequency of use of coping strategies than in common pupils.

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Correction Techniques Preferred by Students During the Process of Learning a Foreign Language

References Albanese, O. (1999). Children's story comprehension and teacher's story-telling. Psychology of Language and Communication , 3(1), 7-17. Arabski, J. (1979). Errors as Indications of the Development of Interlanguage. Katowice: Uniwersytet Ślaski. Bartram, M., Walton, R. (1991). Correction: Mistake Management: A Positive Approach for Language Teachers. Hove: Language Teaching Publications. Biederman, I. (1987). Recognition - by - components: A

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Socialization of Language Through Family Language Policy: A Case Study

: Investigation of linguistic representations of cape town. International Journal of Linguistics, 4 (3), 71-77. Kayam, O. & Hirsch, T. (2012). Family language policy of the English speaking immigrant community in Israel: Families with young children and their FLP planning, management, and outcomes. International Journal of Linguistics, 4 (4), 622-635. Kayam, O. & Hirsch, T. (2013). Israel’s English speaking immigrant parents’ family language policy management: Language in the education domain. International Journal of Linguistics, 5 (1), 320

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Leading with words? Emotion and style in the language of U.S. President Clinton's public communications

, L. R., Page, B. I., Burns, M., McAvoy, G., & Ostermeier, E. (2003) What presidents talk about: the Nixon case. Presidential Studies Quarterly , 33, 751-771. de Landtsheer, C., de Vries, P., & Vertessen, D. (2008) Political impression management: How metaphors, sound bites, appearance effectiveness, and personality traits can win elections. Journal of Political Marketing , 7, 217-238. Seyranian, V. & Bligh, M. C. (2008) Presidential charismatic leadership: exploring the rhetoric of social change. The Leadership

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Producing Irony in Adolescence: A Comparison Between Face-to-Face and Computer-Mediated Communication

. Information Processing & Management , 51 (4), 500–509. Laval, V. & Bert-Erboul, A. (2005). French-speaking children’s understanding of sarcasm: The role of intonation and context. Journal of Speech, Language and Hearing Research , 48 (3), 610–620. Lee, C.J. & Katz, A.N. (1998). The differential role of ridicule in sarcasm and irony. Metaphor & Symbol , 13 (1), 1–15. MacWhinney, B. (2014). The Childes Project: Tools for Analyzing Talk (3rd ed.) . New York, NY: Psychology Press. Martin, R.A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K

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Short communications. eLearning in EFL: Problems and Solutions

, 47, 42-44. Milheim, W. (1993). Using computer-based instruction with adult learners. Journal of Continuing Higher Education , 41, 2-7. Morgan, G. (2003). Faculty use of course management system. Educause Centre for Applied Research. Available at: http://www.educause.edu/ir/library/pdf/ERS0302/ekf0302.pdf Olcott, D. J. & Wright, S. J. (1995). An institutional support framework for increasing faculty participation in postsecondary distance education. The American Journal of Distance

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The application of the ICF CY model in specific learning difficulties: A case study

-2167. Rauch, A., Cieza, A., & Stucki, G. (2008). How to apply the International Classification of Functioning, Disability and Health (ICF) for rehabilitation management in clinical practice. European Journal Physical Rehabilitation Medicine , 44, 329-342. Raven, J., Raven, J. C., & Court, J. H. (2003). Manual for Raven's Progressive Matrices and Vocabulary Scales. San Antonio, TX: Harcourt Assessment. Segal, O. (1983), Boston Naming Test. Philadelphia, PA: Lea & Febiger Simeonsson, R. J

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