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Background: As life expectancy and morbidity related to chronic disease increase, the baby boomers will be called upon to provide care to aging members of their family or to be care recipients themselves. Purpose: Through the theoretical lens of the life course perspective, this review of the literature provides insight into what characteristics of baby boomers separate them from previous caregiving cohorts and how these characteristics will affect family caregiving. Methods: A systematic process to identify literature was completed using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. Results: Findings suggest multiple emerging trends related to caregiving, including (1) increasing use of digital technology for information gathering and support, (2) more diversity among caregivers and care recipients, (3) strained finances and loss of entitlements, (4) more complex care and care management, (5) demand for public policies related to caregiving, and (6) balancing work, family, chronic disease, and caregiving. Discussion: Examining the literature related to family caregiving and baby boomers through a life course perspective offers a unique and more complete understanding of emerging trends related to chronic disease management. Translation to Health Education Practice: These emerging trends offer health educators implications for strategies and best practices intended to support those involved in family caregiving.

Cancer patients have high rates of persistent and disabling symptoms. Evidence suggests that social constraints (e.g., avoidance and criticism) negatively impact symptoms, but pathways linking these variables have yet to be identified. This study examined whether cancer-related loneliness (i.e., feeling socially disconnected related to having cancer) mediated the relationships between social constraints and symptoms (i.e., pain interference, fatigue, sleep disturbance, and cognitive complaints) in patients with various cancers (N = 182). Patients (51% female, mean age = 59) were recruited from the Indiana Cancer Registry and completed questionnaires assessing social constraints, cancer-related loneliness, and symptoms. Structural equation modeling was used to evaluate the hypothesized relationships among variables. The model demonstrated good fit. Consistent with our hypothesis, cancer-related loneliness mediated the relationships between social constraints and each symptom. Findings suggest that addressing cancer-related loneliness in symptom management interventions may mitigate the negative impact of social constraints on outcomes., Author(s): Rebecca N. Adams [sup.1] , Catherine E. Mosher [sup.2] , Joseph G. Winger [sup.3] , Rafat Abonour [sup.4] , Kurt Kroenke [sup.4] [sup.5] [sup.6] Author Affiliations: (Aff1) 0000000419368956, grid.168010.e, [...]

Background: Despite the multitude of available resources, family caregivers of those with chronic disease continually underutilize support services to cope with the demands of caregiving. Several studies have linked self-identification as a caregiver to the increased likelihood of support service use. Purpose: The present study reviewed the literature related to the development of family caregiver identity. Methods: After a systematic process to locate literature was completed, content analysis was conducted to determine major themes related to the development of caregiving identity. Results: Findings suggest that there are multiple factors related to the development of family caregiver identity, including role engulfment and reversal, loss of shared identity, family obligation and gender norming, extension of the former role, and development of a master identity. Discussion: Considering the role of identity in human behavior, health professionals can address the underutilization of support services by family caregivers of those with chronic disease by understanding the influences on the development of caregiver identity. Translation to Health Education Practice: This literature review will assist health educators in addressing the underutilization of support services by family caregivers of those with chronic disease.

Home-school collaboration is strongly related to educational outcomes of children. However, not all families feel equally welcome at their children's schools. Children of lesbian, gay, bisexual, or transgender (LGBT) couples are often met with perceived hostility when they attempt to participate in discussions about family, and their parents report feeling invisible and ignored at school (Kosciw, Greytak, Diaz, & Bartkiewicz, 2008). With the most recent U.S. census indicating that 300,000 school-age children live in LGBT-headed households, schools should ensure that they are safe and welcoming settings for all members of their community. This article offers suggestions on how schools can support LGBT parents and their children and and how school psychologists can help create a safe and inclusive learning environment for students with LGBT parents.

B cells are known to contribute to the anti-tumor immune response, especially in immunogenic tumors such as melanoma, yet humoral immunity has not been characterized in these cancers to detail. Here we show comprehensive phenotyping in samples of circulating and tumor-resident B cells as well as serum antibodies in melanoma patients. Memory B cells are enriched in tumors compared to blood in paired samples and feature distinct antibody repertoires, linked to specific isotypes. Tumor-associated B cells undergo clonal expansion, class switch recombination, somatic hypermutation and receptor revision. Compared with blood, tumor-associated B cells produce antibodies with proportionally higher levels of unproductive sequences and distinct complementarity determining region 3 properties. The observed features are signs of affinity maturation and polyreactivity and suggest an active and aberrant autoimmune-like reaction in the tumor microenvironment. Consistent with this, tumor-derived antibodies are polyreactive and characterized by autoantigen recognition. Serum antibodies show reactivity to antigens attributed to autoimmune diseases and cancer, and their levels are higher in patients with active disease compared to post-resection state. Our findings thus reveal B cell lineage dysregulation with distinct antibody repertoire and specificity, alongside clonally-expanded tumor-infiltrating B cells with autoimmune-like features, shaping the humoral immune response in melanoma. B cells are playing an active role in shaping the tumour immune microenvironment and the anti-tumour immune response in melanomas. Here authors show that intra-tumoral B cells are aberrantly activated and produce antibodies that are potentially autoreactive. [ABSTRACT FROM AUTHOR]

Research has shown that task-based computer-mediated communication (CMC) can foster attention to linguistic form in ways that may promote language learning (c.f., Blake, 2000; Smith, 2003, 2005). However, relatively little research has investigated how differences in the way that tasks are used in CMC settings influence learning opportunities during the task. In an attempt to shed light on the manner in which second language (L2) writing may contribute to L2 development, this chapter presents an empirical study of how two implementation features (degree of task structure and provision of language support) of a writing group task in simultaneous text-CMC influenced learner attention to linguistic form. The analysis draws on data from text chat performance and post-task group interviews to illustrate how aspects of task implementation in a technology-enhanced learning environment may promote attention to language expression and encourage collaborative work on language errors during writing task performance. (Contains 2 figures, 6 tables, and 3 examples.)

Research on interactional feedback has typically focused on feedback learners receive from native speakers (i.e., NS-learner contexts). However, for many second language (L2) learners, the majority of their opportunities to engage in interaction occur with other learners (i.e., learner-learner contexts). The literature has suggested that feedback in learner-learner interaction contexts differs from that found in NS-learner contexts in the quantity of feedback moves (e.g., Mackey, Oliver, & Leeman, 2003), types of feedback used (Pica, Lincoln-Porter, Paninos, & Linnell, 1996), and narrowness of linguistic foci (Toth, 2008). The current study examines how learners provide each other with two types of input-providing feedback, recasts (implicit feedback), and explicit corrections (explicit feedback), in order to investigate how different types of feedback and responses to feedback promote learning of English past tense and locatives. Findings suggest a limited evidence for a relationship between implicit feedback, modified output, and L2 learning, and evidence for a negative effect of explicit corrections from peers. These findings indicate that the role of feedback and modified output in learning may be different in learner-learner interactions than has been found in NS-learner interactions.

This article presents the authors' reply to Beniko Mason and Stephen Krashen's comments on their recent article published in "TESOL Quarterly." Mason and Krashen have provided an interesting reinterpretation of the authors' results and have also brought up several valid points regarding the efficiency of vocabulary learning from instruction, especially with regard to attrition. Here, the authors respond to several of the points made by Mason and Krashen. (Contains 1 figure.)

This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output during interaction.

This study compares integrated and isolated form-focused instruction for vocabulary development in an English as a second language (ESL) reading lesson. Two classes of ESL learners (N = 20) from a university preparation academic English course were involved in the study. Each class did two reading treatments in which they read an article and studied vocabulary from that article. In one of the treatments participants were taught the words in isolation prior to reading the article, and in the other the vocabulary instruction was integrated with reading the article. Paribakht and Wesche's (1997) vocabulary knowledge scale was used as the instrument to measure learning and retention gains for words taught in isolated instruction, in integrated instruction, and words acquired incidentally. Statistical analysis showed both types of instruction led to more learning and retention of vocabulary knowledge than incidental exposure alone. Although retention rates were similar for isolated and integrated instruction, there was a trend for isolated instruction to lead to higher rates of learning. (Contains 6 tables, 6 figures and 2 footnotes.)

While "Where the Wild Things Are" may be Maurice Sendak's most popular book, "In the Night Kitchen" is arguably the greater work. Though his journey in "Wild Things" shares many of the elements of Mickey's adventure in "Night Kitchen"--swinging between the protagonist's initiatory verbal assertions and silent, completely pictorial spreads that indicate his eventual dominance over his environment--Max's story is ultimately only a narrative of the self. "Where the Wild Things Are" is a beautiful exploration of how Max (the maximum boy) is able to use an imaginative journey to create an individual personality that fills the world around him. But Mickey must confront something more than merely a projection of his own desires. Mickey, unlike Max, is diminutive in his fantasy world, and his adventure is a true dream shaped willy-nilly by his lived experience, not a daydream tailored to defend the ego. The story told as Mickey learns to navigate the Night Kitchen is essentially a social narrative--more realistic, more challenging, and with greater overall dividends than Max's adventure. We can see this in the ways "In the Night Kitchen" combines four sorts of ingredients--Sendak's own life, the psychology of dreaming, popular culture, and the immigrant experience--into a subtle, captivating tale of the self and society.

The purpose of this review is to give a comparative overview of current listservs for applied linguistics researchers, with particular focus on their relevance to research on second language acquisition and use. Six listservs, based in different locations and targeted at different general audiences were selected and monitored for a six-month period. This review describes each, with particular attention to the volume of messages, the level of interaction among list users, the topics commonly discussed and the quality of information in each. This review is intended to serve both as a comparison of diferent listservs and as an introduction to the use of listservs for researchers and students who may not currently use them. It is not intended to present an exhaustive list of the many local and international listservs.