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Examined the psychosocial development of undergraduate students (N=144) in relationship to their perceived competence, readiness, focus, and choices regarding participation in mentoring relationships. Results showed significant relationships between developmental status and students' self-perceptions of their competence as mentors and their readiness as mentees. (Author/ABL)

School Discourse: Learning to Write Across the Years of Schooling Frances Christie & Beverly Derewianka. 2008. [Continuum Discourse series. K. Hyland, Ed.]. London: Continuum International Publishing Group. Teachers sometimes find [...]

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1552-6569.2007.00111.x Byline: Jose Rafael Romero (1), Osamu Sakai (1), Mary Berlik Rice (1), Viken L. Babikian (1) Keywords: Anticoagulation; intracerebral hemorrhage; meningioma Abstract: ABSTRACT Background and Purpose. The risk of intracerebral hemorrhage (ICH) in patients receiving antithrombotic therapy is well known. However, there is sparse literature regarding the risk of intracerebral hemorrhage in patients receiving warfarin, who have an intracranial meningioma. Methods and Results. We report a case of a 66-year-old man who developed multifocal ICHs in the context of supratherapeutic anticoagulation. There was sparing of the intracranial meningioma despite the development and growth of multiple intraparenchymal hemorrhages that resulted in death. We also review the literature evaluating the risk of ICH in anticoagulated patients with an intracranial meningioma. Conclusions. The findings of this case lend further support to the gradually developing notion of relative safety of anticoagulation in patients with meningioma. They also underscore the importance of close monitoring of the INR. Author Affiliation: (1)From the Departments of Neurology (JRR, VLB), and Radiology (OS), at Boston University Medical Center, Boston, Massachusetts, and Harvard Medical School, Boston, Massachusetts (MMB). Article History: Received December 3, 2006, and revised form December 3, 2006. Accepted for publication January 8, 2007. Article note: Address correspondence to Jose Rafael Romero, MD, Department of Neurology, Boston University School of Medicine, 715 Albany Street, C-329, Boston, MA 02118. E-mail: joromero@bmc.org.

Workforce development has been a primary focus of funding throughout the United States, with significant increases over the past 10 years (The Council for Community and Economic Research, 2019). As funding expands, policies related to workforce development and college and career readiness (CCR) will continue to have implications for adult education students, including adult English Learners (ELs). To closely examine how these policies influence the literacy development of adult ELs, I observed a newly implemented CCR class at a community‐based organization in New York City over a 10‐month period. The content of the course was driven in part by the nation‐wide College and Career Readiness for Adult Education Standards as well as funding from the Workforce Innovation and Opportunity Act; however, since the CCR standards are not a curriculum, states (and individual organizations) can individually interpret the standards. The result is a range of instructional practices not only across states, but also across organizations and even specific classes. In this Column, I argue for a broader understanding of the challenges many adult ESL instructors face when balancing policy requirements and the breadth of literacy instruction necessary to improve students' access to careers and college. [ABSTRACT FROM AUTHOR]