Adolescent Meaning Making of Past Experience

This study examined the meaning making processes of self-defining memories in adolescents, as well as how they co-construct the narratives of these events with their parents. The sample consisted of 53 students, aged 12-14, who came in for recorded laboratory sessions to discuss self-defining memories with their parents. These sessions were later coded on levels of meaning making and co-construction. These codes were, then, analyzed with the adolescents’ questionnaire scores regarding friendship quality, internalizing, and externalizing behaviors. The data revealed that adolescents and parents were both rated higher for more complex levels of meaning making and that those rated higher for more complex meaning making abilities had better friendship qualities. The implications of these findings were discussed in terms of their importance for parents supporting their children’s emotional expressivity, narrative abilities, and meaning making strategies.

Sustaining the Economic Rent of Oceanic Resources: The Case of Marine Protected Areas

This paper investigates economic aspects of marine protected areas (MPAs) that are closely related to the underlying marine biota. Many marine scientists recognize that enough is now known about the marine biology for the scientific siting of MPAs to protect marine environments that create associated economic values. Marine scientists have identified several objectives of MPAs. These include protection of genetic and biodiversity, increase in population levels and structures (e.g., age, size, fecundity), enrichment of ecosystems by promoting species interactions, and the protection of continental shelf landscapes from invasive human actions. Indeed, some marine scientists and fisheries economists view MPAs as an 'insurance policy' against over-fishing and other human uses of oceanic resources that have damaged so many of the world's fisheries. The economic analysis presented here pays attention to optimal zoning, policies to maintain sustainable economic rents, and the optimal policing of MPAs.

From Concrete to Abstract: Teaching for Transfer of Learning when Using Manipulatives

One of the most important uses of manipulatives in a classroom is to aid a learner to make connection from tangible concrete object to its abstraction. In this paper we discuss how teacher educators can foster deeper understanding of how manipulatives facilitate student learning of math concepts by emphasizing the connection between concrete objects and math symbolization with, preservice elementary teachers, the future implementers of knowledge. We provide an example and a model, with specific steps of how teacher educators can effectively demonstrate connections between concrete objects and abstract math concepts.