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By using ethnographic data and family interviews from eight families in Taipei, Taiwan, this paper aims to delineate how multigenerational families implement parents’ child-rearing values, and how these strategies vary by social class. The primary focus is the child’s mother and her relationship with other family members. I ask the following question: How does a mother in a three-generation family implement her ideal parenting values for her child while being encumbered by the constraints of her parents-in-law? Additionally, how does this intergenerational dynamic vary with family socioeconomic status? To conceptualize this process in such a complex context, I argue that we must understand parenting behaviors as acts of “doing family” and “intensive mothering.”

From 2008 to 2009, I conducted a pilot survey in two public elementary schools to recruit the parents of sixth-grade students. All eight cases of multigenerational families in this paper were selected randomly after being clustered by the parent’s highest education level and family income levels. This paper utilized the mothers’ interviews as the major source to analyze, while the interviews of other family members served as supplementary data.

Two cases, Mrs Lee and Mrs Su’s stories, were selected here to illustrate two distinctive approaches toward childrearing in multi-generational families. Results indicate that white-collar mothers in Taiwan hold the value of concerted cultivation and usually picture the concept of intensive mothering as their ideal image of parenthood. Yet, such an ideal and more westernized child-rearing philosophy often leads to tensions at home, particularly between the mother and the mother-in-law. Meanwhile, blue-collar mothers tend to collaborate with grandparents in sharing childcare responsibilities, and oftentimes experience friction over child discipline in terms of doing homework and material consumption.

Via this analysis of three-generation families in Taiwan, we are able to witness the struggle of contemporary motherhood in East Asia. This paper foregrounds the negotiations that these mothers undertake in defining ideal parenting and the ideal family. On the one hand, these mothers must encounter the new parenting culture, given that the cultural ideal of concerted cultivation has become a popular ideology. On the other hand, by playing the role of daughter-in-law, they must negotiate within the conventional, patriarchal family norms.

As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was Ji-Sook's second year of school in Canada and her first year at Streamside School. She really liked it here and loved her teacher, Ms. Song Lee. Ms. Lee was always sharing stories with the class about her experiences growing up in another country as well as her arrival to Canada and growing up in small towns where Ms. Lee was often the only Chinese person in her school. Listening to Ms. Lee's stories helped Ji-Sook think about Korea and her family there.Removing her coat, Ji-Sook moved quickly to hang it up, her dark curly bobbed hair bouncing as she skipped. Her newly permed hair felt different, but she liked the way it looked. Today Ji-Sook was wearing a favourite outfit, a knitted sweater with a matching plaid skirt. After hanging up her coat, Ji-Sook turned to face the class and noticed that along with her teacher, Ms. Lee, was Ms. Mitton and Ms. Simmee. Ji-Sook was surprised to see Ms. Mitton and Ms. Simmee at school on a Tuesday morning for they usually came in the afternoon. She greeted them happily and took another close look around the room for Ms. Jean. Ji-Sook asked Ms. Mitton where Ms. Jean was; Ms. Mitton smiled and reminded Ji-Sook that Ms. Jean would be coming Wednesday afternoon. Ji-Sook remembered to ask if Ms. Mitton would read with her during shared reading time.Ji-Sook knew it was going to be a very special day. Yesterday afternoon Ms. Lee had reminded the children that in the morning they were to begin a wonderful art project and create their own Starry Night paintings. Quickly Ji-Sook removed the book about Van Gogh, which discussed his Starry Night painting, from her backpack and, before everyone was seated, showed Ms. Lee and Ms. Simmee her book from home. The night before, she and her mother had spent time reading the book aloud. Ji-Sook felt it was much easier to read aloud in Korean than in English. Today's art lesson was out of the ordinary for she loved being able to bring things from home that fit with what they were learning in the classroom. And today was very special.Before going to her desk, Ji-Sook retrieved the poetry book that had a picture of a boy peering over the end of a sidewalk,¹ Ji-Sook hurried to her desk and sat down and waited for Ms. Mitton to join her for reading. Seated with three of her classmates at a table composed of 4 desks, she smiled at Nathan, Grace, and Dana. There was so much to be excited about as she knew that after school today there were parent teacher interviews. Ji-Sook knew her mother was not working at the deli shop and was going to come to the interviews with their neighbour who would translate for her. Ji-Sook so loved it when her mother came to school. Once Ms. Mitton arrived, she and Ji-Sook spent a few minutes reading aloud together before Ms. Mitton went to join Ji-Sook's friend, Hailey, who had also asked Ms. Mitton to read with her. Ji-Sook continued to read and look at the drawings in this wonderful book.Adjusting her headset and microphone, Ms. Lee asked Ella, the class's ‘star-of-the-week’, to tap on the desks of each group to indicate that they were to come to the sharing area. Ji-Sook waited excitedly for Ella to tap her group's desks and then she hurriedly joined Grace, Nathan, Dana, and the rest of her classmates on the foam mats by the picture window. Ms. Lee began the art lesson by showing examples of Starry Night paintings completed by the students she had taught last year. Ms. Lee then shared the rubric with which Ji-Sook and her friends could assess their paintings. Ji-Sook knew that Ms. Lee worked with Mrs. D, the other Grade 3 teacher, and that students in both classes would be making the paintings. Once Ms. Lee finished explaining the steps of their art lesson, she asked Ji-Sook if she would like to come and share the book she brought from home.Sitting at the front of the class in Ms. Lee's chair and wearing her microphone, Ji-Sook read aloud from the book. The book was in Korean and Ji-Sook scanned each page quickly before explaining to the class bits and pieces about Van Gogh's life. Ji-Sook, reading from her book, explained that Van Gogh cut off his ear because he couldn’t draw his own portrait properly. Ms. Lee later returned to this detail and asked about how this piece of information in Ji-Sook's book was different from what they had previously read about the artist. The children remembered that Van Gogh cut off his ear for a woman he loved and had offered his ear as a gift to her. Ms. Lee asked the class to think about these two different pieces of information. Following this question Ms. Lee asked what the children might do to ensure the information they found was accurate. Logan suggested that reading many sources would help.Ms. Lee then drew the children's attention to Ji-Sook and said that as Ji-Sook read she was doing two things at the same time. She asked the class what they thought she was doing. Mya suggested Ji-Sook was reading and then talking. Picking up on Mya's point, Ms. Lee emphasized that Ji-Sook was reading in Korean first and then translating what she read into English. Ms. Lee asked Ji-Sook if she would like to read aloud in Korean. Ji-Sook momentarily hesitated but responded with a smile when her classmates encouraged her. Ji-Sook read one page aloud. She read quickly and the rhythm of how she read aloud in Korean sounded very different from her reading skills in English.Paper and crayons were distributed. Ji-Sook, Grace, Nathan, and Dana were quiet as they began their Starry Night paintings. Looking over the rubric that Ms. Lee had explained, Ji-Sook understood the first step today was to plan the sky and landscape of her painting. She knew the sky was to be about 2/3 of the paper and that everything she drew was to be in small dashes. It was important for the sky of her painting to look like it was moving. Ji-Sook was aware of Ms. Lee moving about the classroom, helping her classmates check, whether or not, the sky in their paintings was approximately the right size. As everyone worked, Ji-Sook heard Ms. Lee remind the class to press hard with their crayons so that the paint would have something to cling to as it dried. Taking Ms. Lee's advice seriously, Ji-Sook pressed firmly each time her crayons touched the paper, and soon her right arm grew tired. Ji-Sook now had a better idea about what Ms. Lee meant by this art project taking a long time to complete. (Interim research text based on field notes,² November 21, 2006)

Older women living in medically underserved areas (MUA) might have particular problems with access to health care. This is an in-depth report of the accessibility issues raised by six frail older women (age 82–93 years) during a longitudinal descriptive phenomenological study of the experience of home care. Three White women lived in the same rural MUA, and three Black women lived in the same urban MUA. The need for health service was understood subjectively and prospectively as the personal perception of a situation requiring relief or supply. Some women reported presenting needs for accessibility to providers, whereas others reported needs for their future accessibility to providers or services. Some intentions were likely linked to residence location, and residence in a rural MUA was relevant to the phenomenon of securing the help that I might need down the road. Feasibility was proposed as a new parameter of access. Research and practice implications were proposed.

This chapter offers a reading of the inclusion of Susan Glaspell's short story, A Jury of Her Peers, in the casebook, Procedure. What does it mean that the editors turn to a secular, literary narrative to ground a consideration of “The Problem of Judgment?” How should we read the irony of the reading instructions they provide, which reproduce the blindness to form – to the significance of “trifles” – that the text describes? How do we read literature in the context of law? More specifically, what does attention to the form of the story yield for an understanding of legal judgment?

This chapter describes a case study of a teacher, Mrs. L., whose teaching incorporates culturally sustaining pedagogy (CSP) into U.S. and World History classrooms in order to meet the academic and linguistic needs of her specific student populations. The examples used in this chapter come from two settings in which Mrs. L has worked – an alternative high school for pregnant and parenting minors and a junior high school. Both settings were located in a diverse region of Southern California. Mrs. L’s methods for incorporating CSP into her U.S. and World History content were based foremost on establishing and building relationships and rapport with each girl in her class. Mrs. L incorporates CSP as she teaches her students about first and secondary sources through Richie Valens, develops critical thinking as she teaches about the Westward Expansion and the Lewis and Clark expedition, and develops technology skills as she teaches about various cultural views of death.

This chapter analyses the character of Mrs Coulter in BBC/HBO TV show His Dark Materials (2019–ongoing). Mrs Coulter shows clear links with traditional fairy tale figures; in the words of actor Ruth Wilson, ‘She's fairy godmother and she's the nasty queen. She's like Snow White, and she's the Wicked Witch’ (HBO, 2019). Keeping in mind these intertextual references, but focusing on the text, I am going to study the ways in which Mrs Coulter's ‘being evil’ is constructed: are any motivations provided to account for her becoming evil?

Are we supposed to feel sympathy for her – a woman struggling for power in a patriarchal society? How do her interactions with other characters modify the ‘traditional’ roles she evokes and her perceived evilness? To answer these questions, I will employ theoretical tools stemming from queer theory and positioning theory. While arguing for the usefulness of such theoretical outlook for the study of villains, I aim to prove that Mrs Coulter is depicted as a thwarted good character, ruined not only by societal sexist norms, but also by the internalization of ideals typical of toxic masculinity.

This chapter estimates a regime switching Taylor Rule for the European Central Bank (ECB) in order to investigate some potential nonlinearities in the forward-looking policy reaction function within a real-time framework. In order to compare observed and predicted policy behavior, the chapter estimates Actual and Perceived regime switching Taylor Rules for the ECB. The former is based on the refi rate set by the Governing Council while the latter relies on the professional point forecasts of the refi rate performed by a large investment bank before the upcoming policy rate decision. The empirical evidence shows that the Central Bank’s main policy rate has switched between two regimes: in the first one the Taylor Principle is satisfied and the ECB stabilizes the economic outlook, while in the second regime the Central Bank cuts rates more aggressively and puts a higher emphasis on stabilizing real output growth expectations. Second, the results point out that the professional forecasters have broadly well predicted the actual policy regimes. The estimation results are also robust to using consensus forecasts of inflation and real output growth. The empirical evidence from the augmented Taylor Rules shows that the Central Bank has most likely not responded to the growth rates of M3 and the nominal effective exchange rate and the estimated regimes are robust to including these additional variables in the regressions. Finally, after the bankruptcy of Lehman Brothers the policy rate has switched to a crisis regime as the ECB has focused on preventing a further decline in economic activity and on securing the stability of the financial system.

The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning.

Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers.

The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning.

The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.

The purpose of this paper is to examine reported literature on the influence of medical representatives (MRs) and other promotional tools on drug prescribing behaviour, and to assess whether this effect is different in developed and developing countries.

A survey of the literature was conducted across online databases from 2000 to 2016. Eligible studies addressed MRs and other promotion tools used to influence drug prescribing in developed and developing countries.

A total of 40 reviewed studies met the inclusion requirements. In total, 22 of the studies were conducted in developed countries and 18 in developing countries. Out of ten studies that examined the influence of MRs on drug prescribing in developed countries, eight found a positive influence, one found only moderate and one finds no influence. Analogous results were found in developing countries. Six out of ten studies on the influence of MRs conducted in developing countries found a positive effect, three found only moderate effects, while one finds no influence. The influence of promotion tools on prescribing varied in developed countries, five found positive influence, four reported a small effect and one found negative influence. In developing countries, the size of effect also varied, five studies found positive influence of promotion tools on drug prescribing behaviour, five found a negligible or small effect, and one found no association. However, marked differences were observed between two sectors. In the developed countries, MRs are valued as a source of information and can have an effect on prescribing, while it is unreliable in developing countries. Sample drugs are more generally seen as an important promotional tool for prescribing in developed countries than developing countries.

The results derived from this review are based on studies with varying methodological consistency. The review provides the crucial information that will be valuable to researchers working on comparative analysis of marketing efforts in developing and developed countries.

This paper is one of the few systematic reviews on the influence of MRs and other promotional tools on prescribing. It compares the influence of MRs and promotional efforts in both developed and developing countries.