As Lewis maintains, "instead of words, we consciously try to think of collocations, and to present [XXX] in expressions.

An estimated eight million school-age children are home alone after school (U.S. Department of Education, 2001). [XXX] are the hours when violent juvenile crime peaks and when youth are most likely to experiment with alcohol, tobacco, drugs, and sex (Snyder & Sickmund, 1999).

Consequently, these students sometimes may not find adequate support for themselves on campus, especially their "sense of place". Ultimately, [XXX] may contribute to their "stopping out" of higher education.

At community colleges the LAC client is likely to be nontraditional. [XXX] student is more likely to be older, a first generation college attendee, single or married with children, an adult woman, foreign born or a full-time employee.

Several rating scales and checklists are useful in identifying talents in all four of the domains. [XXX] include the ten Scales for Rating the Behavioral Characteristics of Superior Students by Renzulli et al. (1997), the Purdue Academic Rating Scales and Purdue Vocational Rating Scales (Feldhusen, Hoover, & Sayler, 1997).

Feldhusen and Wood (1997) presented a system for "growth planning" in which students, grades 3-12, plan in late spring their school programs for the coming year. [XXX] inventory and review their own achievements, assess their own interests and learning styles, and write personal goals (academic, career, and social).

All students at all ages have relative talent strengths, and schools should help them identify and understand their own special abilities. [XXX] whose talents are at levels exceptionally higher than their peers should have access to instructional resources and activities that are commensurate with their talents (Feldhusen, 1998).

Re-examining their own ideas, gifted students can then identify the areas where the conflict and suspense have gone and can brainstorm ways to create new conflicts. [XXX] process can apply to the simplest stories as well as to the most advanced novels and plays.

A longstanding tradition in the field of gifted education assumes it is possible and desirable to identify children as "gifted" based on high IQ scores and/or high achievement test scores. Gifted programming developed from a notion of global and fixed intelligence and often resulted in exclusive one-size-fits-all programs of study. [XXX] an approach disregarded the individual strengths and potential of some gifted students.

Gifted students rarely accept anything on face value and enjoy debating points in politics and history based on their own alternate readings of the events. Writing biographical and historical fiction enables them to capitalize on [XXX] talent and use it to explore different perspectives both critically and creatively.

Gifted students rarely accept anything on face value and enjoy debating points in politics and history based on their own alternate readings of the events. Writing biographical and historical fiction enables them to capitalize on this talent and use [XXX] to explore different perspectives both critically and creatively.

When they write this information down in paragraph form or as a series of notes and also jot down any questions they have about the person's life, many gifted students find themselves continually going back to do more research as the story develops in more detail. [XXX] is one of the great values of biographical (and historical) fiction.

Gifted writers who love history discover a limitless source of material that can become the world of their characters, the cause of conflicts, the most suspenseful moments of their own stories. [XXX] activities lead to a reflective understanding of how the stories of history are told and how bias can impact the representation of events.

The lexical approach concentrates on developing learners' proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or "chunks," and that [XXX] chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993, p. 95).

Invest in Kids, a national organization of police chiefs, sheriffs, police association presidents, prosecutors, and crime survivors, draws on outcome data from high-quality youth development programs to encourage public investment in high-quality after-school and summer programs for youth. [XXX] anti-crime organization reports that high-quality youth development programs provide "responsible adult supervision, constructive activities, and insulation from deleterious pressure from peers and older children during high-risk hours" (Fox & Newman, 1997, p. 4).

In a series of group interviews commissioned by the Carnegie Council on Adolescent Development, young people reported wanting safe places to be with caring adults and other young people (Quinn, 1999, p. 97). [XXX] preference for "learning, growth, structure, and safety" was also voiced by 800 teens in the Community Counts Project, a study of 120 youth-based organizations in 34 cities (DeAngelis, 2001, p. 61).

It is especially helpful when parents remain psychologically available to monitor their teenagers' activities and friends even when older youth are ready to be home alone after school hours (Jacobson & Crockett, 2000). Beneath the cool veneer of many adolescents is the need to feel connected to and cared about by their parents and other significant adults. Research supports the effectiveness of [XXX] strategies in protecting middle and high school youth from risk and from harm (Roth & Brooks-Gunn, 2000).

For Enright (1997), having an actual locale to go to on campus, at which one can find effective support as well as scholastic assistance, enables students to realize a place of their own, their personal "sense of place." [XXX] important relationship to the institution, however formal or informal, boosts retention.

LACs have many different names including Student Learning Center, Academic Success Center, Learning Skills Center, Learning Laboratory and Center for Academic Development, among others. Regardless of how they are named, [XXX] centers are best understood as a campus resource that provides a variety of academic support services to students, faculty, and staff (Maxwell, 1997).

Willis (1990) has attempted to provide a rationale and design for lexically based language teaching and suggests that a lexical syllabus should be matched with an instructional methodology that puts particular emphasis on language use. [XXX] a syllabus specifies words, their meanings, and the common phrases in which they are used and identifies the most common words and patterns in their most natural environments.