Adverse events and placebo effects: African scientists, HIV, and ethics in the 'global health sciences'

This paper builds on the growing literature in 'postcolonial technoscience' by examining how science and ethics travel in transnational HIV research. I use examples of two controversial US-funded studies of mother-to-child transmission in Africa as case studies through which to explore quandaries of difference and inequality in global health research. My aim is not to adjudicate the debates over these studies, but rather to raise some questions about transnational research, science, and ethics that often get lost in public controversies over the moral status of such trials. Using interviews conducted with American and Ugandan HIV researchers as well as relevant material published in the popular and medical press, I argue that debates over research practice and the conditions under which practices are deemed ethically legitimate or questionable reflect the challenges faced by African researchers seeking to participate in global health science. In doing so, I show how questions of scientific legitimacy and authority are played out in debates over who decides what constitutes 'the normal' in human biological research and who can legitimately 'speak for Africa' regarding the ethics of research design and practice. I conclude that researchers from'resource-poor settings' must often walk a tightrope between claims of difference from the global North and assertions of sameness, in which a claim too forceful in either direction can undermine the ethical--and thus scientific--legitimacy of their research.     

Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties

The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.     

The 1994 Unified Medical Language System Knowledge Sources

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Effects of Adult Modeling and Rule Structure on Responses to Moral Situations of Children in Fifth-Grade Classrooms

This study examined the effects of adults modeling responses to moral situations with or without rule strucon responses of fifth-graders in a classroom setting. Ss were exposed to a model who chose a constructive, internal-control response to open-ended stories about getting-even and provided either rule statements regarding that choice (rule-structure group) or a summary of the story (no-rule-structure group) . In the control group, Ss observed no model. Findings indicated that there was a significant (p<. 10) effect of modeling on internal-control scores on post-treatment stories and of modeling combined with rule structure on constructive scores on post-treatment stories. This study is consistent with previous empirical findings of studies conducted in laboratory settings in which modeling has been effective in modifying social behavior. Further examination of modeling is recommended in natural social settings.     

Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes

The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided.     

Electronic Reserve on a Regional Campus: The Evolution of the Service

Since the introduction of university regional campuses in Ohio, providing library services has been challenging. Because of new technologies, restricted budgets, and fewer staff, even recently implemented methods and procedures must be reexamined and revised. This article provides an overview of one regional campus library's evolving relationship with the main campus during the implementation and evolution of an electronic reserve system. The history and current use of a course management system is discussed along with the challenges faced by staff in the evolution of reserve services.     

1. CBQ Review Essay: Tintin As An Unproductive Journalist,But A Wholesome Hero

TIME PASSAGES: COLLECTIVE MEMORY AND AMERICAN POPULAR CULTURE by George Lipsitz (Minneapolis: University of Minnesota Press, 1990—$14.95, paper, ISBN 0-8166-1806-2)

THE VOICE OF THE CITY: VAUDEVILLE AND POPULAR CULTURE IN NEW YORK by Robert W. Snyder (New York: Oxford University Press, 1989—$19.95, ISBN 0-19-505285-4)

IN THE NINETIES by John Stokes (Chicago: University of Chicago Press, 1989—$29.95, ISBN 0-226-77538-0) is complementary to Snyder's study (or vice-versa)

LITERACY AND POPULAR CULTURE: ENGLAND 1750-1914 by David Vincent (New York: Cambridge University Press, 1989—price not given, ISBN 0-521-33466-7)

APPALACHIAN IMAGES IN FOLK AND POPULAR CULTURE edited by W.K. McNeil (Ann Arbor: UMI Research Press, 1989—$44.95, ISBN 0-8357-1972-3)

POPULAR CULTURE by Albert Goldbarch (Columbus: Ohio State University Press, 1990—price not given, paper, ISBN 0-8142-0499-6)

POPULAR CULTURE: SCHOOLING AND EVERYDAY LIFE by Henry A. Giroux and Roger I. Simon (New York: Bergin &; Garvey, 1989—price not given, paper, ISBN 0-89789-186-4)

NO RESPECT: INTELLECTUALS AND POPULAR CULTURE by Andrew Ross (New York: Routledge, 1989-$13.95, paper, ISBN 0-415-90037-9)

BECOMING FEMININE: THE POLITICS OF POPULAR CULTURE edited by Leslie G. Roman and Linda K. Charistian-Smith (London: Falmer Press, 1988—$18,00, paper, ISBN 1-85000-329-7)

WARRIOR WOMEN AND POPULAR BALLADRY, 1650-1850 by Dianne Dugaw (London: Cambridge University Press, 1989—price not given, ISBN 0-521-37254-2)     

Telecommunications

Thomas R. Brooks' Communications Workers of America: The Story of a Union (New York: Mason/Charter, 1977—$12.95)

Lorne A. Parker and Betsy Riccomini, comps. A Report on University Applications of Satellite/Cable Technology: First Annual International Communications Conference (153 pp., paper, no date)

Lorne A. Parker and Betsy Riccomini, comps. The Status of the Telephone in Education: Second Annual International Communications Conference (220 pp., paper, no date)

Lorne A. Parker and Betsy Riccomini, comps. The Telephone in Education: Book II: Third Annual International Communications Conference (201 pp., paper, no date)

Mavis Monson, et al., eds. A Design for Interactive Audio (132 pp., paper, 1977)

John A. Bunyan and James C. Crimmons' Television and Management: The Manager's Guide to Video (White Plains, N.Y.: Knowledge Industry Publications, 1977—$24.50)     

Media Production

Peter Utz' Video User's Handbook (Englewood Cliffs, N.J.: Prentice-Hall, 1980--- $12.95 in paper with a hardback available as well).

Martin Maloney and Paul Max Rubenstein's Writing for the Media (Englewood Cliffs, N.J.: Prentice-Hall, 1980---$14.95).

Betsy P. Graham's Magazine Article Writing: Substance and Style (New York: Holt, Rinehart & Winston, 1980---$10.95, paper)

Michael L. Kleper's How to Build a Basic Typesetting System (1979---$10.00, paper)

Martin L. Gibson's Editing in the Electronic Era (Ames: Iowa State University Press, 1980---$15.50).