Association between receipt of school-based HIV education and contraceptive use among sexually active high school students — United States, 2011–2013

Sexual health education, including HIV prevention information, can help prevent unintended pregnancy and sexually transmitted infections. National Youth Risk Behavior Survey data from 2011 and 2013 were used to determine HIV education prevalence among 9,825 currently sexually active students in grades 9–12. Associations between HIV education and contraceptive methods used at last sexual intercourse were examined for: (1) condom use; (2) any contraceptive method; (3) dual use of a condom and either birth control pills; IUD or implant; or shot, patch, or birth control ring; and (4) primary contraceptive method. Primary contraceptive method options were (1) no method; (2) birth control pills; (3) condoms; (4) IUD or implant; (5) shot, patch, or birth control ring; (6) withdrawal or some other method; and (7) not sure. Logistic regression (prevalence ratios [PRs] and 95% confidence intervals [CIs]) and Chi-squares were used for testing. Students who received HIV education were more likely than students who did not to use a condom (PR:1.09;CI:1.01,1.18) and any contraceptive method (PR:1.08;CI:1.04,1.12); there was no significant association with dual use. Primary contraceptive method varied significantly by receipt of HIV education (p < .001). School-based HIV education may be important for promotion of adolescent condom and contraceptive use.     

Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention

The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups....     

Voices of educational administration internship mentors

Within the field of leadership preparation, there is agreement by both scholars and practitioners of the need to engage aspiring leaders in authentic field-based learning experiences that tightly align to coursework (Perez, Uline, Johnson, James-Ward, & Basom, 2011). An integrated approach including mentoring is critical to the success of the internship activities and therefore the overall experience. Using data gathered from interns, as well as issues emerging in existent literature, the researchers developed and administered a survey to mentors to assess the activities, level of engagement, and general feedback on the internship experience for those they supervised, as well as their own development during the interaction. We subsequently conducted interviews of five mentors who had responded to the survey to allow for further exploration of the emergent themes.     

School violence,school differences and school discourses

This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept.     

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology

This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists.     

Changes in student-centred assessment by postsecondary science and non-science faculty

Although many appeals for reform include adopting more student-centred assessment, few studies have examined the postsecondary classroom. Using the 1993 and 1999 National Study of Postsecondary Faculty, the results of the current study revealed that faculty in the sciences were less likely to use student-centred assessment practices than faculty in non-sciences. Additionally, while faculty in the non-sciences showed a significant increase in their use of student-centred assessment between the two waves of data collection, no such increase was obtained for faculty in the sciences. Results are discussed in terms of public policy.     

Telecommunications

Robert S. Magnant's Domestic Satellite: An FCC Giant Step– Toward Competitive Telecommunications Policy (Boulder, Colo.: Westview Press, 1977—$20.00)

Anthony G. Oettinger and Carol L. Weinhaus, National Stakes in the Communications Revolution: Jurisdictional Cost Separations (Program on Information Resources Policy, Harvard University, 200 Aiken, Cambridge, Mass. 02138—$10.90, paper—request Working Paper WP-79-2)

Clayton L. Hallmark's Lasers: The Light Fantastic (Blue Ridge Summit, Pa.: TAB Books, 1979—$9.95 with a paperback also available)

Fred B. Wood, et al. Videoconferencinq via Satellite: Opening Congress to the People (Program of Policy Studies in Science and Technology, George Washington University, Washington D.C. 20052—free on request, paper)

Audience Diversion Due to Cable Television: A Statistical Analysis of New Data by Rolla Edward Park (April 1979, R-2403-FCC—$5.00, paper)

Audience Diversion Due to Cable Television: Supporting Data by Rolla Edward Pack (April 1979, R-2403/1-FCC—$7.00, paper)

The Spartanburg Interactive Cable Experiments in Home Education by William A. Lucas (February 1979, R-2271-NSF—$7.00, paper)     

A Rationale for Scholarly Examination of Institutional Review Boards: A Case Study

In recent years, institutional review boards (IRBs) have become an increasingly significant part of the research process for communication scholars. This essay provides a rationale for scholarly examination of IRBs. Using the review process for this special issue as a case study, it identifies a number of ironies that provide justification for this special issue.     

Organizational Power and the Institutional Review Board

In this essay, we respond to the narratives and essays in this issue by examining organizational power issues related to researchers and institutional research boards (IRBs). Rather than taking a singular perspective on power, we use multiple perspectives and suggest that the cumulative analyses provide the best understanding of IRBs and organizational power.     

Differences in Social Values Between Athletes and Nonathletes

Abstract

The experiment was designed to (a) examine age-related differences in the control of aiming movements, and (b) determine the locus of slowing in movement execution of older adults. Fitts's (1954) index of difficulty (ID) was used to manipulate movement execution demands, and kinematics were used to examine the response characteristics. Twelve young and 12 older adults performed simple aiming movements 10 cm or 20 cm in amplitude to targets of 0.5 cm, 1.0 cm, or 2.0 cm in width, resulting in IDs ranging from 3.32 to 6.32. The results for both young and older subjects support the prediction that movement time (MT) increases as a function of ID and that older adults are significantly slower and more affected by increases in ID than the young adults. Velocity and acceleration profiles of the older adults' movements displayed very different response characteristics than those of the young adults. The results suggest that older adults emphasize accuracy of response and are concerned with the latter phase of the movement in order to contact a target accurately.