PSYCHOLOGY: ITS PRACTICE AND TEACHING IN A JEWISH COLLEGE

Abstract

Back to the Sources: Reading the Classic Jewish Texts. Edited by Barry W. Holtz. Summit Books, New York, 1984. pp. 448. $19.95.

The Chronicle of the Lodz Ghetto 1941-1944. Edited by Lucjan Dobroszycki. Yale University Press, New Haven, 1984. pp. 551. $35.00.

From Time Immemorial: The Origins of the Arab-Jewish Conflict Over Palestine by Joan Peters. Harper &; Row, New York 1984. pp. 601. $24.95.

The World Guide for the Jewish Traveler by Warren Freedman. E. P. Dutton, New York, 1984. pp. 360. $8.95 (paper).

Jews, Turks and Infidels by Morton Borden. University of North Carolina Press, Chapel Hill, 1984. pp. 163. $17.95.

The Land Question in Palestine, 1917-1939 by Kenneth W. Stein. University of North Carolina Press, Chapel Hill, 1984. pp. 314. $29.00.

The Jewish Family: Authority and Tradition in Modern Perspective by Norman Linzer. Human Sciences Press, New York, 1984. pp. 217. $I6.95 (paper).

Diaspora: Exile and the Jewish Condition Editied by Etan Levin. Jason Aronson, New York, 1983. pp. 337.

The Jerusalem Cathedra, Volume III Edited by Lee I. Levine. Wayne State University Press, Detroit, 1984. pp. 361. $25.00.

The Roots of Anti-Semitism by Heiko A. Oberman. Translated by James I. Porter, Fortress Press, Philadelphia, 1984. pp. 163.

Jewish Ethics and Halakhah for our Time: Sources and Commentary by Basil F. Herring. Ktav, Yeshiva Univesity Press, New York, 1984. pp. 243. $I5.00 cloth, $9.95 paper.

Jewish Life Under Islam: Jerusalem in the Sixteenth Century by Amnon Cohen. Harvard University Press, Cambridge 1984. pp. 267. $30.00.

Israel in the Mind of America by Peter Grose. Alfred A. Knopf, New York, 1984. pp. 361. $17.95.

Hitler, Germans and the “Jewish Question” by Sarah Gordon. Princeton Univerity Press, 1984, pp. 412. $40.00 cloth, $14.50 paper.

A Mediterranean Society, Volume IV: Daily Life by S. D. Goitein. University of California Press, Berkeley, 1984. pp. 492. $38.50.     

A JEWISH SCHOOL MODEL FOR MORAL EDUCATION

Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute.

We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues.     

Effects of Individualized Instruction on Control Expectancy: A Field Test

Abstract

This study was conducted in order to determine whether or not one semester of individualized instruction is enough time to create in students an increased sense of being able to control payoffs in life and to lead students to develop a more realistic appraisal of their ability to control payoffs in an academic environment. Paradoxically, the converse may occur. When first confronted with a success-oriented instructional process and opportunities for self-pacing, students with failure histories may become more external, anxious, or uncertain. In order to examine these notions, a sample of 126 educationally deficient students who were beginning their first semester of study in a community college were selected from 18 different sections of math, English, and history and tested twice—once at the beginning of the term and again late in the term just prior to finals.     

Meeting health information needs of people with HIV/AIDS: sources and means of collaboration

Background: Internet‐based applications, in particular those that allow communication, have great potential to meet information needs. Limited research has indicated that people with human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS; PHAs) use these technologies, but it has not yet been examined how resources are used collaboratively and in conjunction with offline sources. Objectives: The purpose of this study was to determine in what ways PHAs collaborate to meet treatment information needs and what role Internet‐based computer‐mediated communication (CMC) played in meeting this goal. Methods: This exploratory study was implemented using surveys and focus groups with 23 participants in Toronto, Canada. The purposive sample included men and women. Results: A variety of both off‐ and online resources were used to learn about HIV/AIDS treatment information, including web‐based and print. All participants were communicating with others, primarily in person, and most desired anecdotal treatment information. However, few reported using CMC to accomplish this goal. Harris and Dewdney's Principles of Information Seeking was used to frame the findings. Conclusions: Despite technical proficiency with CMC, few participants in this study reported use of this communication tool. Information professionals need to ensure access to HIV health information including those in remote areas who have fewer resources.     

Sharing centers: An alternative approach to show and tell

Show and tell is a common activity in many early childhood settings yet many teachers question its value. The purpose of this article is to review the benefits and limitations of the traditional approaches to show and tell and to present an alternative approach based upon appropriate practices that was implemented in a multi-age classroom of 3- to 5-year-old children.