Other Foreign Media

John A. Lent's Asian Mass Communications: A Comprehensive Bibliography (Philadelphia: Temple University School of Communications and Theater, 1975---$44.00, paper with spiral binding)

H.Edward English (ed.) Telecommunications for Canada: An Interface of Business and Government (Toronto: Methuen, 1973---price not known)

Television Advertising Conditions in Europe

Communication Policies in Ireland, by John Stapleton (1974, 73 pages, $3.95, paper)

Communication Policies in Hungary, by Tamas Szecsko and Gabor Fodor (1974, 58 pages, $3.30, paper)

Communication Policies in the Federal Republic of Germany, by Walter A. Mahle and Rolf Richter (1974, 86 pages, $4.95, paper)

Communication Policies in Sweden, by Lars Furhoff, Lennart Jonsson, and Lennart Nilsson (1974, 76 pages, $4.65, paper)     

Radio and Television History

ROD SERUNG: THE DREAMS AND NIGHTMARES OF LIFE INTHE TWILIGHT ZONE by Joel Engel (Chicago: Contemporary Books, 1990—$18.95, ISBN 0-8092-4538-8,368 pp.)

THE PIED PIPERS OF ROCK 'n ROLL: RADIO DEEJAYS OF THE 50s AND 60s by Wes Smith (Marietta, GA: Longstreet Press, 1989—$16.95, ISBN 0-929264-69-X, 300 pp.)

GUNSMOKE.A COMPLETE HISTORY by SuzAnne Barabas and Gabor Barabas (Jefferson, NC: McFarland & Co., 1990—$45.00, ISBN 0-89950-418-3, 832 pp.) is just that—a detailed narrative and then episode guide to both the radio (1952-61)

THE COMPLETE ACTORS TELEVISIONCREDITS, 1948-1988, VOLUME I: ACTORS by James Robert Parish and Vincent Terrace (Metuchen, NJ: Scarecrow Press, 1989—$59.50, ISBN 0-8108-2204-0, 560 pp.)

THE CHILDREN'S HOUR: RADIO PROGRAMS FOR CHILDREN, 1929-1956 by Marilyn Lawrence Boemer (Metuchen, NJ: Scarecrow Press, 1989—$25.00, ISBN 0-8108-2270-9, 230 pp.)

I REMEMBER TELEVISION: A MEMOIR by Ira Skutch (Metuchen, NJ: Scarecrow Press, 1989—$29.50, ISBN 0-8108-2271-7, 273 pp.)

LIVE TELEVISION: THE GOLDEN AGEOF1946-1958 IN NEW YORK by Frank Sturcken (McFarland & Co., P.O. Box 611, Jefferson, NC 28640—$29.95, ISBN 0-89950-523-6, 178 pp.)     

Reflexivity and self-care for creative facilitators: stepping outside the circle

Those who work with others to explore new and creative ways of thinking about community and organizational participation, ways of engaging with others, individual well-being and creative solutions to problems, have a significant role in a cohesive society. Creative forms of learning can stimulate reflexive practices of self-care and lead to enhanced relationships and practices both personally and professionally. We argue that those who facilitate such practices for others do not always practice their own self-care, which potentially leads to burnout and disillusionment. This research sought to explore understandings and practices of self-care with such facilitators in order to develop resources or techniques to support more sustainable professional identities. A key finding is that reflexive processes are most effective and transforming when shared as a social practice.     

Specialist Teachers for Pupils with Learning Difficulties? A Survey of Headteachers in Schools and Units

Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Education and Special Educational Needs, at the University of Wales, Cardiff, report on research into the current position on the relevant qualifications of teachers, and intending teachers, in schools and units for pupils with moderate to profound learning difficulties. They suggest that there has been little consistent progress in the preparation of teachers for this work since the ACSET (Advisory Committee on the Supply and Education of Teachers) Report in 1984.     

Higher education faculty perceptions on technology integration and training

The purpose of this study was to examine how faculty technology literacy and technology training impact the integration of technology into their pedagogy. This required a quantitative examination of how faculty technology literacy skills relate to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of faculty members from the fifteen peer institutions of the University of North Dakota. In this second article, three of the original research questions are addressed. The inferential results of the study showed significant correlations between technology literacy and pedagogical practice integration.     

Victimization and polyvictimization of Spanish children and youth: Results from a community sample

Most research into adolescent victimization and polyvictimization has been carried out in the United States and in northern European countries. The present study aims to determine the prevalence of victimization and polyvictimization in a community sample of Spanish adolescents. The sample consisted of 1,107 youth (M = 14.52, SD = 1.76), 590 males and 517 females, randomly recruited from 7 secondary schools in a north-eastern region in Spain. The Spanish version of the Juvenile Victimization Questionnaire was applied, assessing 6 aggregate categories of childhood victimization (conventional crimes, caregiver, peer and sibling, witnessed and indirect, sexual, and electronic victimization). A total of 83% of adolescents reported at least 1 type of victimization during their lives, and 68.6% during the last year. Boys were generally more exposed to conventional crimes (68.0%), and girls to emotional abuse by caregivers (23.0%) and to sexual (13.9%) and electronic (17.6%) victimization during their lifetime. Age differences obtained in victimization rates for the past year confirmed that peer and sibling victimization peak in early adolescence (33.9%). Witnessing community violence was more frequent in older adolescents (34.7%). Almost 20% of the sample were considered as polyvictims (i.e., experienced victimization in 7 or more forms of victimization). Adolescent polyvictims experienced victimization in 4 or more domains during their lifetime. This study adds new information on the epidemiology of victimization in the international context and is the first to do so from the perspective of a country in south-western Europe. It illustrates that Spanish youth experience a higher level of victimization than official records suggest, and that gender and age should be taken into account when analyzing this complex area of study.     

Students reflecting on test performance and feedback: an on-line approach

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students’ perceptions of their performance, self-identified areas of difficulty and suggested strategies for improving test performance. One-third of students undertaking on-line tests responded to the optional survey, and 60% of respondents thought reflecting on feedback was useful. Students reflecting on formative rather than summative assessment reported a more strategic approach to testing, often using it to assess their knowledge and prepare for future assessment. Their reflections were more internally focused on motivation and preparation compared with those assessed summatively. Respondents were more likely to be female, older, more experienced learners who had scored well in the test. Younger respondents expected higher scores than they achieved and were less likely to reflect, but, when they did, were more likely to select pre-determined reasons for their performance and less likely to suggest strategies for improvement. These results support formal training and scaffolded integration of reflection into on-line assessment feedback, especially for less experienced learners.