Bookstores and Other Book Sources

Ruth Adler's A Day in the Life of the New York Times (Philadelphia: J.B. Lippincott, 1971—$6.77)

Les Daniels and The Mad Peck, Comix: A History of Comic Books in America (New York: Outerbridge &; Dienstfrey, 1971—$7.95)

75 Years of the Comics (Boston: Boston Book and Art Co., 1971—$9.95)

International Newspapers from University Microfilms (Ann Arbor, Michigan: University Microfilms, 1971—free on request, paper)

Chilton R. Bush (ed.) News Research for Better Newspapers (New York: American Newspaper Publishers Association Foundation, 750 Third Ave., 1965-date (annual), $2.00 or $3.00 each (set of last five volumes available for $10.00), paper)

Maurice F. Tauber and Hilda Feinberg's Book Catalogs (Metuchen, N.J.: Scarecrow Press, 1971—$15.00)

Martin E. Dann (ed.) The Black Press: 1827-1890 (New York: Putnam, 1971—$7.95)     

The Future of the Library As a Place of Learning: A Personal Perspective

As the twenty-first century unfolds and we move to a new economy based not on knowledge but on ideas will the Library as a place disappear? In a connected world where users have extensive access to vast amounts of information why would they go to libraries and, more importantly, are there reasons for us to construct new library buildings in the twenty-first century? While the power of technology makes libraries more able to deliver improved services, digitization and remote access may conspire to make them irrelevant as places. However the real impact of technology is how it affects the practice of teaching and learning. The importance of creating a national learning infrastructure that benefits as many people as possible is more important than ever before for global competitiveness. Libraries focused on their contribution to learning will not merely be important places as the learning society develops but will be essential to its success. To be part of that picture, Libraries need to consider how they can support the ideas economy and provide facilities that become essential to the lives of twenty-first century learners.     

Influence of measurement errors on HIV risk behavior analysis: A case study examining condom use among drug users

Multiple indicators of HIV risk behaviors are not yet well developed in the field of drug abuse and AIDS prevention, with most research relying on single‐item measures. Weak or inconclusive statistical analyses often result from measurement errors. This study illustrates the problems of biased statistical estimates when single‐item measures with measurement errors are used. Using HIV risk behaviors among injection drug users as an example, this study shows the impact of measurement error on statistical results in path analysis. The results suggest that more attention is needed to address the issue of measurement reliability in survey data. Measurement error should be taken into account in analyzing HIV risk behaviors, and appropriate multiple indicators for a full range of HIV risk behaviors should be developed to deal successfully with the “errors‐in‐variables” problem.     

Endurance training adherence in elite junior netball athletes: A test of the theory of planned behaviour and a revised theory of planned behaviour

This study examined the utility of Ajzen's () theory of planned behaviour and Maddux's () revised theory of planned behaviour to predict endurance training intentions and adherence of elite junior netball athletes. One hundred and fifteen athletes from the England Netball World Class Start Programme were assessed on constructs central to the predictions of the two theories. Adherence to a recommended endurance training programme was recorded in self-report diaries across a 9-week period. Validity for the diaries was supported by significant correlations (P <?0.001) with recalls across 7 days and 9 weeks. Adherence was moderate and variable between athletes (mean = 66.05, s = 25.75%). Two separate path analyses were conducted to examine the predictions of the theories. Goodness-of-fit indices suggested acceptable fit of the data to the models. Analyses showed that attitude towards the new behaviour, subjective norms and perceived behavioural control predicted training intentions. The relationship between intention and adherence was weak. The present results suggest that the constructs of the theory of planned behaviour offer some insight into the explanation of intentions to follow an endurance training programme. Constructs unique to the revised theory of planned behaviour did not significantly predict training intentions or behaviour. Implications for practitioners working with team sport performers are provided.     

Sleep and Cognition in Preschool Years: Specific Links to Executive Functioning

This study investigated the prospective links between sleep in infancy and preschoolers' cognitive performance. Mothers of 65 infants completed a sleep diary when infants were aged 1 year, and children completed two subscales of the Wechsler Preschool and Primary Scale of Intelligence at 4 years, indexing general cognitive ability and complex executive functioning. Consistent with hypotheses, children getting higher proportions of their sleep at night as infants were found to perform better on executive functions, but did not show better general cognition. Relations held after controlling for family socioeconomic status and prior cognitive functioning. These findings suggest that the special importance of sleep for higher order cognition, documented among adults, may appear very early in life.     

A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n?=?138), and then randomized into treatment (n?=?68) versus business-as-usual conditions (n?=?70). A typical group also was included (n?=?67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students.     

Paradigm wars, dialogue or dance: is rapprochement possible and/or desirable?

In focusing on the Kincheloe and Tobin paper, ‘The Much Exaggerated Death of Positivism,’ this forum explores the hegemony of positivism in the professional practices of a group of educators whose research expertise lies in the fields of science education, mathematics education and leadership education. Responding to the first question, ‘What is your personal/professional experience of the hegemony of positivism?’, four key issues arise: is positivism part of the external world or is it within us (and thus what is our agency)?, the role of positivism as a driver of Western cultural imperialism, dualism as the chief logic of positivism, and the difficulty of responding to positivism from a pluralist perspective. The second question, ‘Is rapprochement between positivism and other paradigms possible and/or desirable without being re-colonised?’, raises a number of key issues that, although relatively new to science education, are of increasing interest to cultural studies researchers keen to embrace alternative research paradigms with which to create culturally inclusive science curricula. The discussants reveal their personal experiences of being marginalised by the hegemony of positivism and give voice to a range of opinions about how best to respond. The integral perspective of spiral dynamics is proposed as a model of paradigm evolution, our fundamental assumptions about modern progress are questioned, and the non-dualist logic of dialectics is explored as a more inclusive rationality for researchers. In the spirit of counter-hegemonic cultural studies, the discussants draw on their personal Buddhist and Hindu perspectives to open new doorways into complex ontological systems lying beyond the simplistic materialism of crypto-positivism. We are given a glimpse of powerful means of generating new insights into the emergent universe (within and without) that an evolving science endeavours to explain.     

Relationship of College Students' Current Attachment to Appraisals of Parental Conflict

This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender.