New Media

ELECTRONIC PUBLISHING PLUS: MEDIA FOR A TECHNOLOGICAL FUTURE edited by Martin Greenberger (White Plains, NY: Knowledge Industry Publications, 1985—$45.00/29.95)

NEWSPAPERS AND NEW MEDIA by David A. Patten (White Plains, NY: Knowledge Industry Publications, 1986—$34.95/24.95)

GREAT EXPECTATIONS: A TELEVISION MANAGER'S GUIDE TO THE FUTURE by Paul Bortz, et al. (Washington, DC: National Association of Broadcasters, 1986—$40.00, paper)

VIDEO DEMOCRACY: THE VOTE-FROM-HOME REVOLUTION by Richard Hollander (Lomond Publications, P.O. Box 88, Mt. Airy, MD 21771—$14.95)

THE NEW TELEVISION TECHNOLOGIES by Lynne Schafer Gross (Dubuque, IA: Wm. C. Brown, 1986—price not given, paper)

USING COMPUTERS: HUMAN FACTORS IN INFORMATION SYSTEMS by Raymond S. Nickerson (Cambridge, MA: MIT Press, 1986—$22.50)

THE CULT OF INFORMATION: THE FOLKLORE OF COMPUTERS AND THE TRUE ART OF THINKING by Theodore Roszak (New York: Pantheon, 1986—$17.95)     

Electronic Media Production

AUDIO IN MEDIA by Stanley R. Alten (Belmont, CA: Wadsworth Publishing, 1990—price not given, ISBN 0-534-12132-2, 644 pp.)

RADIO PRODUCTION WORKTEXT: STUDIO AND EQUIPMENT by Lynne Gross and David E. Reese (Stoneham, MA: Focal Press, 1990—$19.95, paper, ISBN 0-240-80045-1,146 pp.)

BROADCAST/CABLECOPYWRITING by Peter B. Orlik (Needham Heights, MA: Allyn & Bacon, 1990—price not given, ISBN 0-205-12325-2, 746 pp.)

REWRITING NETWORK NEWS: WORDWATCHING TIPS FROM 345 TV AND RADIO SCRIPTS by Mervin Block (Chicago: Bonus Books, 1990—price not given, ISBN 0-929387-15-5, 221 pp.)

SCRIPT SUPERVISING AND FILM CONTINUITY by Pat Miller (Stoneham, MA Focal Press, 1990—$24.95, paper, ISBN 0-240-80018-4, 228 pp.)

PUBLIC RELATIONS WRITING by E. W. Brody and Dan L. Lattimore (New York: Praeger, 1990—$16.95, ISBN 0-275-92896-9, 267 pp.)

SIGHT SOUND MOTION: APPLIED MEDIA AESTHETICS by Herbert Zettl (Belmont, CA: Wadsworth, 1990—price not given, ISBN 0-534-07952-0, 408 pp.)

THE TECHNIQUE OF TELEVISION PRODUCTION by Gerald Millerson (Stoneham, MA: Focal Press, 1990—price not given, paper, ISBN 0-240-51289-8, 566 pp.)

TV SCENIC DESIGN HANDBOOK by Gerald Millerson (Stoneham, MA: Focal Press, 1989—price not given, paper, ISBN 0-240-51285-5, 249 pp.)

THE VIDEO STUDIO by Alan Bermingham, et al. (Stoneham, MA: Focal Press, 1990—$18.95, paper, ISBN 0-240-51267-7,192 pp.)

ELECTRONIC POST-PRODUCTION TERMS AND CONCEPTS by Arthur Schneider (Stoneham, MA: Focal Press, 1990—$19.95, paper, ISBN 0-240-80006-0,152 pp.)

INTRODUCTION TO TELEVISION PRODUCTION by Ken Fielding (White Plains, NY: Longman, 1990—price notgiven, ISBN 0-8013-0313-3, 307 pp.)

CORPORATE TELEVISION: A PRODUCER'S HANDBOOK by Ray DiZazzo (Stoneham, MA: Focal Press, 1990—price not given, paper, ISBN 0-240-80023-0, 201 pp.)     

Assessing practical laboratory skills in undergraduate molecular biology courses

This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students’ employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students’ perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff–student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achieve.     

当代女性主义理论和行动:六个全球性问题

21世纪女性主义者将面对许多与上个世纪全然不同的理论问题。这对女性主义理论家们构成了挑战,需要她们进行深入地反思、在全球化语境下,谁已经被解放了;这到底意味着什么;什么和谁被牺牲了;我们在哪儿失败了,又打败了谁;谁被包括在这个"我们"中;还应该再做点什么。现实状况意味着人们在观念上仍然存在着束缚,并与信息技术革命一道使问题变得格外复杂。女性主义理论不仅仅涉及女性本身,还为人们应对当前许多全球性问题提供了一个独特的视角。     

Is There a Place for Death Education in the Primary Curriculum?

Teachers have always had to deal with pupils experiencing bereavement and loss. Recent tragedies such as the shootings at Dunblane have highlighted the need for 'death education' to be considered in schools, although previous research has revealed that issues of confidence and effectiveness are the main barriers to the adoption of death education. However, it appears that pupils' opinions on this issue, including their views on the inclusion of death education into their curriculum, have generally not been sought.
This paper describes some small-scale research, which sought to determine pupils' views on this subject, as well as those of the professionals who teach them. The study revealed some significant differences of opinion between pupils and their teachers. The conclusion highlights important implications for professionals involved in caring for children.     

Global Environmental Change: Modifying Human Contributions Through Education

The 1995 Intergovernmental Panel on Climate Change (IPCC, 1996) Science report concludes that evidence now available points toward a discernible human influence on global climate (p. 439). Reductions in emissions will require changes in human behavior. This study assessed whether gains in global environmental change knowledge would lead to changes in human behaviors that could be deemed environmentally responsible. The study assessed the impact on participant behavior of a two-and-one-half day National Informal Educators Workshop and Videoconference held November 14–16, 1994. The workshops were located in seven down-link sites around the continental U.S. and Hawaii. The program utilized a variety of pedagogical techniques during five hours of satellite programming with national expertise on global change topics (natural variability, greenhouse effect, ozone depletion, ecosystem response, and population and resource distribution) and applications of that information with local experts in regional workshops. Participants implemented many personal and professional behavior changes after participation in this program. Six behavior change scales were created from assessment of survey responses (four coefficient alphas were above .7, one was .68, and one was .58). Personal behavior changes grouped into three categories: Use of Fewer Resources (acts of everyday life generally under volitional control), Purchasing Choices/Options (less frequent acts, not under total volitional control, with significant environmental effect over the lifetime of the decision, e.g., an automobile) and Increased Awareness and Discussion (indicating changes in habits of mind). The professional behavior changes also grouped into three categories: Curriculum Development (developing/revising curricula including new knowledge); Networking (with colleagues from the program); and Office Procedures (reflecting environmentally responsible behavior). The statistically significant behavior changes implemented correspond with increases in content knowledge, confidence, a developing national network, regional applications, and satisfaction with the program.     

Otitis Media and the Social Behavior of Day-Care-Attending Children

Research has suggested that young children who experience chronic middle ear disease (otitis media) in early childhood may display some initial developmental delays in language development as well as later problems in school. This association between otitis media and developmental problems is hypothesized to be linked to the hearing loss that accompanies frequent or long bouts of otitis media. Recent interest has focused on whether otitis media may be linked to behavioral changes in children, making them less responsive to the environment even when well. This study examined the relation between early otitis media in day-care-attending children and their subsequent behavior in the day-care classroom when the children were well. Findings suggest that day-care-attending children with chronic otitis media in the first 3 years of life play more often alone and have fewer positive and fewer negative verbal interactions with peers than nonchronic children in day-care. There were no differences between chronic and nonchronic otitis media children in their nonverbal behavior. Results may also contribute to our understanding of the development of the socially withdrawn child.     

Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities

A systematic study was carried out to investigate the basic counting and number skills, and the strategies used in counting and number tasks of students with moderate intellectual disabilities at different age levels. Using Fuson's (1988, 1992) number–word model, students' understanding and use of number words were examined in four situations (sequence, counting, cardinal, and symbol). Thirty students with moderate intellectual disabilities (IQ of 36–54) aged between 7 and 18 years were interviewed individually and their counting skills and concepts of number assessed by various number tasks. Results showed a significant difference between the three age groups on all the number skills assessed. Specifically, the learning pattern for the sequence of number–words and the kinds of correspondence errors made were similar to those of students with normal intelligence; one-to-one correspondence and stable-order principles were used and the cardinal principle was understood. Recommendations were made concerning the education of students with moderate intellectual disabilities in aspects of numeracy.