Other Foreign/International

Michael Balfour's Propaganda in War 1939-1945: Organizations, Policies and Publics in Britain and Germany (London and Boston: Routledge & Kegan Paul, 1979---$37.50)

Glen Fisher's American Communication in a Global Society (Norwood, N.J.: Ablex Publishing, 1979---$17.50)

Studies of Broadcasting (NHK Theoretical Research Centre, Radio & TV Culture Research Institute, Nippon Hoso Kyokai, 2-1-1, Atago, Minato-ku, Tokyo 105, Japan---apparently free on request, especially if you have some research of interest to exchange)

Eighteenth Report by the International Telecommunication Union on Telecommunication and the Peaceful Uses of Outer Space (Geneva: ITU, 1979---5 swiss france, paper)

Robert N. Pierce's Keeping the Flame: Media and Government in Latin America (New York: Hastings House, 1979---$14.50/7.95)

Godwin C. Chu and Francis I.K. Hsu, eds. Moving a Mountain: 'Cultural Change in China (Honolulu: University of Hawaii Press, 1979--- $16.00)

Intergovernmental Conference on Communication Policies in Asia and Oceania (Paris: Unesco, 1979---limited distribution [whatever that means in practice] with no price given, paper)

Miriam Williford, Source Directory: Assistance to Third World Broaecasters (Ford Foundation, P.O. Box 559, Naugatuck, Conn. 06770---$5.95, loose-leaf binder)     

Novel on-demand droplet generation for selective fluid sample extraction

A novel microfluidic device enabling selective generation of droplets and encapsulation of targets is presented. Unlike conventional methods, the presented mechanism generates droplets with unique selectivity by utilizing a K-junction design. The K-junction is a modified version of the classic T-junction with an added leg that serves as the exit channel for waste. The dispersed phase fluid enters from one diagonal of the K and exits the other diagonal while the continuous phase travels in the straight leg of the K. The intersection forms an interface that allows the dispersed phase to be controllably injected through actuation of an elastomer membrane located above the inlet channel near the interface. We have characterized two critical components in controlling the droplet size-membrane actuation pressure and timing as well as identified the region of fluid in which the droplet will be formed. This scheme will have applications in fluid sampling processes and selective encapsulation of materials. Selective encapsulation of a single cell from the dispersed phase fluid is demonstrated as an example of functionality of this design.     

2-1-1 Information services: Outcomes assessment,benefit–cost analysis,and policy issues

This study investigates policy issues surrounding the implementation and assessment of 2-1-1 information and referral services. More specifically, the study explores the benefits that users receive from 2-1-1 referral services that are distinct from the actual social assistance provided by various service agencies; what policymakers should consider when funding and implementing 2-1-1 services; and the operational structure and interagency relationships that can maximize the benefit of the referral service to both individuals and existing social service agencies. Researchers conducted an extensive literature review and case study to examine dimensions of service performance, benefit–cost, and user outcomes of 2-1-1 services. This study further identifies potential measures and protocols for developing a holistic assessment program that goes beyond the reporting of quantitative inputs and outputs associated with a 2-1-1 agency. The centerpiece of this study is the creation of a logic model that identifies benefits and costs at three different levels: the individual, organizational, and societal. In addition, the model incorporates the dimension of time in order to distinguish between short-, medium-, and long-term benefits. Thus, the model provides a basis for incremental and flexible assessment of service performance that can lead to the creation of a culture of continuous improvement and ongoing evaluation for 2-1-1 services.     

Still thinking: The case for meditation with children

This paper argues the case for meditation with children. It seeks to define what meditation is, why it is important and how it can be practised with children. Meditation provides a good starting point for learning and creativity. It builds upon a long tradition of meditative practice in religious and humanistic settings and research gives evidence of its practical benefits. We need to help children find natural ways for body and mind to combat the pressures of modern living and to find better ways to help focus their minds on matters of importance. There are strong pedagogical reasons for including meditation as part of the daily experience of pupils of all ages and abilities. Meditation is a proven means for stilling the mind, encouraging mindfulness, and providing optimum conditions for generative thinking and reflection. This paper aims to encourage more experimentation and research into meditative practice with children.     

Who disrupts from placement in foster and kinship care?

OBJECTIVE: To identify reliable, inexpensive predictors of foster care placement disruption that could be used to assess risk of placement failure. METHODS: Using the Parent Daily Report Checklist (PDR), foster or kinship parents of 246 children (5-12 years old) in California were interviewed three times about whether or not their foster child engaged in any of the 30 problem behaviors during the previous 24 h. PDR was conducted during telephone contacts (5-10 min each) that occurred from 1 to 3 days apart at baseline. Disruptions were tracked for the subsequent 12 months. Other potential predictors of disruption were examined, including the child's age, gender, and ethnicity, the foster parent's ethnicity, the number of other children in the foster home, and the type of placement (kin or non-kin). RESULTS: Foster/kin parents reported an average of 5.77 child problems per day on the PDR checklist. The number of problem behaviors was linearly related to the child's risk of placement disruption during the subsequent year. The threshold for the number of problem behaviors per day that foster and kinship parents tolerated without increased risk of placement disruption for these latency-aged children was 6 or fewer. Children in non-kin placements were more likely to disrupt than those in kinship placements. There was a trend for increased risk of disruption as the number of children in the home increased. CONCLUSIONS: The PDR Checklist may be useful in predicting which placements are at most risk of future disruption, allowing for targeted services and supports.     

Information processing interpretation of errors in college science learning

This article begins with a brief summary of mental models from the information processing perspective. A model of prototypical college learning is then presented. Next, some of the links between mental models and cognitive errors are examined. Finally, studies of one category of cognitive errors, misconceptions and preconceptions of college science students are reviewed. Six factors contributing to error production are identified: four involve spontaneous cognitive mechanisms (strong word associations; non-verbal, intuitive knowledge; tendency to minimize mental effort; untimely triggering of natural language processing mechanisms) and two involve imperfect knowledge (alternative belief systems; fuzzy concepts).     

Chemical degradation of a paraffin wax-based binder used in granular composite sport surfaces

Chemical changes in high-oil wax-based binders used in Thoroughbred horse racing synthetic surfaces are studied over a 7-year period in an effort to understand the effect of changes in the binder on track behavior. A wax or polymer binder is used to hold the sand, fiber, and rubber constituents together in addition to creating a hydrophobic coating on the sand. The binder was extracted from bulk samples obtained from sampling of a racetrack surface at the same location on a single racetrack. During the 7 years, the material components of the track were not altered nor was material added, although normal maintenance including daily harrowing and annual tilling was performed. The binder was separated via solvent extraction from the samples. Differences in chemical composition were determined through oil extraction, Fourier transform infrared spectroscopy (FTIR), gas chromatography (GC-FID), and differential scanning calorimetry (DSC). Results show chemical changes in the binder resulting from oxidation of the oil in the wax, as well as changes in wax molecular structure. The goal of this work is to better understand how the binder changes over time to help guide maintenance and replacement decisions. Other potential changes to the surface materials can include the addition of oil stabilizers and binder replenishment. If the time interval between surface replacements can be extended, it would enable racetracks to provide a consistent and potentially safer racing surface at a lower cost.     

Assessing culturally sensitive factors in the learning environment of science classrooms

As schools are becoming increasingly diverse in their scope and clientele, any examination of the interaction of culturally sensitive factors of students' learning environments with learning science assumes critical importance. The purpose of this exploratory study was to develop an instrument to assess learning environment factors that are culturally sensitive, to provide initial validation information on the instrument and to examine associations between students' perceptions of their learning environments and their attitudes towards science and achievement of enquiry skills. A measure of these factors of science student's learning environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed from past learning environment instruments and influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity). The reliability and discriminant validity for each scale were obtained and associations between learning environment, attitude to science and enquiry skills achievement were found.