B. Telephone

DEMOCRATIZING COMMUNICATION? COMPARATIVE PERSPECTIVES ON INFORMATION AND POWER edited by Mashoed Bailie and Dwayne Winseck (Cresskill, NJ: Hampton Press “The Hampton Communication Series,”; 1997—$85.00/32.50, ISBN 1–57273–064–1 hard, 1–57273‐O65‐X paper, 450 pp., photos, tables, charts, notes, references, index)

INTERNATIONAL MEDAI RESEARCH: A CRITICAL SURVEY edited by John Corner, Philip Schlesinger, and Roger Silverstone (London/New York: Routledge, 1997—$100.00/24.00, ISBN 0–415–09035–0 hard 0–415–18496–7 paper, 238 pp., notes, index)

AN INTRODUCTORY HISTORY OF BRITISH BROADCASTING by Andrew Crisell (London and New York: Routledge, 1997—£12.99 [paper], ISBN 0–415–12802–1 hard, 0–415–12803‐X paper, 280 pp., bibliography, index, chapter recommended readings)

THE ELECTRONICS INDUSTRY RESEARCH SERIES (CRC Press, 2000 Corporate Blvd. NW, Boca Raton, FL 33431) offers three volumes on important Asian countries. Specifically:

THE KOREAN ELECTRONICS INDUSTRY by Michael Pecht, et al. (1997—$39.95, paper, ISBN 0–8493–3172–2, 126 pp., tables, charts, references, index).

THE SINGAPORE AND MALAYSIA ELECTRONICS INDUSTRIES by Donald Beane et al. (1997—$39.95, paper, ISBN 0–8493–3171–4, 103 pp., tables, charts, references, index).

THE TAIWAN ELECTRONICS INDUSTRY by Chung‐Shing Lee and Michael Pecht (1997—price not given, paper, ISBN 0–8493–3170–6, 157 pp., tables, charts, references).

EUROPEAN MEDIA MANAGEMENT REVIEW (Media Group, Business Research &; Development Centre, Turku School of Economics, Turku, Finland [fax: 011–358–2‐3383–515 or e‐mail: mmr@tukkk.fi ]‐$195.00 per year/5 issues, ISSN not given, first issue January 1998)

CONTEMPORARY TELEVISION: EASTERN PERSPECTIVES edited by David French and Michael Richards (New Delhi/Thousand Oaks, CA: Sage “Communication and Human Values,”; 1996—$52.00/24–95, ISBN 0–8039–9282–3 hard, 0–8039–9283–1 paper, 371 pp., references, tables and figures, index)

TEACHING THE MEDIA: INTERNATIONAL PERSPECTIVES edited by Andrew Hart (Mahwah, NJ: Lawrence Erlbaum “LEA's Communication Series,”; 1998—prices not given, ISBN 0–8058–2476–6 hard, 0–8058–2477–4 paper, 208 pp., illustrations, notes, references, index)

GETTING TO WAR: PREDICTING INTERNATIONAL CONFLICT WITH MASS MEDIA INDICATORS by W. Ben Hunt (Ann Arbor: University of Michigan Press, 1997—$49.50, ISBN 0–472–10751–8, 304 pp., tables, charts, appendices, notes, bibliography, index)

TELECOMMUNICATIONS: RESTRUCTURING WORK AND EMPLOYMENT RELATIONS WORLDWIDE edited by Harry C. Katz (Ithaca, NY: ILR Press/Cornell University Press “Cornell International Industrial and Labor Relations Report, No. 32,”; 1997— $49.95/19.95, ISBN 0–8014–3286–3 hard, 0–8014–8361–1 paper, 401 pp., tables, notes, references, index)

SECRET STATE SILENT PRESS: NEW MILITARISM, THE GULF AND THE MODERN IMAGE OF WARFARE by Richard Keeble (Luton: University of Luton Press, 1997—£14.95, paper, ISBN 1–860–20–539, 222 pp., bibliography, index)

EDUCATIONAL TELEVISION: WHAT DO PEOPLE WANT? edited by Manfred Meyer (Luton, England: University of Luton Press/John Libbey Media “Communication Research and Broadcasting, No. 12,”; 1997—$32.00 paper, ISBN 1–86020–528–3, 246 pp., photos, tables, diagrams, notes, abbreviations)

INTERNATIONAL COMMUNICATION AND GLOBALIZATION: A CRITICAL INTRODUCTION edited by Ali Mohammadi (Thousand Oaks, CA: Sage, 1997—$75.00/26.95, ISBN 0–7619–5553–4 hard, 0–7619–5554–2 paper, 228 pp., notes, bibliography, index)

TELECOMMUNICATIONS IN WESTERN ASIA AND THE MIDDLE EASI edited by Eli M. Noam (New York: Oxford University Press “Global Communications,”; 1997—$55.00, ISBN 0–19–510202–9, 244 pp., tables, charts notes, references, index)

TELECOMMUNICATIONS IN LATIN AMERICA edited by Eli M. Noam (New York: Oxford University Press “Global Communications,”; 1998—$65.00, 1SBN0–19–510200–2, 265 pp., tables, chapter references, index)

ELECTRONIC COMMERCE: OPPORTUNITIES AND CHALLENGES FOR GOVERNMENT (Paris: Organization for Economic Co‐operation and Development “STI: Science, Technology, Industry,”; 1997—$9.00 paper, ISBN 92–64–15512–0, 84 pp., annex, notes)

MEDIA COURSES UK edited by Lavinia Orton (London: British Film Institute/Bloomington: Indiana University Press, 1997 [5th ed.]—$15.95, paper, ISBN 0–85170–649–5, 230 pp., appendices, index)

MEDIA LAW AND REGULATION IN THE EUROPEAN UNION: NATIONAL, TRANSNATIONAL, AND U.S. PERSPECTIVES by Emmanuel E. Paraschos (Ames: Iowa State University Press, 1998—$44.95, ISBN 0–8138–2807–4, 288 pp., notes, bibliography, index)

STATISTICAL YEARBOOK ‘98: FILM, TELEVISION, VIDEO AND NEW MEDIA IN EUROPE (European Audiovisual Observatory, 76 Allee de la Robertsau, F‐67000 Strasbourg, France—890ff or about $150.00, paper, ISBN 92–871–3590–8, 412 pp., charts, tables, notes)

CHANGING CHANNELS—THE PROSPECTS FOR TELEVISION IN A DIGITAL WORLD edited by Jeanette Steemers (Luton, England: John Libbey Media, University of Luton Press, 1998—£14.95, ISBN 1–86020–544–5, 156 pp., figures, bibliography, index)

NETWORK COMPETITION FOR EUROPEAN TELECOMMUNICATIONS by Oliver Stehmann (Oxford University Press, 1995—£40.00, ISBN 0–19–828925–1, 327 pp., figures, tables, glossary, index)     

British and European communications

EUROPE'S NETWORK INDUSTRIES: CONFLICTING PRIORITIES by Lars Bergman, et al. (London: Centre for Economic Policy Research “Monitoring European Deregulation 1,”/Washington, DC: Brookings Institution, 1998—$25.00, paper, ISBN 1–898128–37–5, 258 pp., tables, charts, notes, appendices, bibliography, index)

GERMAN COMMUNICATION YEARBOOK edited by Hans‐Bernd Brosius and Christina Holtz‐Bacha (Cresskill, NJ: Hampton Press, 1999—$26.50, paper, ISBN 1–57273–296–2, 304 pp., tables, charts, references)

A DECADE OF EU BROADCASTING REGULATION: THE DIRECTIVE “TELEVISION WITHOUT FRONTIERS”; by Emmanuelle Machet (Düsseldorf, Germany: The European Institute for the Media, 1999—DM 20.00, paper, ISBN 929673–33–9, 100 pp., tables, notes, bibliography)

CONVERGENCE IN EUROPEAN DIGITAL TV REGULATION edited by Chris Marsden and Stefaan Verhulst (London: Blackstone Press “Law in Its Social Setting,”; 1999—£19.95, paper, ISBN 1–85431–990–6, 247 pp., notes, references, index)

MEDIA POLICY: CONVERGENCE, CONCENTRATION & COMMERCE edited by Denis McQuail and Karen Siune (London: Sage, 1998—$24.95, paper, ISBN 0–7619–5940–8, 231 pp., charts, tables, notes, bibliography, index)

TELEVISION AND THE PRESS SINCE 1945 by Ralph Negrine (Manchester, England: Manchester University Press”; Documents in Contemporary History,”; 1998; New York: St. Martin's Press, 1999—$79.95/24.95), ISBN 0–7190–4920–2 hard, 0–7190–4921–0 paper, 212 pp., tables, bibliography, references)

THE MEDIA IN BRITAIN: CURRENT DEBATES AND DEVELOPMENTS edited by Jane Stokes and Anna Reading (London: Macmillan; New York: St. Martin's Press, 1999—$59.95, ISBN 0–312–22528–8 [St. Martin's], 316 pp., charts, tables, references, index)     

Individual differences and compliance gaining message selection: The effects of verbal aggressivencess,argumentativeness, dogmatism,and negativism

Recent work in the area of communication and individual differences has produced measures of two traits which promise to be important to the process of selecting compliance gaining messages. In the study reported in this paper the effects of these two traits, argumentativeness and verbal aggressiveness, on compliance gaining message chokes were assessed, while controlling for the effects of two known predictors, negativism and dogmatism. The data indicate that the impact of these variables is situationally dependent. This finding is discussed in terms of recent hypotheses concerning the impact of trait by individual difference interactions on human communication behavior.     

Evaluating risk assessment implementation in child protection: issues for consideration.

The use of systematic risk assessment models by Child Protective Services is a rapidly growing phenomenon. Despite their popularity, we know little about the effect of implementation on casework practice. This article examines some issues that agencies might consider when evaluating the impact of risk assessment implementation on service delivery. The authors recommend an approach that includes the use of qualitative and quantitative measures in a process and an outcome evaluation to determine the degree to which the model has been implemented as intended and the impact of implementation on the case work process. Though this approach is likely to provide agencies with detailed information of the impact of risk assessment implementation, caution is recommended when interpreting the results from an evaluation of a risk assessment model in a field setting.     

Apparent hyperglycemic and hypoglycemic conditioned responses with exogenous insulin as the unconditioned stimulus

Rats were injected with either insulin or saline and placed in one of two distinctive environments for 25 min on each of several days. On test trials for conditioning, the animals were injected with saline in both environments and blood glucose levels were measured. Apparent conditioned changes were obtained, but the direction of the conditioned response depended upon the environment in which the animals were placed. A conditioned hyperglycemic response occurred in one environment, and a conditioned hypoglycemic response occurred in the other environment. This pattern occurred in both within-subject and between-subjects designs and was not influenced by route of insulin injection (ip or sc). The hypoglycemic, but not the hyperglycemic, response was blocked by methyl atropine. The occurrence of both CR patterns with the same low insulin dose is contrary to previous speculation that the different CR patterns are due to different dose levels of insulin.     

Developing cultural humility through experiential learning: How home visits transform early childhood preservice educators’ attitudes for engaging families

Research calls for teacher education to prepare early childhood educators for the needs of diverse and marginalized young children and their families in the U.S. With an increasing cultural divide between teachers and students, some early childhood educators may demonstrate limited understanding for how diverse cultural, linguistic, racial, and socioeconomic backgrounds inform the daily functions of families of young children. In this article, we examine how the use of experiential learning vis-à-vis conducting a home visit with a family from a diverse and marginalized background can shape early childhood preservice teachers’ (PST) development of cultural humility, an important component of cultural competence. During this experiential learning, PSTs engaged in critically reflective practices to uncover and challenge their implicit biases. While discovering the strengths and challenges among their home visit families, PSTs also learned what they had in common with the families. PSTs noted how the home visit process informed their work as future early childhood educators.     

Evaluation of a four-prong anti-plagiarism program and the incidence of plagiarism: a five-year retrospective study

Maintaining academic integrity and preventing students from cheating and plagiarising academic work are challenges faced by higher education institutions. These areas have become even more problematic with the growth of the Internet and readily available information, which increase the temptation for students to copy and paste information directly into academic work. Institutions have turned to various strategies to mitigate these aspects. This retrospective research study examined a four-prong anti-plagiarism programme and its impact on the incidence of plagiarism in a Post-Professional Doctor of Physical Therapy programme. The results showed that, using a combination of a structured education module related to plagiarism, Turnitin plagiarism detection software, implementation of policies and procedures, and support from the institution’s writing centre resulted in significant differences in the rate of plagiarism (P < .001) over the five-year period. The rate of plagiarism in year 1 (0.96%) was 2.7 (95% CI, 1.4–5.3) times the rate in year 5 (0.35%, P = .004). The rates of plagiarism in years 2, 3, and 4 were 0.74, 0.35, and 0.30%, respectively. Using a combination of these strategies may help higher education institutions address episodes of plagiarism and improve academic integrity.     

The effects of object orientation and object type on children's interpretation of the word big

Previous research indicates that preschool children have persistent difficulty interpreting big: 4-5-year-olds typically interpret big to mean tall, and 3-year-olds fail to use any consistent interpretation. We propose that children's interpretation may vary depending on 2 contextual factors: type of object and orientation of object. 40 children (ages 3 and 5) each saw 35 pairs of items and, for each pair, were asked to point to "the big one." Type of object was varied by showing each child 3 kinds of objects: "people," "brownies," and rectangles. Orientation of object was varied by presenting objects either standing perpendicular to the tabletop (vertical condition) or lying flat on the tabletop (horizontal condition). Older children relied on height more consistently than younger children, all subjects relied on area more often in the horizontal condition than in the vertical condition, and 3-year-olds relied on height more when judging the bigness of people than of rectangles matched for size. Taken together, these results demonstrate that contextual factors clearly influence children's responses. These results demonstrate the interplay of cognitive and semantic factors in the process of semantic development.     

Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale

Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population. Confirmatory factor analysis (CFA) was used to test the structure of the instrument as well as whether it is invariant across English and Spanish language versions. The scale was administered to 232 parents of preschoolers. Results of the CFA revealed that the a priori dimensions of the Familia Inventory were not supported for this sample. Follow-up analyses suggested poor fit both within and between subscales. The scale fit poorly within both English and Spanish, precluding testing of invariance across language. Supplemental analyses using exploratory factor analysis (EFA) on a subset of the items that had adequate variance suggested that a four-factor solution accounting for 53% of the variance best represented the English data and that a two-factor solution accounting for 43% of the variance best represented the Spanish data. Implications are discussed.