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HPV-associated anal cancer is one of the most prevalent non-AIDS defining cancers affecting gay men living with HIV. Drawing on interviews with 25 HIV-positive gay men living in Toronto in 2017, we...

Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking. Further, these theories connect question-asking with issues of identity development. Recommendations are made for Jewish educational practice, including an example of a cognitive-developmentally based questioning strategy applied to a biblical text.

In a 4‐year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher‐licensing program, we found that this particular fast‐track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college‐based teacher preparation programs, although the college program‐prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom.

ResumenEn este articulo se presenta una panoramica general del modelo de distanciamiento. Una de las ideas basicas del modelo es que el pensamiento representational es una capacidad humana intrinseca cuyos contenidos y significados resultan ser un producto de experiencias habidas en el entorno socio-cultural. Las experiencias por las que el modelo se interesa son las “demandas de distanciamiento” o estrategias de distanciamiento. El contenido (estrategias de nivel bajo, medio y alto) y la forma (interrogativa frente a declarativa, por ejemplo) de lasproducciones verbales de un adulto en el curso de su interakcion con un nino se supone que tienen un impacto importante sobre la competencia representational del nino. La evidencia empirica en apoyo del modelo procede de dos fuentes distintas, que se presentan en el texto: un programa preescolar en el que los profesores recibieron un entrenamiento especificopara utilizar con los ninos estrategias de distanciamiento, y una serie de estudios de laboratorio en lo...

(2002). Why Professional Researchers Have Difficulty Communicating With Community Field Workers. NHSA Dialog: Vol. 5, No. 2-3, pp. 426-428.

(1983). On becoming a thinker: An educational preschool program. Early Child Development and Care: Vol. 12, No. 1, pp. 39-65.

*Order of authorship is arbitrary. Four questions guided the formulation of this study of the development of cognitive organization in young children. First, what organizational process‐patterns do young children display when faced with an organizational task employing non‐representational materials? Second, what developmental changes can be observed in the processes children employ as they engage in tasks? Third, what kinds of products are generated as a consequence of these process? Fourth, what are implications of the study of cognitive organization for developing educational programs for young children? Eight preschool children were tested at 3 and again at 4‐years‐of age with the Designs Tasks, a non‐representational set of items varying in the degree to which they could be fit together. Children's performance on the tasks were video‐taped and coded using the subject‐process‐product paradigm. Findings suggest that irrespective of age and task type, children engage in tasks with high levels of affect ...

An early‐childhood educational program is presented that has as its major mission the fostering of representational thinking. The program is theoretically based, derived from a Piagetian perspective, with particular emphasis on a class of social experiences that is assumed to be necessary, although not sufficient, for enhancing representational thought. This class of behavior is called distancing behavior. Distancing behaviors serve to create temporal and/or spatial and/or psychological distance between the speaker and the listener. To capture the impact of the program, the theoretical foundations are presented, followed by a detailed description of the class of social experiences deemed critical, and finally a hypothesis that these social experiences are in fact critical. Data arc presented showing that the class of social experiences effective in the educational milieu arc equally effective when examined in the context of the family.

Non-depository libraries can increase the number of government documents available within a region by developing cooperative storage and handling agreements with area depository libraries. All conditions of use and retention for designated depository library. All libraries benefit from the resulting improved availability of resources and from savings in acquisition costs. Unnecessary duplication of materials can be eliminated. The details of such a cooperative program between Rensselaer Polytechnic Institute and Troy Public Library are described. Emphasis is on the procedures in the non-depository library.

Perhaps the fastest growing area of local broadcasting is news. Few other areas require as much background and education—the “Mary Tyler Moore Show” to the contrary. To attract the best possible people into this field, it is necessary to show them that (a) they have a good chance of being accepted, and (b) they will find the field rewarding. The survey reported in the following article attempts to provide the necessary raw data for this “showing.” Frank Gerval was a senior in broadcast journalism, and Dr. Irving Fang is author of Television News and associate professor in the School of Journalism and Mass Communication of the University of Minnesota.

(1958). Affective Responses to the Concept of Death in a Population of Children and Early Adolescents. The Journal of Genetic Psychology: Vol. 93, No. 2, pp. 167-177.

A number of studies have been concerned with the validity of using familiar “readability” formulas as guides in the preparation of materials to be broadcast: “listenability” is not necessarily “readability.” This newest approach is based on the author's Ph.D. dissertation, “A Computer‐Based Analysis of Television News Writing Style,” completed at the University of California, Los Angeles, in 1966 while on an IBM research fellowship. Irving E. Fang has been a working newsman for more than 15 years, and has been with the American Broadcasting Company since 1960.

Irving E. Fang Those Radio Commentators (Ames: Iowa State University Press, 1977—$14.95) Judy Fireman TV Book: The Ultimate Television Book (New York: Workman Publishing Co, 1977—$7.95, paper with a hardback also available) Raymond William Stedman The Serials: Suspense and Drama by Installment (Norman: University of Oklahoma Press, 1977—$12.95) Madeleine Edmondson and David Rounds From Mary Noble to Mary Hartman: The Complete Soap Opera Book (New York: Jove Books (Harcourt, Brace Jovanovich), 1977— $1.75, paper)