bluuebunny/crossref_metadata_2025 huggingface dataset:
The Role of Tuberin in Cellular Differentiation: Are B‐Raf and MAPK Involved?
Authors: KARBOWNICZEK MAGDALENA , HENSKE ELIZABETH PETRI
Published: December 2005

Abstract: Tuberous sclerosis complex (TSC) is a tumor suppressor gene syndrome whose manifestations can include seizures, mental retardation, autism, and tumors in the brain, retina, kidney, heart, and skin. The products of the TSC1 and TSC2 genes, hamartin and tuberin, respectively, heterodimerize and inhibit the mammalian target of rapamycin (mTOR). This review focuses on the genetic and biochemical basis of the renal and pulmonary manifestations of TSC, angiomyolipomas, and lymphangiomyomatosis, respectively. Genetic analyses of sporadic angiomyolipomas revealed that all three components (smooth muscle, vessels, and fat) derive from a common progenitor cell, indicating the ability of cells lacking tuberin to differentiate into multiple lineages. Other genetic studies showed that the benign smooth muscle cells of pulmonary lymphangiomyomatosis have the ability to migrate to other organs. These findings suggest that tuberin and hamartin play a role in the regulation of cellular migration and differentiation. We have found that tuberin activates B‐Raf kinase and p42/44 MAPK and that cells lacking tuberin have low levels of B‐Raf activity. We hypothesize that aberrant B‐Raf activity in angiomyolipomas leads to abnormal cellular differentiation and migration.
Decision Making in Pediatric Oncology: Who Should Take the Lead? The Decisional Priority in Pediatric Oncology Model
Authors: Whitney Simon N. , Ethier Angela M. , Frugé Ernest , Berg Stacey , McCullough Laurence B. , Hockenberry Marilyn
Published: December 2005

Decision making in pediatric oncology can look different to the ethicist and the clinician. Popular ethical theories argue that clinicians should not make decisions for patients, but rather provide information so that patients can make their own decisions. However, this theory does not always reflect clinical reality. We present a new model of decision making that reconciles this apparent discrepancy. We first distinguish decisional priority from decisional authority. The person (parent, child, or clinician) who first identifies a preferred choice exercises decisional priority. In contrast, decisional authority is a nondelegable parental right and duty, in which a mature child may join. This distinction enables us to analyze decisional priority without diminishing parental authority. This model analyzes decisions according to two continuous underlying characteristics. One dominant characteristic is the likelihood of cure. Because cure, when possible, is the ultimate goal, the clinician is in a better position to assume decisional priority when a child probably can be cured. The second characteristic is whether there is more than one reasonable treatment option. The interaction of these two complex continual results in distinctive types of decisional situations. This model explains why clinicians sometimes justifiably assume decisional priority when there is one best medical choice. It also suggests that clinicians should particularly encourage parents (and children, when appropriate) to assume decisional priority when there are two or more clinically reasonable choices. In this circumstance, the family, with its deeper understanding of the child's nature and preferences, is better positioned to take the lead.
Patterns of Care in Early-Stage Breast Cancer Survivors in the First Year After Cessation of Active Treatment
Authors: Mandelblatt Jeanne S. , Lawrence William F. , Cullen Jennifer , Stanton Annette L. , Krupnick Janice L. , Kwan Lorna , Ganz Patricia A.
Published: December 2005

Purpose

Patterns of health care use have not been well described for breast cancer survivors. The purpose of this study was to describe the health service use in a survivor cohort.

Patients and Methods

Women with stage I or II breast cancer were recruited (n = 558) after primary treatment for a multicenter, randomized trial of psychoeducational interventions for facilitating transition to survivorship; 418 women completed the study. Participants completed calendar diaries detailing health care use for 1 year after treatment. Services were coded using Current Procedural Terminology–Fourth Edition codes; costs were estimated using year 2000 Medicare reimbursements.

Results

Health care use diary data were available for 391 women (70% of the sample). On average, these survivors reported 30 episodes of health service use in the year after treatment. Total annual costs of care averaged more than $1,800 per survivor; medical office visits were the major component of costs. Type of cancer treatment, depression, and physical function and comorbid illness were independent predictors of the costs of services. There were geographic variations in initial local treatment patterns and in post-treatment costs. Notably, all women should have received surveillance mammography in the time period, but only 61.9% did so; the odds of mammogram receipt were higher for women who had a lumpectomy (v mastectomy) and women who were white (v nonwhite).

Conclusion

Use of health services is frequent and intensive in the first year after treatment for breast cancer. Despite frequent contact with the health care system, there is room for improvement in providing guideline-suggested surveillance mammography for survivors.
Factors Related to Underuse of Surveillance Mammography Among Breast Cancer Survivors
Authors: Keating Nancy L. , Landrum Mary Beth , Guadagnoli Edward , Winer Eric P. , Ayanian John Z.
Published: December 2005

Purpose

Many older breast cancer survivors do not undergo annual mammography despite guideline recommendations. We identified factors associated with underuse of surveillance mammography and examined whether variation was explained by differences in follow-up care.

Patients and Methods

We used Surveillance, Epidemiology, and End Results-Medicare data to identify a population-based sample of 44,511 women fee-for-service Medicare enrollees aged ≥ 65 years who were diagnosed with stage I or II breast cancer in 1992 to 1999 who underwent primary surgical therapy. We assessed factors associated with mammography during months 7 to 18, 19 to 30, and 31 to 42 after breast cancer diagnosis using repeated-measures logistic regression; and we examined whether follow-up care with providers of various specialties explained variation in mammography use.

Results

Only three quarters of women (77.6%) underwent mammography during months 7 to 18 after diagnosis, and only 56.7% had mammography yearly over 3 years. In multivariable analyses, women who were older, black, unmarried, and living in certain regions were less likely than other women to undergo surveillance mammography (all P < .05). Patients with more visits and patients who continued to see a medical oncologist, radiation oncologist, or surgeon were most likely to have mammograms (P < .001); however, adjusting for visits with providers did not explain the lower mammography rates based on age, race, marital status, and geographic region.

Conclusion

Many elderly breast cancer survivors do not undergo annual surveillance mammography, particularly women who are older, black, and unmarried, and this underuse was not explained by access to follow-up care. New strategies are needed to increase use of surveillance mammography and decrease variations based on nonclinical factors that are likely unrelated to appropriateness of medical care.
Comparable Long-Term Survival After Unrelated and HLA-Matched Sibling Donor Hematopoietic Stem Cell Transplantations for Acute Leukemia in Children Younger Than 18 Months
Authors: Eapen Mary , Rubinstein Pablo , Zhang Mei-Jie , Camitta Bruce M. , Stevens Cladd , Cairo Mitchell S. , Davies Stella M. , Doyle John J. , Kurtzberg Joanne , Pulsipher Michael A. , Ortega Juan J. , Scaradavou Andromachi , Horowitz Mary M. , Wagner John E.
Published: December 2005

Purpose

To describe outcomes after unrelated donor stem cell transplantation (HCT) in children (< 18 months at diagnosis) with acute leukemia and compare these with outcomes after human leukocyte antigen (HLA)-matched sibling donor HCT.

Patients and Methods

We compared the results of unrelated donor HCT with bone marrow (n = 85) or cord blood grafts (n = 81) and HLA-matched sibling donor HCT with bone marrow grafts (n = 101) for acute myeloid or acute lymphoblastic leukemia using Cox proportional hazards models. Unrelated donor HCT recipients were younger, more likely to have MLL gene rearrangement, to have advanced leukemia, and to receive irradiation before HCT.

Results

Treatment-related mortality rates were 6%, 15%, and 31% after matched sibling, unrelated donor bone marrow, and cord blood HCT, respectively. Risks of relapse, overall and leukemia-free survival were significantly associated with disease status at transplantation. Though leukemia recurrence was lowest after unrelated donor HCT in first clinical remission (CR), overall survival, and leukemia-free survival rates were similar after matched sibling and unrelated donor HCT, after adjustment for disease status. Relapse, overall and leukemia-free survival did not differ by graft type (bone marrow v cord blood) or type of leukemia. Three-year probabilities of leukemia-free survival were 49% and 54% after HLA-matched sibling and unrelated donor transplantation in first CR, respectively. Corresponding rates for those with advanced leukemia were 20% and 30%.

Conclusion

Unrelated donor HCT should be considered for infants with acute leukemia in first CR using the same eligibility criteria as are currently used for those with HLA matched sibling donors.
Unconventional Anticancer Agents: A Systematic Review of Clinical Trials
Authors: Vickers Andrew J. , Kuo Joyce , Cassileth Barrie R.
Published: December 2005

Purpose

A substantial number of cancer patients turn to treatments other than those recommended by mainstream oncologists in an effort to sustain tumor remission or halt the spread of cancer. These unconventional approaches include botanicals, high-dose nutritional supplementation, off-label pharmaceuticals, and animal products. The objective of this study was to review systematically the methodologies applied in clinical trials of unconventional treatments specifically for cancer.

Methods

MEDLINE 1966 to 2005 was searched using approximately 200 different medical subject heading terms (eg, alternative medicine) and free text words (eg, laetrile). We sought prospective clinical trials of unconventional treatments in cancer patients, excluding studies with only symptom control or nonclinical (eg, immune) end points. Trial data were extracted by two reviewers using a standardized protocol.

Results

We identified 14,735 articles, of which 214, describing 198 different clinical trials, were included. Twenty trials were phase I, three were phase I and II, 70 were phase II, and 105 were phase III. Approximately half of the trials investigated fungal products, 20% investigated other botanicals, 10% investigated vitamins and supplements, and 10% investigated off-label pharmaceuticals. Only eight of the phase I trials were dose-finding trials, and a mere 20% of phase II trials reported a statistical design. Of the 27 different agents tested in phase III, only one agent had a prior dose-finding trial, and only for three agents was the definitive study initiated after the publication of phase II data.

Conclusion

Unconventional cancer treatments have not been subject to appropriate early-phase trial development. Future research on unconventional therapies should involve dose-finding and phase II studies to determine the suitability of definitive trials.
Schizophrenogenic Parenting in Abnormal Psychology Textbooks
Authors: Wahl Otto F.
Published: January 2006

Discussions of parental causation of schizophrenia in nine current abnormal psychology textbooks were examined. Most texts discussed the concept of the schizophrenogenic parent and noted to imply that the concept remains a viable one despite lack of confirming evidence. Implications of these findings for psychologists are noted.
Professional Development Opportunities in Small Colleges
Authors: Hettich Paul , Lema-Stern Sandra
Published: January 2006

A survey of Psychology Department chairpersons at small under-graduate colleges was conducted to identify: the nature and professional advancement. Of the 95 respondents, at least one third participated in activities such as faculty development, program or organizational development, personal counseling, institutional research, and program evaluation. The activities performed had a moderate impact on and were significantly correlated with rating of personal satisfaction, recognition from others, increased professional skills, and job satisfaction. Half of the respondents indicated that their research skills contributed to their participation in these activities. The implications of these results for psychologists contemplating employment in a small college and for job burnout in that setting are discussed.
Describing the Development of a Developmental Psychologist: An Alternative Term Paper Assignment
Authors: Galotti Kathleen M.
Published: January 2006

Each student taking a sophomore/junior level course in developmental psychology is asked to choose a different developmental psychologist and to read as much of that person's published work as is feasible. Students are encouraged to select articles that range over different research areas and different years of publications. They then write a paper describing the target psychologist's work, focusing on the question, “How has this person's work developed?” The assignment in intended to address a number of goals, including the following: (a) to acquaint students with primary literature in developmental psychology, (b) to provoke critical thinking about the concept of development, and (c) to recognize that the progress of an academic career is seldom linear or preordained. Student reaction and implementation suggestions me discussed.
Biofeedback Technician Training Program for Undergraduate and Graduate Students
Authors: Hammond Ralph B. , West Ann J.
Published: January 2006

This article describes a biofeedback technician training program that allowed the university to solve problems concerning budget, dwindling resources, and providing clinical training experiences for students. The program functioned for 7 years at graduate and undergraduate levels with the cooperation of two independent departments, Department of Psychology and the Counseling Center, at University of Arkansas at Little Rock. Selection and training of participants in the program, equipment used, cost-effectiveness, and benefits to all involved are discussed.
The Introductory Psychology Textbook Market: Perceptions of Authors and Editors
Authors: Griggs Richard A. , Jackson Sherri L.
Published: January 2006

Introductory psychology textbook authors and psychology editors representing the publishers of these texts were surveyed on their perceptions of the introductory psychology text market. Three major findings emerged from their responses. First, the market seems roughly divided into three segments: upper, middle, and lower level texts. Second, like professors, authors and editors are not familiar with most of the texts in this market. Third, the growth of used book companies and the escalation of supplementary packages have greatly diminished the profit margin for introductory texts, leading to higher prices and a decreasing number of competing texts. The nature of this decrease is analyzed by examining directories of introductory psychology texts in print during the last 12 years. The role of the professor in these market problems is discussed.
Citations of Distinguished Scientists in Introductory Psychology Textbooks
Authors: Nissim-Sabat Denis , Farr William H. , Horton Priscilla F. , Owens Mary C. , Shelton Tandi
Published: January 2006

Citations of 93 recipients of the American Psychological Association's Awards for Distinguished Scientific Contributions were examined in 99 introductory psychology textbooks published between 1957 and 1986. Recipients of the award from 1956 to 1960 were cited significantly more often than recipients from 1966 to 1970 in textbooks published in 1971 and cited significantly more often than recipients from 1971 to 1975 in textbooks published in 1976. However, there were no differences between early recipients and more recent recipients in recent introductory textbooks. Contrary to expectations, there were no significant differences in the number of citations between male and female recipients.
Exercise Demonstrating a Genetic-Environment Interaction
Authors: Brown Robert T.
Published: January 2006

Using inexpensive equipment and a limited number of subjects, this exercise demonstrates, through a factorial design, an interaction between genetics and environment. It also provides experience in direct observation of behavior. Inbred albino and pigmented mice are individually observed in a bright or dim open field; students record activity and defecation. Under dim light, albino and pigmented mice both show high levels of activity; under bright light, the activity of albino mice is suppressed but that of pigmented mice is little affected. Albinos defecate more than pigmented under both lighting conditions. Significant results are usually obtained with as few as four mice in each of the four groups.
Assessment of Academic, Personal, and Career Development of Alumni from Southeast Missouri State University
Authors: Finney Phil , Snell William , Sebby Rickard
Published: January 2006

A survey containing institutional and program-specific items examined psychology and other graduates' evaluations of their undergraduate education (1983–1985) at Southeast Missouri State University. Psychology respondents resembled respondents from other majors in their social and personal interests, but differed from other respondents in their educational and career attitudes. Psychology respondents were more likely to be enrolled in graduate coursework than were other respondents and indicated greater agreement that preparation for this coursework was important to them, in contrast, they expressed less agreement than other respondents that career preparation was important. Also, psychology respondents who did not pursue graduate education expressed some dissatisfaction with the career advising and preparation offered in their major. These findings reaffirm the need for psychology departments to develop flexible curricula to meet the diverse needs and interests of their majors and to provide better career advising to majors.
Fostering Insight into Personal Conceptions of the Elderly: A Simulation Exercise
Authors: Wight Randall D.
Published: January 2006

As a class exercise, Human Development students adopted the roles of elderly individuals by designing costumes to simulate the physical constraints and appearance of advancing age. Then, while engaging in everyday activities, they observed the reactions of themselves and others to their condition and behavior. This activity allowed students to examine their personal conceptions of the elderly. Students reported that the exercise was educational and that it fostered empathy with senior adults.
Computer-Assisted Statistical Analysis: A Teaching Innovation?
Authors: Ware Mark E. , Chastain Jeffrey D.
Published: January 2006

Our study assessed college students' skills and attitudes associated with different approaches to teaching statistics, including classes in which students conducted arithmetic computations with and without computer-assisted statistical analysis. A comparison group consisted of students who had not taken statistics. Students were also subdivided by gender, grade point average (GPA), and math competency. Pre- and postcourse measures consisted of statistical interpretation and selection skills and attitudes toward statistics and computers. Analyses of covariance (ANCOVA) indicated inferior selection and interpretation skills among those who had not taken statistics. Students in the computer-assisted statistical analysis group had significantly more favorable attitudes toward statistics than did those who did not use the computer and those who had not taken statistics. Men had higher interpretation scores than women, and students with higher GPAs had higher interpretation scores than did those with lower GPAs. We provide suggestions for additional research.
Teaching and Demonstrating Classical Conditioning
Authors: Sparrow John , Fernald Peter
Published: January 2006

Problems relating to classroom demonstrations of classical conditioning, especially tendencies to misrepresent Pavlov's procedures, are discussed. The design and construction of the Conditioner, an apparatus used for demonstrating classical conditioning, and guidelines for its use in presenting principles faithful to Pavlov's original demonstration are described. Students experience the process of conditioning as well as the processes of generalization, extinction, discrimination, and spontaneous recovery.
Learning to Think and Write as an Empirical Psychologist: The Laboratory Course in Developmental Psychology
Authors: Nadelman Lorraine
Published: January 2006

A laboratory course in developmental psychology is used as an example of teaching undergraduate students thinking and writing skills. Different varieties of written and oral communication are practiced: scientific experimental report writing, sequential and topical protocols of infant behavior, blooper examination responses, and oral presentations.
Using a Peer Tutor to Improve Writing in a Psychology Class: One Instructor's Experience
Authors: Levine Judith R.
Published: January 2006

In order to improve student's writing ability and mastery of subject matter, a peer tutoring program was developed. This article describes how the program was implemented in an introductory psychology class and presents data suggesting that both the students and instructor felt the program was worthwhile. Suggestions for improving the program are presented.
A Psychodynamic Approach to the Teaching of Writing: The Hermeneutic Dialogue
Authors: Anderson Timothy
Published: January 2006

This article describes a method for teaching writing based on a psychodynamic theoretical orientation. Previous conceptualizations for teaching writing from a dynamic perspective are critically reviewed, and an alternative method, the hermeneutic dialogue, is introduced. With this method, writing is taught through an interpretive exchange between instructor and student. Difficulties using this method are explored as are the similarities and differences with other teaching methods. Two examples of how this method might be used are presented.
Learning to View Psychology as a Science: Self-Persuasion through Writing
Authors: Friedrich James
Published: January 2006

A primary goal in most introductory psychology courses is teaching students to view psychology as a science. Petty and Cacioppo's (1986) elaboration likelihood model of persuasion and Bern's (1972) self-perception theory suggest that having students write an essay supporting an empirical orientation should promote attitude change in that direction. Compared to a control group, introductory students writing a proempirical essay at the beginning of the term were more likely to conduct an experiment when given a choice of assignment, and they more strongly endorsed a view of psychology as a science at the end of the term. Implications for teaching and persuasion in the classroom are discussed.
Computer Literacy in the Psychology Curriculum: Teaching a Database Language for Control of Experiments
Authors: Rittle Robert H.
Published: January 2006

Undergraduates in a research design course were taught to program microcomputers for the control of experimental tasks. To promote general computer literacy, the training used a database management system with a full programming language (dBASE III Plus). The teaching approach is described for the 3-hr course unit, along with the experimental tasks that were programmed. In a mail survey, students ranked the programming of experimental tasks as important as other traditional topics covered in the course.
Social Constructionism and Contextual History: An Expanded Approach to the History of Psychology
Authors: Bohan Janis S.
Published: January 2006

Recent historiographic scholarship underscores the need for new approaches to the history of psychology. In particular, a recognition of the impact of context is essential to an understanding of the discipline's evolution as well as the histories documenting that evolution. This article introduces the rationale for and content of an advanced undergraduate seminar based on materials in social constructionism and contextual history. Its application to the history of psychology is illustrated by a contextual look at women's place in the discipline.
Discussing Animal Rights and Animal Research in the Classroom
Authors: Herzog Harold A.
Published: January 2006

There is growing controversy over the ethics of using animals in biomedical and behavioral research. This article reviews two prominent philosophical justifications for animal liberation and describes an exercise that facilitates class discussion of animal research issues. Students simulate participation on an institutional animal care committee and decide whether a series of hypothetical experiments will be allowed. Students reported that the exercise sharpened their awareness of this issue and of the complexity of making ethical decisions.
Involving Students and Faculty in Preparing a Departmental History
Authors: Benjamin Ludy T.
Published: January 2006

This article describes researching and writing institutional histories and focuses on preparing a psychology department history. Topics discussed include time requirements for the research, project formats, sources for historical information, methods for doing historical research, and the benefits to students and faculty derived from these projects.
Students' Ratings of Instruction: Standardized and Customized
Authors: Fernald Peter S.
Published: January 2006

The significance of item relevance and of instructions to student raters to pay attention to item relevance when providing ratings of instruction was assessed. Students' ratings of instruction were higher on relevant items, custom designed by the instructor, than on standard items. The pay-attention-to-relevance instructions lowered students' ratings on a standard evaluation form. Ratings of instruction were a function of item relevance only when students were instructed to pay attention to item relevance.
Demonstrations of Auditory Stimulus—Sensation Relations
Authors: Batson John D.
Published: January 2006

This article describes several ways to demonstrate the relation between various aspects of auditory stimulation and sensation. Simple equipment, including an oscilloscope and a sound generator, is required to hear and visualize simultaneously a variety of auditory signals. These demonstrations allow students to learn more about auditory function in particular and sensory processing in general.
A Course in the Psychology of Video and Educational Games
Authors: Benedict James O.
Published: January 2006

The purpose of this course is to study and evaluate video games while increasing students' computer literacy. Students read about and appraised numerous psychological principles used in arcade and educational video games, and they applied their analysis to computer games that they programmed. Video games are a worthy subject of psychological study.
Job and Degree Satisfaction among Social Science Graduates
Authors: Kressel Neil J.
Published: January 2006

Social science alumni (N = 307) responded to a mailed survey investigating correlates of job and degree satisfaction. Three variables—job relatedness to major, income satisfaction, and highest degree—predicted 35% of the variance in scores on a 5-item index of global job satisfaction. Five variables influenced satisfaction with the undergraduate major: job relatedness to major, undergraduate course difficulty, highest degree, undergraduate course enjoyment, and income satisfaction. Implications of these findings for student advisement, curricular planning, and alumni survey design are discussed.
Learning about Individual and Collective Decisions: All for One and None for All
Authors: Peden Blaine F. , Keniston Allen H. , Burke David T.
Published: January 2006

Two hypothetical decision-making situations were transformed into an ecologically valid and personally meaningful activity to enhance introductory psychology students' understanding of the principles governing individual and collective decisions. This activity promotes knowledge of psychology, develops scientific values and skills, and stimulates personal development.
Declaring the Psychology Major: An Archival, General Model from an Urban University
Authors: Rajecki D. W. , Metzner Barbara S.
Published: January 2006

The records of 806 psychology majors were analyzed to determine their academic profiles at the point of acceptance to the program. Seven descriptive categories adequately encompassed the students' background: (a) direct entry from high school, (b) internal transfer from within the university, (c) external transfer from outside the university, (d) transfer who pursued the major elsewhere, (e) short-term returnee, (f) long-term returnee, and (g) prior degree earned. The number, age, gender, and academic characteristics of the students within these seven categories are reported. Of more general interest, a prototype of the “traditional” psychology major is proposed; based on a certain subset of the records at hand, a generic model of the curricular path to the psychology major is offered.
Teaching Physiological Psychology versus Teaching Biological Psychology: Is There a Difference?
Authors: Wilson Josephine F.
Published: January 2006

Some authors recommend that biological psychology replace physiological psychology. College catalogs from 539 undergraduate programs were examined to determine the percentage of colleges that offer courses in physiological psychology, biological psychology, both, or neither. Physiological psychology is still offered in 64.1% of the institutions studied, and biological psychology is taught in 11.3%. However, college catalog descriptions revealed considerable confusion over the difference between the two terms.
A Demonstration of Measurement Error and Reliability
Authors: Buck Jane L.
Published: January 2006

The related concepts of reliability and measurement error are often difficult for students to understand. This article describes a simple and inexpensive demonstration of several underlying notions necessary to understanding these concepts: chance score, true score, error variance, true score variance, and their relation to each other and to reliability.
A Teaching of Psychology Database: 1974–1990
Authors: Johnson David E.
Published: January 2006

This article describes a database that contains citations for articles published in Teaching of Psychology between 1974 and 1990. The structure and operation of the database are presented with suggestions for using the database in teaching and research activities.
A New Kinetic Depth Illusion for Introductory Psychology and Sensation and Perception Courses
Authors: Gilbert Steven J.
Published: January 2006

A new kinetic depth illusion is described, and a BASIC program for generating it on a personal computer is provided. The illusion stimulates questions and discussion, and the program permits exploration of conditions that affect the illusion. It is recommended as a classroom demonstration for introductory psychology or sensation and perception courses.
Teaching Psychology in Estonia, USSR
Authors: Sommer Robert , Sommer Barbara A.
Published: January 2006

We discuss teaching psychology without textbooks, library books, or the other supports on which we have depended throughout our careers. Teaching in a nation with a different social system and language challenged our flexibility, creativity, and cultural empathy.
College Students' Perceptions of Academic Success: An Examination of Motivational Orientation
Authors: Rea Dan W.
Published: January 2006

The development and use of an instrument for assessing college students' perceptions of success in psychology courses are reported. Students' perceptions were ranked and analyzed for motivational orientation. This analysis revealed a predominantly intrinsic orientation for students' highest ranked perceptions and an extrinsic orientation for their lowest ranked perceptions. The implications for teachers are briefly discussed.
A Computer Program to Teach Nonsexist Language
Authors: McMinn Mark R. , Foster James D.
Published: January 2006

A computer program designed to teach nonsexist language is described. The interactive program teaches students to recognize the various forms of sexist language described in the Publication Manual of the American Psychological Association (APA, 1983) and to correct sexist language without mixing singular and plural pronouns. Student performance records are saved to a disk file for later review by the instructor. In a preliminary study with general psychology students, the software was as effective in teaching nonsexist language as was a didactic presentation on the topic and was more effective than no presentation.
Teaching Psychology in Large Classes: Research and Personal Experience
Authors: Jenkins James J.
Published: January 2006

The idea of instructing large classes frequently evokes negative emotional responses. Data and personal experience demonstrate, however, that instruction in large classes can be acceptable and may be superior to conventional methods of teaching the introductory course in psychology. Examples are gwen from experiences with large classes at the University of Minnesota that illustrate successes and failures in large classes.
Coverage of Parapsychology in Introductory Psychology Textbooks
Authors: Roig Miguel , Icochea Helen , Cuzzucoli Amy
Published: January 2006

A sample of 64 introductory psychology textbooks published between 1980 and 1989 were reviewed for the amount and type of coverage of parapsychology. Approximately two thirds of the textbooks discussed the topic, but most of the coverage was cursory and judged not to represent work conducted by parapsychologists during the past 10 to 15 years. Various errors in presentation appeared to result from an overreliance on secondary sources. Two general attitudes pervaded most authors' summary statements on the subject—skepticism about the existence of ESP and open-mindedness—with the hope that future research will resolve the question.
The Create-A-Game Exam: A Method to Facilitate Student Interest and Learning
Authors: Berrenberg Joy L. , Prosser Ann
Published: January 2006

This article describes the “create-a-game” exam technique for a History of Psychology course. Students design and construct games that incorporate a range of knowledge. The procedure is a challenging, engaging, and effective supplement or alternative to traditional evaluation methods. Playing the games in class provides an excellent and enjoyable review of course material.
Programmed Instruction versus Standard Text in Introductory Psychology
Authors: Fernald Peter S. , Jordan Elizabeth A.
Published: January 2006

Introductory psychology students (N = 149) prepared for a 33-item quiz by either completing 70 to 90 frames of programmed instruction, reading a standard text chapter, or reading a standard text chapter covering subject matter unrelated to the quiz. Findings suggest that programmed instruction is both an effective method for learning introductory psychology subject matter and a more efficient method than learning from a standard text. Several impediments stand in the way of programmed instruction, the most serious one being that educators do not create high-quality programs based on relevant research findings. With increasing use of computers in the classroom, programmed instruction has a new opportunity to demonstrate its earlier promise. The introductory psychology course is an ideal setting for implementing programmed instruction and demonstrating its effectiveness.
Demonstrating Personality Scale Validation Procedures
Authors: Reinehr Robert C.
Published: January 2006

A technique is described for demonstrating personality scale validation techniques to students in introductory psychology classes. This technique promotes a better grasp of the principles of test validation, as evidenced by better class discussion, better written reports, and improved examination grades. Introducing practical applications before presenting theoretical constructs is an effective approach to the teaching of personality scale validation techniques.
PSI and Critical Thinking: Compatibility or Irreconcilable Differences?
Authors: Reboy Lisa M. , Semb George B.
Published: January 2006

Critics argue that the personalized system of instruction (PSI) and other contingency managed methods of instruction are not suitable for teaching higher order skills. In this article, we argue that the criticism is erroneous in three ways. First, PSI is an instructional delivery system and, as such, is not responsible for course content. Second, PSI has been used successfully in courses considered to require the use of higher order skills. Third, research has demonstrated that students enrolled in PSI and other contingency managed courses improved higher order cognitive skills.
Developing Selection Skills in Introductory Statistics
Authors: Ware Mark E. , Chastain Jeffrey D.
Published: January 2006

We assessed the effectiveness of a teaching strategy emphasizing the use of different statistical tests (i. e., selection skills) in introductory statistics. Subjects were 127 undergraduates enrolled in introductory statistics classes that did or did not emphasize selection skills and students not enrolled in statistics. Analysis of covariance revealed that emphasizing statistical selection skills produced the highest selection scores. Analyses also evaluated relevant confounding variables. Although students' selection skills can be increased when the instructor emphasizes those skills in handouts, lectures, and examinations, a challenge remains to identify other relevant skilb, develop alternative pedagogical strategies, and discover relevant personality variables that facilitate learning in statistics classes.
A New Honeycomb Assemblage of a Trisdithiolene Vanadium(IV) Complex, (PPh4)2[V(dbddto)3](C6H4Cl2)(hexane)0.5
Authors: Okubo Takashi , Maeda Ryoko , Kondo Mitsuru , Mitani Tadaoki , Kitagawa Susumu
Published: January 2006

A new trisdithiolene vanadium(IV) complex has been synthesized and characterized. The enantiomeric anion units, [V(dbddto)3]2−, are packed so closely that the sulfur-rich planar ligands stack to form a honeycomb sheet structure, resulting in the creation of large cavities (12 × 5.5 Å) for guests. The magnetic susceptibilities show an existence of antiferromagnetic interaction in spite of the large interatomic separation of the vanadium ions (V···V distance = 11.069 Å (av.)), associated with the interaction between the stacking ligand pathway in the honeycomb sheet.
The Use of Ozone in Dentistry and Medicine
Authors: Baysan Aylin , Lynch Edward
Published: December 2005

A previous paper, recently published in Primary Dental Care, gave an overview of the medical uses of ozone and outlined some of its uses in dentistry. The current paper focuses on a description of use of ozone in the management of root caries and considers recent studies in this area. There has been relatively limited research into the non-invasive (pharmaceutical) management of root caries. The best management strategy still remains to be developed. Initial studies have indicated that an application of ozone for a period of either 10 or 20 seconds is capable of clinically reversing leathery root carious lesions. It is suggested that, subject to confirmation from extensive trials, this simple and non-invasive technique may benefit many patients with root caries throughout the world since this approach to treat root caries can easily be employed in primary care clinics and in the domiciliary treatment of home-bound elderly people and immobile patients in hospices and hospitals.
Emergency Dental Clinic Patients in South Devon, their Anxiety Levels, Expressed Demand for Treatment under Sedation and Suitability for Management under Sedation
Authors: Baker Robert A , Farrer Susan , Perkins Vanessa J , Sanders Hilary
Published: December 2005

Objective

To assess the anxiety levels of patients attending two salaried dental service emergency clinics, their expressed demand for treatment under sedation, and their medical suitability for dental sedation.

Design

A questionnaire survey, incorporating the Modified Dental Anxiety Scale (MDAS) and assessment of American Society of Anesthesiologists’ (ASA) physical status classification, of all adult patients attending two emergency dental clinics in Torquay and Newton Abbot.

Results

513 patients returned questionnaires. Only five declined to take part in the study. The mean MDAS for patients attending the two emergency dental clinics was 14.09 (SD 6.04) and 41.9% of patients were classified as dentally anxious (MDAS >15). A preference for treatment under sedation was expressed by 56.3%, of all patients, of whom 50.5% were classified as ASA 1 (without health problems) and would have been suitable for sedation in primary dental care.

Conclusions

The reported dental anxiety levels of patients attending the two emergency dental clinics were found to be much higher than those found by previous studies in general dental practice and at dental school emergency clinics. There was a high expressed demand for treatment under sedation. Further studies are needed to assess the levels of dental anxiety seen at other dental emergency clinics and a health needs assessment to determine need as opposed to expressed demand.
Pharmaceutical Prescribing for Children
Authors: Palmer Nikolaus OA
Published: December 2005

This paper is the third in a series on the prescribing of medicines for children by dentists working in primary care. It deals with antibiotics, which may be prescribed for infections arising from teeth, and reviews current best practice.
Assessment in Dental Vocational Training: Where are we Now?
Authors: Cannell Phillip J
Published: December 2005

In this paper the author gives his opinion on the existing arrangements for assessment of vocational dental practitioners (VDPs) (outside Scotland), during dental vocational training. He critically evaluates the arrangements in relation to the aims and objectives for dental vocational training. Potential improvements to the existing system are then proposed and new assessment techniques suggested that may help to provide a more robust and relevant educational assessment strategy for dental vocational training in the future.
A Study of the Prescription of Radiographs for Children by a Group of General Dental Practitioners in the South West of England
Authors: Patel Brijesh R , Jones Adam , Crawford Peter JM
Published: December 2005

Objective

This study aimed to assess the familiarity of general dental practitioners (GDPs) in the South West of England with the guidelines in the first edition of the then Faculty of General Dental Practitioners (UK) ‘good practice guidelines’ publication Selection Criteria for Dental Radiography (henceforth referred to as ‘the guidelines’) by studying the prescription of radiographs for children in two case scenarios.

Method

A single mailshot of questionnaires containing questions relating to the guidelines and the two case scenarios was sent to 136 GDPs in the South West of England. Their recommendations for the prescription of radiographs for the children in the two scenarios were then compared with the guidelines.

Results

There was a 60% response rate. Of the respondents, 48% reported that they had access to the guidelines. Of those who responded to the question, 66% said that they found the guidelines easy to use. Seventy per cent of respondents reported that they preferred the concept of guidelines to that of protocols. The results from the case scenarios revealed an under-prescription of radiographs for patients presenting with developmental problems or trauma when compared to the recommendations in the guidelines. There was good correlation for the prescription of radiographs for caries but little consensus on radiographic review times.

Conclusions

The study highlighted (a) areas within the guidelines that require further clarification and research and (b) that in the group studied half did not have access to the guidelines.
Today's Child: Preparing for the 'Just Society' One Family at a Time
Authors: Strong-Boag Veronica Jane
Published: December 2005

Canadians experience the critical national question of plural persona close to home. Perennial negotiation of multiple identities finds particularly intimate expression in the course of adoption. Girls and boys, men and women involved in the adoption circle face complicated, often contentious, questions of allegiance and obligation. Although adoption's dilemmas are conventionally regarded as private, they bear revealing comparison with significant matters of state, namely the articulation of national identities. In the 1960s, children appearing for adoption in the Today's Child column in the Toronto Telegram, one of North America's large urban dailies, suggested that some English-speaking Canadians were reconsidering families at much the same time as Liberal Prime Minister Pierre Elliott Trudeau asked them to embrace 'the Just Society.' Today's Child provided one test of just how far Canadians had to go before they could realize that ideal.

Les Canadiens c�toient quotidiennement des personnes � nationalit�s multiples, qui font l'objet d'un d�bat national essentiel. Cette �ternelle n�gociation entre les multiples identit�s prend une forme toute particuli�re dans le cadre d'une adoption. Les filles et les gar�ons, ainsi que les hommes et les femmes touch�s par une adoption sont aux prises avec des questions difficiles, souvent controvers�es, relativement aux all�geances et aux obligations. M�me si les dilemmes associ�s � l'adoption sont habituellement jug�s du domaine priv�, leur comparaison avec des d�bats sociaux importants, notamment l'articulation de l'identit� nationale, est �loquente. Dans les ann�es 1960, la publication d'annonces sur les enfants disponibles pour l'adoption dans la chronique � Today's Child � du Toronto Telegram, un des principaux quotidiens en Am�rique du Nord, permet de croire que certains Canadiens anglophones remettaient alors en question ce qui constituait une familiale appropri�e. Au m�me moment, le premier ministre lib�ral Pierre Elliott Trudeau leur demandait d'�pouser la cause de la � soci�t� juste �. La chronique � Today's Child � a �t� l'un des tests qui ont servi � d�terminer jusqu'o� les Canadiens devaient aller avant de se rendre compte que la � soci�t� juste � s'annon�ait comme le leitmotiv de la nation moderne, � l'aube de son deuxi�me si�cle.
J.C. Ameisen, D. Hervieu-Léger, and E. Hirsh (Eds.). Qu'est-ce que mourir?Paris: Le Pommier/Cité des sciences et de l'industrie, 2003.
Authors: Aulniers Luce Des
Published: December 2005

Researchers in the fields of biology, religious studies, history, medical ethics, philosophy, and sociology offer a popularized interpretation of “what is death and dying.” This book is divided into three sections, each beginning with a relevant discussion on the contexts of the issue of death and dying. The work proposes three insights into the subject. First, the image of “the dead and the living,” as presented in art history, is revisited through the genetics and biology discourses that have recently challenged the traditional concepts of aging, as well as the very definition of “clinical” death. Second, the “experience of death” is based on new ideologies that reassess the solitude and individualistic nature of the dying and the necessity of reestablishing the links between the dying and the living, as reiterating the cultural norm. Finally, the “good death” establishes a virtual breach between two types of mythical figures – the heroes and the saints – and the relational singularity of palliative care.