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Cervical cancer (CxCa) incidence and mortality remain unacceptably high in South Carolina, USA, presenting an ideal opportunity for intervention. To address this need, Cervical Cancer-Free South Carolina developed an academic-community partnership with researchers and students at a public university to design, implement, and evaluate a theory-based CxCa communication campaign, It’s My Time. The paper aims to discuss this issue.

The goal of this campaign was to decrease CxCa by increasing human papillomavirus (HPV) vaccination and appropriate screening. This paper describes the development, implementation, and evaluation of a successful theory-based CxCa prevention communication campaign for college women based on formative audience research and targeted messages delivered to audience segments through new and traditional communication channels. The health belief model (HBM) served as a theoretical framework for the campaign throughout development, implementation, and evaluation.

This campaign demonstrated the effectiveness of the HBM to address CxCa prevention, including HPV vaccine acceptability. The campaign aimed to increase perceptions of susceptibility, which were low, by emphasizing that HPV is a sexually transmitted infection. A community-based grassroots approach to addressing disparities in CxCa prevention increased benefits and decreased barriers. Social media emerged as a particularly appropriate platform to disseminate cues to action. In total, 60 percent of participants who responded to an anonymous web-based survey evaluation indicated that they received the HPV vaccine as a result of campaign messages.

This paper offers practical suggestions to campaign planners about building academic-community partnerships to develop theory-based communication campaigns that include conducting formative research, segmenting target audiences, engaging with young people, and incorporating social media.

This chapter details how local racial contexts and educators’ readings of those contexts shape actions they took in sponsoring Black students. Sponsorship was understood as the process in which agents provide, stymie, and/or enhance access to valued resources. The author utilized data collected during a yearlong ethnography of two high schools – one urban and the other suburban – both within a metropolitan Midwestern city. Findings from the study highlighted that teachers’ involvement in sponsorship was shaped by how they understood local racial disparities and contrasting views of equality. First, teachers noted residential segregation patterns as evidence of past and present manifestations of systemic racism that disadvantaged Black students. Second, they relied on their knowledge of racialized educational disparities to shape equitable actions. Third, teachers employed a restrictive equality approach to argue that access to high-performing schools was enough for some Black students in order to neglect modifying assignments. The need exists for researchers to examine complexities of sponsorship and how racism (re)shapes actions sponsors take toward fostering Black student academic success. Additionally, it is important for teachers to deepen their understanding of systemic racism and its manifestations within particular localities.

In April 1988, the National Reference Center for Bioethics Literature (NRC) (see sidebar) published “AIDS: Law, Ethics and Public Policy.” As part of the NRC's Scope Note Series, the paper offered a current overview of issues and viewpoints related to AIDS and ethics. Not meant to be a comprehensive review of all AIDS literature, it contained selected citations referring to facts, opinion, and legal precedents, as well as a discussion of different ethical aspects surrounding AIDS. Updating the earlier work, this bibliography provides ethical citations from literature published from 1988 to the present.

This paper aims to apply ecological models of agency to understand factors influencing how an eighth grade English language arts (ELA) teacher enacted agency in four moments in the classroom. It focuses on how his language in relation to his instructional choices reflected messaging to his students regarding the learning he intended from his ELA instruction.

The paper applies an existing framework (Biesta et al., 2015, 2017), adding Bakhtin (1981) understandings of language, to classroom discourse supplemented by teacher interviews and other data sources. In looking across these data sources, the paper traces the influence of past factors (i.e. the teacher’s personal and professional history) and future orientations (i.e. goals established in standards and the teacher’s goals for his students) on present instructional decisions. The teacher’s language in the classroom becomes a primary focus for this study, as it reveals the ways in which he drew on specific resources in the messages in his instruction.

In each moment, the teacher’s language could be shown to have motivation in a variety of factors. While influenced by external factors such as the common core standards and standardized assessments, the teacher often enacted agency out of his personal beliefs about making learning personally meaningful for students as grounded in his personal and professional history. Exceptions to this pattern, especially regarding preparing students for writing tests on state assessments, less frequently relied on the language of finding meaning in the learning.

This paper builds on studies of ELA teacher agency through the development of methodology related to an ecological model of agency and Bakhtinian concepts of language focused on the discourse of the classroom. It contributes to understanding the factors at study in an ELA teacher’s instructional agency, which can help teachers and researchers further develop frameworks for describing and assessing the practice of agency in the profession.

ON another page will be found preliminary notes with regard to the Annual Conference of the Library Association at Liverpool. We have before us at the time of writing only an outline of the programme, but we hope to foreshadow in the May Number further features of the June Meeting, and to publish articles on the Literary Associations and Libraries of Liverpool.

THE NINETIENTH ANNIVERSARY of Sean O'Casey's birth and the recent acquisition by the New York Public Library of the papers of his literary estate afford an opportunity to view, once more, the remarkable achievements of a dramatist of universal distinction. A passionate believer in the cause of man's dignity and freedom, whose plays touched off riots and sparked off controversies, whose works wrung the beauty and passion and heartaches from the experiences of everyday life and ‘whose lips were royally touched’—to quote J. C. Trewin's recent colourful phrase—O'Casey was, with Shaw, one of the few incomparably great playwrights of the present century. Not without his detractors: one critic's jibe that O'Casey is ‘an extremely overrated writer with two or three competent Naturalist plays to his credit, followed by a lot of ideological bloat and embarrassing bombast’ is the kind of factitious reaction one expects from critically immature minds. Shaw's plays, at first, were slighted, but they survived, and today are flourishing; predictably, O'Casey's will enjoy a similar fate. O'Casey is a world dramatist in the widest sense, because he viewed the theatre in the same epic way as Shakespeare and the rest of the Elizabethans.

As CD‐ROM becomes more and more a standard reference and technical support tool in all types of libraries, the annual review of this technology published in Computers in Libraries magazine increases in size and scope. This year, author Susan L. Adkins has prepared this exceptionally useful bibliography which she has cross‐referenced with a subject index.

Previous research has demonstrated that communication failure and interpersonal conflicts are significant impediments among health care teams to assess complex information and engage in the meaningful collaboration necessary for optimizing patient care. Despite the prolific research on the role of effective teamwork in accomplishing complex tasks, such findings have been traditionally applied to business organizations and not medical contexts. This chapter, therefore, reviews and applies four theories from the fields of organizational behavior (OB) and organization development (OD) as potential means for improving team interaction in health care contexts. This study is unique in its approach as it addresses the long-standing problems that exist in team communication and cooperation in health care teams by applying well-established theories from the organizational literature. The utilization and application of the theoretical constructs discussed in this work offer valuable means by which the efficacy of team work can be greatly improved in health care organizations.

Risky alcohol and other drug (AOD) use is ubiquitous in some workplace cultures, and is associated with considerable risks to health, safety and productivity. A workplace drug and alcohol first aid program was developed to support supervisors and managers to recognize and respond appropriately to AOD problems, increase knowledge of AOD and reduce the stigma associated with AOD. The purpose of this paper is to undertake an evaluation to assess the program’s efficacy.

A self-report survey was administered to program participants before (T1), immediately after (T2) and three months following program completion (T3). Changes in alcohol/drug-related knowledge, role adequacy, motivation and personal views were examined using repeated measures ANOVA.

A total of 109 participants took part in the program, with only 26 completing scores at all three time points. Mean scores increased significantly (p<0.05) between T1 and T2 for knowledge (12.7–16.0), role adequacy (11.8–17.4), motivation (9.7–10.4) and personal views (9.0–9.6). Significant improvements were maintained at T3 for knowledge (15.1) and role adequacy (17.3).

Drug and alcohol first aid programs offer a potentially valuable initiative to improve the knowledge, skills and understanding of managers and supervisors in tackling workplace AOD risks, associated stigma and improving help seeking.

Workplace programs for managers can facilitate organization-wide responses to the reduction of AOD-related problems, increase implementation of appropriate policy and interventions, minimize associated harms and stigma and reduce negative imposts on productivity and profit.