An impact evaluation of student teacher training in HIV/AIDS education in Zimbabwe

Zimbabwe introduced a nation-wide program to teach AIDS education in 1994. This paper evaluates changes in student teachers' level of knowledge about transmission, symptoms and prevention of STDs and HIV/AIDS; their attitude towards persons living with AIDS; and their sensitivity to the impact of the epidemic and to discussing and teaching about these issues. There was an increase in knowledge of HIV prevention and in teachers' ability to discuss reproductive health and sexual issues. However, as students were exposed to other HIV material outside the programme, not all of this change is due to the programme. Course attendance needed to be enforced and the curriculum needed to be updated with student participation. Peer educators and participatory techniques are needed to get students to internalise positive attitudes and behaviour. The education materials need to address the lack of female empowerment in making decisions and negotiating for safer sex.     

What Happened on Ruby Ridge: Terrorism or Tyranny?

In the 1992 Ruby Ridge, Idaho, incident during which U.S. Marshal William Degan and Sammy and Vicki Weaver were killed, law enforcement and the Weavers socially constructed each other's roles. We focus on how the framing of what happened on Ruby Ridge changed. Drawing on Gamson's (1968) discussion of law enforcement strategies, we suggest that certain federal agencies were challenged about the justness of their actions. The Weavers, white separatists, and others tried to alter the dominant frame of the federal government from a legitimating one to that of unjust authority. To counter that, investigations by the Senate Subcommittee on Terrorism and the Department of Justice portrayed certain agents as incompetent rather than unjust. Various federal agencies “yielded ground” by recognizing mistakes, making payments to the Weavers and Kevin Harris, and charging one official and temporarily suspending others, but they maintained the legitimacy frame.     

Prisons,workhouses, and the control of slave labour in low country Georgia, 1763–1815

Engendering History. Caribbean Women in Historical Perspective. Edited by VERENE SHEPHERD, BRIDGET BRERETON, BARBARA BAILEY. London: James Currey, Kingston: Ian Randle. 1995. xxii, 406pp. £35.00 and £12.50.

Haiti, History and the Gods. JOAN DAYAN. Los Angeles; University of California Press. 1995. xxiii, 339pp. $35.00. ISBN 0–520–08900–6.

From Chattel Slaves to Wage Slaves: The Dynamics of Labour Bargaining in the Americas. Edited by MARY TURNER. Kingston, Bloomington and Indianapolis, and London: Ian Randle Publishers, Indiana University Press, and James Currey. 1995. x, 309pp. £35.00 (cloth); £12.95 (paper). ISBN 0–253–32972–8; 0–253–21001–1.

The Black Loyalist Directory. African Americans in Exile After the American Revolution. Edited and with an Introduction by GRAHAM RUSSELL HODGES. New York and London: Garland Publishing Inc., 1996. li. 318pp. $37.00. ISBN 0–8153–2172–4.

The Abolitionists and the South, 1831–1861. STANLEY HARROLD. Lexington, Kentucky: University Press ofKentucky, 1995. x, 245 pp. $29.95. ISBN 0–8131–1906–5.

The Salmon P. Chase Papers. Volume 2: Correspondence, 1823–1857. Edited by JOHN NIVEN. Kent, Ohio: Kent State University Press, 1994. xxv, 489 pp. $35.00. ISBN 0–87338–508‐X.

The Louisiana Native Guards: The Black Military Experience During the Civil War. JAMES G. HOLLANDSWORTH, Jr. Baton Rouge and London: Louisiana State University Press. 1995. xiv, 140pp. £23.95. ISBN 0–8071–1939–3.

The March to the Sea and Beyond: Sherman's Troops in the Savannah and Carolinas Campaigns. JOSEPH T. GLATTHAAR. Baton Rouge and London: Louisiana State University Press, 1995 (orig. pub. 1985). xvi, 318pp. £13.95. ISBN 0–80712028–6.

Caste &; Class: The Black Experience in Arkansas, 1880–1920. FON LOUISE GORDON. Athens and London: University of Georgia Press, 1995. xvi, 179pp. £31.50. ISBN 0–8203–1711‐X.

African Americans at Mars Bluff, South Carolina. AMELIA WALLACE VERNON. Columbia: University of South Carolina Press. 1995. xiii, 309pp. $16.95.

Agentes de su propia libertad: Los esclavos de Lima y la desintegración de la esclavitud, 1821–1854. CARLOS AGU1RRE. Lima: Pontificia Universidad Cató1ica del Perú, Fondo Editorial. 1993. 335pp. ISBN 84–89309–63–9.

Paying the Price of Freedom: Family and Labor among Lima's Slaves, 1800–1854. CHRISTINE HÜNEFELDT. Berkeley, Los Angeles and London: University of California Press, 1994. xi, 269pp. ISBN 0–520–08235–4 (cloth); 0–520–08292–3 (paper).

Desert Frontier: Ecological and Economic Change along the Western Sahel. 1600–1850. JAMES L.A. WEBB, Jr. Madison: University of Wisconsin Press, 1995. xxvi, 227pp. £40.95 (cloth); £17.95 (paper). ISBN 0–299–14330–9.

From Slave Trade to ‘legitimate’ Commerce: The Commercial Transition in Nineteenth‐Century West Africa. Edited by ROBIN LAW. Cambridge: Cambridge University Press, 1995, African Studies Series 86. xi, 278pp. £35.00.

Slavery and Slaving in World History. A Bibliography. 1900–1991. JOSEPH C. MILLER. Millwood, NY. 1993. xvii, 556pp. $90.00. ISBN 0–527–63660–6.     

Statistics in the elementary school

This paper discusses the role of statistics within an interdisciplinary program on real problem solving in elementary schools (through grade 8). We first describe some general features of the USMES (Unified Science and Mathematics for Elementary Schools) curriculum and some situations where the application of statistical principles and techniques can enter the program. Then we present our ideas concerning the kinds of statistical methods that are appropriate in this environment, and we discuss the use of this material with both elementary school students and elementary     

Preparing Social Workers for the Inevitable

Despite the centrality of grief as a universal response to loss, and its prevalence in the social work domain, little empirical attention has been given to the impact of grief instruction in social work courses. This article presents results of a study examining the impact of a multimethod grief course on graduate social work students' level of death acceptance and sense of preparedness to respond to personal and professional losses. A quasi-experimental, nonequivalent control group design was used. Findings suggest that the grief course assisted students to perceive greater competence in their knowledge, skills, and sense of preparation for working with grieving clients, and that the course increased cognitive and affective dimensions of death acceptance in students. Implications for future research and for social work education are discussed in light of the study limitations.