Review of \u3cem\u3eIssues in International Social Work.\u3c/em\u3e Washington, DC: NASW Press, 1997. M. C. Hokenstad and James Midgley (Eds.). Reviewed by Nazneen Mayadas, University of Texas, Arlington.

Book review of M. C. Hokenstad and James Midgley (Eds.), Issues in International Social Work. Washington, DC: NASW Press, 1997. $26.95 papercover

Review of \u3cem\u3eSupportive Interviewing in Human Service Organizations: Fundamental Skills for Gathering Information and Encouraging Productive Change.\u3c/em\u3e Kenneth France and Michelle Kish. Reviewed by Nazneen Mayadas, University of Texas, Arlington.

Kenneth France and Michelle Kish, Supportive Interviewing in Human Service Organizations: Fundamental Skills for Gathering Information and Encouraging Productive Change. Springfield, IL: Charles Thomas Publisher, 1995. $65.95 hardcover,$36.95 papercover

TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION

Online learning today, is of two basic kinds (although there are grades in between): one is a self-study, or “broadcast” model in which materials, maybe quite sophisticated multimedia, but self-study materials nonetheless, are posted on the web, and these are perused and studied by learners at their own pace. This model can also be thought of as a form of online publishing. I remind you that self-study, mainly through books, but more recently augmented by videotapes or broadcast TV, has been available for over a century, and unusually disciplined individuals have been able to learn and earn credentials on their own. The second model, the “interactive” model is one where “classes” begin on a particular day with a cohort group, are taught by a faculty member who interacts with individuals or the cohort through group e-mail tools, generally referred to as group conferencing software. Interaction with the instructor is not occasional or incidental, rather it is regular and continuous, as is interaction among students. The student/faculty ratio is about the same for these online classes as that for equivalent campus classes. The “class” also ends on a particular day, i.e. the “term” is completed. This interactive model is the basis for most of the grants made by Sloan, because we believe it most closely parallels the learning environments associated with quality learning

BLENDED LEARNING AND LOCALNESS: THE MEANS AND THE END

Blended learning can be seen as the means to achieving a greater sense of “localness” on the part of colleges and universities. Blended learning has been evolving for several years and while definitions vary from one institution to another, it is defined in this paper essentially as a combination of face-to-face and online learning. Localness is a term used at the Alfred P. Sloan Foundation as part of a new funding initiative to support academic programs designed to strengthen a college or university connection to its core constituencies. The purpose of this paper is to explore the relationship of blended learning and “localness”

Regulatory interactions of αβ and γλ T cells in glomerulonephritis

Regulatory interactions of αβ and γλ T cells in glomerulonephritis.BackgroundSeveral lines of evidence suggest that cellular immune mechanisms contribute to glomerulonephritis.MethodsThe roles of αβ and γλ T cells in the pathogenesis of glomerulonephritis were investigated in a model of nephrotoxic nephritis in mice deficient in either T-cell population [T-cell receptor (TCR)β and TCRλ knockout mice]. The model, induced by the injection of rabbit anti-mouse glomerular basement membrane antibody, is characterized by the development of proteinuria and glomerular damage over a 21-day observation period in wild-type mice.ResultsMice deficient in either αβ or γλ T cells developed minimal proteinuria and glomerular lesions and had a significant reduction in macrophage accumulation compared with wild-type mice. In γλ T-cell–deficient mice, circulating levels and glomerular deposition of autologous IgG were comparable to wild-type levels, while αβ T-cell–deficient mice had no autologous IgG production. Autologous antibody production was not required for the development of glomerulonephritis since mice that lack IgG and B cells (μ-chain-/-) developed similar proteinuria to that observed in wild-type mice.ConclusionsThese studies suggest a proinflammatory role for both αβ and γλ T cells in glomerular injury, independent of the humoral response. This is the first demonstration, to our knowledge, that both T-cell subsets contribute to the progression of a disease, and it suggests that complex regulatory interactions between αβ and γλ T cells play a role in glomerular injury