R. Glaser – författare

Since its discovery as the cause of infectious mononucleosis in 1964, the Epstein-Barr virus (EBV) has been etiologically implicated in an increasing number of human diseases. Generally considered the first human oncogenic virus because of a number of studies linking it with Burkitt's lymphoma and nasopharyngeal carcinoma (NPC), as well as its documented oncogenicity in nonhuman primates, EBVhas served as a model for identifying subsequent candidate oncogenic viruses and the stimulus for Evans' revision of the Henle-Koch postulates to accommodate the problems in proving viral oncogenicity in humans. Research on the role of EBV in human cancer was particularly en­ hanced (a) by the pioneering work of Werner and Gertrude Henle, and (b) by the coordinated efforts of the Special Virus Leukemia Program and its successors, the Special Virus Cancer Program and the Virus Cancer Program of the National Cancer Institute (NCI). Initiated by Dr. Frank J. Rauscher, who subsequently became director of the Ncr and is now Vice-President of the American Cancer Society, and expanded by Dr. John B. Moloney, whose contributions to cancer research were honored at this Second International Symposium on EBV and Associated Malignant Diseases, these NCI contract-sup­ ported programs brought together investigators from all over the world to participate in a joint effort to unravel the mystery of EBV behavior and pathogenicity. It was these programs that gave us the opportunity to work with such outstanding people as Professor Yohei Ito, to whom this book is dedicated.

First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.

First published in 1983. The essays in this book are based on papers presented at a symposium held in March 1976 at the Learning and Development Center (LRDC), University of Pittsburgh. It was planned to serve three purposes: to pay tribute to retiring chairman Ralph W. Tyler, to mark the dedication of LRDC's new buiding and to provide an opportunity for those involved in research and development to reflect further on its implications for school change.

First Published in 1985. This is Volume 1 on Relating Instruction to Research borne from a conference that took place at the Learning Research and Development Center (LRDC) of the University of Pittsburgh, one of the major research and development centers The chapters are structured into sections on cognitive skills into three groups: intelligence and reasoning, knowledge acquisition, and problem solving. Each chapter in these volumes was especially requested to fulfill a particular function.

First Published in 1985. This is Volume 1 on Relating Instruction to Research borne from a conference that took place at the Learning Research and Development Center (LRDC) of the University of Pittsburgh, one of the major research and development centers The chapters are structured into sections on cognitive skills into three groups: intelligence and reasoning, knowledge acquisition, and problem solving. Each chapter in these volumes was especially requested to fulfill a particular function.

First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.

First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.

Since its discovery as the cause of infectious mononucleosis in 1964, the Epstein-Barr virus (EBV) has been etiologically implicated in an increasing number of human diseases. Generally considered the first human oncogenic virus because of a number of studies linking it with Burkitt''s lymphoma and nasopharyngeal carcinoma (NPC), as well as its documented oncogenicity in nonhuman primates, EBVhas served as a model for identifying subsequent candidate oncogenic viruses and the stimulus for Evans'' revision of the Henle-Koch postulates to accommodate the problems in proving viral oncogenicity in humans. Research on the role of EBV in human cancer was particularly en­ hanced (a) by the pioneering work of Werner and Gertrude Henle, and (b) by the coordinated efforts of the Special Virus Leukemia Program and its successors, the Special Virus Cancer Program and the Virus Cancer Program of the National Cancer Institute (NCI). Initiated by Dr. Frank J. Rauscher, who subsequently became director of the Ncr and is now Vice-President of the American Cancer Society, and expanded by Dr. John B. Moloney, whose contributions to cancer research were honored at this Second International Symposium on EBV and Associated Malignant Diseases, these NCI contract-sup­ ported programs brought together investigators from all over the world to participate in a joint effort to unravel the mystery of EBV behavior and pathogenicity. It was these programs that gave us the opportunity to work with such outstanding people as Professor Yohei Ito, to whom this book is dedicated.