In this paper we discuss the complexities of interview transcription. While often seen as a behindthe-scenes task, we suggest that transcription is a powerful act of representation. Transcription is practiced in multiple ways, often using naturalism, in which every utterance is captured in as much detail as possible, and/or denaturalism, in which grammar is corrected, interview noise (e.g., stutters, pauses, etc.) is removed and nonstandard accents (i.e., non-majority) are standardized. In this article, we discuss the constraints and opportunities of our transcription decisions and point to an intermediate, reflective step. We suggest that researchers incorporate reflection into their research design by interrogating their transcription decisions and the possible impact these decisions may have on participants and research outcomes.

The purpose of this paper is to report results of a qualitative investigation into the methods that HIVpositive men who have sex with men (MSM) use to disclose their serostatus to casual sexual partners. In-depth, qualitative interviews were conducted with 57 HIV-positive adult MSM from a large midwestern city. Using an inductive approach to data analysis, our participants revealed a typology of disclosure consisting of strategies that can be placed into five primary categorizations of disclosure. These include: point-blank disclosure, indirect disclosure, stage setting, buffering, and seeking similars. This information can be especially beneficial to those working with men to develop better disclosure skills.

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As distance education programs continue to grow in the United States, several interesting questions pertaining to the "geography" of distance education are emerging. For example, what is the spatial distribution of distance education students for a typical college? Are schools successful in attracting students from beyond their traditional service areas? From a broader perspective, how does this impact our understanding of information and communication technologies as they relate to time-space convergence and the impact of "real" space on accessibility to educational opportunities? Utilizing a database of enrollment information from the Virginia Community College System, a commercial geographic information system, and basic statistical analysis, we explore the spatial dimensions of distance education. Results indicate major differences in the spatial distribution of distance education students between urban and rural colleges and that both temporal and spatial constraints influence participation in distance education programs.

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