This study shows that TC and EX improve physiologic parameters, functional outcomes, and QOL. Group intervention provides a socialization context for management of chronic HIV disease. This study supports the need for more research investigating the effect of other types of group exercise for this population. This study sets the stage for a larger randomized controlled trial to examine the potential short- and long-term effects of group exercise that may prove beneficial in the management of advanced HIV disease. Further research is warranted to evaluate additional exercise interventions that are accessible, safe, and cost-effective for the HIV population.

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The purpose of this investigation was to determine if Schutz's Fundamental Interpersonal Relations Orientation (FIRO) compatibility theory, based on interpersonal need satisfaction, would hold in a context which emphasized rational, nonpersonal processes. Subjects for the study were industrial supervisory staff unit members. Two types of interpersonal compatibility were compared to two measures of interpersonal work effectiveness and to a measure of sociometric choice. Only 2 out of 20 operational hypotheses testing the theoretical postulate of compatibility were supported by the data. It was concluded that the theory did not hold in the context studied.

A practical explication of learning packets, this article gives a useful example of format and a guide for evaluation.A TEACHER enthusiastically returns from a week-long summer human relations lab to which his principal sent him to be trained as an affective educator. He begins the school year with his classes structured according to the T-group model which he experienced as a lab participant. After six weeks, students are still sitting in his classes, frustrated, unable and unwilling to expose even a little of their personal selves. The goals he and the principal had for these classes are not being achieved. Disillusioned, he abandons the project and returns to his old method of teaching. Examining the SituationThis case illustrates a number of common problems in attempts to initiate affective education programs in schools. That affective education has merit and should be applied on a wide basis in the classroom is not in question. Our concerns revolve around why it is being used, under what conditions, and with what effects. What are appropriate goals of affective education and by what means can or should they be achieved? Why are affective education strategies so often doomed to failure, as in the case cited? In beginning to confront these concerns, let us examine the issues in the case presented above.