Although there have been many suggestions for incorporating cell phone use into classroom activities, there have been few suggestions for removing cell phone use from the classroom. This article presents an easy-to-implement method using positive reinforcement that effectively removes cell phones from the classroom in a way that is highly endorsed by students and that greatly fosters student engagement, class participation, and a focused and respectful classroom atmosphere. In a quasi-experiment, we found significant correlations between giving up cell phones and students’ test grades, overall grade point average (GPA), semester’s GPA, and attendance. Rate of improvement of higher and lower participators suggested that better students were more likely to give up their cell phones to earn an extra point toward their final course grade.

Classes of community college students completed the Strong Interest Inventory (SII), the Myers-Briggs Type Indicator (MBTI), both instruments, or neither instrument. Contrary to previous findings that different vocational treatments produce similar effects, 12 weeks after test interpretation participants who had completed both instruments showed a pattern of more change in career goal, specificity of career goal, or level of certainty with reference to career goal in analyses of (a) the total sample (N = 427), (b) males only (n = 120), (c) females only (n = 307), (d) traditional age students only (n = 337), and (e) reentry students only (n = 90). The MBTI was rated to be as helpful as the SII in career decision making. Significant gender and age effects were found. Results support theoretical models relating understanding of one's personality with effective career development, and the joint use of the SII and MBTI in vocational counseling.

This article explains the development and face validity of the Generalised Antisemitism (GeAs) scale, which provides an up-to-date measure of antisemitism consistent with the International Holocaust Remembrance Alliance Working Definition of Antisemitism (generally known as the IHRA Definition). The GeAs scale is comprised of two six-item subscales, each containing a balance of reverse-coded items: the Judeophobic Antisemitism (JpAs) subscale, which tests for endorsement of “classic” prejudicial attitudes towards Jews, and the Antizionist Antisemitism (AzAs) subscale, which tests for endorsement of related attitudes expressed in relation to Israel and its supporters. Both subscales reflect the current state of historical and social scholarship on antisemitism and have already been employed in large-scale survey research with funding from Campaign Against Antisemitism. Findings of a validation study presented elsewhere are summarized, and the scale’s use in future scholarly and stakeholder research is recommended.

In their literature review of psychological research on antisemitism in the United States, Kaufman and colleagues note the need for an up-to-date scale: of the fifteen studies they reviewed, only one used an antisemitism scale developed less than forty-five years ago, and that was a slightly modified version of an older scale. 1 However, recent decades have seen the rise of what is called the "new antisemitism" or "new Judeophobia," that is, an extreme anti-Israel prejudice that closely resembles classic antisemitism and is in practice associated with targeting of Jews and Jewish community institutions both in Israel and in the Diaspora. 2 Accordingly, the International Holocaust Remembrance Alliance Working Definition of Antisemitism, henceforth referred to as the IHRA Definition, explicitly recognizes that antisemitism may be expressed through "targeting of the state of Israel, conceived as a Jewish collectivity." 3 Not only is there no standard measure of antisemitism that takes account of this development, there is none that features a balance of reverse-coded items. This is important both because meaningless acquiescence may produce spurious correlations between unbalanced scales 4

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