13-Historic Period Sites Recorded for the Kalamazoo River Basin, 1977-1981

During the five year Kalamazoo Basin Survey project (1976-1980), survey teams, under the direction of Dr. William M. Cremin of the Department of Anthropology, Western Michigan University, investigated by means of surface reconnaissance nine survey transects placed across the Kalamazoo River in Allegan, Kalamazoo, Calhoun and Jackson Counties, Michigan. Surveyor coverage in the nine transects aggregated 135 km 2 , or 18% of the land area delimited by their boundaries, and resulted in the recording of 328 prehistoric sites. In addition, interviews with area landowners and collectors ~aving knowledge of local prehistory and the whereabouts of archaeological sites resulted in the discovery of 24 sites located outside of the survey transects (Cremin 1981). Last year the WMU archaeological field school, under the direction of Dr. Cremin, traveled to western Jackson County to conduct limited test excavations at several sites located by KBS surveyors during the previous year and to expand upon the results of that program of research by undertaking some additional site location survey along the South Branch Kalamazoo River both within and outside of the boundaries established for KBS Transect l980C. On this occasion, surveyors evaluated about 2.1 km2 and recorded 24 more prehistoric sites occurring in western Jackson and eastern Calhoun Counties (Cremin and Clark 1981). In total, WMU\u27s program of systematic site location survey in this universe between 1976 and 1981 has resulted in the recovery of data representing 376 prehistoric sites in the four counties investigated. However, the various annual reports and the recently published overview of the Kalamazoo Basin Survey project do not reference a potentially important data set consisting of 47 sites that postdate Euro-American settlement of southern Lower Michigan and reflect in part the activities of both Euro-American and Native American residents of the Kalamazoo River Basin during the 19th and 20th centuries

Languages and Learning at Key Stage 2: A Longitudinal Study Final Report

In 2006, The Open University, the University of Southampton and Canterbury Christ Church University were commissioned by the then Department for Education and Skills (DfES), now Department for Children, Schools and Families (DCSF) to conduct a three-year longitudinal study of languages learning at Key Stage 2 (KS2). The qualitative study was designed to explore provision, practice and developments over three school years between 2006/07 and 2008/09 in a sample of primary schools and explore children’s achievement in oracy and literacy, as well as the possible broader cross-curricular impact of languages learning

14-An Archaeological Survey along Portage River and Dorrance Creek above Indian Lake in Pavilion Township, Kalamazoo County, Michigan

For three weeks during the 1982 field season, the Western Michigan University archaeological field school was located near Indian Lake in Pavilion Township, T3S RlOW, Kalamazoo County, Michigan (Map 1). As part of the research program, systematic site location survey was planned for this area;one which had not received any prior archaeological attention. With the cooperation of area landowners and the assistance of several local artifact collectors, more than 20 parcels of cultivated land aggregating 3.9 km2 were evaluated by means of surface re~onnaissance or walk-over survey. There follows a report of survey activity, together with descriptions of the archaeological sites recorded

The new role of antiretrovirals in combination HIV prevention: a mathematical modelling analysis.

BACKGROUND AND OBJECTIVES: Antiretroviral drugs can reduce HIV acquisition among uninfected individuals (as pre-exposure prophylaxis: PrEP) and reduce onward transmission among infected individuals (as antiretroviral treatment: ART). We estimate the potential impact and cost-effectiveness of antiretroviral-based HIV prevention strategies. DESIGN AND METHODS: We developed and analysed a mathematical model of a hyperendemic setting with relatively low levels of condom use. We estimated the prevention impact and cost of various PrEP interventions, assuming a fixed amount of spending on PrEP; investigated the optimal role of PrEP and earlier ART in terms of epidemiological impact and cost; and systematically explored the impact of earlier ART and PrEP, in combination with medical male circumcision services; on HIV transmission. RESULTS: A PrEP intervention is unlikely to generate a large reduction in HIV incidence, unless the cost is substantially reduced. In terms of infections averted and quality adjusted life years gained, at a population-level maximal cost-effectiveness is achieved by providing ART to more infected individuals earlier rather than providing PrEP to uninfected individuals. However, early ART alone cannot reduce HIV incidence to very low levels and PrEP can be used cost-effectively in addition to earlier ART to reduce incidence further. If implemented in combination and at ambitious coverage levels, medical male circumcision, earlier ART and PrEP could produce dramatic declines in HIV incidence, but not stop transmission completely. CONCLUSION: A combination prevention approach based on proven-efficacy interventions provides the best opportunity for achieving the much hoped for prevention advance and curbing the spread of HIV

Distinct HIV discordancy patterns by epidemic size in stable sexual partnerships in sub-Saharan Africa

OBJECTIVE: To describe patterns of HIV infection among stable sexual partnerships across sub-Saharan Africa (SSA). METHODS: The authors defined measures of HIV discordancy and conducted a comprehensive quantitative assessment of discordancy among stable partnerships in 20 countries in SSA through an analysis of the Demographic and Health Survey data. RESULTS: HIV prevalence explained at least 50% of the variation in HIV discordancy, with two distinct patterns of discordancy emerging based on HIV prevalence being roughly smaller or larger than 10%. In low-prevalence countries, approximately 75% of partnerships affected by HIV are discordant, while only about half of these are discordant in high-prevalence countries. Out of each 10 HIV infected persons, two to five are engaged in discordant partnerships in low-prevalence countries compared with one to three in high-prevalence countries. Among every 100 partnerships in the population, one to nine are affected by HIV and zero to six are discordant in low-prevalence countries compared with 16-45 and 9-17, respectively, in high-prevalence countries. Finally, zero to four of every 100 sexually active adults are engaged in a discordant partnership in low-prevalence countries compared with six to eight in high-prevalence countries. CONCLUSIONS: In high-prevalence countries, a large fraction of stable partnerships were affected by HIV and half were discordant, whereas in low-prevalence countries, fewer stable partnerships were affected by HIV but a higher proportion of them were discordant. The findings provide a global view of HIV infection among stable partnerships in SSA but imply complex considerations for rolling out prevention interventions targeting discordant partnerships

“I think it fits in”: Using Process Drama to Promote Agentic Writing with Primary School Children

Set against the backdrop of children being “alienated” from their writing (Lambirth 2016), this paper is taken from a UKLA sponsored project where primary school teachers were trained to use process drama in order to give children more agency in their writing across the curriculum. Here we use discourse analysis (Gee 2010) to think about the children’s historical creative writing in relation to the drama lessons which are differently framed (Bernstein 2000) by the teachers. Building upon a theoretical model of drama as “blended space” (Duffy 2014) and writing as problem-solving (Bereiter and Scardamalia 1986), a case is made that process drama can lead to what we term ‘agentic writing’. Agentic writing, we demonstrate, involves children actively translating their embodied experience of the blended space into writing by making a range of intertextual borrowings. These borrowing serve both to capture and transform their embodied experience as the children gain agency by “standing outside language” to achieve “double voicedness” (Bakthin 1986). Seeing the relationship between process drama and writing in this light, we argue, provides a means of reconnecting children to the act of writing

Teachers as writers: a systematic review

This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers’ attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers’ writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers’ writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer

Post-abyssal ethics in education research in settings of conflict and crisis: Stories from the field

This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that provide refuge to our people: Afghanistan, Jordan, Lebanon and India. We seek to deepen standard understandings of ethics as institutionalised in university forms, arguing that tidy checklists for safety and risk mitigation do not adequately address the complex affective and socio‐political struggles permeating research, and the bodies of researchers, in these settings. Our main focus here is on how we can synthesise our various experiences in order to offer something of value to others who may be about to go into the field in settings affected by armed conflict and crisis. The question that we address, then, is: how can researchers avoid the limitations, obfuscations and silences of traditional institutional ethics in order to adopt a situated, embodied, post‐abyssal research ethic that might open up new spaces for emotion, encounter, and engagement with struggle, risk and voicing? We use an autoethnographic approach that enables congruence with the aims of this article, and that supports our aspirations for enhanced impact through powerful narrative. We end with discussion that contains suggestions for institutions, supervisors, researchers, and for funding and professional bodies

Patterns of self-reported behaviour change associated with receiving voluntary counselling and testing in a longitudinal study from Manicaland, Zimbabwe.

Voluntary counselling and testing (VCT) is promoted as a potential HIV prevention measure. We describe trends in uptake of VCT for HIV, and patterns of subsequent behaviour change associated with receiving VCT in a population-based open cohort in Manicaland, Zimbabwe. The relationship between receipt of VCT and subsequent reported behaviour was analysed using generalized linear models with random effects. At the third survey, 8.6% of participants (1,079/12,533), had previously received VCT. Women who received VCT, both those positive and negative, reduced their reported number of new partners. Among those testing positive, this risk reduction was enhanced with time since testing. Among men, no behavioural risk reduction associated with VCT was observed. Significant increases in consistent condom use, with regular or non-regular partners, following VCT, were not observed. This study suggests that, among women, particularly those who are infected, behavioural risk reduction does occur following VCT

Developing a Theoretical Framework for Response: Creative Writing as Response in the Year 6 Primary Classroom

Focusing on the creative writing of Year 6 boys as they make the transition to Year 7, this article establishes a theoretical model for creative writing as response. In line with Bakhtin’s notion of utterances as ‘interpersonal’ (1986), the model demonstrates the complexity of creative writing – the text is influencing of and influenced by an author’s participation in ‘figured worlds’ (Holland, Lachicotte, Skinner and Cain 1998), but also influencing of and influenced by future respondents. This article suggests that ‘weaker framing’ (Bernstein 2000) in creative writing pedagogy has the potential to alter boys’ identities and refigure their worlds