10-An Archaeological Survey of Calhoun and Jackson Counties, Michigan: 1980 Multiple Transect Survey in the Upper Kalamazoo River Valley

In 1980 the Kalamazoo Basin Survey moved upstream into the upper valley of Calhoun and Jackson Counties, establishing and investigating three transects located between the communities of Battle Creek on the west and Concord on the east (Fig. 1). Transect A encompasses 94.5 km2 of Convis, Emmett, Marshall and Pennfield Townships in Calhoun County. Transect B comprises 74.1 km2 of Albion, Eckford, Marengo and Sheridan Townships in the same county. Transect C includes 82.9 km2 of Concord and Pulaski Townships in Jackson County and represents the final transect to be investigated as part of the project. As in past years, transect boundaries are purposefully irregular, reflecting our desire to include within each survey universe as much ecological diversity as possible

2-An Archaeological Survey of Allegan County, Michigan: 1977 Transect Survey in the Lower Kalamazoo River Valley

Western Michigan University has sponsored archaeological field work in the Kalamazoo River Valley for the last 10 years. For the most part this research has been carried out by the Department of Anthropology\u27s archaeological field school, which has been located in the lower valley during all or portions of 6 field seasons: 1968, 1969, 1973, 1976, 1977 and 1978. Prior to 1976, the Department\u27s field program was directed by Elizabeth Baldwin Garland; and since that time by Garland and William Cremin. With the inception of the Kalamazoo Basin Archaeological Project in 1976, the research objectives of our program in this universe have necessitated that we initiate systematic site survey as a means of acquiring data which could be used to delineate and explain prehistoric land use patterns. To collect these data, the first in a series of cross-valley transect surveys was conducted in the Hacklander site environs as part of the 1976 field school (Figure 1). On this occasion the survey was supported entirely out of the field school budget. Since then our survey program has been funded by National Register grants obtained through the Michigan History Division, Michigan Department of State

Antiretroviral Therapy outcomes among adolescents and youth in rural Zimbabwe

Around 2 million adolescents and 3 million youth are estimated to be living with HIV worldwide. Antiretroviral outcomes for this group appear to be worse compared to adults. We report antiretroviral therapy outcomes from a rural setting in Zimbabwe among patients aged 10-30 years who were initiated on ART between 2005 and 2008. The cohort was stratified into four age groups: 10-15 (young adolescents) 15.1-19 years (adolescents), 19.1-24 years (young adults) and 24.1-29.9 years (older adults). Survival analysis was used to estimate rates of deaths and loss to follow-up stratified by age group. Endpoints were time from ART initiation to death or loss to follow-up. Follow-up of patients on continuous therapy was censored at date of transfer, or study end (31 December 2008). Sex-adjusted Cox proportional hazards models were used to estimate hazard ratios for different age groups. 898 patients were included in the analysis; median duration on ART was 468 days. The risk of death were highest in adults compared to young adolescents (aHR 2.25, 95%CI 1.17-4.35). Young adults and adolescents had a 2-3 times higher risk of loss to follow-up compared to young adolescents. When estimating the risk of attrition combining loss to follow-up and death, young adults had the highest risk (aHR 2.70, 95%CI 1.62-4.52). This study highlights the need for adapted adherence support and service delivery models for both adolescents and young adults

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

School librarians as literacy educators within a complex role

Librarians in schools are expected to play an important role as literacy educators, and have a positive impact on young people’s literacy learning. However in the context of their diverse workload, relatively little is known about how this aspect of their role sits within its competing demands, and the exact scope of the literacy educator requirements. Using a hybrid approach to content analysis, this article analyses 40 recent job description documents to identify the nature and prevalence of different aspects of the role, and to explore the literacy educator aspect of this profession. Findings suggest that while the literacy educator aspect is one of the most common role requirements, it sits within a complex workload, and the literacy educator aspect is itself multi-faceted and demanding

Differences in levels of stress, social support, health behaviours, and stress-reduction strategies for women pregnant before and during the COVID-19 pandemic, and based on phases of pandemic restrictions, in Ireland

Background The COVID-19 pandemic and related restrictions can adversely impact antenatal maternal well-being and health behaviours. Aim To examine antenatal stress and stress-reduction strategies, social support, and health behaviours between women pregnant before and during the pandemic in Ireland. Methods 210 pregnant women were recruited online and in the antenatal department of a tertiary maternity hospital before the pandemic, and 235 women recruited online during the pandemic. Only women resident in Ireland were included in this study. Women completed measures of stress, social support, health-behaviours, and self-reported stress-reduction strategies. Differences in outcomes were examined between women pregnant before and during the pandemic, and between Phase 2 and Phase 3 of the Irish Government COVID-19 restrictions. Findings Women pregnant during the pandemic reported lower perceived social support, including support from a significant other, friends and family, than women pregnant before the pandemic. There were no significant differences in stress in health behaviours but women reported higher stress and less physical activity during the pandemic. Women reported a range of comparable stress-reduction strategies before and during the pandemic. No differences were observed between phases of pandemic-related restrictions for any outcome. Discussion Our findings highlight negative impacts of the pandemic on social support, stress, and physical activity, which can have implications for maternal and child health. Lack of differences between restriction phases suggests on-going negative effects for antenatal well-being and behaviours. Conclusion Development of supports for pregnant women during the pandemic should include social-support and stress-reduction components

Aligning the Global Delta Risk Index with SDG and SFDRR Global frameworks to assess risk to socio-ecological systems in river deltas

River deltas globally are highly exposed and vulnerable to natural hazards and are often over-exploited landforms. The Global Delta Risk Index (GDRI) was developed to assess multi-hazard risk in river deltas and support decision-making in risk reduction interventions in delta regions. Disasters have significant impacts on the progress towards the Sustainable Development Goals (SDGs). However, despite the strong interlinkage between disaster risk reduction and sustainable development, global frameworks are still developed in isolation and actions to address them are delegated to different institutions. Greater alignment between frameworks would both simplify monitoring progress towards disaster risk reduction and sustainable development and increase capacity to address data gaps in relation to indicator-based assessments for both processes. This research aims at aligning the GDRI indicators with the SDGs and the Sendai Framework for Disaster and Risk Reduction (SFDRR). While the GDRI has a modular indicator library, the most relevant indicators for this research were selected through a delta-specific impact chain designed in consultation with experts, communities and stakeholders in three delta regions: the Red River and Mekong deltas in Vietnam and the Ganges–Brahmaputra–Meghna (GBM) delta in Bangladesh and India. We analyse how effectively the 143 indicators for the GDRI match (or not) the SDG and SFDRR global frameworks. We demonstrate the interconnections of the different drivers of risk to better inform risk management and in turn support delta-level interventions towards improved sustainability and resilience of these Asian mega-deltas

Thorough in silico and in vitro cDNA analysis of 21 putative BRCA1 and BRCA2 splice variants and a complex tandem duplication in BRCA2 allowing the identification of activated cryptic splice donor sites in BRCA2 exon 11

For 21 putative BRCA1 and BRCA2 splice site variants, the concordance between mRNA analysis and predictions by in silico programs was evaluated. Aberrant splicing was confirmed for 12 alterations. In silico prediction tools were helpful to determine for which variants cDNA analysis is warranted, however, predictions for variants in the Cartegni consensus region but outside the canonical sites, were less reliable. Learning algorithms like Adaboost and Random Forest outperformed the classical tools. Further validations are warranted prior to implementation of these novel tools in clinical settings. Additionally, we report here for the first time activated cryptic donor sites in the large exon 11 of BRCA2 by evaluating the effect at the cDNA level of a novel tandem duplication (5 breakpoint in intron 4; 3 breakpoint in exon 11) and of a variant disrupting the splice donor site of exon 11 (c.6841+1G>C). Additional sites were predicted, but not activated. These sites warrant further research to increase our knowledge on cis and trans acting factors involved in the conservation of correct transcription of this large exon. This may contribute to adequate design of ASOs (antisense oligonucleotides), an emerging therapy to render cancer cells sensitive to PARP inhibitor and platinum therapies

On Early Applications of Psychology in Music Education

Granville Stanley Hall, founder of the American Psychological Association and president of Clark University, was the first American psychologist to speak and write about music's place in the educational curriculum. An examination of his published writings reveals Hall based his theory of music education on principles of Social Darwinism and Child Study perspectives on education. Hall's theories are referenced and paraphrased in several song series textbooks and music appreciation texts published by music educators during his professional career. These sources indicate that Hall influenced the thinking of certain music educators and was important to music education, in general, in developing a receptivity toward psychological processes in music education practice.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Culture, technology and local networks: towards a sociology of ‘making’ in education

This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality