Voluntary counseling and testing by nurse counselors: what is the role of routine repeated testing after a negative result?

Three hundred eighty-eight human immunodeficiency virus (HIV)-negative clients in Zimbabwe were retested at 3 months using 2 parallel rapid tests. One operator error (risk, 0.26%; 95% confidence interval, 0.0065%-1.4%) and no "true" seroconversions (upper 95% confidence limit, 0.96%) were detected. High-risk behavior was not significantly reduced. Policies recommending routine retesting need to be reconsidered

Global Concerns and Local Realities

Inclusive education is a global phenomenon expressed differently in various countries, and different contextual realities support or constrain the process of making education more inclusive. This column reports on an international conference on inclusive education in Johannesburg, South Africa, which provided the opportunity for delegates to share research on dismantling educational exclusion and enabling inclusion. An analysis of conference abstracts reveals five concerns in making education inclusive that are shared across the developing and developed world. These are: students who experience difficulties, listening to understand inclusion and exclusion, teacher education for inclusive education, research issues in inclusive education, and systemwide implementation and evaluation