The Lowland Maya "Protoclassic"

The term "Protoclassic," employed regularly but inexplicitly in the literature of lowland Maya archaeology, has become increasingly nebulous and ambiguous in both meaning and usage. This paper reviews the history and use of the term and presents a formal redefinition of the Protoclassic as a ceramic stage based explicitly and exclusively on ceramic criteria. Some suggestions regarding future use of the term also are offered. The paper further addresses and resolves a number of persisting questions regarding Protoclassic orange wares, including problems concerning the actual existence of the "Aguacate ceramic group." and the relationships of Aguacate-group pottery to other emergent orange wares of the terminal Late Preclassic and initial Early Classic periods. The nature and significance of the "Holmul I Style," the "Floral Park Ceramic Sphere." and the relationships of the two to each other and the larger, redefined "protoclassic" ceramic stage also are examined. A spatial distribution for protoclassic ceramics considerably expanded over what has ever been reported previously is described, and chronometric data are presented to support a revised chronology for the protoclassic ceramic stage. Finally, ceramic data are offered that suggest a real subdivision of the protoclassic ceramic stage into an early, emergent facet originating entirely within Late Preclassic lowland traditions, and a later, fully "Classic" facet corresponding to the early Tzakol (Tzakol 1) ceramic horizon

The changing UK careers landscape : tidal waves, turbulence and transformation

This article explores how the UK careers landscape in each of the four home nations is changing in response to neo-liberal policies. In this context, careers services are increasingly under pressure to demonstrate their added value, impact and returns on investment. As fiscal arrangements tighten and governments state their preferences and priorities for national careers services, differing strategic responses are beginning to emerge. A quasi-market, experimental approach is now the dominant discourse in England, in contrast to differing and complementary arrangements in Northern Ireland, Scotland and Wales. The article suggests that insofar as these developments are transforming national careers services, they are also creating significant challenges which require new forms of policy imagery and imagination for high-impact, all-age careers services

‘Dead people don’t claim’: A psychopolitical autopsy of UK austerity suicides

One of the symptoms of post financial crisis austerity in the UK has been an increase in the numbers of suicides, especially by people who have experienced welfare reform. This article develops and utilises an analytic framework of psychopolitical autopsy to explore media coverage of ‘austerity suicide’ and to take seriously the psychic life of austerity (internalisation, shame, anxiety), embedding it in a context of social dis-ease. Drawing on three distinct yet interrelated areas of literature (the politics of affect and psychosocial dynamics of welfare, post and anti-colonial psychopolitics, and critical suicidology), the article aims to better understand how austerity ‘kills’. Key findings include understanding austerity suicides as embedded within an affective economy of the anxiety caused by punitive welfare retrenchment, the stigmatisation of being a recipient of benefits, and the internalisation of market logic that assigns value through ‘productivity’ and conceptualises welfare entitlement as economic ‘burden’. The significance of this approach lies in its ability to widen analytic framing of suicide from an individual and psychocentric focus, to illuminate culpability of government reforms while still retaining the complexity of suicide, and thus to provide relevant policy insights about welfare reform

Melody and pitch processing in five musical savants with congenital blindness

Abstract. We examined absolute-pitch (AP) and short-term musical memory abilities of five musical savants with congenital blindness, seven musicians, and seven non-musicians with good vision and normal intelligence in two experiments. In the first, short-term memory for musical phrases was tested and the savants and musicians performed statistically indistinguishably, both signifi- cantly outperforming the non-musicians and remembering more material from the C major scale sequences than random trials. In the second experiment, participants learnt associations between four pitches and four objects using a non-verbal paradigm. This experiment approximates to testing AP ability. Low statistical power meant the savants were not statistically better than the musicians, although only the savants scored statistically higher than the non-musicians. The results are evidence for a musical module, separate from general intelligence; they also support the anecdotal reporting of AP in musical savants, which is thought to be necessary for the development of musical-savant skill

Policy, Performativity and Partnership: an Ethical Leadership Perspective

This article identifies the need to think differently about educational partnerships in a changing and turbulent post compulsory policy environment in England. The policy and institutional contexts in which universities and colleges currently operate seem to be fuelling performativity at the expense of educational values. There appears to be a sharp interruption in the steady increase in educational partnerships as a vehicle for increasing and widening participation in higher education. We are witnessing a marked change in university / college relationships that appears to be a consequence of government calling a halt to increased participation in higher education, creating an increasingly competitive market for a more limited pool of student places. The implication that educational policy at the national level determines a particular pattern or mode of leadership decision making throughout an institution should however be resisted. Policy developments that challenge the moral precepts of education should not be allowed to determine how a leader acts, rather they should prompt actions that are truly educational, rooted in morality, and atached to identifiable educational values. Educational leaders have agency to resist restricted discourses in favour of ethical and principled change strategies that are a precondition for sustainable transformative partnerships in post compulsory education. University leaders in particular are called upon to use their considerable influence to resist narrow policy or managerial instrumentalism or performativity and embrace alternatives that are both educationally worthwhile and can enhance institutional resilience

Inequality in survival of people with head and neck cancer:Head and Neck 5000 cohort study

Background: Explanations for socioeconomic inequalities in survival of head and neck cancer (HNC) patients have had limited attention and are not well understood. Methods: The UK Head and Neck 5000 prospective clinical cohort study was analyzed. Survival relating to measures of socioeconomic status was explored including area‐based and individual factors. Three‐year overall survival was determined using the Kaplan–Meier method. All‐cause mortality was investigated via adjusted Cox Proportional Hazard models. Results: A total of 3440 people were included. Three‐year overall survival was 76.3% (95% CI 74.9, 77.7). Inequality in survival by deprivation category, highest education level, and financial concerns was explained by age, sex, health, and behavioral factors. None of the potential explanatory factors fully explained the inequality associated with annual household income or the proportion of income of benefits. Conclusion: These results support the interventions to address the financial issues within the wider care and support provided to HNC patients

Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships

This is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning