Future thinking on carved stones

No abstract available

Scottish Archaeological Research Framework: Future Thinking on Carved Stones

No abstract available

Millennium development goal 6 and HIV infection in Zambia : what can we learn from successive household surveys?

Background: Geographic location represents an ecological measure of HIV status and is a strong predictor of HIV prevalence. Given the complex nature of location effects, there is limited understanding of their impact on policies to reduce HIV prevalence. Methods: Participants were 3949 and 10 874 respondents from two consecutive Zambia Demographic and Health Surveys from 2001/2007 (mean age for men and women: 30.3 and 27.7 years, HIV prevalence 14.3% in 2001/2002; 30.3 and 28.0 years, HIV prevalence of 14.7% in 2007). A Bayesian geo-additive mixed model based on Markov Chain Monte Carlo techniques was used to map the change in the spatial distribution of HIV/AIDS prevalence at the provincial level during the 6-year period, accounting for important risk factors. Results: Overall HIV/AIDS prevalence changed little over the 6-year period, but the mapping of residual spatial effects at the provincial level suggested different regional patterns. A pronounced change in odds ratios in Lusaka and Copperbelt provinces in 2001/2002 and in Lusaka and Central provinces in 2007 was observed following adjustment for spatial autocorrelation. Western province went from a lower prevalence area in 2001 (13.4%) to a higher prevalence area in 2007 (17.3%). Southern province went from the highest prevalence area in 2001 (17.3%) to a lower prevalence area in 2007 (15.9%). Conclusion: Findings from two consecutive surveys corroborate the Zambian government's effort to achieve Millennium Developing Goal (MDG) 6. The novel finding of increased prevalence in Western province warrants further investigation. Spatially adjusted provincial-level HIV/AIDS prevalence maps are a useful tool for informing policies to achieve MDG 6 in Zambia. (C) 2011 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkin

Book Review

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The Newbery Award Books: Are They Being Read?

The subjects for the study consisted of 750 students, divided evenly between third and fifth grades, and drawn from schools to represent equal numbers of rural, urban, and metropolitan groups in Oklahoma. There was almost equal distribution of girls and boys. The students were given a list of books designed to assess the frequency extent to which they had read the Newbery Award Books. The list consisted of fifty children\u27s books, of which ten were Newbery Award books. The participants were asked to indicate whether or not they had read the book. The Newbery Award Books were the winners from 1971 through 1980. Each response was individually tabulated and tested using a correlational analysis for reading frequency

The Relationship between Professional Identity and Collective Self- esteem in School Counselors

All bona fide professions have affiliated professional organizations, ethical standards or a code of ethics, and an accrediting and sanctioning body that deals with preparation, credentialing, and licensure, and pride in one\u27s profession (Gale & Austin, 2003; Remley & Herlihy, 2010). As school counseling continues to evolve, school counselors have struggled to define and maintain their role. This may be due, in part, to the social desirability an individual has to belong to dominant group in the school setting (Tajfel, 1986). School counselors may draw esteem from their professional membership. This concept, called collective self-esteem, denotes those aspects of identity that are related to membership in social groups and the respective value that one places on one\u27s membership (Luhtanen & Crocker, 1992). The purpose of this study was to examine the relationship between collective self-esteem and professional identity. The findings of this study indicated that collective self-esteem was relatively stable and remained moderately high across several demographic variables related to professional identity. Collective self-esteem remained relatively consistent across level of practice, professional background, years of total experience and years of experience at the current school, and area of practice. Further, collective self-esteem remained moderately high for those who were affiliated with a counseling organization and those who were not. Results also suggested that collective self-esteem is constant regardless of variations in credentialing, chosen code of ethics, role definition (educator first or counselor first), and professional pride. Results indicated that collective self-esteem remained moderately high across several demographic areas and variables related to professional identity. Further, a significant positive correlation was found between pride in the profession and collective self-esteem was shown. Additionally, a small, significant negative correlation was garnered between those participants who viewed themselves as a counselor first and held an LPC or equivalent. Further, a significant relationship was found between those participants who defined their role as a counselor first and chose the NBCC Code of Ethics as their primary code of ethics and those participants who held the counselor first position and chose the ASCA Ethical Code as their primary code of ethics

The Relationship between Professional Identity and Collective Self- esteem in School Counselors

All bona fide professions have affiliated professional organizations, ethical standards or a code of ethics, and an accrediting and sanctioning body that deals with preparation, credentialing, and licensure, and pride in one\u27s profession (Gale & Austin, 2003; Remley & Herlihy, 2010). As school counseling continues to evolve, school counselors have struggled to define and maintain their role. This may be due, in part, to the social desirability an individual has to belong to dominant group in the school setting (Tajfel, 1986). School counselors may draw esteem from their professional membership. This concept, called collective self-esteem, denotes those aspects of identity that are related to membership in social groups and the respective value that one places on one\u27s membership (Luhtanen & Crocker, 1992). The purpose of this study was to examine the relationship between collective self-esteem and professional identity. The findings of this study indicated that collective self-esteem was relatively stable and remained moderately high across several demographic variables related to professional identity. Collective self-esteem remained relatively consistent across level of practice, professional background, years of total experience and years of experience at the current school, and area of practice. Further, collective self-esteem remained moderately high for those who were affiliated with a counseling organization and those who were not. Results also suggested that collective self-esteem is constant regardless of variations in credentialing, chosen code of ethics, role definition (educator first or counselor first), and professional pride. Results indicated that collective self-esteem remained moderately high across several demographic areas and variables related to professional identity. Further, a significant positive correlation was found between pride in the profession and collective self-esteem was shown. Additionally, a small, significant negative correlation was garnered between those participants who viewed themselves as a counselor first and held an LPC or equivalent. Further, a significant relationship was found between those participants who defined their role as a counselor first and chose the NBCC Code of Ethics as their primary code of ethics and those participants who held the counselor first position and chose the ASCA Ethical Code as their primary code of ethics

Outsider in the Deaf World: Reflections of an Ethnographic Researcher

In this paper, the question of whether a hearing researcher can conduct research about the experiences and perspectives of deaf persons is examined. The author (a hearing researcher) argues that it is possible for hearing persons to do responsible and high quality research in the area of deafness, provided that steps are taken to include deaf persons in the design and/or review of the work. The author then describes the strategies she uses to insure that her work is not dominated by the hearing perspective

Life in the Mainstream: Deaf College Freshmen and Their Experiences in the Mainstreamed High School

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Improviser l’autre : spontanéité et structure dans la danse expérimentale contemporaine

Une conception de l’improvisation qui prévalait dans de nombreuses expérimentations artistiques des années soixante oppose le spontané au structuré. Cet article examine les conceptions implicites du genre et de la race que met en jeu cette image de l’improvisation, proposant de voir dans cette opposition entre le spontané et le figuré la présence implicite d’un Autre féminin et racial qui permet de découvrir la nouveauté. En examinant la façon dont l’improvisation s’est implantée dans les années soixante, j’espère contribuer à notre compréhension de l’image de l’Autre que construit la danse. J’espère aussi fournir des outils pour une critique sociale et une contestation des normes.A prevailing conception of improvisation, at work in much artistic experimentation during the 1960s, opposes the spontaneous with the structured. This essay examines the gendered and racial politics implicit in this conception of improvisation. I will argue that implicit in this opposition is a feminine and racial Other that permits the discovery of the new. By examining how improvisation was implemented in the 1960s, I hope to contribute to our understanding of how the Other is configured in dance. I also hope to assess options for social critique and questioning of the normative