bluuebunny/crossref_metadata_2025 huggingface dataset:
Improving Literacy Skills of Adolescents from Culturally and Linguistically Diverse Backgrounds
Authors: McQuiston Kathleen , O'Shea Doris , McCollin Michelle
Published: May 2011

Many students continue to display reading difficulties beyond the elementary grades. Among these, a disproportionate number are students of culturally and linguistically diverse (CLD) backgrounds. Teaching foundational literacy skills is necessary to impart to these students that which they missed in the early grades. By combining best practices supported by research with instruction that is culturally responsive, teachers can improve the reading achievement of these students. A range of interventions which support the five critical areas of reading instructionphonemic awareness, phonics, fluency, vocabulary, and decodingare discussed. In particular, classroom contexts and learning strategies that are likely to be effective for CLD students are explored.
Experiences of Latina/o Students in Large Schools in Drag: A Critical Analysis of an Urban Alternative High School
Authors: Vélez William , Antrop-González René
Published: May 2011

This study uses mixed methods to identify the factors linked to varying levels of academic performance among Latina/o students enrolled in an alternative high school. Results from the quantitative analyses suggest students who had highly educated fathers and who reported high levels of English literacy are very likely to be classified as academic high achievers. In addition, students who received school suspensions were more likely to get lower grades than their never suspended counterparts. A majority of the students reported lack of authentic caring student-teacher relationships and a culture of low academic expectations prevailing at the school. Academic achievement was also impeded by accelerated role taking among the students, such as becoming parents and working long hours. Implications for urban small school education are discussed.
Preparing Prospective Teachers to Work in Multicultural Schools
Authors: Saffold Felicia
Published: May 2011

Research points to particular problems in the experiences of White teachers teaching children of color and diverse backgrounds because often they are unfamiliar with their students backgrounds and communities. This pilot investigation monitored preservice teachers' attitudes as they progressed through an introductory teaching course and documented changes that may have been contributed to course work and field experiences. This research suggests that there is value in students finishing an introductory teaching course being better informed about the complexities of teaching in multicultural environments.
A Synthesis of Personal Multicultural Competence
Authors: VanderGast Tim S.
Published: May 2011

Over the course of 2 semesters of advanced multicultural graduate study in counseling, the author described his own experiences and reflections related to the learning process. The aim of this article was to provide insight and perspective from one students experience for the education field, counselor educators and professionals in training with an interest in multicultural competencies and understanding the growth process within training programs. Multicultural awareness, knowledge, and skills are addressed. In particular, the author shares his experience in the training program, reflective journals, and personal realizations of the need for continued effort and growth to become a more competent counseling and education professional.
Student Experiences in the Triad Training Model
Authors: Seto Atsuko , McGriff Deborah L. , Forth Nancy L. A.
Published: May 2011

Fourteen counselors-in-training participated in an experiential cross-cultural learning during a multicultural counseling course. This article provides an example of the implementation and depicts the learning moments that took place during the training. Transcripts of the simulation sessions and the student feedback from the training are provided. In conclusion, possible implications are shared for future use of the training model in counselor education programs.
Impact of Study Abroad on Latino/a College Students' Ethnic Identity and Cross-Cultural Adaptability
Authors: Teranishi Christy S. , Hannigan Terence P.
Published: May 2011

Latino/a youths living on the U.S. - México border encounter both challenges and opportunities, growing up with the values, traditions, and customs of two cultures. Many of these youths have lived all of their lives in a predominantly Mexican American community and have not actively explored what their ethnicity means to them. This study explores the impact of study abroad on Latino college students ethnic identity and crosscultural adaptability. Eleven participants wrote in daily journals and completed pre- and post-assessment surveys. At the end of the four week study abroad program, there was no significant change in strength of ethnic identity. However, students reported having a deeper understanding of the meaning of their ethnic identity, and their ethnic/cultural identities were more complex and differentiated. While overall cross-cultural adaptability did not change, study abroad contributed to increasing emotional resilience, which benefits students in everyday cross-cultural exchanges. Suggestions for future research and programs are discussed.
Educational Quagmires: Balancing Excellence and Equity for African American Students in the 21st Century
Authors: Beachum Floyd D. , Lewis Chance W.
Published: May 2011

Problems facing African Americans students are complex and numerous. In this article, we describe current educational contexts (i.e., high standards, accountability, and standardized test scores). In addition, we discuss the realities confronting African American students through Wests (1994) lenses of paranoia and poverty. Finally, we present how these issues can be addressed.
Teaching in the Era of No Child Left Behind: Preservice Teachers' Self?Efficacy Beliefs and Teaching Concerns
Authors: Siwatu Kamau Oginga
Published: May 2011

This study investigated preservice teachers self?efficacy in executing the practices of culturally responsive teaching and multicultural learning. Data for this study were drawn from a sample of 62 preservice teachers who were administered the Culturally Responsive Teaching Self?Efficacy Scale and Multicultural Teaching Concerns Survey. The findings revealed that preservice teachers were less efficacious in their ability to teach and work with English Language Learners and their parents, and moderately concerned about teaching culturally and linguistically diverse learners. Implications for future teacher preparation and further research is discussed in the context of No Child Left Behind legislation.
An Examination of Reading and Discipline Data for Elementary and Secondary African American Students: Implications for Special Education
Authors: Bowman?Perrott Lisa , Lewis Chance W.
Published: May 2011

The achievement gap between African American students and their Caucasian peers has been of concern for quite some time in the field of education (Orfield, Losen, Wald, & Swanson, 2004). As a result, this article examined high?stakes reading test scores for 4,135 African American students in grades 3 through 10 in a Midwestern school district. Specific emphasis was placed on examining data for students identified with emotional and behavioral disorders (E/BD; n=90). Also, discipline records were examined to determine the relationship between student test performance and discipline referrals. Recommendations are provided for relevant stakeholders to help improve the academic achievement of African American students with and without disabilities.
Prospective Principals' Openness to Organizational Change and the Education of African American Students
Authors: Cooper Robert , Peebles Lucretia D.
Published: May 2011

The purpose of this article is to report the findings of a research study that sought to examine and describe prospective principals attitudes and perceptions regarding current efforts to transform urban education for the betterment of African American Students. Given the current wave of reforms targeted at schools serving large numbers of African American students is driven by policies emanating from President Bushs No Child Left Behind legislation, this study focuses on prospective principals openness to the changes required by this federal legislation. This investigation is an attempt to assess the extent to which a principal preparation program at a large public university in the state of California is meeting its goal of preparing urban school administrators to transform urban education in the state of California. It explores the connection between the beliefs of prospective principals and the support of urban school reform.
Prospective Elementary School Teachers' Culturally Responsive Teaching Self?Efficacy Beliefs
Authors: Siwatu Kamau Oginga , Polydore Catherine L. , Starker Tehia V.
Published: May 2011

In this study, the authors examined prospective elementary school teachers culturally responsive teaching self?efficacy beliefs. The Culturally Responsive Teaching Self?Efficacy Scale was administered to a sample of 104 preservice teachers enrolled in a teacher education program located at a large Midwestern university. These results suggested that prospective elementary school teachers felt more confident in their ability to use a variety of teaching and instructional methods, communicate with parents, and develop positive, trusting relationships with students. The sample of preservice teachers, however, were less confident in their ability to communicate with English Language Learners, minimize the effects of the cultural mismatch, and teach students about their cultures contributions to science and math. The implications of these findings for both research and the preparation of culturally responsive teachers are discussed.
Solidifying Cultural Prisms of Teacher Preparation Programs: A Foreign?born African American Voice to Honor Accountability
Authors: Warner Sean S.
Published: May 2011

There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher?preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life?experiences to inform and discuss what the core foci of teacher?preparation programs should be in rapidly changing P?12 environments.
Workplace Bullying and the Racially Diverse Urban Context: Implications for Adult Education
Authors: Altman Brian A.
Published: May 2011

From the perspective of the racial diversity of the urban environment (Daley, Fisher, & Martin, 2000), a literature review was conducted to explore how race connects to the issue of workplace bullying. Results of the literature review suggest that there are multiple points of view regarding whether workplace bullying includes or is separate from mistreatment based on race. Based on few available empirical studies, if one includes both bullying perceived to be based on race and bullying not perceived to be, it appears that members of racial minority groups may experience more workplace bullying than Whites. Adult educators should address workplace bullying and its racial dynamics in their practice.
Multicultural Historiography as a Vehicle for Overcoming the Marginalization of Peace Education
Authors: Berlowitz Marvin J. , Jackson Eric R.
Published: May 2011

This article is to draw upon a recent groundbreaking history of the Deacons for Defense along with scholarly research on the Gandhian construct of satyagraha to develop a conception of the Civil Rights Movement as a multifaceted strategy shaped by a dialectical relationship of non?violent direct action and armed self defense. They contend that this alternative to Eurocentric interpretations provides a historical grounding for Peace Education that raises the possibility of overcoming the marginalization and resistance encountered by peace educators especially among less privileged constituencies.
Identity Development for Black Adolescents in Predominately White Rural Communities
Authors: McGriff Deborah L.
Published: May 2011

Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented.
Developing College English as a Second Language (ESL) Programs
Authors: Orlova Irina A. , Kennedy Jelane A.
Published: May 2011

This article examines available literature on college English as a Second Language (ESL) programs. The literature available on college ESL programs falls into three categories: (1) research reports and articles, (2) recent theoretical discussions on ESL teaching, and (3) thought pieces discussing college ESL curriculum development and assessment practices in college ESL programs. In addition, this article discusses implications for administrators, faculty, counselors, and student affairs staff working with ESL students on a college campus and identifies potential areas for research.
Demographic Changes on Public Education for Culturally Diverse Exceptional Learners: Making Teacher Preparation Programs Accountable
Authors: Obiakor Festus E.
Published: May 2011

The changing demographics in public schools have called for strategic changes in how students in general and special education are educated. While this trend is increasingly becoming apparent, many educators and leaders are still entrenched in traditional methods of learning and teaching. As a result, culturally diverse exceptional students continue to be misidentified, misassessed, miscategorized, misplaced, and misinstructed. These entrenched practices have ramifications for preservice and inservice obligations of teacher education and leadership programs. This article discusses the impact of demographic changes on public education for culturally diverse exceptional learners. In addition, it discusses how teacher preparation programs can be made accountable to all learners.
Instilling the Dream of Higher Education in African American Women at a Southern HBCU
Authors: Dotremon Delilah
Published: May 2011

This article examines sociological variables associated with 160 Black university women to learn what factors propelled them to a university career. The findings of this study suggest that mothers with a university degree or some collegiate exposure were instrumental in influencing their daughters to attend college, in spite of their socioeconomic status. Cultural diversity in higher education may only be achieved when we learn the source of motivation and inspiration for young minority women and replicate those secret ingredients.
Teachers' Beliefs on Inclusion and Teaching Students with Disabilities: A Representation of Diverse Voices
Authors: Hodge Samuel R. , Sato Takahiro , Samalot-Rivera Amaury , Hersman Bethany L. , LaMaster Kathryn , Casebolt Kevin M. , Ammah Jonathan O. A.
Published: May 2011

The purpose of this study was to analyze the beliefs of physical education teachers on teaching students with disabilities in inclusive classes. Participants were 29 physical education teachers from Ghana (Africa), Japan, the United States, and Puerto Rico. The research paradigm was qualitatively descriptive using a multisite interview design (Gay, 1996) situated in the theory of planned behavior (Ajzen, 1991). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). Results indicate some teachers self-efficacy was compromised and their pedagogies were troubled with difficulties and complexes beyond those of typical non-inclusive physical education programs. School districts should do more to engage teachers in professional development focused on teaching students with disabilities in physical education.
Faculty-Student Interaction at a Southern HBCU
Authors: Hall Chevelle , Warner Sean
Published: May 2011

Retention research has shown that formal and informal interactions between faculty, staff, and the perceptions ofthose interactions influence a students decision to remain at the institution. In the case ofAfrican- American students, low levels of faculty interaction negatively impact their collegiate experience. The purpose of this study was to explore, given the level of interaction, African-American students perceptions of the faculty after interacting and the degree to which their academic development was (and is) impacted. The researchers found that most of the students, who participated, responded that they had a better understanding of how to balance their academic and social lives in college (95%). As a result, 99% (n=36) stated they were more likely to talk with the faculty about personal and professional aspirations after participating in the study (forum). Common themes that the students reported most important to them included: time management, graduate school, relationships, and self-esteem.
The Misrepresentation of Culturally and Linguistically Diverse Students in Special Education
Authors: Grant Patrick A. , Barger-Anderson Richael
Published: May 2011

Young, Wright, and Laster (2005) stated that since the Brown v. Board of Topeka, Kansas decision, gaps in educational achievement have been a recognized problem across the United States. Particularly, differences in achievement levels for elementary and secondary African American students have remained. Daniels (1998) stated that students who are culturally and linguistically diverse have always been challenged with inequality in our system of education. This article examines the critical issues resulting in the misrepresentation of culturally and linguistically diverse students in special education classes in Americas schools.
Targeted Native Language Training with Preservice Special Education Teachers
Authors: Santistevan Matthews Patricia D. , Peterson Patricia J. , Johnson Gae R. , Fetsco Thomas
Published: May 2011

Preservice special education teacher candidates in higher education training programs are given little or no specific training in the use of basic native language or cultural academic instructional techniques to support the learning needs of students who have not reached a level of English proficiency. Preservice special education students are also not assessed for their effective level of application of culturally responsive language techniques to classroom field placement settings when working with diverse children with disabilities. The purpose of this study was to investigate the transfer of basic Spanish language culturally responsive academic math problem solving instruction strategies from the university classroom to field placements by three preservice student teachers in a special education training program in mild/moderate disabilities. This study employed an experimental single-subject multiple baseline design across subjects. Data were collected on the frequency of use of basic culturally responsive Spanish language behavior in the areas of (a) concept bridging, (b) task directional, and (c) praising language. After five sessions of explicit targeted Spanish language training all subjects significantly increased their levels of the use of the Spanish targeted language approach when teaching small groups of students in their classroom field placement settings.
Introduction: Voices of Foreign-Born African American Teacher Educators
Authors: McCollin Michelle J. , Grant Patrick A. , Mukuria Gathogo
Published: May 2011

Discriminatory practices in the recruitment and retention of faculty have been a recurring problem in academia. The Civil Rights Movement and all ensuing constitutional amendments provided some socio- political and lawful solutions to remedy academic disenfranchisement. Nevertheless, there is still a significant gap in the recruitment, retention, and promotion of racially, ethnically, and linguistically underrepresented groups, in the ranks of college and university facultythis gap is ever so more present for scholars who are foreign-born African Americans. This Special Issue highlights the voices of these scholars.
In Pursuit of Equality in American Higher Education: A Reality or Myth
Authors: Nkabinde Zandile P.
Published: May 2011

This article examines a personal journey of a foreign-born instructor in Americas teacher preparation programs. As a foreign-born Black woman teacher educator I came to America to live the American Dream. The American dream to me was to complete graduate studies and to leave my mark as a teacher in teacher preparation programs. Fortunately that dream has been realized. However, as a foreign born African female scholar the academic journey at times has been filled with challenges related to gender, race, and immigrant status discrimination.
Beyond the Equity Rhetoric in America's Teacher Education Programs: An African Immigrant Voice
Authors: Obiakor Festus E.
Published: May 2011

Teacher education programs (TEPs) are consistently challenged to respond to individual and collective growth. In addition, current demographic changes have forced these programs to address issues of quality and equity in measurable ways. As an African immigrant to the United States, I have been fortunate to be involved in these programs, especially in the areas of teaching, scholarship, and service. However, it has been disheartening to note that multicultural bridges are still shaky in many TEPs, making it difficult to hear, value, and utilize visible and invisible voices when necessary. In this article, I share my silenced African immigrant voice on problems associated with equity in TEPs and discuss how to go beyond the equity rhetoric to proactively remediate them in this age of change.
Living in Two Worlds: My Voice as a Foreign-Born African American Teacher Educator
Authors: McCollin Michelle J.
Published: May 2011

The mentor-mentee relationship is a critical aspect of the success trajectories of many foreign-born African American scholars. Within the context of this relationship, both the mentor and mentee have an opportunity to not only exchange ideas and experiences that contribute to success, but more importantly, the sometimes isolated scholar has an opportunity to connect with others who have had similar experiences within the academy. In this article I discuss how good mentoring can help new foreign-born faculty to gain insights into the nuances of successfully navigating higher education.
Navigating the Intricate Web of America's Teacher Education
Authors: Obi Sunday
Published: May 2011

Experiencse presented in this article suggest that the extension of U.S. citizenship or permanent residency to a foreign- born African American plays out itself as a product of an unequal relationship between the dominant American (White & Black) citizens and the subordinated, subjugated, colonized, and racialized foreign born African American andnotasafulfillmentoftheliberalpromiseofequalaccessandequalrepresentation. Inotherwords,foreign-born African Americans confront multidimensional problems that range from prejudicial perceptions to illusory generalizations. In Americas teacher education programs, these problems are very pronounced.
African American Learners in Special Education: A Closer Look at Milwaukee
Authors: Obiakor Festus E. , Harris Mateba K. , Offor MaxMary T. , Beachum Floyd D.
Published: May 2011

Problems facing African American students with special needs are numerous and complex. Although processes and procedures are in place to properly serve these students, far too many become ensnared in webs of bureaucracy and benign neglect. This article examines African American students experiences with special education in Milwaukee Public Schools. In addition, it provides recommendations for teachers and administrators willing to deconstruct the negative impact of inadequate educational programming for these students.
Juvenile Justice in Milwaukee
Authors: Williams Gary L. , Greer Lanetta
Published: May 2011

Historically, there have been several attempts made to address issues surrounding juvenile delinquency. The Wisconsin Legislature outlines the objectives of the juvenile justice system in the Juvenile Justice Code in s. 939.01, to promote a juvenile justice system capable of dealing with the problem of juvenile delinquency, a system which will protect the community, impose accountability for violations of law and equip juvenile offenders with competencies to live responsibly and productively. From this definition alone, one can predict how complex and contradictory strategies to prevent juvenile crime have become. For example, how is delinquency or delinquent behavior described? Who needs protecting the most in communities and what happens when juveniles are waived to adult court? Who is to blame for past and current policies that have been unsuccessful in addressing this issue? More importantly, is society equipping children and youth with competencies to live responsibly and productively or are urban youth targeted in an effort to remove and exclude them physically and mentally from society? This article answers these questions.
School Counseling for African American Adolescents: The Alfred Adler Approach
Authors: Sapp Marty
Published: May 2011

This article discusses how Adlerian counseling can be used as a form of school counseling for African American adolescents. Moreover, school counseling for African American adolescents is discussed within the context of African American culture. Due to the strength-based nature of Adlerian approach, it can capitalize on African American adolescents cultural differences. In addition, these adolescents tend to be academically at-risk, and Adlerian counseling can be a useful approach with other techniques.
The Relationship between High Stakes Information and the Community Cultural Wealth Model Perspective: Lessons from Milwaukee and Beyond
Authors: Cooper Robert , Liou Daniel , Antrop-González René
Published: May 2011

In high schools throughout the U.S., the disparity in academic achievement between students in urban and suburban schools continues to widen. The achievement gap is exacerbated when race and socioeconomic class are considered. Research continues to document the multiplicity of factors that contribute to the success and failure of students within the current educational system (Cooper, Huh & Nava, in press) and one of those factors that warrants investigation is the role of high stakes information. For the purpose of our study, we define information as the knowledge derived from school adults that can be processed, stored, and transmitted into a set of actions that support and empower students towards academic and social success in school. High stakes knowledge is a concept developed by Cooper and Liou (2007) to draw a distinction between the types of information that adults in schools can choose to share with students. High stakes information is the type of information that leads students to understand the school culture, policies, and practices in ways in which they can access, embrace, and develop a strong academic self-identity. In this article we employ a Community Cultural Wealth Model (Yosso, 2005) perspective to explore strategies that low-income students of color employ to obtain access to the high stakes information that is often not given to them within the context of the school setting.
Facilitating Cultural Competence in Teacher Education Students with Digital Storytelling: Implications for Urban Educators
Authors: Theodore Peter A. , Af?láyan Michael O.
Published: May 2011

This article discusses the use of digital storytelling to help pre-service teachers learn to be more culturally sensitive in urban classroom settings. Each student created a digital story about his/her own culture and presented it to the class. Students responded in writing at the end of the semester regarding what they had learned by creating and viewing the digital stories, and this writing was subjected to qualitative analysis. The primary findings that emerged from the data were that creating the digital stories increased students' awareness of their culture. By so doing, they recognize cultural differences as well as commonalities across cultures.
Transforming Education for Urban Learners
Authors: Williams Gary L.
Published: May 2011

Education reform in America remains illusive for children. Reform efforts in the past have meant simply tweaking the different components of the education system (i.e., teachers, curriculum, and standards). The call-to-action must be to transform the system to a more holistic approach that recognizes students needs. This article addresses how to foster concrete reform programs in this age of change.
Immobilization of enzymes onto carbon nanotubes
Authors: Prlainovic Nevena , Bezbradica Dejan , Knezevic-Jugovic Zorica , Marinkovic Aleksandar , Mijin Dusan
Published: May 2011

The discovery of carbon nanotubes (CNTs) has opened a new door in
nanotechnology. With their high surface area, unique electronic, thermal and
mechanical properties, CNTs have been widely used as carriers for protein
immobilization. In fact, carbon nanotubes present ideal support system
without diffusional limitations, and also have the possibility of surface
covalent functionalization. It is usually the oxidation process that
introduces carboxylic acid groups. Enzymes and other proteins could be
adsorbed or covalently attached onto carbon nanotubes. Adsorption of enzyme
is a very simple and inexpensive immobilization method and there are no
chemical changes of the protein. It has also been found that this technique
does not alter structure and unique properties of nanotubes. However, a major
problem in process designing is relatively low stability of immobilized
protein and desorption from the carrier. On the other hand, while covalent
immobilization provides durable attachment the oxidation process can reduce
mechanical and electronic properties of carbon nanotubes. It can also affect
the active site of enzyme and cause the loss of enzyme activity.
Bioimmobilization studies have showed that there are strong interactions
between carbon nanotubes surface and protein. The retention of enzyme
structure and activity is critical for their application and it is of
fundamental interest to understand the nature of these interactions. Atomic
force microscopy (AFM), transmission electron microscopy (TEM), scanning
electron microscopy (SEM) and circular dichroism (CD) spectroscopy provide an
insight into the structural changes that occur during the immobilization. The
aim of this paper is to summarize progress of protein immobilization onto
carbon nanotubes.
Vinca-Belo Brdo: Vernissages of eneolithic belgrade and its vicinity I
Authors: Spasic Milos
Published: May 2011

The following paper will discuss the problems of Eneolithic settlements of
Baden and Kostolac culture at Vinca near Belgrade. Eneolithic horizons from
Vinca site were scarcely published owing to the fact that both Baden and
Kostolac layers are not well stratified because of heavy medieval
devastations. In spite of all post-depositional destructions Eneolithic
settlements at Vinca show enormous significance for understanding the life of
the period, both on the micro and macro-regional scale. At the same time,
this work is a sort of an insight into the results of ongoing analysis of
material culture and socio-economic patterns of Eneolithic period settlements
in Belgrade and its vicinity.
On the influence of Vatin and Verbicioara cultures in the finds of the Gamzigrad cultural group
Authors: Kapuran Aleksandar
Published: May 2011

The Timocka Krajina region has not been sufficiently investigated
archaeologically, which coupled with the fact that a very small number of
metal finds and remains have been discovered, makes the reconstruction of the
start and end of the Bronze Age that much more difficult. Identification work
in the area around Romuliana on two occasions in 2001 and 2008 led to the
discovery of another 10 predominantly multi-layered sites dating back to the
Bronze Age, of which 7 are highland settlements while 3 are lowland
settlements located in the immediate vicinity of the Timok river or its
tributaries. The discovered sites 1. Varsari, 2. Djokin Vis, 3. Kravarnik, 4.
Mustafa, 5. Nikolov Savat, 6. Njiva Zore Brzanovic, 7. Petronj, 8.
Potes-Petronj, 9. Strenjak and 10. Zvezdan; bare the characteristics of the
material culture of the ?Gamzigrad group? of the Middle Iron Age. Besides
known ceramic forms and characteristic ornamentation of this culture, there
is a visibly strong influence of the Vatin (Crvenka-Cornes?i) and Verbicioara
elements to a greater extent, and Paracin cultural elements to a lesser
extent. Given that this material was collected during identification work, we
are now aware of the stratigraphic relations between these elements, and have
devoted more attention to common characteristics and interconnections from
which certain conclusions can be drawn. Based on the finds from
archaeological sites that have been excavated it can be concluded that the
distribution of sites with Gamzigrad cultural characteristics is limited to a
very small area, i.e. only to the vicinity of the Crni Timok river. Nearly at
all sites, both highland and lowland, Vatin and Verbicioara elements are
strongly visible on the ceramic materials. The geographic position of the
Crni Timok, which is located in the area where the Paracin, Vatin and
Verbichoar cultures connected and overlapped, could contribute to shedding
light on the origin and characteristics of this phenomenon of the Middle
Bronze Age in Eastern Serbia.
Notes on Glasinac: The chronology of princely graves
Authors: Vasic Rastko
Published: May 2011

Princely graves of the Iron Age represent a particular phenomenon in
archaeology, which is constantly the subject of interest. They are usually
dated to the end of the 6th and the beginning of the 5th century. The author
discusses the chronology of princely graves in the Central Balkans and
analyses their appearance in each part of this territory: on the Glasinac
plateau, in Serbia, Kosovo and Metohija, Montenegro, North Albania and
Nordwest Bulgaria. He concludes that they date from the middle of the 7th to
the middle of the 4th century, depending on the cultural and socio-economic
situation in the respective area. In the middle of the 7th century princely
graves in the true sense of the word were known only on the Glasinac plateau,
in the Ilijak necropolis. At the end of the 7th and in the beginning of the
6th century they still appear on Glasinac, though in greater number and in
various parts of the plateau. In northwest Bulgaria a grave dating to the
second half of the 7th century was found, which would, according to grave
goods, correspond to the Glasinac princely graves. On the other hand, there
are no princely graves in Serbia and north Albania from that time but some
outstanding warrior graves are known, belonging possibly to the chiefs of
smaller warlike bands, whose power was limited. Princely graves from Arareva
gromila on Glasinac, Pilatovici by Pozega and Lisijevo Polje by Berane date
to the beginning of the second half of the 6th century, and according to
their characteristics represent princes, whose power and wealth were
considerable and known to the neighbours. Culmination of the rise of the
princes in this region was demonstrated by the graves from Novi Pazar,
Atenica, and Pecka banja, which date to the end of the 6th and the first
quarter of the 5th century. Some decades later there are several rich graves,
e.g. the recently discovered grave from Velika Krsna, which could belong to a
prince, but can not be compared with the wealth of the previous princely
generation. In the middle of the 4th century, new rich princely burials are
seen in the graves in Belsh in Albania and Vratsa in Northwest Bulgaria.
Their appearance was conditioned by a new socio-political climate. All this
proves that one should be cautious when dating the princely graves in this
region to the ?end of the 6th/beginning of the 5th century BC?.
Inscription dedicated to Neptune from the territory of ancient Doclea
Authors: Grbic Dragana
Published: May 2011

A new votive inscription from the territory of Doclea has recently been
published. The reading of the text needs revision, and consequently,
reinterpretation. The inscription should be read as follows: Neptuno ? sacrum
p?ericuloru?m Absolu?tori Petro?5nius Aspe?r v(otum) s(olvit) ? l(ibens)
a(nimo). Neptune?s attribute periculorum Absolutor appears here for the first
time. The noun ?Absolutor?, i.e. ?he who absolves, liberator ?, attested late
in the narrative sources e.g. Cassiod. Var . XI, praef. 3, should be close to
the Jupiter?s epithets Liberator or Servator. The dedication could be
connected with a successful ending of a journey, possibly after being exposed
to maritime perils: the dedicator may well be a person engaged in trade and
businesses that involve transmarine voyage. His name - Petronius Asper -
implies the connection with the large group of Italian settlers in Dalmatia,
whose presence is attested in the province all through the Principate. Such
relations are illustrated in the light of other Dalmatian examples.
L'etat central et le ravitaillement des garnisons frontalieres (284-641 AP.J.-C.)
Authors: Glad Damien
Published: May 2011

(francuski) Les troupes frontali?res cantonn?es sur le limes danubien ?
l??poque romaine tardive et protobyzantine sont-elles autonomes ou
ind?pendantes de l??tat central pour leur approvisionnement? Trop souvent
encore, la vision d?une arm?e d?cadente aux fronti?res de l?Empire persiste
dans l?historiographie militaire pour l??poque romaine tardive et
protobyzantine. Cette article permet de reconsid?rer cette vision d?su?te
opposant les soldats-paysans frontaliers ? ceux de l?arm?e centrale via une
approche conceptuelle bas?e sur l?opposition du couple centre et p?riph?rie.
La décoration de Pierre en relief entre le bas empire et les débuts de Byzancedans les vestiges de la cité de Duklja (Doclea)
Authors: Korac Vojislav
Published: May 2011

(francuski) Les vestiges d?une cit? antique se trouvant pr?s de Podgorica au
Mont?n?gro attiraient l?attention par leur situation et leurs dimensions. Des
connaissances historiques modestes ?voluaient entre le fait incontestable
qu?il s?agit d?une cit? antique abandonn?e au moment des grandes migrations
des populations dans la r?gion. Le mat?riel dans les vestiges de la cit?,
surtout du marbre et de la pierre, a ?t? dilapid? selon les besoins de la
population de la r?gion plus ou moins proche. Des recherches s?rieuses ont
?t? amorc?es selon le d?sir formel du roi Nicolas. Sur les vestiges de Doclea
plusieurs groupes d?arch?ologues russes ou anglais ont travaill?. Des
recherches plus approfondies ont ?t? publi?es par Piero Sticcoti, son livre a
?t? traduit et la traduction suivie du texte de Olivera Velimirovic Zizic
expliquant la valeur du livre. Le besoin de nouvelles recherches de fond se
faisant sentir l?Institut de la conservation des monuments de culture de la
r?publique du Mont?n?gro et l?Institut d?arch?ologie ? Belgrade se sont mis
d?accord sur la poursuite des recherches en trois campagnes - en 1954, en
1955 et en 1966. Les derni?res recherches ont apport? de nouvelles
informations en abondance sur ce site arch?ologique exceptionnel. L?examen
des reliefs en pierre reposait surtout sur celui des chapiteaux. Tout en
?tant en mauvais ?tat ils ont cependant donn? l?information sur l?aspect
initial de la d?coration en relief. Une conception semblable des chapiteaux a
incit? des chercheurs renomm?s ? leur accorder une attention particuli?re.
Ceci est ? l?origine de nombreuses ?tudes des chercheurs renomm?s couvrant
des aires plus larges. C?est ?galement le sujet de la partie principale de
notre texte. Des mod?les des chapiteaux antiques traditionnels ?tant trouv?s
en Italie, ? Rome et en Italie m?ridionale. Nous d?signons des conceptions
plus tardives comme celles des d?buts de Byzance qui tirent leur origine des
mod?les dans l?aire byzantine plus large.
Two medieval swords from the regional museum in Jagodina
Authors: Cvetkovic Branislav
Published: May 2011

The author analyzes two medieval swords (one found near Kalenic monastery and
one near the Cuprija town) from the funds of the Department of Archaeology
in the Regional Museum in Jagodina. He presents arguments in opposition to
the typological classification existent in scholarly literature of the first
one, and concludes that the both specimens most probably originate from the
same workshop, as were being stamped with identical maker-marks. In the end
the author draws one?s attention to circumstances of the site find of the
first sword, and also points towards possible directions of research of the
sacred topography of the Kalenic monastery environs.
Reliability of the integrated radiograph-photograph method to obtain natural head position in cephalometric diagnosis
Authors: Dvortsin Dima P. , Ye Qingsong , Pruim Gerard J. , Dijkstra Pieter U. , Ren Yijin
Published: May 2011

Objective:

To introduce a simple and reliable method to reorient lateral radiographs to the natural head position (NHP) according to standardized photographs made at NHP.

Material and Methods:

The study has two parts. In the first part, 45 patients were randomly selected from a patient cohort. Photographs (at NHP) and cephalograms from each patient were taken and assessed in two sessions by two observers. The time between the first and the second session was 5 weeks. The repeatability of profile measurements on cephalograms compared with standardized photographs of the same patient was determined; in the second part, the repeatability of three superimposing protocols (ie, the soft tissue N/subnasale line [V-line], the esthetic line [E-line], and a proposed nose best fit line [N-line]) was compared for the reorientation of the cephalogram according to the photographs made at the NHP.

Results:

Our results showed that the integration of radiographs and photographs is an objective and reliable method to obtain NHP in lateral cephalograms. The N-line is a reproducible and stable reference line for the reorientation of radiographs to obtain NHP.

Conclusion:

Reorientation of radiographs according to standardized photographs made at the NHP is a reliable and objective method to standardize the radiographs at the NHP for cephalometric analysis. The N-line is a reproducible and stable reference line for the reorientation. It is preferred over the V-line or even E-line, especially when the radiographs and photographs are taken at different sessions or at different treatment stages.
Comparative analysis of long-term biofilm formation on metal and ceramic brackets
Authors: Lindel Ira Dewi , Elter Cornelius , Heuer Wieland , Heidenblut Torsten , Stiesch Meike , Schwestka-Polly Rainer , Demling Anton Phillip
Published: May 2011

Objective:

To test the null hypothesis that stainless steel and ceramic brackets show no differences in biofilm adhesion.

Materials and Methods:

Twenty adolescents (6 boys, 14 girls) who had received fixed orthodontic therapy for 18.9 ± 3.2 months were divided into a metal and a ceramic bracket group. Thirty brackets per group were taken from central incisors, canines, and second premolars and quantitatively analyzed for biofilm coverage with the Rutherford backscattering detection method. Five micrographs were obtained per bracket with views from the buccal, mesial, distal, gingival, and occlusal aspects, resulting in a total of 300 images. Biofilm formation between groups was compared using the Mann-Whitney U-test (α  =  .05).

Results:

Total biofilm formation was 12.5% ± 5.7% (3.3 ± 1.6 mm2) of the surface on metal and 5.6% ± 2.4% (1.5 ± 0.6 mm2) on ceramic brackets. Differences between groups were statistically significant (P < .05). A pairwise comparison of biofilm formation revealed significantly lower biofilm formation on ceramic brackets with respect to intraoral location (central incisor, canine, second premolar) and bracket surface (buccal, mesial, distal).

Conclusions:

The hypothesis was rejected. The results indicate that ceramic brackets exhibit less long-term biofilm accumulation than metal brackets.
Self-perceived health and psychological well-being among Serbian schoolchildren and adolescents: data from National Health Survey
Authors: Jovic-Vranes Aleksandra , Jankovic Janko , Vasic Vladimir , Jankovic Slavenka
Published: May 2011

The purpose was to determinate possible factors associated with psychosocial health through self-perceived health and psychological well-being among Serbian schoolchildren and adolescents. A cross-sectional study. The study is based on the 2006 National Health Survey of the population of Serbia. A total of 2,721 schoolchildren and adolescents were included. Face-to-face questionnaire and self-administered questionnaire were used for collection of data. For the assessment of psychosocial health we created two indicators (varibles): Self perceived health (using the categorical principal components), and Psychological well-being (using reliability analisys). Data were analyzed using descriptive statistics, Pearson’s correlation coeficient and categorical regression. Self-perceived health was found to have a positive association with gender, age, objective and subjective socioeconomic status. Psychological well-being was associated with gender, age, social support, objective and subjective socioeconomic status. Age group was strongly associated with self-perceived health and psychological well-being. Older respondents and female perceived their health to be better than others. Male and respondents in age group 7–11 had higher levels of psychological well-being. Results show that both demographic and socioeconomic variables have an important influence on schoolchildren and adolescent self-perceived health and psychological well-being.
From General to Specific English: A Case Study of NUML
Authors: Dar Maryam
Published: May 2011

The present study was conducted to explore the need for ESP courses in Pakistani universities. The present study scrutinizes the target needs of the students of Advanced English Language Diploma of National Universities of Modern Languages who join the Language Course for occupational purposes. The sample for the study consisted of 40 students, 5 teachers and 5 alumni. The needs, lacks, wants, expectations, preferred style of learning, interest and satisfaction level of students were determined with the help of Needs Analysis using questionnaires, interviews and observation tools. The results indicate low interest and satisfaction level of the students due to the general nature of the Diploma course. This calls for the separate ESP courses for the students who join the English Diploma courses for occupational reasons.Key words: Needs analysis; English for specific purposes; General to specific; NUML; ESP in PakistanJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 28-42Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4607
Nenglish: An Inevitable Reality or Merely a Mirage
Authors: Duwadi Eak Prasad
Published: May 2011

Several discussions are being held on which variety of English to adopt and adapt to it around the world. Nepal, where modern English education began in the 1850s, is also at the crossroads because English teachers and practitioners here are in dilemmas whether to follow British/American versions, Hinglish (Indian variety of English) or their own Nenglish (Nepali Variety of English). Although there is a trend of developing local varieties around the world, some scholars are skeptic as this championing can lead to anarchy in a small developing country like Nepal.Key words: Nenglish; Hinglish; Received pronunciation; Standard EnglishJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 43-53Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4608