Explanation of the Pattern of P49a,f <Emphasis Type="Italic">Taq</Emphasis>I RFLP Y-Chromosome Variation in Egypt

The possible factors involved in the generation of the p49a,f TaqI Y-chromosome spatial diversity in Egypt are explored. The object is to consider explanations beyond those that emphasize gene flow mediated via military campaigns within the Nile corridor during the dynastic period. Current patterns of the most common variants (V, XI, IV) have been suggested to relate to Middle Kingdom and New Kingdom political actions in Nubia, including sometimes settler colonization, and the conquest of Egypt by Napata (in upper Nubia, northern Sudan) that initiated Dynasty XXV. Other events or processes have not been presented. However, a synthesis of evidence from archaeology, historical linguistics, texts, the distribution of haplotypes outside of Egypt, and some demographic considerations, lends greater support to the establishment, before the Middle Kingdom, of the observed distributions of the most prevalent haplotypes: V, XI, and IV. It is suggested that the pattern of diversity for these variants in the Egyptian Nile Valley, was largely the product of population events that occurred in the late Pleistocene to mid-Holocene through Dynasty I, and was sustained by continuous smaller scale bi-directional migrations/interactions. The higher frequency of V in Ethiopia than in Nubia or upper (southern) Egypt, has to be taken into account in any discussion of variation in the Nile Valley, especially in the context of the findings of historical linguistics.Les facteurs possibles qui etaient parmi la generation de p49a,f TaqI Y-divers chromosome spatiale en Egypte, avaient ete explores. L’objectif etait de prendre en consideration les explications autour de celles qui mettaient l’accent sur le gene flow qui avait ete medie a partir des campagnes militaries dans le corridor du Nil, pendant la periode dynastique. Les modeles courants des varieties communes (V, XI, IV) avaient ete suggeres pour qu’ils soient en lien avec les actes politiques du Royaume Moyen et du Royaume Nouveau de Nubie, inclu quelques colonies, et la conquete de l’Egypte par Napta (en Haut Nubie, au Nord du Soudan), cela avait initie la 25eme dynastie. D’autres evenements ou procedures, n’avaient pas ete presentes. Ainsi, une synthese d’evidence de l’archeologie, de langues historiques, de textes, la distribution des haplotypes en dehors de l’Egypte, et quelques considerations demographiques avaient servi de grand support a l’etablissement, avant le Royaume Moyen, des distributions observees des varietes les plus prevalents: V, XI, and IV. Il est suggere que le modele de diversite pour ces varieties dans la Vallee du Nil Egyptien, etait largement le produit des evenements populaires qui s’etaient passes dans la derniere periode du Pleistocene au Moyen-Holocene jusqu’a la Premiere Dynastie, et etait soutenu par de petites echelles continue de demi-migrations/interactions directional. La plus grande frequence de V en Ethiopie qu’en Nubie ou plus haut, au Sud de l’Egypte, doit etre prise en considerartion dans n’importe quelle discussion de variation dans la Vallee du Nil, speciallement dans le contexte des decouvertes de langues historiques.     

An Application of Canonical Correlation Analysis in Regional Science: TheInterrelationships Between Transport and Development in China's Zhujiang Delta

Canonical correlation analysis (CCA) has the ability to deal with two sets of multivariate variables simultaneously and to produce both structural and spatial meanings. In view of the valuable insights to be gained, in this paper I examine the potential applications of CCA in regional science by describing its algorithm in a regional or spatial context. Next, I apply CCA to explore the mutually interdependent relationship between transport and development inChina's Zhujiang Delta. The results highlight the utility of CCA in revealing the structural and spatial patterns of two dominant and four subdominant transport-development relationships in this growing region of China.     

Dental status of Napoleon's Great Army's (1812) mass burial of soldiers in Vilnius: childhood peculiarities and adult dietary habits

A mass grave of the soldiers of Napoleon's Great Army, containing no less than 3269 individuals who died during the retreat from Russia in December 1812, was uncovered during an archaeological rescue excavation in 2002 in Vilnius, Lithuania. General dental analysis, including that of dental wear, tooth loss, caries, calculus, and periodontal diseases and abscesses, was used to evaluate the oral health status and possible dietary patterns of individuals who represented recruits from almost all of Western and Central Europe. Growth conditions in childhood were studied by scoring of linear enamel hypoplasia. In all, 293 individuals (6528 teeth) were selected for the analysis; 20–30 year old males made up the majority of the sample. Their general dental status is characteristic of young individuals: low dental attrition and antemortem tooth loss, as well as low prevalence of calculus and abscesses. The caries rate was average compared with late Medieval/early industrial populations and typical for individuals with diverse diets. However, a considerable amount of pulp caries and a high number of carious teeth in some individuals indicate consumption of cariogenic products (e.g. sugar, sweet drinks) and poor oral hygiene. The frequency and severity of hypoplasia was lower compared with other populations of that time, suggesting the selection of the fittest individuals for military service; this correlates with the historically known selection criteria of that period. Copyright © 2006 John Wiley & Sons, Ltd.     

考古实践与理论思维——兼评《关于考古学文化及其命名问题》

区系类型理论的构筑和完善,考古学化的命名和作用,考古学类型和化的区别及其地位,化和族属的关系等等,凸现出20世纪中国考古学实践的主要特色,深入思考其中的成败得失,拓展考古学的理论思维,是中国考古学走向新世纪的必由之路。     

论国家创新体系的空间结构

创新是一个地区发展的内在动力。国家创新体系可分解为内部创新系统、外部创新系统、外部支撑系统等子系统,其作用在于促进知识的有序流动。本文在研究了国家创新体系的基础上,提出创新体系的空间结构应分为两个层面:虚拟空间、地理实体空间。     

CORE ELEMENTS AND LAYOUT CLASSES IN SWIFT CREEK PADDLE ART

Our work here extends a study in which we identified a set of task models used by early Swift Creek artisans to produce paddle designs. Reconstructed procedures for early bandwork compositions highlighted the importance of the placement of guide points and guidelines to the final product as well as the hierarchal nature of the production sequence, leading to the realization that designs can be profitably classified by the geometry of these initial steps. In this paper, we examine two layout classes defined from observations across some of the more common core elements in the Swift Creek design corpus. We then seriate the most common of the core elements, the Omega, by virtue of variation in its visual characteristics. We draw on the stratigraphic sequence at Fairchild’s Landing (9SE14), Seminole County, Georgia, as a test of the core-element seriation and discuss developmental differences in the Omega between two prolific Swift Creek regions, the lower Chattahoochee River of southwestern Georgia and southeastern Alabama and the lower Ocmulgee and upper Satilla rivers of central and south-central Georgia, on the other.     

Decreasing CO2 partial pressure triggered Mg–Fe–Ca carbonate formation in ancient Martian crust preserved in the ALH84001 Meteorite

We retrace hydrogeochemical processes leading to the formation of Mg–Fe–Ca carbonate concretions (first distinct carbonate population, FDCP) in Martian meteorite ALH84001 by generic hydrogeochemical equilibrium and mass transfer modeling. Our simple conceptual models assume isochemical equilibration of orthopyroxenite minerals with pure water at varying water‐to‐rock ratios, temperatures and CO₂ partial pressures. Modeled scenarios include CO₂ partial pressures ranging from 10.1325 to 0.0001 MPa at water‐to‐rock ratios between 4380 and 43.8 mol mol^?1 and different temperatures (278, 303 and 348 K) and enable the precipitation of Mg–Fe–Ca solid solution carbonate. Modeled range and trend of carbonate compositional variation from magnesio‐siderite (core) to magnesite (rim), and the precipitation of amorphous SiO₂ and magnetite coupled to magnesite‐rich carbonate are similar to measured compositional variation. The results of this study suggest that the early Martian subsurface had been exposed to a dynamic gas pressure regime with decreasing CO₂ partial pressure at low temperatures (approximately 1.0133 to 0.0001 MPa at 278 K or 6 to 0.0001 MPa at 303 K). Moderate water‐to‐rock ratios of ca. 438 mol mol^?1 and isochemical weathering of orthopyroxenite are additional key prerequisites for the formation of secondary phase assemblages similar to ALH84001’s ‘FDCP’. Outbursts of water and CO_2(g) from confined ground water in fractured orthopyroxenite rocks below an unstable CO₂ hydrate‐containing cryosphere provide adequate environments on the early Martian surface.     

Addressing seasonal site use through ancient DNA species identification of Pacific salmon at Dionisio Point,Galiano Island,British Columbia

We use ancient DNA analysis to identify Pacific salmon vertebrae to species in order to provide an important line of evidence that helps to establish the timing of seasonal residence at a Pacific Northwest Coast village site. Ancient DNA results from House 2 at Dionisio Point allow a characterization of the salmon fishery. Ten of eleven randomly selected smaller-sized salmon vertebrae were positively identified as sockeye salmon (Oncorhynchus nerka) while only a single pink salmon (Oncorhynchus gorbuscha) was identified. Of the 322 whole salmon vertebrae identified from House 2 occupation deposits during zooarchaeological analysis, 58 percent measure less than 8.0 mm and 70 percent are less than 8.5 mm in maximum transverse diameter. Together with documented aspects of the material record from Dionisio Point, most notably the vertebrate fauna from House 2, the indication that sockeye was the primary focus of the Dionisio Point salmon fishery suggests the site was inhabited during the spring and summer. This approach to the identification of season-specific site occupation has the potential for application over much of the Northeast Pacific.     

Effect of a Disability Course on Prospective Educators' Attitudes Toward Individuals with Mental Retardation

Prospective educators who completed a course about social work with disabilities were participants in a study that investigated whether attitudes toward individuals with mental retardation (MR) would be enhanced by the information provided in the course. The quasi‐experimental design of the study involved a control group together with a pretest and a posttest, and several demographic and experiential variables. The study used a version of the Mental Retardation Attitude Inventory‐Revised that Kandari and Salih (in press) adapted for the Kuwaiti culture. Results revealed that the course did not influence students' attitudes toward individuals with MR. The authors discussed the findings in relation to determining the changes needed in the course's curriculum and evaluating the information provided for prospective educators in order for them to support the integration of individuals with MR into mainstream society. Throughout history, society's attitude towards individuals with Mental Retardation (MR) has been predominantly negative. Society has created an ‘out‐group’ of people who may be seen as less than human because they are disadvantaged in terms of some abilities and characteristics such as intelligence, self‐consciousness, and the ability to have human relationship that the majority of its citizens possess. The history of segregation of individuals with MR has reinforced this notion by adopting the term ‘handicap’ or ‘disability,’ which signifies the presence of an inherent difference between them and other people. Such segregation can negate the fact that one is a human being; depriving him\her of enjoying the benefits afforded to those without disabilities (Philip, 1992). Smith (1981) provides an example of the danger of society's beliefs about individuals with MR as being less than human. He brings to attention that fetuses with Downs syndrome are usually aborted because, when they are born, they would not meet certain minimum requirements for being human. They would be severely mentally retarded and uneducable, and would thus be a burden on their families and society. The danger of such beliefs is that individuals with MR may begin to internalize these inaccurate assumptions and thus tend to fulfill the society's expectations (Phillip, 1992). Over the last few decades, a strong movement in special education and related human services fields toward ‘normalization’ has given people with MR more opportunities to participate in various activities with people without disabilities. Changes in the provision of services to persons with disabilities have focused on increased inclusion in educational, employment, and social arenas (Antonak & Livneh, 1988). However, barriers, including the attitudes of educators, employers, co‐workers, and others, still stand between persons with MR and full inclusion (Geskie & Salesk, 1988). In Kuwait, the law of the disabled (13\96) assures the right of persons with disabilities to be included in different settings (e.g., schools, workplace, social activities, and wider community). Although Kuwaiti government has shown growing interest in the integration of individuals with MR, the chances of these individuals to integrate into mainstream society would depend on the attitudes of others (e.g. students, prospective educators, teachers, co‐workers, social workers, professionals) toward them. These attitudes, as found in many Western studies (e.g. Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are for the most part negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000, Special Olympics, 2003). For example, Parent, Hill and Wehman (1989) found that non‐disabled co‐workers focused on the disabled personal characteristics rather than specific job competencies. The impact of these negative attitudes may have significant consequences for both social and vocational lives of persons with MR. Mest (1988) have found that negative attitude leads to self‐isolation of persons with MR. Rusch, Hughes, Johnson and Minch (1991) found that stigma negatively affected social relationships between workers with MR and their peers without MR. As literature has shown, the provision of educational and social opportunities for individuals with disabilities can be legislated, but acceptance from other people cannot be ensured. Experts agree that complete integration and acceptance of individuals with disabilities might happen following long‐term changes in attitudes (Beattie, Anderson & Antonak, 1997). According to Langer's (1989) theory of ‘mindfulness’, changing people's attitude depends on providing enough information relevant to the problem of interest. People change their understanding of concepts based on their becoming mindful of them. Taba (1966) suggests that concepts' formation involves three stages: (1) Identifying information relevant to a problem, (2) grouping information on the basis of some similarity, and (3) developing categories and labels for the groups (Taba, 1966). With regard to MR, people might change their attitudes if they are encouraged to identify the construct of MR and then group subsequent information with enough details to form groups of categories without simply stereotyping. This is because people usually stereotype others and judge them without enough information and reflection (Langer, 1989). Thus, only continued mindfulness toward individuals with MR can eliminate stereotypical thinking and lead to their acceptance as fellow human beings in various settings. Gordon, Feldman, Tantillo, and Perrone (2004) suggested that greater awareness of disability issues results in improving social attitudes about disabilities and helps in removing attitudinal barriers. Henry, Keys, Balcazar, and Jopp (1996) also found evidence that training in inclusion philosophy increases awareness associated with positive inclusion's attitudes among staff members who work in mental disability settings, when compared to general population. There is some evidence showing that as they gain more information about individuals with MR and their conditions, their attitudes become more positive (Lawrence, Glidden & M‐Jobe, 2006; Sadek & Sadek, 2000). Conaster and Block (2001) found that instructors who taught aquatics classes to students with disabilities felt able to handle their academic coursework and experiences during the academic year. Teachers who felt competent had also more favorable beliefs and positive attitudes toward individuals with disabilities. In a related finding, Irish physical educators showed significant positive attitudes related to their previous experiences in teaching students with mild‐moderate MR (Meegan & Macphail, 2006). Folsom‐Meek and Rizzo (2002) claimed that educational preparation helps to enhance attitudes toward working with individuals with disabilities. Castoria (1986) found that understanding of the intent and concept of mainstreaming, and adequate‐to‐good training emerged as positive factors that influenced elementary and junior high school teachers' attitudes toward youngsters with special‐needs. Based on the above arguments, perceptions and attitudes of prospective educators can be enhanced by the provision of appropriate coursework related to disabilities. Otherwise, prospective educators would continue, like many people, to believe that individuals with MR are not capable of dealing with the everyday facets of life (Hunt, 2004). More seriously, educators may feel uncomfortable dealing with students with MR who happen to enroll in their classes. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling ‘uncomfortable’ when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling ‘uneasy’ in the presence of people with disabilities. The coursework would thus help to increase prospective educators' willingness to work with individuals with MR, interact with them, and support their integration into society (Horne, 1985). Lack of interest and negative attitudes on the part of prospective educators may directly influence their abilities to interact with individuals with MR in a disability‐related job (Schlachter & Duckitt, 2002). Hatton, Emerson, Rivers, Mason, Swarbrick and Mason (2001) claimed that lack of interest in MR by staff members (e.g., social workers, counselors) usually discourages them from dealing with individuals with MR, and may result in their leaving the job. Although researchers (e.g. Hatton, Emerson, Rivers, Mason, Swarbrick and Mason, 2001; Larson and Lakin, 1999) found that low salary and high job stress can lead staff members to leave their jobs, Osborne and Williams (1982) indicated that lack of interest in MR was the major reason of leaving the job among social workers. Providing coursework related to disabilities increases prospective educators' awareness of disability. Gaining this awareness, they can identify and counter inequality of opportunities for individuals with MR, inaccessibility of resources, and other environmental influences that add to their powerlessness. Prospective educators usually play an active role in social change and in changing public opinion. The awareness of the disability would help them to change society's response to persons with MR, as it is affected less by public policy and more by the prevailing societal attitudes. Myers, Ager, Kerr, and Myles (1998) suggested that increasing people's awareness of individuals with disabilities would present them as having worth and value as human beings no matter how they may differ from what society considered the “norm”. Prospective educators need to become aware of handicapist language, stereotypes, and prejudices that exist in literature so that they might better promote understanding and appreciation of people with disabilities. A course dealing with disabilities would be helpful for educators to encourage understanding by accurately and respectfully portraying well‐adjusted and productive individuals with MR, due to the fact that most literature presents and reinforces prejudicial and stereotypical images of characters with MR (Catlett, Martin, and Craig, 1993; Marsh, 2003). As part of the graduation requirements, Kuwait University requires prospective educators in the Social Work Department to take courses that focus on provision of educational, social and health services to special needs groups, such as the Social Work With Disabilities (SWWD) course which has two broad goals: (a) To increase prospective educators' knowledge of individuals with disabilities, and (b) to improve prospective educators' skills to deal with individuals with disabilities in the jobsites. These goals are accomplished through a combination of presenting information, guest speakers and direct contact with the instructor. Although the course deals with different types of disabilities (learning disabilities, MR, behavior and emotional disorders, and physical disability), the present study focuses on MR and students' attitudes toward them. In a study of Ahmad (2004) in Kuwait, findings showed that 40% of respondents in 15 workplaces related to mental disabilities reported a shortage of Kuwaiti professionals (social workers, counselors, psychologists) who work with the individuals with MR, and 46.7% of them reported lack of volunteers who are in direct contact with those individuals. Most research on attitudes toward MR in educational settings has focused on assessing attitudes of individuals (e.g., Lyons & Hayes, 1993; Corrigan, Green, Lundin, Kubiak, & Penn, 2001), with little attention given to effective strategies to promote positive attitudes toward individuals with MR. The assessment of attitude of prospective educators and whether it is affected by the SWWD course is important for several reasons. First, as educators, we have the opportunity to evaluate the course with regard to an important learning outcome. This evaluation could lead to a deeper analysis of the students' learning needs, and modification of the course's performance objectives, instructional materials, instructional strategies, and assessment strategies (Miller, 1996). Second, knowing whether the course has an effect on changing students' attitude would thus help professionals and social service providers to know whether educators would have the potential to contribute to or hinder the independence of persons with MR (Antonak & Livneh, 1988). Third, as the service model in Kuwait begins to emphasize the role of persons with MR in designing and requesting services that foster independency, the role of prospective educators in this process is likely to be affected by their attitudes as an intervening variable or variable that might indirectly influences behavior (Miller, 1996). Negative attitudes, as an intervening variable, might not directly cause negative behavior toward individuals with MR, but is likely to affect behavior in an indirect way, and hence affect the opportunity for inclusion in the lives of persons with MR. Attitude can motivate behavior in either a dynamic or directive manner (Miller, 1996). The broad question of the present study was: Would teaching the SWWD course improve prospective educators' attitudes toward individuals with MR? The present study investigated this question by assessing the attitudes of prospective educators (experimental group) toward individuals with MR before and after studying the course. The study also assessed the attitudes of another group of students (control group) who were, at the same time, taking another course. The present study anticipated that the attitudes of prospective educators toward individuals with MR would become positively different, as they gain more information about MR during the course of study. We thus hypothesized that taking the SWWD would improve attitude of a prospective educator toward people with MR.