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We have obtained and analyzed UBVRI CCD frames of the young, 4-10 Myr, open cluster NGC 3293 and the surrounding field in order to study its stellar content and determine the cluster's IMF. We found significantly fewer lower mass stars, M≤2.5M ⊙, than expected. This is particularly so if a single age for the cluster of 4.6 Myr is adopted as derived from fitting evolutionary models to the upper main sequence. Some intermediate-mass stars near the main sequence in the HR diagram imply an age for the cluster of about 10 Myr. When compared with the Scalo (The stellar initial mass function. ASP conference series, vol. 24, p. 201, 1998) IMF scaled to the cluster IMF in the intermediate mass range, 2.5≤M/M ⊙≤8.0 where there is good agreement, the high mass stars have a distinctly flatter IMF, indicating an over abundance of these stars, and there is a sharp turnover in the distribution at lower masses. The radial density distribution of cluster stars in the massive and intermediate mass regimes indicate that these stars are more concentrated to the cluster core whereas the lower-mass stars show little concentration. We suggest that this is evidence supporting the formation of massive stars through accretion and/or coagulation processes in denser cluster cores at the expense of the lower mass proto-stars. © 2007 Springer Science+Business Media B.V.

Modifying the sequence, objectives, and research-based content for a nursing interventions course in a baccalaureate curriculum resulted in improved outcomes including enhancement of the evidence bases for nursing interventions. A mixed methods research study demonstrated better student preparation for clinical experiences and improved satisfaction with course content, consistency, and sequencing. Faculty reported improved integration of theory, research, and practice. Although grades were slightly lower in the new course, the positive outcomes greatly outweighed this expected finding. A foundation for improving the evidence bases for future nursing practice is guided by the curricular modifications described in this article.

Robert Pierce Forbes goes behind the scenes of the crucial Missouri Compromise, the most important sectional crisis before the Civil War, to reveal the high-level deal-making, diplomacy, and deception that defused the crisis, including the central, unexpected role of President James Monroe. Although Missouri was allowed to join the union with slavery, the compromise in fact closed off nearly all remaining federal territories to slavery.When Congressman James Tallmadge of New York proposed barring slavery from the new state of Missouri, he sparked the most candid discussion of slavery ever held in Congress. The southern response quenched the surge of nationalism and confidence following the War of 1812 and inaugurated a new politics of racism and reaction. The South's rigidity on slavery made it an alluring electoral target for master political strategist Martin Van Buren, who emerged as the key architect of a new Democratic Party explicitly designed to mobilize southern unity and neutralize antislavery sentiment. Forbes's analysis reveals a surprising national consensus against slavery a generation before the Civil War, which was fractured by the controversy over Missouri.

Vietnam's 1986 doi moi reforms are transforming Vietnam from a socialist economy to a socialist market economy. In addition to liberalized laws allowing

Catholics for a Free Choice (CFFC) performs considerable advocacy online, through its website as well as through press releases and interviews that appear at other sites. Opponents to CFFC also frequently post online. This article analyzes this online debate to explore how it is conceptually framed. CFFC presents a discourse that is promoted as finding ideological consistency between Catholic values and being prochoice, and which addresses a greater social good beyond the Church per se. In making these self-referential claims, CFFC could be viewed as a “community of discourse” (Wuthnow 1989) that reckons with “problems of articulation” by dealing with both specific and broader tensions. Online opponents to CFFC likewise could be viewed as communities of discourse that promote themselves as having the true Catholic values that serve the greater good. On balance, CFFC online would seem to reflect the larger quandaries of abortion discourse, whereby the Internet can offer a representative depiction of democratic free speech articulated on this controversial issue. Yet at the same time, there is little evidence to date that this online debate is changing anyone's mind or building a new consensus, despite some efforts on the part of CFFC to do so.

Many children who experience trauma demonstrate it through posttraumatic play (PTP). This type of play is seen by professionals as a repetitive reenactment of the traumatic event within the child's play. Reliving the event in this way may serve to retraumatize the child and lead to other psychiatric or behavioral problems. This article examines the issues surrounding childhood trauma and PTP. It uses a case study to illustrate the phases of a play therapy approach that incorporates Ericksonian principles, in order for the child to achieve resolution and acceptance. The countertransference issues that a clinician may encounter also are discussed.

This study compared the perception of social support and the degree of internalized homophobia for two demographically similar groups: lesbians with planned families and lesbians who did not have children. Results found that lesbians with planned families perceived significantly less social support from friends overall, from gay men and lesbian friends specifically, and more support from their families-of-origin than lesbians who did not have children. Lesbians with planned families also reported significantly higher internalized homophobia specific to disclosure of sexual identification. The authors suggest that selective disclosure may be an adaptive response rather than a true measure of internalized homophobia.

This naturalistic study of diagnostic practice in residential treatment agencies for children investigated the use of the DSM-IVconduct disorder diagnosis and its association with residents' externalizing behaviors. The conduct disorder (CD) diagnosis was a poor predictor of participants' externalizing behaviors during their first few months in residence. Additionally, the assignment of the diagnosis was associated with the gender and race of study participants. Decisions of admissions personnel and practitioners in residential treatment facilities regarding their externalizing clients may not be well-served by use of DSM diagnoses. Assessments of caregivers may prove a useful adjunct to DSM diagnoses. © 2007 Springer Science+Business Media, LLC.

Patterns of interaction theory directs social workers' attention to the relations between structures (psychological and social), and actions: the crossroads of continuity and change. Because it describes sequences of action by key participants that generate specific options at various points in a sequence, it serves as both theory and method for understanding and intervening with human beings and social structures. The use of patterns of interaction as an overarching construct illuminates the reciprocal relationships between social structures, interpersonal actions, and psychological well-being. This paper outlines a preliminary conceptualization of patterns of interaction theory and the methodology that grows out of it. The social service programs of Temporary Assistance to Needy Families (TANF) and a community-based case management welfare-to-work program illustrate how an ethical lens applied to patterns of interaction can help social workers intervene within complex relations to facilitate client growth. Patterns of interaction theory is a potentially effective way of describing and analyzing the therapeutic effects of a range of different social service programs.

The Reading Rescue tutoring intervention model was investigated with 64 low-socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither intervention (d = 0.74). The majority of tutored students reached average reading levels whereas the majority of controls did not. Paraprofessionals tutored students as effectively as reading specialists except in skills benefiting nonword decoding. Paraprofessionals required more sessions to achieve equivalent gains. Contrary to conventional wisdom, results suggest that students make greater gains when they read text at an independent level than at an instructional level.

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on global aspects, such as meaning and communication with an audience. In comparison, struggling writers focus on product over process even at the secondary level. Educational implications are discussed and include careful attention to the developmental level of the students during writing instruction.

An extensive research base on beginning reading acquisition and reading difficulties, developed over the past few decades, has important implications for the teaching of reading. Unfortunately, much of this research does not appear to be reaching teachers, whose knowledge is essential for scientific findings about reading to benefit children. This article focuses on two key areas of teachers' research-based disciplinary knowledge for teaching reading: knowledge about children's early reading development and knowledge about English word structure. Evidence demonstrating a gap between teacher knowledge in these areas and current scientific findings is reviewed. Next, possible reasons for the gap are explored. The article concludes with suggestions for educators who are interested in acquiring additional research-based knowledge about reading.