Women, AIDS, and Theatre: Representations and Resistances

The plays written about AIDS in the past dozen years form a radical canon establishing gay men as the locus for public attention. These plays have been all but silent in their representation of women with AIDS. This article examines the marginalized women in early plays such as The Normal Heart and As Is, and the women more central to later plays such as The Baltimore Waltz, Before It Hits Home, and Patient A. It foregrounds some of the most problematic issues surrounding the AIDS virus: the perception of women as vectors of disease for men and unborn children, the insistent representation of women as mothers and caregivers, and the denial of patterns of abuse, sexual exploitation, and poverty which contribute to the marginalization of woman and people of color.     

The effects of self-focused rumination on global negative self-judgements in depression

Previous research in dysphoric participants has found that compared with distraction, rumination inductions are associated with increased levels of cognitive distortions and overgeneral autobiographical memories. Watkins and Teasdale ((2001) Journal of Abnormal Psychology, 110, 353–357) investigated which component of rumination was responsible for this effect in overgeneral memory, and found two distinct modes of ruminative self-focus, with analytical, evaluative self-focus maintaining overgeneral memory, whereas self-focus low in analytical thinking reduced overgeneral memory. The present study compared the effects of these two distinct forms of self-focused rumination with another measure of overgeneral thinking—global negative self-judgements. Thirty depressed participants and thirty never-depressed participants were randomly allocated to ‘analytic’ (high analysis) or ‘experiential’ (low analysis) self-focused manipulations. As predicted, in depressed participants, the analytical self-focus condition increased ratings of the self as worthless and incompetent pre- to post-manipulation, whereas the experiential self-focus condition resulted in no significant change in such judgements. The results are consistent with the hypothesis that an analytical mode of self-focused rumination may be particularly maladaptive in depression.     

A cross-cultural analysis of achievement and social goals among Chinese and Filipino students

We examined how achievement (mastery and performance) and social goals (affiliation, approval, concern, and status) influenced various learning outcomes in two collectivist cultures. Filipino (n \(\,=\,\) 355) and Hong Kong Chinese (n \(\,=\,\) 697) secondary students answered the relevant questionnaires. Regression analyses using mastery, performance, and social goals as predictors and learning outcomes as criterion variables were done separately for the HK and Filipino samples. Results indicated that the all the social goals were positively associated with adaptive learning. Mastery goal emerged as a positive predictor of deep learning and self-regulation across both contexts. To understand the relative importance of different goals, causal dominance analysis was used. Different types of goals were causally dominant for the HK and Filipino students. Implications and directions for future research are discussed.     

A postmodern critical theory of research use

The knowledge use field is in a state of conceptual disarray that has contributed to problems in the dissemination and use of knowledge. Examining the nature of knowledge in a critical realist epistemology results in a reconceptualization of knowledge use from a postmodern critical theorist perspective. This theory takes as its focus the study of research, dissemination, and use as cultural structure, ritual, and ideology; and addresses concerns about knowledge use by articulating a conceptual frame-work that triangulates among issues related to knowledge construction, power and action, and ethics and ideology, as integral to any concept of knowledge and its use. John M. Watkins is a private consultant atInquiry and Learning for Change. His primary work is in the area of action research and critical inquiry with schools and communities.     

Unconscious memory bias in depression: perceptual and conceptual processes

Mood-congruent memory (MCM) bias in depression was investigated using 4 different implicit memory tests. Two of the implicit tests were perceptually driven, and 2 were conceptually driven. Depressed participants and nondepressed controls were assigned to 1 of 4 implicit memory tests after studying positive and negative adjectives. Results showed no MCM bias in the perceptually driven tests. MCM was demonstrated in 1 of the conceptually driven tests, but only for adjectives that were conceptually encoded. Results support the theory that mood-congruent processes in depression are limited to conceptual processing. However, activation of conceptual processes may not be sufficient for demonstrating mood congruency.     

Personality assessment and counseling psychology

This article examines the place of personality assessment in counseling psychology. Three areas are considered: (a) the types of tests counseling psychologists use, (b) the perspective counseling psychologists apply to the use of tests, and (c) projective techniques and counseling psychology. Each area is examined, and the issues it raises for counseling psychology are presented. Some conclusions about personality assessment practices in counseling psychology are made, and several directions for future training are identified.     

Personal-social education: Beyond the national curriculum

The impact of the first ten years of the National Curriculum in England and Wales upon personal-social education (PSE) is analysed. It is proposed that many indirect processes have led to PSE having a lesser place in schools. The analysis offers some broad pointers for improvement. A conception of improved PSE for 21st-century schools is identified.     

Conflicting codes: Professional, ethical, and legal obligations in archaeology

Archaeologists employed in governmental positions often deal with issues that produce conflicts between their professional duties to their employer, their ethical responsibilities to the resource, and their obligations as established by legislation. The paper examines some of the conflicts imposed on governmental archaeologists by each of these systems but focuses on the conflicts imposed by federal legislation and regulations on governmental archaeologists, using “Kennewick Man” as an example. This is a revised edition of a paper written for the symposium: “Ethics in Science: Special Problems in Anthropology and Archaeology,” organized by Merrilee Salmon; 1998 Annual Meeting of the American Association for the Advancement of Science (Philadelphia, February 15, 1998). The original paper was in a more conversational style as befitting a discussion atmosphere. Revisions, comments, and opinions are entirely the author’s. Joe Watkins is the Anadarko Agency Archaeologist at the Bureau of Indian Affairs and is a Research Associate in the Department of Anthropology, Indiana University.     

MacPotthoff: automated calculation of the Potthoff regression bias procedure

Test bias, in contrast to test fairness, is best conceptualized in validity terms amenable to statistical analysis. Evidence of predictive validity may be most salient in many situations. Evaluation of predictive bias is generally operationalized via linear regression. Potthoff (1978) provided an efficient and parsimonious regression bias procedure that allows both simultaneous and separate tests of regression slopes and intercepts across groups. A Macintosh computer program, MacPotthoff, is presented for automated calculation of Potthoff regression bias statistics.     

Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Two studies are reported which explore the approach to learning of Nigerian secondary school pupils from both emic and etic perspectives. In the first study, 150 14–16-year-olds were asked to provide open-ended answers to the question “What do you mean by learning?” Content analysis identified learning conceptions similar to those found in Western studies which are thought to underlie deep and surface approaches to learning. The second study investigates the reliability and validity of a Western-developed instrument, the Learning Process Questionnaire, for 265 14–16-year-old Nigerian children. The findings based on internal consistency reliability estimates, scale factor analysis, and hypothesized correlations with other variables were generally encouraging. Tentative comparisons of the approach to learning of these Nigerians with same-aged Australian, Nepalese, Hong Kong, and Filipino children questioned the stereotype of Third-World learners as rote learners.