HIV disclosure and subsequent sexual behaviors among men who have sex with men who meet online

To assess HIV disclosure discussions and related sexual behaviors among men who have sex with men (MSM) who meet sex partners online, 28 qualitative interviews with Seattle-area MSM were analyzed using grounded theory methods and themes and behavior patterns were identified. MSM found a greater ease in communicating and could prescreen partners through the Internet. However, no consistent relationship was found between HIV disclosure and subsequent behaviors: some were safer based on disclosure while perceived HIV status led others to risky behaviors. Interventions need to promote accurate disclosure while acknowledging its limitations and the need for men to self-protect.     

Spatio-temporal improvised explosive device monitoring: improving detection to minimise attacks

The improvised explosive device (IED) is a weapon of strategic influence on today's battlefield. IED detonations occur predominantly on roads, footpaths, or trails. Therefore, locations are best described when constrained to the road network, and some spaces on the network are more dangerous at specific times of the day. We propose a statistical model that reduces the spatial location to one dimension and uses a cyclic time as a second dimension. Based on the Poisson process methodology, we develop normalised, inhomogeneous, bivariate intensity functions measuring the threat of attack to support resourcing decisions. A simulation and an analysis of attacks on a main supply route in Baghdad are given to illustrate the proposed methods. Additionally, we provide an overview of the growing demand for the analysis efforts in support of operations in Afghanistan and Iraq, and provide an extensive literature review of developments in counter-IED analysis.     

A framework for understanding collective leadership: The selective utilization of leader and team expertise within networks

To date, the dominant approach to leadership research assumes that all aspects of the leadership role within a team are embodied by a single individual. In the real world, however, this is rarely the case. Rather, multiple individuals within the team may serve as leaders in both formal and informal capacities, and the shifting of leadership responsibilities is often rooted in which individual's expertise is most relevant to the given problem. In the present effort, we add to the rapidly growing body of work that focuses on the distribution of the leadership role among multiple individuals. We have reviewed relevant extant literature and proposed an integrated framework for understanding the collective leadership process. Also, in developing this framework we have taken an information and expertise-based approach such that we propose that collective leadership, or the distribution of the leadership role, is a function of selectively utilizing the information or specialized expertise that individuals within the network possess. In reviewing the framework, 55 propositions with regard to the collective leadership process are outlined and suggestions for future research are provided.     

A Sociology of No‐Self: Applying Buddhist Social Theory to Symbolic Interaction

Although fraught with complexity, the self is a central phenomenon of discussion and analysis within sociology. This article contributes to this discourse by introducing the Buddhist ideas of anatta (no‐self) and prattyasamutpāda (interdependence) as analytic frameworks to deconstruct and rethink the self within sociology. We argue that the sociological self, most clearly articulated by symbolic interactionism, is premised on a self‐other dualism. This dualism leads to a conceptualization of the self as constantly threatened and anxious. Using these Buddhist concepts we propose an alternative interpretive schema, a sociology of no‐self, for analyzing social interaction and understanding the roots of social angst.     

Under Pressure: Individual Differences in Children's Suggestibility in Response to Intense Social Influence

Prior research on the relation between children's suggestibility and verbal skills has yielded mixed results. This study examined children's suggestibility in a high social pressure context in conjunction with individual differences in verbal ability and social understanding. Sixty‐nine children were read a story by a classroom visitor. One week later children were asked suggestive questions about the visit and pressured to respond ‘yes’. One week after the first interview, children were re‐asked the same questions, this time with no pressure. Children's suggestibility in response to social pressure was found to be significantly and negatively correlated with receptive vocabulary knowledge, but not with social understanding, the ability to understand and interpret social interactions. In addition, suggestibility scores exhibited a distinctly bimodal distribution, with many children acquiescing to all pressured suggestions, many children acquiescing to no suggestions, and few children falling between these two extremes.