Staying in the science stream: patterns of participation in A-level science subjects in the UK.

This paper describes patterns of participation and attainment in A-level physics, chemistry and biology from 1961 to 2009. The A-level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long term overview examines how recruitment to these three subjects has changed in the context of numerous policies and initiatives that seek to retain more young people in the sciences. The results show that recruitment to the pure sciences has stagnated, general trends have hardly varied and the track record of government policy in influencing change is not strong. There is no evidence for increasing achievement gaps between the sexes at A-level and even national policy requiring that all young people study science up to the age of 16 appears to have had little impact on recruitment at this leve

Orbit period modulation for relative motion using continuous low thrust in the two-body and restricted three-body problems

This paper presents rich new families of relative orbits for spacecraft formation flight generated through the application of continuous thrust with only minimal intervention into the dynamics of the problem. Such simplicity facilitates implementation for small, low-cost spacecraft with only position state feedback, and yet permits interesting and novel relative orbits in both two- and three-body systems with potential future applications in space-based interferometry, hyperspectral sensing, and on-orbit inspection. Position feedback is used to modify the natural frequencies of the linearised relative dynamics through direct manipulation of the system eigenvalues, producing new families of stable relative orbits. Specifically, in the Hill–Clohessy–Wiltshire frame, simple adaptations of the linearised dynamics are used to produce a circular relative orbit, frequency-modulated out-of-plane motion, and a novel doubly periodic cylindrical relative trajectory for the purposes of on-orbit inspection. Within the circular restricted three-body problem, a similar minimal approach with position feedback is used to generate new families of stable, frequency-modulated relative orbits in the vicinity of a Lagrange point, culminating in the derivation of the gain requirements for synchronisation of the in-plane and out-of-plane frequencies to yield a singly periodic tilted elliptical relative orbit with potential use as a Lunar far-side communications relay. The Δv requirements for the cylindrical relative orbit and singly periodic Lagrange point orbit are analysed, and it is shown that these requirements are modest and feasible for existing low-thrust propulsion technology

Feminist issues in education: developing a theory of class and gender relations

The twelve publications submitted for this thesis constitute a group of essays completed between 1979 and 1989 on related feminist issues in education. Each publication contributes to the overall project of developing a theory of class and gender relations in education. Three stages in the construction of this theory are identified. These are: (a) a critical evaluation of theories concerning the social and cultural reproduction of class relations in terms of their applicability to the study of gender relations. (b) the construction of a feminist theory of gender that accounts for, among other things, the historical and class specific nature of gender relations in education. (c) an analysis of contemporary policy-making at central, local and institutional levels in relation to the promotion of equal opportunities for both sexes. It is suggested that explanations of the relationship between education, the economy, the family and the state based upon male class relations cannot adequately account for the patterns of female education. A range of new concepts more appropriate for the study of gender relations is developed. These include a theory of male hegemony and the concept of gender code involving processes of recontextualisation and different modes of transmission of gender relations through schooling. These concepts are applied to an analysis of the structure and content of the secondary school curriculum, family and school cultures, coeducation and boys' education. The approach developed here is contrasted with other feminist perspectives on gender and education and consideration is given to the ways in which these perspectives have influenced educational policy and practice. The approaches to sex equality of central government are compared with those underlying teacher initiatives in this area. Finally a strategy is offered for the promotion of sex equality through school-based in-service courses focused on the personal and professional development of teachers

Girls’ and women’s education within Unesco and the World Bank, 1945–2000

By 2000, girls’ and women’s education was a priority for international development organisations. While studies have examined the impact of recent campaigns and programmes, there has been less exploration of ideas about girls’ and women’s education within development thought in the immediate post?colonial period, and the political mechanisms through which this came to be a global concern. Through a study of policy documents, this paper investigates how the education of girls and women came to be prioritised within the two principle UN agencies involved with education since 1945, the World Bank and Unesco. A shift in priorities is evident, from ensuring formal rights and improving the status of women, to expanding the productive capacities of women, fertility control and poverty reduction. While the ascendance of human capital theory provided a space for a new perception of the role of women’s education in development, in other policy arenas women’s education was central to exploring more substantive, rights?based notions of gender equality. Ultimately, the goal of improving girls’ and women’s education fitted into diverse development agendas, paving the way for it to become a global development priority

Sexual frequency is associated with age of natural menopause: results from the Study of Women's Health Across the Nation

It is often observed that married women have a later age of natural menopause (ANM) than unmarried women; however, the reason for this association is unknown. We test an original hypothesis that sexual frequency acts as a bio-behavioural mediator between marital status and ANM. We hypothesize that there is a trade-off between continued ovulation and menopause based on the woman's chances of becoming pregnant. If a woman is sexually inactive, then pregnancy is impossible, and continued investment in ovulation would not be adaptive. In addition, we test an existing hypothesis that the observed relationship is because of the exposure to male pheromones. Data from 2936 women were drawn from 11 waves of the Study of Women's Health Across the Nation, which is a longitudinal study conducted in the United States. Using time-varying Cox regression, we found no evidence for the pheromone hypothesis. However, we did observe that women who reported to have sex weekly during the study period were 28% less likely to experience menopause than women who had sex less than monthly. This is an indication that ANM may be somewhat facultative in response to the likelihood of pregnancy

An evolutionary perspective on kin care directed up the generations

Within evolutionary sciences, care towards younger kin is well understood from an inclusive fitness framework, but why adults would care for older relatives has been less well researched. One existing model has argued that care directed towards elderly parents might be adaptive because of their benefits as carers themselves, with their help freeing up the middle generations’ energy which can then be invested into direct reproduction. However, in this model, elder care is more beneficial to fitness if the carer is fecund. To offer an initial test of this hypothesis, we look at caring behaviour relative to fecundity status in a contemporary dataset from the United Kingdom. If elder care is contingent on possible direct fitness benefits, we would expect women who are still menstruating to care more for their parents than women who can no longer reproduce. Based on this, we also predict that women who are physiologically post-reproductive would invest more in their grandchildren, through whom they can increase their inclusive fitness. After controlling for age and other relevant factors, we find that women who are still menstruating spend more time caring for their parents than those who are not, and the reverse is true when looking at time spent caring for grandchildren. These findings demonstrate that potential inclusive fitness outcomes influence how women allocate care up and down the generations

The challenges of intersectionality: Researching difference in physical education

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century’. This paper reviews some of the key imperatives of working with ‘intersectional theory’ and explores the extent to these debates are informing research around difference in education and Physical Education (PE). The first part of the paper highlights some key issues in theorising and researching intersectionality before moving on to consider how difference has been addressed within PE. The paper then considers three ongoing challenges of intersectionality – bodies and embodiment, politics and practice and empirical research. The paper argues for a continued focus on the specific context of PE within education for its contribution to these questions

Failing boys and moral panics: perspectives on the underachievement debate

The paper re-examines the underachievement debate from the perspective of the ‘discourse of derision’ that surrounds much writing in this area. It considers the contradictions and inconsistencies which underpin much of the discourse – from a reinterpretation of examination scores, to the conflation of the concepts of ‘under’ and ‘low’ achievement and finally to the lack of consensus on a means of defining and measuring the term underachievement. In doing so, this paper suggests a more innovative approach for understanding, re-evaluating and perhaps rejecting the notion of underachievement

Gender equality and girls education: Investigating frameworks, disjunctures and meanings of quality education

The article draws on qualitative educational research across a diversity of low-income countries to examine the gendered inequalities in education as complex, multi-faceted and situated rather than a series of barriers to be overcome through linear input–output processes focused on isolated dimensions of quality. It argues that frameworks for thinking about educational quality often result in analyses of gender inequalities that are fragmented and incomplete. However, by considering education quality more broadly as a terrain of quality it investigates questions of educational transitions, teacher supply and community participation, and develops understandings of how education is experienced by learners and teachers in their gendered lives and their teaching practices. By taking an approach based on theories of human development the article identifies dynamics of power underpinning gender inequalities in the literature and played out in diverse contexts and influenced by social, cultural and historical contexts. The review and discussion indicate that attaining gender equitable quality education requires recognition and understanding of the ways in which inequalities intersect and interrelate in order to seek out multi-faceted strategies that address not only different dimensions of girls’ and women’s lives, but understand gendered relationships and structurally entrenched inequalities between women and men, girls and boys