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

Serum Gastrin levels in Pigs

Serum gastrin levels were measured in 11 young pigs during starvation and one and two hours after feeding. The mean basal value was 57 -+- 16 pg/ml and was not affected by anaesthesia. Gastrin levels' at one and two hours after feeding were significantly higher than the basal levels. However, the rise was much less than that noted in humans, suggesting a species difference

A comparison of the different anisometropic testing procedures as done at Pacific University

A comparison of the different anisometropic testing procedures as done at Pacific Universit

High Depth-of-Discharge Zinc Rechargeability Enabled by a Self-Assembled Polymeric Coating

Zinc has the potential for widespread use as an environmentally friendly and cost-effective anode material pending the resolution of rechargeability issues caused by active material loss and shape change. Here, a self-assembled Nafion-coated Celgard 3501 (NC-Celgard) separator is shown to enable unprecedented cycle life of a Zn anode in alkaline electrolyte at high depth-of-discharge (DODZn). Using commercially relevant energy-dense electrodes with high areal capacities of 60 mAh cm–2, Zn–Ni cells tested at 20% DODZn cells achieve over 200 cycles while 50% DODZn cells achieve over 100 cycles before failure. The 20% and 50% DOD cells deliver an average of 132 and 180 Wh L–1 per cycle over their lifetime respectively. Rechargeability is attributed to the highly selective diffusion properties of the 300 nm thick negatively charged Nafion coating on the separator which prevents shorting by dendrites and inhibits redistribution of the active material. Crossover experiments show that the NC-Celgard separator is practically impermeable to zincate ([Zn(OH)4]2–), outperforming commercial Celgard, cellophane, Nafion 211 and 212 separators while still allowing hydroxide transport. This work demonstrates the efficacy of selective separators for increasing the cycle life of energy-dense Zn electrodes without adding significant volume or complexity to the system

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

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

Expression of a type B RIFIN in Plasmodium falciparum merozoites and gametes

BACKGROUND: The ability of Plasmodium falciparum to undergo antigenic variation, by switching expression among protein variants encoded by multigene families, such as var, rif and stevor, is key to the survival of this parasite in the human host. The RIFIN protein family can be divided into A and B types based on the presence or absence of a 25 amino acid motif in the semi-conserved domain. A particular type B RIFIN, PF13_0006, has previously been shown to be strongly transcribed in the asexual and sexual stages of P. falciparum in vitro. METHODS: Antibodies to recombinant PF13_0006 RIFIN were used in immunofluorescence and confocal imaging of 3D7 parasites throughout the asexual reproduction and sexual development to examine the expression of PF13_0006. Furthermore, reactivity to recombinant PF13_0006 was measured in plasma samples collected from individuals from both East and West African endemic areas. RESULTS: The PF13_0006 RIFIN variant appeared expressed by both released merozoites and gametes after emergence. 7.4% and 12.1% of individuals from East and West African endemic areas, respectively, carry plasma antibodies that recognize recombinant PF13_0006, where the antibody responses were more common among older children. CONCLUSIONS: The stage specificity of PF13_0006 suggests that the diversity of RIFIN variants has evolved to provide multiple specialized functions in different stages of the parasite life cycle. These data also suggest that RIFIN variants antigenically similar to PF13_0006 occur in African parasite populations

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

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