New opportunities for disadvantaged pupils: the step-up programme

In the UK, the link between low income and poor educational outcomes has been long established. The Step-Up programme, which was initiated in Northern Ireland in 2000, was conceived and developed as a specific response to the under achievement and non participation in higher education of socially and economically disadvantaged secondary school pupils.<p></p> In addition to raising educational aspirations, the programme aims to raise pupil and school performance in science in order to enable pupils to gain entry to and complete programmes of study at higher education institutions.<p></p> The programme actively involves the University, schools, industry, the local hospitals and government agencies in the delivery of a highly structured programme of academic and vocational science activities.<p></p> The pupils who have participated in the programme have achieved outstanding success with over 97 per cent progressing to universities across the UK. The retention/completion rate for students who have progressed to the University of Ulster stands at 95 per cent, which compares favourably with national and international retention rates.<p></p> The authors suggest that this level of success has been achieved through appropriate pre university preparation and post university support and they provide recommendation for the successful replication and implementation of the programme in other institutions.<p></p&gt

Female physical educators in all boys\u27 schools - opportunities for enhancing social interactions?

The significance of physical education (PE) and sport in a boys’ school has long been highlighted as a device for the privileging of hyper-masculine identities (tough, stoic & assertive) at the expense of marginalised masculinities and femininities. The propensity for some “members of male sporting clique’s to engage in practices of bullying, shaming, violating and excluding” (Hickey, 2008, p. 148) raises important questions about how the practice of boys’ PE and sport can sometimes lead to unhealthy and damaging social interactions between different types of boys. In response to this rhetoric, some boys’ schools have acted to employ female PE teachers to disrupt “concern about the codes of unity, entitlement and privilege that can be forged among groups of boys whose identities are strongly aligned with sporting forms of hyper-masculinity” (Hickey, 2008, p. 148). Given this potential, we suggest that there is something unique or different about working in spaces or contexts around boys’ physicality. More specifically this paper raises questions about the particular implications for a PE teacher’s professional work, particularly as a female PE teacher.In current educational climates the performance of boys in social and educational contexts attracts considerable concern. Better understanding the contributions and capacities of female PE teachers in all boys’ schools, (as localised social and political environments in which gendered identities are formed) is warranted. Professional identities and “the meaning of gender is negotiated in everyday interactions” (Priola, 2007, p. 23) implicating the culture of all boys’ schools as significant in the development of ideas around effective, gender inclusive, pedagogical practices. Drawing on case study data, this paper seeks to explore how notions of effectiveness about boys’ PE are formed, with intent to make visible the extent to which female PE teachers influence dominant gendered practices of social interaction in all boys’ PE settings

African Americans and Social Welfare

This issue brief details the modern interaction between African Americans and Social Welfare in the United States. Furthermore, it examines the employment and other economic indicators of African Americans and whether the social welfare is working to improvement these figures

LOCALIZANDO A CRITICIDADE NA POLÍTICA: A CONTÍNUA LUTA POR JUSTIÇA SOCIAL NA AGENDA DA EDUCAÇÃO FÍSICA ESCOLAR

There is a sense of unfulfilled promise as one reflects on the progress of the critical project in Physical Education (PE) at the turn of the second decade of the 21st century. Quality scholarship continues to emerge around critical pedagogy in PE, evidencing sustained commitment to its promise to provide learners with personal and intellectual resources needed in navigating productive healthy futures in an increasingly complex world. In this paper we discuss select examples of contemporary research to demonstrate ongoing struggles in practice-based contexts and revisit barriers that continue to restrict the translational aspirations of critical scholars. Focusing on PE as a cultural and curriculum practice in Australian schools, we give primacy to the ways in Critical Pedagogy. Hay un sentimiento de promesa no cumplida cuando se analiza el progreso del proyecto crítico de la Educación Física desde el giro de la segunda década del siglo XXI. Estudios de calidad continúan a emerger en torno a la pedagogía crítica de la Educación Física, evidenciando el prolongado compromiso con su promesa de ofrecer a los aprendices recursos personales e intelectuales que son necesarios en la orientación de productivos futuros saludables en un mundo cada vez más complejo. Además, igualmente importante es la crítica a la falta de traducción en cualquier medio que impacte en la Educación Física escolar convencional. En ese artículo discutimos destacados ejemplos de investigaciones contemporáneas que demuestran las continuas luchas en contextos prácticos y revisita barreras que continúan restringiendo las aspiraciones de los discursos críticos. Con foco en la Educación Física como una práctica cultural y curricular en las escuelas australianas, priorizamos los modos por los cuales políticas directivas pueden ser mejor movilizadas para capacitar la agenda crítica.Há um sentimento de promessa não realizada quando se analisa o progresso do projeto crítico da Educação Física desde a virada da segunda década do século XXI.  Estudos de qualidade continuam a emergir em torno da pedagogia crítica da Educação Física, evidenciando o prolongado comprometimento com sua promessa de fornecer aos aprendizes recursos pessoais e intelectuais que são necessários na orientação de produtivos futuros sadios num mundo cada mais complexo. Ademais, igualmente importante é a crítica a falta de tradução em qualquer meio que impacte na Educação Física escolar convencional. Neste artigo nós discutimos destacados exemplos de investigações contemporâneas que demonstram as contínuas lutas em contextos práticos e revisita barreiras que continuam a restringir as aspirações dos estudos críticos. Focando na Educação Física como uma prática cultural e curricular nas escolas australianas, nós damos primazia aos modos pelos quais políticas diretivas podem ser melhor mobilizadas para capacitar a agenda crítica

Chichester and the Bhagavad Gita

Extract from the verse novel Foreign Madam and the White Yog

Age-related response to playback of calls of sharp-shinned hawks (Accipiter striatus) by American redstart (Setophaga ruticilla) males.

BirdsAbstract We investigated whether the response of American Redstart (Setophaga ruticilla) is influenced by age. We recorded song rates before and after playback of a Sharp-shinned Hawk (Accipiter striatus) call, and how long after playback redstarts took to sing again. Our results showed no significant differences in response between first year and second year males, but significant reduction in song rate for all redstarts was found immediately post-playback. Future studies should further explore the relationship between response of different aged American Redstarts males and calls of potential predator classes.http://deepblue.lib.umich.edu/bitstream/2027.42/101746/1/Dou_Langenburg_Mooney_Pad_2013.pd

Evidence for increased expression of the Amundsen Sea Low over the South Atlantic during the late Holocene

The Amundsen Sea Low (ASL) plays a major role in the climate and environment of Antarctica and the Southern Ocean, including surface air temperature and sea ice concentration changes. Unfortunately, a relative dearth of observational data across the Amundsen and Bellingshausen seas prior to the satellite era (post-1979) limits our understanding of the past behaviour and impact of the ASL. The limited proxy evidence for changes in the ASL are primarily restricted to the Antarctic where ice core evidence suggests a deepening of the atmospheric pressure system during the late Holocene. However, no data have previously been reported from the northern side of the ASL. Here we report a high-resolution, multi-proxy study of a 5000-year-long peat record from the Falkland Islands, a location sensitive to contemporary ASL dynamics which modulates northerly and westerly airflow across the southwestern South Atlantic sector of the Southern Ocean. In combination with climate reanalysis, we find a marked period of wetter, colder conditions most likely the result of enhanced southerly airflow between 5000 and 2500 years ago, suggesting limited ASL influence over the region. After 2500 years ago, drier and warmer conditions were established, implying more westerly airflow and the increased projection of the ASL onto the South Atlantic. The possible role of the equatorial Pacific via atmospheric teleconnections in driving this change is discussed. Our results are in agreement with Antarctic ice core records and fjord sediments from the southern South American coast, and suggest that the Falkland Islands provide a valuable location for reconstructing high southern latitude atmospheric circulation changes on multi-decadal to millennial timescales

Haemolysis and haem oxygenase-1 induction during persistent "asymptomatic" malaria infection in Burkinabé children

BACKGROUND: The haemolysis associated with clinical episodes of malaria results in the liberation of haem, which activates the enzyme haem oxygenase-1 (HO-1). HO-1 has been shown to reduce neutrophil function and increase susceptibility to invasive bacterial disease. However, the majority of community-associated malaria infections are subclinical, often termed "asymptomatic" and the consequences of low-grade haemolysis during subclinical malaria infection are unknown. STUDY DESIGN AND RESULTS: As part of an ongoing study of subclinical malaria in Burkina Faso, 23 children with subclinical Plasmodium falciparum infections (determined by qPCR) were compared with 21 village-matched uninfected control children. Infected children showed evidence of persistent haemolysis over 35 days, with raised plasma haem and HO-1 concentrations. Concentrations of IL-10, which can also directly activate HO-1, were also higher in infected children compared to uninfected children. Regression analysis revealed that HO-1 was associated with haemolysis, but not with parasite density, anaemia or IL-10 concentration. CONCLUSIONS: This study reveals that subclinical P. falciparum malaria infection is associated with sustained haemolysis and the induction of HO-1. Given the association between HO-1, neutrophil dysfunction and increased risk of Salmonella bacteraemia, prolonged HO-1 induction may explain epidemiological associations and geographic overlap between malaria and invasive bacterial disease. Further studies are needed to understand the consequences of persistent subclinical malaria infection, low-grade haemolysis and raised HO-1 on immune cell function and risk of comorbidities