Teachers’ views of teaching sex education: pedagogies and models of delivery

This paper is based on a study of 17 secondary schools in an inner-city area of England deemed to have very high levels of teenage pregnancies. The New Labour Government argued that academic achievements and effective labour-market participation are inhibited by early or 'premature' parenthood (Social Exclusion Unit 1999). It therefore set in place policies to address these issues efectively in schools, through a revised school achievement agenda and a revised Sex & Relationship Education (SRE) programme. In this paper, we concentrate on the role and views of personal, social and/or health education coordinators charged with the delivery of SRE in secondary schools. We consider the way a broad-based, inclusive curriculum and pastoral programme fits into the subject-based and assessed curriculum of secondary schools for 11-16 where there is no tradition of open discussion of sexual matters. The legitimacy of teaching about sex and relationships in school has been hotly contested. The question of how to deal with teenage pregnancy and sexuality remains politically charged and sensitive and the teacher's role is thus contentious. We present a range of views about the professional or other pressures on schools, especially teachers, discussing difficulties within each of the main models of delivery. Teachers reprt considerable anxiety about SRE as a subject and its low status inthe curriculum, committed though they are to teaching it. This links with what is now seen as an overarching culture of anxiety regarding sex in contemporary society. Many teachers think that attending to young people's personal and social development - and especially their sexual identities - could help their education careers and academic achievement. Thus, from the teachers' accounts, we argue that there are important links between the revised sex education curriculum and the new emphasis on the achievement agenda in secondary schools in the UK

One-Sided Projections on C*-algebras

In [BEZ] the notion of a complete one-sided M-ideal for an operator space X was introduced as a generalization of Alfsen and Effros' notion of an M-ideal for a Banach space [AE72]. In particular, various equivalent formulations of complete one-sided M-projections were given. In this paper, some sharper equivalent formulations are given in the special situation that $X = \mathcal{A}$, a $C^*$-algebra (in which case the complete left M-projections are simply left multiplication on $\mathcal{A}$ by a fixed orthogonal projection in $\mathcal{A}$ or its multiplier algebra). The proof of the first equivalence makes use of a technique which is of interest in its own right--a way of ``solving'' multi-linear equations in von Neumann algebras. This technique is also applied to show that preduals of von Neumann algebras have no nontrivial complete one-sided M-ideals. In addition, we show that in a $C^*$-algebra, the intersection of finitely many complete one-sided M-summands need not be a complete one-sided M-summand, unlike the classical situation

Heat and spin transport in a cold atomic Fermi gas

Motivated by recent experiments measuring the spin transport in ultracold unitary atomic Fermi gases (Sommer et al., 2011; Sommer et al., 2011), we explore the theory of spin and heat transport in a three-dimensional spin-polarized atomic Fermi gas. We develop estimates of spin and thermal diffusivities and discuss magnetocaloric effects, namely the the spin Seebeck and spin Peltier effects. We estimate these transport coefficients using a Boltzmann kinetic equation in the classical regime and present experimentally accessible signatures of the spin Seebeck effect. We study an exactly solvable model that illustrates the role of momentum-dependent scattering in the magnetocaloric effects.Comment: 18 pages, 6 figures, slight notation changes from previous versio

Intrusion Detection Systems for Community Wireless Mesh Networks

Wireless mesh networks are being increasingly used to provide affordable network connectivity to communities where wired deployment strategies are either not possible or are prohibitively expensive. Unfortunately, computer networks (including mesh networks) are frequently being exploited by increasingly profit-driven and insidious attackers, which can affect their utility for legitimate use. In response to this, a number of countermeasures have been developed, including intrusion detection systems that aim to detect anomalous behaviour caused by attacks. We present a set of socio-technical challenges associated with developing an intrusion detection system for a community wireless mesh network. The attack space on a mesh network is particularly large; we motivate the need for and describe the challenges of adopting an asset-driven approach to managing this space. Finally, we present an initial design of a modular architecture for intrusion detection, highlighting how it addresses the identified challenges

Photodissociation of pernitric acid (HO2NO2) at 248 nm

The photodissociation of pernitric acid (PNA) was studied at 248 nm. The quantum yield for production of OH radicals is 34 + or - 16 percent. The yield of OH from PNA was measured relative to that of H2O2. The translational and rotational energy content of the OH photofragment from PNA was characterized. A fluorescent emission was also observed and characterized. It is attributed to electronically excited NO2 produced in the PNA photodissociation. A maximum yield of 30 percent for NO2 production was determined. The intensity of this emission, and a mass spectrometric peak at m/e = 33, were found to be useful means of characterizing the purity of the PNA sample

Active learning in the lecture theatre using 3D printed objects

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student