The Relationship Between Transmission of Sexual Knowledge, Sexual Attitude, and Culture

Purpose Sexual knowledge is important for healthy development of adolescents and adults. Currently, there is no consistent mode of introducing the topic of sex to an individual who has not previously learned about the topic. If a shift were to occur in transmission of sexual knowledge, whether by creating a consistent mode, a culture-specific mode, or focusing on sexual attitude rather than behavior, future populations would be positively influenced. If the educational system, religious organizations, and families could be informed of an appropriate and meaningful way to communicate sexual knowledge to adolescents, negative sexual outcomes have the potential to decrease and positive sexual outcomes have the potential to increase. Method Participants completed surveys that measured a) attitudes toward sex, b) source of sexual knowledge and influence of the source, and c) demographic information. This work employed several statistical analysis methods to answer the six research questions that guided the study. These methods included exploratory factor analysis (EFA), descriptive statistics, independent sample t-tests, one-way ANOVA, chi-square and canonical correlation. Results Results indicate that several of the most identified sources of sexual knowledge included school-based sexual education, parents or primary caregivers, media, internet pornography, SEEM, and friends or peers. Sources that were considered influential included parent or primary caregivers, doctors or other healthcare professionals, internet pornography, media, and friends or peers. The sexual attitudes of participants ranged from neutral (Permissiveness and Instrumentality) to moderate agreement with (Communion and Birth Control). Statistically significant differences were noted when looking at ethnicity and sources of sexual knowledge, religious affiliation during formative years and sources of sexual knowledge, gender and some sources of sexual knowledge, gender and sexual attitude, and religious affiliation during formative years and sexual attitude. Lastly, less engagement with any source of sexual knowledge indicated higher agreement with sexual attitudes of Permissiveness, Birth Control, Communion, and Instrumentality. Conclusions This study added to the body of literature concerning how individuals learn about sex, provided a picture of sexual attitudes among a diverse group of 18-30 year old participants, and highlighted the importance of considering cultural background in attainment of sexual knowledge and sexual attitude formation. As researchers, educators, mental health professionals, and lay people better understand sexuality and sexual attitudes, they will be better able to serve the people they encounter. The current research offers several implications for professional practice and future research

Unbinding of giant vortices in states of competing order

Funding: EPSRC (UK) via Grants No. EP/I031014/1 and No. EP/H049584/1.We consider a two-dimensional system with two order parameters, one with O(2) symmetry and one with O(M), near a point in parameter space where they couple to become a single O(2+M) order. While the O(2) sector supports vortex excitations, these vortices must somehow disappear as the high symmetry point is approached. We develop a variational argument which shows that the size of the vortex cores diverges as 1/root Delta and the Berezinskii-Kosterlitz-Thouless transition temperature of the O(2) order vanishes as 1/1n(1/Delta), where Delta denotes the distance from the high-symmetry point. Our physical picture is confirmed by a renormalization group analysis which gives further logarithmic corrections, and demonstrates full symmetry restoration within the cores.Publisher PDFPeer reviewe

A rapid method of heterologous gene cloning using cotransformation of lambda genomic DNA banks in Aspergillus nidulans

Relatively few fungal genera possess the extensive collections of mutants or reliable transformation systems that are found in favoured species such as Aspergillus nidulans, Saccharomyces cerevisiae or Neurospora crassa. Consequently, heterologous gene cloning protocols that circumvent the requirement for mutant construction or the development of transformation vectors in a previously uncharacterized species, are attractive. Lambda vectors probably provide the most versatile group of cloning vehicles but, with some exceptions (Pall and Brunelli 1994 Fungal Genet. Newsl. 41:63-65 ), they do not carry selectable markers for fungal transformation. Cooley et al (1990 Mycol. Res. 94:145-151) nevertheless demonstrated that lambda molecules could be cotransformed effectively into Septoria nodorum along with a conventional vector carrying a selectable marker. Here, we describe an extension of that protocol demonstrating that such cotransformed molecules can be rescued efficiently from Aspergillus nidulans as a host. Lambda genomic DNA libraries of other fungi may thus be screened by complementation of A. nidulans mutants. Additionally, the protocol offers a second method of gene bank screening via conventional plaque hybridization, so exploiting the large cloning capacity of lambda replacement vectors. Recently, we have cloned DNA capable of complementing the A. nidulans salt sensitivity mutation sltA1, (Spathas 1978 Aspergillus Newslett. 14:28), from the marine hyphomycete Dendryphiella salina, using this cotransformation approach

Creating a Christ-centered Climate for Educational Excellence: Philosophical, Instructional, Relational, Assessment and Counseling Dimensions

Interest is peaking among educators in North America, and around the world, on issues relating to school climate. A primary reason for this strong interest is research confirmation that school climate may have a positive or negative effect on educational processes. A Christ-Centered school climate provides the best opportunities for stakeholders to work collaboratively to achieve four primary educational outcomes. These are: (1) creating and sustaining bias free learning environments where relationships are nurtured by love, respect, tolerance, and kindness; (2) establishing faith-based instructional and service learning programs which cater to the needs of students; and (3) utilizing quality assessment tools to measure school climate, and instructional goals/objectives. This is a monumental task, but it can be accomplished if stakeholders are deeply and passionately committed to the foundational tenets of Christian educatio

Spin dynamics from Majorana fermions

Using the Majorana fermion representation of spin-1/2 local moments, we show how it is possible to directly read off the dynamic spin correlation and susceptibility from the one-particle propagator of the Majorana fermion. We illustrate our method by applying it to the spin dynamics of a non-equilibrium quantum dot, computing the voltage-dependent spin relaxation rate and showing that, at weak coupling, the fluctuation-dissipation relation for the spin of a quantum dot is voltage-dependent. We confirm the voltage-dependent Curie susceptibility recently found by Parcollet and Hooley [Phys. Rev. B {\bf 66}, 085315 (2002)].Comment: Small modifications added to figure and tex

Career guidance for social justice: Webinar, March 11, 2022

This article is a summary of the main issues and discussions raised at a webinar organised by the Career Guidance for Social Justice website on the 11th March 2022

‘ … and now it’s over to you’: recognising and supporting the role of careers leaders in schools in England

There is a long history of teachers and schools being involved in the delivery of career education and guidance. As the breadth of career education and guidance activity in English schools grew throughout the twentieth century it became increasingly necessary to have an individual within the school responsible for leading and managing this activity (the careers leader). The transfer of responsibility for career guidance from local authorities to schools following the Education Act 2011 has intensified the need for this role. There have been various attempts to conceptualise and professionalise the role of careers leader and to develop appropriate training and support. This article defines the role and the rationale for the role, sets out its history and makes recommendations for the future professionalisation of the role. It is argued that this will include recognition of the role by policy, professionalisation and the development of a career structure and the development of appropriate training and CPD.N/