A Comparative Study on Engineering Student's Performance between the Single-Gender Classroom and Co-educational Classroom: A Case Study of Islamic University of Technology

The purpose of this research was to conduct a comparative study to find out which setting performs better between students in the Co-educational Instruction setting and Students in the Single-gender Instruction set. In this research process, the researchers compared the performance of students who receive instruction in a single-gender classroom with the performance of other students who receive instruction in a co-educational classroom. The study population was 756 students of single and mixed-gender streams, classified into two groups (A & B). Out of this, one single-gender male class of 268 students (group A) and one COED class of 488 students (group B) were sampled from the Islamic University of Technology (IUT) in Bangladesh. The research adopted a quasi-experimental research design. The instruments used for data collection were the summative assessment of both groups' first and second-semester results that serve as test instruments. Frequency counts and the Arithmetic means were used for descriptive analysis. The independent sample t-test was used to test the hypotheses. Social learning theory emphasizes the importance of biological, social, and cultural impacts on human behavioral development and learning, especially on gender and genders specific traits and roles. Based on the analyses and interpretation of the data, the researcher found that male students perform better academically in single-gender classes, contrary to their academic performance when mixed with females in the same classes. Thus, single-gender instruction could be a more favorable environment for male students than a co-educational instruction environment.

Gender Gap in engineering and medical Colleges in India

Gender gap in Engineering streams is not new. More number of males are seen enrolling for these streams compared to females. In a developing country like India, the population is predominately young and this gap can make a large impact. Interestingly, a noticeable gender gap is also witnessed in students opting for medicine in India. The number of females opting to study medicine is higher compared to males. The large population also creates a surging demand for admissions into reputed institutes and these institutes are few in number, to make it an even ground for students to enter these institutes, National level examinations are conducted every year like the NEET and the AIEE. This present study looks at the statistical data from past five years of these National-level exams conducted for students interested to pursue medicine or engineering. These exams determine student’s admission into IIT’s and other reputed institutes. A significant and a constant gap was observed in gender. In a large democratic country, professional courses like engineering and medicine should not be exclusive for a single gender. Policies and further studies should be made to create these exams and courses gender inclusive

Celebrating TGE Singers in Choral Classrooms

Trans and gender-expansive (TGE) singers experience music-making challenges specific to their vocal instruments. This chapter is devoted solely to choirs and the TGE students who sing in them. A brief opening discussion contextualizes how vocal music can be a gendered art form. Challenges and potential solutions are described for singers participating in single-gender choirs. The middle section of the chapter focuses on inclusive vocal pedagogy, including discussions of congruence of voice identity and gender identity, voice part identification, and the application of Universal Design for Learning to choral classrooms. Voice masculinization and voice feminization are described, with a focus on how they might impact singers’ voices. Healthy group vocal technique exercises are discussed, with examples provided in Appendix D. Additional suggestions for inclusive choral techniques include ideas for standing and seating rehearsal arrangements and working with heteronormative and cisnormative texts.

Islam and English Learning in Australia: Female Learners Working Through Differences

The study examines the way Islamic religion and culture influence Muslim immigrant women’s participation in English learning programs in Australia. It presents a narrative of three married Iraqi Muslim Immigrant Women’s (IMIW) experiences in both mainstream mix-gender and women-only English classes in Melbourne. Two data collection methods were employed, in-depth interviews and a focus group discussion, to generate data from the participants. The findings show that the participants struggled to cope with mixed-gender classes due to some social, cultural and religious attributes including familiarity with single-gender settings, family commitments and the culture of their community. The paper presents recommendations for the Australian government to pay more attention to women-only classes to stimulate immigrant women to English learning courses.

The role of gender in the acquisition of the Serbian case system

Serbo-Croatian is marked for seven cases and has a noun class vs. gender distinction. Given the complexity of the inflectional system, we look at Serbo-Croatian as a case study in case acquisition. We explore different correlations available in the input that children could leverage to acquire the case system in Serbo-Croatian. We ask three main questions: 1) does a noun’s gender predict the noun’s nominative singular suffix? 2) does a noun’s nominative singular suffix predict the noun’s gender? and 3) does a noun’s noun class predict the noun’s gender? Specifically, we ask whether the language input provides children with sufficient evidence to form these three productive generalizations. To test this, we apply the Tolerance Principle (Yang, 2016) to a corpus of 270 inflected Serbian nouns. Within this set of data, we find that: 1) all nominative singular suffixes productively predict a gender; 2) all genders productively predict a nominative singular suffix (with the exception of the neuter gender which predicts two suffixes); and 3) two of the three noun classes predict a single gender. We conclude that the input provides sufficient evidence for these productive correlations and we argue that children can leverage these generalizations to infer the declension patterns or gender of novel nouns. We discuss how, given these findings, children could acquire most of the inflectional system by focusing on gender as a categorization system for nouns, without needing to posit abstract categories of noun class.

241 Trends in the percentage of modified live, killed, and combination respiratory viral vaccines administered to beef calves offered for sale in summer video auctions from 2000 through 2018

The objective of this study was to identify trends in the percentage of type of respiratory viral vaccines administered to lots of beef calves offered for sale in summer video auctions from 2000 through 2018. There were 59,762 lots of single-gender beef calves (7,167,352 total calves) offered for sale in 145 summer video auctions during these years. Information describing calf lots was obtained from the auction service (Superior Livestock Auction, Fort Worth, TX) which included named vaccines administered to the lot. Named 4- or 5-way respiratory viral vaccines were classified into three groups based on the type of antigens they contained: all modified live antigens (MLV), all killed antigens (KILLED), and a combination of modified live and killed antigens (COMBO). The Cochran-Armitage Trend Test was used to quantify the significance of a trend in the usage of each respiratory viral vaccine type. There was an increase (P < 0.0001) in the percentage of MLV vaccines given to beef calf lots from 2000 (39.7%) through 2018 (88.9%). At the same time, the percentages of both KILLED and COMBO vaccines administered to lots of beef calves declined (P < 0.0001 and P < 0.0001, respectively). In 2000, 31.2% and 29.1% of the total respiratory viral vaccines given to beef calf lots were KILLED or COMBO vaccines, respectively. By 2018, only 4.7% of respiratory viral vaccines were KILLED, and only 6.4% were COMBO vaccines. This dramatic shift indicates an industry trend towards increasing MLV vaccine utilization compared with declining usage of KILLED and COMBO vaccines. This trend may be a result of MLV vaccine approval for use in calves nursing pregnant cows.