Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school

This paper will investigate the efficacy of using game-based learning to increase motivation in Key Stage 3 boys (aged 11–14) at a single-sex, non-selective free school located in inner London. During observations of classes I have seen a spectrum of varying motivation in the classroom. As such, the aim of this game-inspired motivation should, as this paper will find, have a clearly demonstrable influence on their academic studies. This will be examined through measuring both an increase in intercultural communication competence and a desire to autodidactically research these historical and classical topics. Whilst the long-term effects of this research paper on its participants will not be properly understood for years to come, what can be currently measured, I hope, can offer genuine excitement in the area of digital games and motivation.

ASSESSING CO-EDUCATION AND CHEMISTRY ATTAINMENT IN THE NORTHERN REGION OF SIERRA LEONE

This study covered nineteen senior secondary schools in the Northern region of Sierra Leone. The study is aimed at assessing the comparative attainment of pupils in single-sex and co-educational schools. A desk study of secondary data wherein documents and records relating to appropriate data sources were studied to obtain background information on co-education and chemistry attainment. A sample size of eight hundred and fifty seven (857) pupils from nineteen (19) senior secondary schools in the Northern regions of Sierra Leone who sat to the chemistry papers in the WASSCE of 2019. The study revealed that the proportions of credit and above in chemistry for boys and girls in single-sex schools are significantly higher than those of their counterparts in co-educational schools, and that the proportion of bare pass for boys is higher than that of girls, irrespective of whether the pupils are in single-sex or co-educational schools. Girls should do better as well as boys in chemistry if given the opportunity to do it and if provided with adequate motivation.

Crisis of Erasure

In this paper, we use the topic of breast cancer as an example of health crisis erasure in both informational and institutional contexts, particularly within the transgender and gender-nonconforming population. Breast cancer health information conforms and defaults to conventional cultural associations with femininity, as is the case with pregnancy and other “single-sex” conditions (Surkan, 2015). Many health information and research practices normalize sexualities, pathologize non-normative gender (Drescher et al., 2012; Fish, 2008; Müller, 2018), and fail to recognize gender-nonconforming categories (Frohard‐Dourlent et al., 2017). Because breast cancer health information is sexually normalized, an information boundary exists for the LGBTQ+ community, particularly among transgender and gender-nonconforming adults who are at greater risk of discrimination in healthcare settings (Casey et al., 2019). Transgender and gender-nonconforming people experience unique marginalization and risk with respect to breast cancer. We call upon and propose library and information research, education, and practice opportunities inclusive of the health information needs of transgender and gender-nonconforming populations.

Sexual Attitudes, Beliefs, Practices, and HIV Risk During Pregnancy and Post-delivery: A Qualitative Study in Malawi, South Africa, Uganda, and Zimbabwe

Women who acquire HIV during the pregnancy and breastfeeding periods have a higher risk of transmitting the virus to their child than women who become infected with HIV before pregnancy. We explore the context of sexual beliefs and practices that may shape both HIV risk and willingness to use HIV prevention products during pregnancy and postpartum in Malawi, South Africa, Uganda and Zimbabwe. Twenty-three single sex focus group discussions and 36 in-depth interviews took place between May and November 2018 with recently pregnant or breastfeeding women, men, mothers and mothers-in-law of pregnant or breastfeeding women, and key informants. Participants across study groups and sites (N = 232) reported various perceived benefits and harms of sex during pregnancy and postpartum. Participants discussed reasons why men might seek sex outside of the relationship. There is a critical need for alternative prevention options to protect pregnant and breastfeeding women from HIV.

Harmonic convergence coordinates swarm mating by enhancing mate detection in the malaria mosquito Anopheles gambiae

The mosquito Anopheles gambiae is a major African malaria vector, transmitting parasites responsible for significant mortality and disease burden. Although flight acoustics are essential to mosquito mating and present promising alternatives to insecticide-based vector control strategies, there is limited data on mosquito flight tones during swarming. Here, for the first time, we present detailed analyses of free-flying male and female An. gambiae flight tones and their harmonization (harmonic convergence) over a complete swarm sequence. Audio analysis of single-sex swarms showed synchronized elevation of male and female flight tones during swarming. Analysis of mixed-sex swarms revealed additional 50 Hz increases in male and female flight tones due to mating activity. Furthermore, harmonic differences between male and female swarm tones in mixed-sex swarms and in single-sex male swarms with artificial female swarm audio playback indicate that frequency differences of approximately 50 Hz or less at the male second and female third harmonics (M2:F3) are maintained both before and during mating interactions. This harmonization likely coordinates male scramble competition by maintaining ideal acoustic recognition within mating pairs while acoustically masking phonotactic responses of nearby swarming males to mating females. These findings advance our knowledge of mosquito swarm acoustics and provide vital information for reproductive control strategies.

CRISPR-Cas9 effectors facilitate generation of single-sex litters and sex-specific phenotypes

Animals are essential genetic tools in scientific research and global resources in agriculture. In both arenas, a single sex is often required in surplus. The ethical and financial burden of producing and culling animals of the undesired sex is considerable. Using the mouse as a model, we develop a synthetic lethal, bicomponent CRISPR-Cas9 strategy that produces male- or female-only litters with one hundred percent efficiency. Strikingly, we observe a degree of litter size compensation relative to control matings, indicating that our system has the potential to increase the yield of the desired sex in comparison to standard breeding designs. The bicomponent system can also be repurposed to generate postnatal sex-specific phenotypes. Our approach, harnessing the technological applications of CRISPR-Cas9, may be applicable to other vertebrate species, and provides strides towards ethical improvements for laboratory research and agriculture.

Segregation, Innocence, and Gender Construction

The Catholic Church ensured its teachers operated the secondary schools in such a manner that the sexes were segregated. That it did partly because of its view that if there were not appropriate safeguards, young people would readily engage in sexual relations before marriage, a practice considered gravely sinful. Thus, it promoted single-sex education to minimize threats in this regard. Equally, it promoted it to perpetuate the domestication of women and to encourage students, both male and female, to join the religious life, a matter dealt with in detail in the next chapter. For the same reasons, the Catholic bishops and the schools’ authorities also frowned on the provision of sex education. The Church also operated the secondary schools to construct as it desired those Irish Catholic males and females it recognized were not going to enter religious life.

Together as brothers: A catalytic examination of Pasifika success as Pasifika to teu le va in boys' secondary education in Aotearoa New Zealand

<p>Pasifika education, the education of students with connections to the Pacific in Aotearoa New Zealand, is intercultural; Pasifika students are generally taught by Palangi (European-origin) teachers in a system originally designed to meet the perceived needs of European settlers. The field has a history of inequity, consigning many Pasifika students to mediocrity in formal education. A cultural reading of the situation connects a need for emancipatory self-description with the achievement of social justice within the kind of participatory democracy imagined by Dewey. Recent government initiatives such as the Pasifika Education Plan have sought ‘Pasifika success’ through targets and initiatives, the most visible focusing on success as achievement understood by comparison to other ethnic groups. This has been critiqued as not seeking success as, but of Pasifika, in effect another assimilative practice. This thesis interrogates how success in formal education is understood, described, and explained by male Pasifika students as they enter the secondary sector. This is complemented by: paying attention to experiences of success in primary education; extending discussion to families; and the catalytic use of Pasifika community-sourced data to create opportunities for teachers to re-vision their practice. The inquiry is a bounded case study in the atypical context of a high-decile single-sex state school. A framework which combines a critical theory, critical race theory, and a Pacific Indigenous research paradigm provides a nuanced strengths-based approach. A dialogical-relational methodology argues for a mediated dialogue to teu le va (care for the relational spaces) between participants. The thesis demonstrates how catalytic attention to relationality can help teachers positively re-vision their practice. Attention to relationality also supports a complex positionality where a Palangi researcher seeks to edgewalk between Pasifika and Palangi concepts and communities, teachers and students, and Pacific-orientated research and the academy. Findings suggest that male Pasifika students hold a wide basket of forms of success which both contrast with and complement success as achievement: ideas about a ‘good education’, acceptance, participation, comfort, resilience, and the contextual extension of competence. These can be understood through Pacific origin concepts such as va (relationality), malaga (journey) and poto (wisdom), disturbing existing thinking about Pasifika education. As a result, the thesis has potential to assist a re-framing of theory and practice in the field as well as providing a model of relational inquiry for further social justice research into intercultural fields such as Pasifika education.</p>