Presuming the influence of the media: teenagers’ constructions of gender identity through sexual/romantic relationships and alcohol consumption

Using empirical data from group discussions and in-depth interviews with 13 to 15-year olds in Scotland, this study explores how teenagers’ alcohol drinking and sexual/romantic relationships were shaped by their quest for appropriate gendered identities. In this, they acknowledged the influence of the media, but primarily in relation to others, not to themselves, thereby supporting Milkie's ‘presumed media influence’ theory. Media portrayals of romantic/sexual relationships appeared to influence teenagers’ constructions of gender-appropriate sexual behaviour more than did media portrayals of drinking behaviour, perhaps because the teenagers had more firsthand experience of observing drinking than of observing sexual relationships. Presumed media influence may be less influential if one has experience of the behaviour portrayed. Drinking and sexual behaviour were highly interrelated: sexual negotiation and activities were reportedly often accompanied by drinking. For teenagers, being drunk or, importantly, pretending to be drunk, may be a useful way to try out what they perceived to be gender-appropriate identities. In sum, teenagers’ drinking and sexual/romantic relationships are primary ways in which they do gender and the media's influence on their perceptions of appropriate gendered behaviour is mediated through peer relationships

Race and sex: teachers' views on who gets ahead in schools?

The research reported here was part of a large study of the impact of age, disability, race and sex on the teaching profession in England. The basic question asked in this research was how do these factors interact with career aspirations and achievements of classteachers, promoted teachers and headteachers? There were three different data sources: a large postal survey drawn from diverse geographic regions across England with over 2000 respondents; face‐to‐face individual interviews with over 100 teachers in 18 case study schools from across all of the main regions of England; discussions with special interest groups of teachers. Not surprisingly, the answer to the above question was complex. Nonetheless, the paper's conclusion highlights some of the noteworthy themes across this broad sample of teachers from primary, secondary and special schools

African Trypanosomes undermine humoral responses and vaccine development : link with inflammatory responses?

African trypanosomosis is a debilitating disease of great medical and socioeconomical importance. It is caused by strictly extracellular protozoan parasites capable of infecting all vertebrate classes including human, livestock, and game animals. To survive within their mammalian host, trypanosomes have evolved efficient immune escape mechanisms and manipulate the entire host immune response, including the humoral response. This report provides an overview of how trypanosomes initially trigger and subsequently undermine the development of an effective host antibody response. Indeed, results available to date obtained in both natural and experimental infection models show that trypanosomes impair homeostatic B-cell lymphopoiesis, B-cell maturation and survival and B-cell memory development. Data on B-cell dysfunctioning in correlation with parasite virulence and trypanosome-mediated inflammation will be discussed, as well as the impact of trypanosomosis on heterologous vaccine efficacy and diagnosis. Therefore, new strategies aiming at enhancing vaccination efficacy could benefit from a combination of (i) early parasite diagnosis, (ii) anti-trypanosome (drugs) treatment, and (iii) anti-inflammatory treatment that collectively might allow B-cell recovery and improve vaccination

Herbicide cycling has diverse effects on evolution of resistance in Chlamydomonas reinhardtii

Cycling pesticides has been proposed as a means of retarding the evolution of resistance, but its efficacy has rarely been empirically tested. We evolved populations of Chlamydomonas reinhardtii in the presence of three herbicides: atrazine, glyphosate and carbetamide. Populations were exposed to a weekly, biweekly and triweekly cycling between all three pairwise combinations of herbicides and continuously to each of the three herbicides. We explored the impacts of herbicide cycling on the rate of resistance evolution, the level of resistance selected, the cost of resistance and the degree of generality (cross-resistance) observed. Herbicide cycling resulted in a diversity of outcomes: preventing evolution of resistance for some combinations of herbicides, having no impacts for others and increasing rates of resistance evolution in some instances. Weekly cycling of atrazine and carbetamide resulted in selection of a generalist population. This population had a higher level of resistance, and this generalist resistance was associated with a cost. The level of resistance selected did not vary amongst other regimes. Costs of resistance were generally highest when cycling was more frequent. Our data suggest that the effects of herbicide cycling on the evolution of resistance may be more complex and less favourable than generally assumed

Children’s emotional experience two years after an earthquake: An exploration of knowledge of earthquakes and associated emotions

A major earthquake has a potentially highly traumatic impact on children’s psychological functioning. However, while many studies on children describe negative consequences in terms of mental health and psychiatric disorders, little is known regarding how the developmental processes of emotions can be affected following exposure to disasters. Objectives We explored whether and how the exposure to a natural disaster such as the 2012 Emilia Romagna earthquake affected the development of children’s emotional competence in terms of understanding, regulating, and expressing emotions, after two years, when compared with a control group not exposed to the earthquake. We also examined the role of class level and gender. Method The sample included two groups of children (n = 127) attending primary school: The experimental group (n = 65) experienced the 2012 Emilia Romagna earthquake, while the control group (n = 62) did not. The data collection took place two years after the earthquake, when children were seven or ten-year-olds. Beyond assessing the children’s understanding of emotions and regulating abilities with standardized instruments, we employed semi-structured interviews to explore their knowledge of earthquakes and associated emotions, and a structured task on the intensity of some target emotions. Results We applied Generalized Linear Mixed Models. Exposure to the earthquake did not influence the understanding and regulation of emotions. The understanding of emotions varied according to class level and gender. Knowledge of earthquakes, emotional language, and emotions associated with earthquakes were, respectively, more complex, frequent, and intense for children who had experienced the earthquake, and at increasing ages. Conclusions Our data extend the generalizability of theoretical models on children’s psychological functioning following disasters, such as the dose-response model and the organizational-developmental model for child resilience, and provide further knowledge on children’s emotional resources related to natural disasters, as a basis for planning educational prevention programs

Career orientations and career cultures : individual and organisational approaches to beginning teachers’ careers

Despite the very large literature on teacher careers from an individual perspective, there is relatively little that links the perspectives of teachers themselves to how schools as organisations approach careers. The aim of this paper is, first, to outline how teachers’ orientations towards careers change across three dimensions, and, second, to examine how schools as organisations deal with career, developing a model of organisational responses, including developing a concept of ‘career culture’, derived from an analysis of interviews regarding the first three years of teaching conducted with senior leaders and second year teachers themselves. By considering the fit between individuals’ career orientations and school career cultures, the paper surfaces both the fluid nature of these orientations and the subsequent potential instability of the fit

Fertility, Living Arrangements, Care and Mobility

There are four main interconnecting themes around which the contributions in this book are based. This introductory chapter aims to establish the broad context for the chapters that follow by discussing each of the themes. It does so by setting these themes within the overarching demographic challenge of the twenty-first century – demographic ageing. Each chapter is introduced in the context of the specific theme to which it primarily relates and there is a summary of the data sets used by the contributors to illustrate the wide range of cross-sectional and longitudinal data analysed