Sexual knowledge, in plain and simple language; sexology or knowledge of self and sex for both male and female: especially for the instruction of youths and maidens, young wives and young husbands, all fathers and all mothers, school-teachers and nurses, and all others who feel a need of proper and reliable information on sex hygiene, sex problems, and the best way and the best time to impart sexual knowledge to boys and girls about to enter into manhood and womanhood,

At head of title: Sexual education for sex problems: sex hygiene by highest authority.

Order of instruction effects - do they make a difference when teaching senior chemistry with computer based visualizations?

This study investigated whether conceptual development is greater if students learning senior chemistry hear teacher explanations and other traditional teaching approaches first then see computer based visualizations or vice versa. Five Canadian chemistry classes, taught by three different teachers, studied the topics of Le Chatelier’s Principle and dynamic chemical equilibria using scientific visualizations with the explanation and visualizations in different orders. Conceptual development was measured using a 12 item test based on the Chemistry Concepts Inventory. Data was obtained about the students’ abilities, learning styles (auditory, visual or kinesthetic) and sex, and the relationships between these factors and conceptual development due to the teaching sequences were investigated. It was found that teaching sequence is not important in terms of students’ conceptual learning gains, across the whole cohort or for any of the three subgroups.

But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction.

Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence that they are popular and well received. There is limited evidence, however, of how effective they are in enabling students to learn key scientific concepts. This paper reports the results of a quantitative study conducted in Australian physics and chemistry classrooms. In general there was no statistically significant difference between teaching with and without visualisations, however there were intriguing differences around student sex and academic ability.

School management and sexual behavior of teenagers

This paper asks whether school based management may help reducing risky sexual behavior of teenagers. For this purpose we use student level data from Bogot´a to identify students from Concession School (CS), who are enrolled in public education system with a more school management autonomy at school level, and to compare them with those students at the traditional public education system. We use propensity score matching methods to have a comparable sample between pupils at CS and traditional schools. Our results show that on average the behavior of students from CS do not have a sexual behavior that differs from those in traditional public schools except for boys in CS who have a lower probability of being sexual active. However, there are important differences when heterogeneity is considered. For example we find that CS where girls per boys ratio is higher have lower teenage pregnancy rates than public schools with also high girls per boys ratios. We also find that teachers’ human capital, teacher-pupil ratio or whether school offers sexual education are also related to statistically significant differences between CS and traditional public schools.

RB30-252 Sex and Age as Factors in Cattle Feeding

Varying economic conditions and changes in the demands of the meat consuming public have been responsible for the turns that have taken place in the beef industry during recent years. Both feeder and producer must recognize and conform to these changes if they are to continue in business. Among the most important of these changes have been the turn toward the marketing of lighter cattle and the gradual disappearance from feed lots of two- and three-year-old animals. Furthermore, the cattle population of the United States is fast reaching stabilization with the resulting effect that more heifers are being marketed, since only one-fourth of the heifer crop is needed to replace worn-out breeding animals. Realizing the increasing importance of the heifer problem from the standpoint of the producer, feeder, and consumer, the Nebraska Experiment Station undertook to compare steers and heifers in a series of trials both in the feedlot and in the beef. It was hoped that these experiments would yield results which would bring out existing differences, if any, between steers and heifers both in quality and quantity of beef produced and thus provide or disprove many of the complaints against heifers. The results of these trials are summarized in this bulletin. Age as well as the sex factor has been considered, since two-year-olds, yearlings, and calves were included in these trials.

Project Alpha: A culturally appropriate approach to adolescent male sex education

In the United States today, adolescents face unacceptably high rates of mortality and morbidity due to the contraction of HIV/AIDS, sexually transmitted diseases and teenage pregnancy. In view of these rates, there is a need for applied preventive interventions to delay adolescent sexual behavior until adulthood. Project Alpha was a school-adopted, quasi-experimental program for adolescent male students attending Sharpstown High School in Houston, Texas. This intervention used student newsletters to provide specific role-model stories on community and student role models who have changed attitudes or improved efficacy to abstain from sexual behavior until adulthood. It was hypothesized that teenagers exposed to the intervention would show improvements in knowledge, beliefs, avoidance skills, perceived norms, intentions and self-efficacy to delay sexual behavior compared to no-treatment reference teenagers in the same school.^ In total, the Project Alpha program had a significant effect on student knowledge, beliefs (towards abstinence and having sex with multiple partners), perceived risk (HIV/STD testing), self-efficacy (could avoid sex with attractive girl who wants to have sex), perceived social norms (friends believing in sexual abstinence) and sexual intentions. However, no significant intervention effects were found in student's beliefs (that it was OK to have sex with girlfriend), perceived risk of HIV/STD, self-efficacy (to avoid sex with girlfriend) and social norms (friends believe it is OK to have sex with a girlfriend and multiple partners in the same month). ^

A guide to assessing minority and sex role stereotyping in elementary and secondary schools /

This annotated list was produced with funds made available through the Civil Rights Act of 1964, Title IV, Equal Educational Opportunity.

Freedom for individual development : an implementation model for reducing minority and sex role stereotyping /

WI docs. no.: Ed.3/2:9267

The Lady's monthly museum, or Polite repository of amusement and instruction: being an assemblage of whatever can tend to please the fancy, interest the mind, or exalt the character of the British fair.

Mode of access: Internet.

Effects of sex, third grade reading achievement and motivation as predictors of fourth grade reading achievement of Hispanic students: A path analysis

This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student's current performance to take into account a student's motivation and past achievement. An effort must be made to address students' motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.

"Sexism in the Schools" conference at P.S. 41 about sex bias in high schools

General note: Title and date provided by Bettye Lane.

"Sexism in the Schools" conference at P.S. 41 about sex biases in high schools

General note: Title and date provided by Bettye Lane.

Teens and sex conference at Barnard College

General note: Title and date provided by Bettye Lane.

"Teens and sex" sexuality conference

General note: Title and date provided by Bettye Lane.