Contemporary patterns of adolescent sexuality in urban Botswana

In Botswana, as in other areas in southern Africa, there is a growing concern about the risks associated with adolescent sexuality. To facilitate the design of policies that can address these problems, it is necessary to gain a thorough understanding of contemporary patterns of adolescent sexual behaviour, and the factors that affect them. This paper examines these issues using data from the 1995 Botswana Adolescent Reproductive Health Survey in conjunction with data from focus group discussions. The results suggest that adolescents become sexually active at an early age, and that many of them, males and females alike, have multiple sex partners. This early sexual initiation implies that adolescent reproductive health programmes should target youths aged 13 or younger. For school-based programmes this implies starting no later than Grade 6 or Standard 1, and preferably earlier. Young males appear to be a particularly vulnerable group that needs further attention. Adolescents perceive that teachers, peers and parents have the largest influence on their reproductive health attitudes. Schools appear to have the most potential for providing reproductive health information, because they reach youths both directly and indirectly by educating their peers. The results also show that male and female sexual behaviour is affected by different factors. Among males, having secondary education strongly increases the odds of being sexually active, presumably because such males make attractive partners. Among females, on the other hand, being in school significantly reduces the odds of being sexually active. This finding is consistent with the policy imposing a one-year school expulsion for pregnant schoolgirls, which was implemented as a deterrent to schoolgirl pregnancy.     

Pilot Assessment of Soil-Transmitted Helminthiasis in the Context of Transmission Assessment Surveys for Lymphatic Filariasis in Benin and Tonga

Background

Mass drug administration (MDA) for lymphatic filariasis (LF) programs has delivered more than 2 billion treatments of albendazole, in combination with either ivermectin or diethylcarbamazine, to communities co-endemic for soil-transmitted helminthiasis (STH), reducing the prevalence of both diseases. A transmission assessment survey (TAS) is recommended to determine if MDA for LF can be stopped within an evaluation unit (EU) after at least five rounds of annual treatment. The TAS also provides an opportunity to simultaneously assess the impact of these MDAs on STH and to determine the frequency of school-based MDA for STH after community-wide MDA is no longer needed for LF.

Methodology/Principal Findings

Pilot studies conducted in Benin and Tonga assessed the feasibility of a coordinated approach. Of the schools (clusters) selected for a TAS in each EU, a subset of 5 schools per STH ecological zone was randomly selected, according to World Health Organization (WHO) guidelines, for the coordinated survey. In Benin, 519 children were sampled in 5 schools and 22 (4.2%) had STH infection (A. lumbricoides, T. trichiura, or hookworm) detected using the Kato-Katz method. All infections were classified as light intensity under WHO criteria. In Tonga, 10 schools were chosen for the coordinated TAS and STH survey covering two ecological zones; 32 of 232 (13.8%) children were infected in Tongatapu and 82 of 320 (25.6%) in Vava''u and Ha''apai. All infections were light-intensity with the exception of one with moderate-intensity T. trichiura.

Conclusions

Synchronous assessment of STH with TAS is feasible and provides a well-timed evaluation of infection prevalence to guide ongoing treatment decisions at a time when MDA for LF may be stopped. The coordinated field experiences in both countries also suggest potential time and cost savings. Refinement of a coordinated TAS and STH sampling methodology should be pursued, along with further validation of alternative quantitative diagnostic tests for STH that can be used with preserved stool specimens.     

Teacher assessment of A-level biology practical notebooks—the development of a system of moderation

From June 1980 onwards most home candidates taking University of London Advanced level Biology are required to submit their practical and fleldwork notebooks to their teachers for an assessment which contributes up to 10 per cent of their final subject mark. This paper describes a trial run assessment of the practical books of 700 candidates, conducted in June 1979, and the statistical moderation procedure produced.     

Addressing teachers' concerns about teaching evolution

Evolution was introduced into the senior secondary school Life Sciences curriculum in South Africa for the first time in 2008. Research in other countries shows that evolution is an extremely controversial topic to teach, raising serious concerns for teachers. Curriculum change theory dealing with ‘stages of concern’ suggests that teachers implementing a new curriculum move through a predictable series of types of concerns, and that if their initial concerns are not addressed then teachers are slow to move on to more important task-related matters. This has serious implications for both professional development programmes and the development of support materials for teachers: information about teachers' concerns is needed so that those having to support teachers can do so on an informed basis. This article identifies the concerns of 125 secondary school teachers having to teach evolution for the first time. Data was gathered using an activity-based questionnaire administered in a workshop setting to four different groups of biology teachers attending inservice workshops on the teaching of evolution, at stages progressively closer to the implementation date. The majority of concerns identified were early-stage ‘self-concerns’, dealing with personal worries and a need for information. Implications of the findings for providing support for teachers with concerns about teaching evolution are discussed.     

Keys to success for a school-based malaria control program in primary schools in Thailand

School-based malaria control has been recognized as a new approach for the control of this disease in the Greater Mekong Subregion since 2000. We evaluated a school-based malaria control program near the western border of Thailand using a before-after intervention study. The major intervention activities included teacher training with specialized malaria teaching materials and participatory learning methods. The target population was 17 school principals, 111 teachers and 852 schoolchildren of grade 3, 4, and 5 in 17 schools. After the intervention, the teachers taught about malaria more actively than before. The teachers who could design a lesson plan on malaria increased from 30.7% to 47.7% (p=0.015) and the teachers who had taught about malaria increased from 71.9% to 84.3% (p=0.035). As a result of the program, the schoolchildren changed their behavior positively towards malaria prevention with significant difference in 6 of 7 questions. For example, the schoolchildren 'who always took care of mosquito bites' increased from 42.7% to 62.1% (p<0.001) and the schoolchildren 'who always reported their parents or teachers when they had fever' increased from 36.0% to 56.0% (p<0.001). In conclusion, the keys to a successful intervention lie in good teaching materials and a participatory approach utilizing the well-established Thailand's school health system. Beyond Thailand, school-based malaria control could be applied to other Greater Mekong Subregion countries with careful analysis of school health context in each country.     

Bitter taste receptors in the reproductive system: Function and therapeutic implications

Type 2 taste receptors (TAS2Rs), traditionally known for their role in bitter taste perception, are present in diverse reproductive tissues of both sexes. This review explores our current understanding of TAS2R functions with a particular focus on reproductive health. In males, TAS2Rs are believed to play potential roles in processes such as sperm chemotaxis and male fertility. Genetic insights from mouse models and human polymorphism studies provide some evidence for their contribution to male infertility. In female reproduction, it is speculated that TAS2Rs influence the ovarian milieu, shaping the functions of granulosa and cumulus cells and their interactions with oocytes. In the uterus, TAS2Rs contribute to uterine relaxation and hold potential as therapeutic targets for preventing preterm birth. In the placenta, they are proposed to function as vigilant sentinels, responding to infection and potentially modulating mechanisms of fetal protection. In the cervix and vagina, their analogous functions to those in other extraoral tissues suggest a potential role in infection defense. In addition, TAS2Rs exhibit altered expression patterns that profoundly affect cancer cell proliferation and apoptosis in reproductive cancers. Notably, TAS2R agonists show promise in inducing apoptosis and overcoming chemoresistance in these malignancies. Despite these advances, challenges remain, including a lack of genetic and functional studies. The application of techniques such as single-cell RNA sequencing and clustered regularly interspaced palindromic repeats (CRISPR)/CRISPR-associated endonuclease 9 gene editing could provide deeper insights into TAS2Rs in reproduction, paving the way for novel therapeutic strategies for reproductive disorders.     

Teacher assessment of University of London A-level biology practical notebooks—a report on the first operational examination

From June 1980 onwards most home candidates taking the University of London Advanced level Biology Examination have been required to submit their practical and fieldwork notebooks for assessment by their teachers. The teacher-assessed component of the examination contributes 10 per cent to their final subject mark. This paper describes the research undertaken during the first operational examination. The method of assessment is reviewed and the moderation techniques are analysed and discussed in the light of known problems. The assessment and its moderation both appear to be functioning satisfactorily.     

Science and biology assessment in relation to the recently proposed education reform in Hong Kong

The recently proposed education reform in Hong Kong takes the emphasis away from public examinations as the sole evaluation of student learning, and encourages alternative forms of assessment. This paper describes the background of the proposed reform, and reviews existing practices in science and biology assessment among teachers in Hong Kong. Current beliefs about science teaching and learning are then analysed. The analysis is followed by a discussion about the change in beliefs required in order to implement the proposed reform. Recommendations are given about the strategies needed to support teachers in making changes to their practice.     

How do Detergents Work? A Qualitative Assay to Measure Amylase Activity

We present a practical activity focusing on two main goals: to give learners the opportunity to experience how the scientific method works and to increase their knowledge about enzymes in everyday situations. The exercise consists of determining the amylase activity of commercial detergents. The methodology is based on a qualitative assay using a colorimetric process. Quantitative results are also obtained by measuring the halo formed. This activity is suitable for and adaptable to learners at different levels of education: primary school, secondary education or even for pre-service teachers, which is the group the version described in this paper was intended for. This laboratory activity was designed to include the scientific method as a learning outcome. This was especially important in pre-service teachers, as increasing scientific literacy is one of the primary goals of science education. Through the activity, students also learn about micro-organisms and their applications in their daily lives, which is one of the tenets of Science–Technology–Society–Environment programs. A case study was conducted with a group of learners made up of 75 pre-service teachers from Universitat Rovira i Virgili in Tarragona, in order to verify whether this lab activity is well designed and can be satisfactorily implemented.     

Influence of cultural and disciplinary identity on the way teachers in agricultural education in France relate to knowledge in biotechnology

Socio-professional identity of teachers may have an impact on their way of teaching biotechnology. Livestock and crop production teachers have been trained according to the intensive agriculture model. They have been affected by the emergence of limits to this model; an identity crisis has appeared due to the gap between their disciplinary culture and new social demands. Biotechnology applications have various repercussions in different disciplinary fields, whether in the humanities or in science an technology. To identify the influence of the prevailing culture in various disciplines, a comparative study of opinions (arguments, emotions, behavioural intentions) on various biotechnology applications held among teachers of different disciplinary options has been made in agricultural education in France. In the fields of ethics, human health and the environment, the opinions among teachers in the humanities (economics, modern languages and history/geography) differed significantly from opinions among teachers with scientific and/or technical training (in biology and livestock and crop production). The former expressed more disquiet than the latter. Biology teachers felt less concern about the development of biotechnology applications.     

Achievements and challenges of lymphatic filariasis elimination in Sierra Leone

BackgroundLymphatic filariasis (LF) is targeted for elimination in Sierra Leone. Epidemiological coverage of mass drug administration (MDA) with ivermectin and albendazole had been reported >65% in all 12 districts annually. Eight districts qualified to implement transmission assessment survey (TAS) in 2013 but were deferred until 2017 due to the Ebola outbreak (2014–2016). In 2017, four districts qualified for conducting a repeat pre-TAS after completing three more rounds of MDA and the final two districts were also eligible to implement a pre-TAS.Methodology/Principal findingsFor TAS, eight districts were surveyed as four evaluation units (EU). A school-based survey was conducted in children aged 6–7 years from 30 clusters per EU. For pre-TAS, one sentinel and one spot check site per district (with 2 spot check sites in Bombali) were selected and 300–350 persons aged 5 years and above were selected. For both surveys, finger prick blood samples were tested using the Filariasis Test Strips (FTS).For TAS, 7,143 children aged 6–7 years were surveyed across four EUs, and positives were found in three EUs, all below the critical cut-off value for each EU. For the repeat pre-TAS/pre-TAS, 3,994 persons over five years of age were surveyed. The Western Area Urban had FTS prevalence of 0.7% in two sites and qualified for TAS, while other five districts had sites with antigenemia prevalence >2%: 9.1–25.9% in Bombali, 7.5–19.4% in Koinadugu, 6.1–2.9% in Kailahun, 1.3–2.3% in Kenema and 1.7% - 3.7% in Western Area Rural.Conclusions/SignificanceEight districts in Sierra Leone have successfully passed TAS1 and stopped MDA, with one more district qualified for conducting TAS1, a significant progress towards LF elimination. However, great challenges exist in eliminating LF from the whole country with repeated failure of pre-TAS in border districts. Effort needs to be intensified to achieve LF elimination.     

Primary School Teachers’ Assessment Profiles in Mathematics Education

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice.     

A risk assessment for managing non-native parasites

The spread of non-native parasites with the movement of animals is a primary cause of disease emergence worldwide. Such introductions can threaten native biodiversity, hinder conservation efforts and limit the socio-economic development of natural resources. Evaluating the threats from alien parasites can represent a considerable challenge, due to the limited information that often accompanies their introduction. We present a comprehensive modular risk assessment scheme that supports the management of non-native fish parasites in their pre- and post-introduction phases. This scheme addresses some of the shortcomings of current risk analysis, including the risk management of non-notifiable pathogens and impact assessment of parasites following establishment. An initial procedure for hazard identification promotes a rapid assessment of disease risk and prompt imposition of management measures. This is followed by a longer-term assessment of impact that accommodates available and emerging knowledge on the pathogen and its distribution. Consideration is given to ecological and economic consequences of disease at the host, population and fishery levels. Each module provides an easily interpreted output that underpins management responses, ranging from monitoring parasite distribution to their attempted eradication. A final module ensures clear communication of disease risk to relevant stakeholders, using the other modules as a framework. Outputs of this risk assessment will inform the prioritisation of available resources and provides a scientifically robust foundation on which to base practical and proportionate management measures to protect native environments. The scheme presented here was specifically developed for freshwater fisheries in England and Wales, but may be modified for use globally and for the non-native parasite fauna of other taxa.     

Comparative assessment of phytochemical profiles and antioxidant properties of Tunisian and Egyptian anise (Pimpinella anisum L.) seeds

Anis (Pimpinella anisum L.) seeds obtained from two geographic origins Tunisia (TAS) and Egypt (EAS) were studied regarding their biochemical composition and the antioxidant potential of their extracts. The results showed that the highest value of oil was detected with TAS compared to that of EAS ones. Ten (10) fatty acids were identified for the two locations and petroselinic acid was the most prevalent in oil seeds and interestingly, TAS displayed a significantly higher level of this acid than EAS. Besides, TAS exhibited slightly higher essential oil yield than the Egyptian variety and that trans-anethole was the dominant for the two provenances. In both accessions, the highest total phenolic, flavonoid and tannin content was obtained with ethyl acetate fraction. Therefore, TAS exhibited higher chelating and reducing powers than EAS which may be due to a slightly different phenolic composition between the two accession seed extracts. The phenolic compositions of TAS and EAS revealed that ethyl acetate extracts showed higher proportions of naringin, chlorogenic acid and rosmarinic acid. However, ethanol extracts were richer in larcitrin, rosmarinic acid and cirsimartin. The overall results revealed that aniseeds might constitute a novel source of natural antioxidants and could be used as food additive.     

Sensitivity of genome-wide-association signals to phenotyping strategy: the PROP-TAS2R38 taste association as a benchmark

Natural genetic variation can have a pronounced influence on human taste perception, which in turn may influence food preference and dietary choice. Genome-wide association studies represent a powerful tool to understand this influence. To help optimize the design of future genome-wide-association studies on human taste perception we have used the well-known TAS2R38-PROP association as a tool to determine the relative power and efficiency of different phenotyping and data-analysis strategies. The results show that the choice of both data collection and data processing schemes can have a very substantial impact on the power to detect genotypic variation that affects chemosensory perception. Based on these results we provide practical guidelines for the design of future GWAS studies on chemosensory phenotypes. Moreover, in addition to the TAS2R38 gene past studies have implicated a number of other genetic loci to affect taste sensitivity to PROP and the related bitter compound PTC. None of these other locations showed genome-wide significant associations in our study. To facilitate further, target-gene driven, studies on PROP taste perception we provide the genome-wide list of p-values for all SNPs genotyped in the current study.     

Learner involvement in art and design education assessment: The missing matrix in Botswana's primary schools

Art in Botswana primary schools is taught under the umbrella term Creative and Performing Arts (CAPA), a subject that encompasses various arts disciplines. The arts disciplines are Physical Education, Music, Design and Technology, Home Economics, and Drama and Dance. The subject introduces learners to various disciplinary knowledge, media, and techniques in the arts. This study focused on the visual arts as a component of CAPA. It investigated the extent to which primary school teachers involved learners in the assessment processes. The qualitative study involved 12 randomly selected primary school teachers from four purposively selected schools and four administrators purposively selected by virtue of their senior positions in practical subjects. The methodology was premised on Parlett and Hamilton's (1972) concept of illuminative evaluation, Black, Harrison, Lee, Marshall, and William's (2004) and Lindstrom's (2007) learner participation models, as well as Feldman's (1994) art criticism model. Data revealed that pupils did not meaningfully participate in the assessment of their own work due to teachers' limited knowledge of appropriate assessment procedures. Teachers did not share the assessment criteria, which were limited to numerical grades and comments such as good, fair, and excellent. Pupils were not involved in critical analysis and evaluation of their art and craft works while in progress. Teachers emphasized the end product and marking was done without any prior negotiation of grading criteria with learners. The study recommends a shared approach to assessment, which values both the process and product of artistic engagement by the learner. Teacher education programs are encouraged to seriously consider assessment of the arts, particularly self assessment as it is this critical dimension that measures children's artistic growth and development.     

Variation in the human TAS1R taste receptor genes

We have performed a comprehensive evaluation of single-nucleotide polymorphisms (SNPs) and haplotypes in the human TAS1R gene family, which encodes receptors for sweet and umami tastes. Complete DNA sequences of TAS1R1-, TAS1R2-, and TAS1R3-coding regions, obtained from 88 individuals of African, Asian, European, and Native American origin, revealed substantial coding and noncoding diversity: polymorphisms are common in these genes, and polymorphic sites and SNP frequencies vary widely in human populations. The genes TAS1R1 and TAS1R3, which encode proteins that act as a dimer to form the umami (glutamate) taste receptor, showed less variation than the TAS1R2 gene, which acts as a dimer with TAS1R3 to form the sweet taste receptor. The TAS1R3 gene, which encodes a subunit common to both the sweet and umami receptors, was the most conserved. Evolutionary genetic analysis indicates that these variants have come to their current frequencies under natural selection during population growth and support the view that the coding sequence variants affect receptor function. We propose that human populations likely vary little with respect to umami perception, which is controlled by one major form of the receptor that is optimized for detecting glutamate but may vary much more with respect to sweet perception.     

Food Acceptance and Social Learning Opportunities in Semi‐Free Eastern Chimpanzees (Pan troglodytes schweinfurthii)

When confronted with novel foods, chimpanzees’ responses combine a mixture of curiosity and cautiousness. Once the item is in the mouth, the initial cautiousness is followed by an aversion to bitter taste that is mediated mainly by the TAS2R gene family. For instance, variations on the TAS2R38 locus which has been studied extensively in humans have been associated with different acceptance of bitter substances. Surprisingly, while cautiousness and bitter taste aversion were selected to prevent any risk of poisoning, very few studies on novel food acceptance have included the vegetative parts of plants. Moreover, the studies were usually carried out with captive apes faced to a very restricted variety of non‐toxic plants, hardly making the results representative. This study aims to replicate previous findings obtained in zoos while controlling for these limitations. We provided nine subgroups of eastern chimpanzees (Pan troglodytes schweinfurthii) living in the Ugandan sanctuary of Ngamba Island with novel plants known to be consumed by wild chimpanzees of the same subspecies, as well as domestic plants, wild sapota fruit and grey clay used by human local communities. We also genotyped their TAS2R38 gene. Our results confirm the very low genetic heterogeneity for TAS2R38 in this chimpanzee subspecies. Chimpanzees were particularly cautious towards the vegetative parts of novel plants, likely reflecting their behavioural strategy for avoiding toxic compounds. We also confirmed their higher propensity towards testing sapota and clay, reflecting their ability to expand their diet. In contrast with the results found in zoos, familiar and novel less‐palatable vegetative parts of plants did not elicit many interindividual observations. This may be explained by the items presented, which could have been so novel to be considered as enrichment in captive conditions, where the apes are rarely exposed to plants.     

Investigating the most appropriate methods for attached solids determination in moving-bed biofilm reactors

Moving-bed biofilm reactors (MBBR) have been employed worldwide as an efficient technology for the treatment of a diverse set of wastewaters. Although the attached biomass represents the major fraction of solids in MBBR systems, there is still no standard for its reliable quantification. An extensive literature review indicated that several methods for attached biomass assessment are applied, hindering the comparability of results issued from different studies. Therefore, the most reported methods for biofilm quantification in the MBBR literature were compared using three different carriers. The results revealed that the performance of each method was biased depending on the carrier type and shape. Moreover, differences in total attached solids (TAS) concentrations varied from 13% up to more than 90%, depending on the employed method for a given carrier. Overall, direct weighing of the carrier containing the biofilm, accounting for the clean carrier weight, and manual extraction of the biofilm, preceded or not by sonication for at least 15 min, were the most suitable techniques for assessing TAS and the volatile/total solids ratio in non-porous medias, respectively. The results here presented may be used as a frame of reference for standardization of the methods for assessing the biofilm mass in MBBR carriers.

     

Biological Assessment of the Water Quality in South-Holland (The Netherlands)

A hydrobiological study was carried out to elaborate the water quality classification system of CASPERS & KARBE (1966, 1967) for the larger stagnant bodies of water in the western part of the Netherlands. Significant correlations have been established between different physical and chemical parameters and phytoplankton community structures such as diversity and saprobity. From this a proposal is developed to quantify the water quality classes in CASPERS & KARBE'S scheme on parameters measuring the bioactivity, oxygen regime and phytoplankton community structure. The scheme is now incorporated in the practical water quality assessment in North- and South-Holland both for routine monitoring as well as for special water quality studies.