Despite a lack of empirical verification, research analysts and populist commentators have long assumed that a key factor in explaining anti-scientific attitudes among women is their greater disinterest and ignorance of scientific developments. Using nationally representative Anglo-American data from the 1993 International Social Survey Programme (ISSP) Environment Survey, the results of this analysis question that assumption. Women in the United States, Canada, Great Britain and New Zealand are indeed less knowledgeable and hold less favorable attitudes toward science than men. However, in all but the United States, these gender differences in scientific attitudes are due to male-female disparities in educational background and religious belief, not to variations in scientific knowledge. Thus, in Canada, Great Britain and New Zealand, it is not gender per se but rather differences in social background that explain citizens' views. A somewhat different pattern emerges in the United States. Here, it is differences in levels of scientific knowledge and not demographic background, including gender, which explains public variation in attitudes toward science. The implications of these findings for both research analysts and policy makers are briefly discussed.

Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention.

During the academic year 1992-93, Level 1 students in the biosciences were required to carry out group projects over a two-week period. A class of 120 students, divided into groups of four, was given one of three projects, the assessment of which contributed to their final end-of-semester marks. Students' views of the projects were assessed using a comprehensive questionnaire. The issues addressed include (1) student perceptions of project work; (2) student perceptions of working as part of a small team/group; (3) student perceptions of skills attained during the course of the group project work. The results of this study indicate positive outcomes from such practical work.

The combination of fluconazole with either ibuprofen, sodium salicylate, or propylparaben resulted in synergistic activity (fractional inhibitory index, <0.5) against Candida albicans NCYC 610 in a microdilution checkerboard assay. Synergism between miconazole and ibuprofen was also demonstrated. In three of four clinical isolates of C. albicans from AIDS patients, the combination of fluconazole and ibuprofen was synergistic. Preparation of the inoculum and the growth conditions used were those recommended by the National Committee for Clinical Laboratory Standards for susceptibility testing. A visual estimation of total inhibition of growth and determination of an 80% reduction in the optical density at 492 nm compared with those for the control were taken as endpoints for the calculation of synergy, and a good correlation between both estimates was demonstrated.

8Purpose -This article explores the role and importance of numeracy skills in graduate 9 recruitment within a diversity of employment sectors. 10Design/methodology/approach -The results of a mixed-methods study, involving three 11 online surveys (including an employer survey), student focus group sessions and interviews 12 with tutors, are presented.