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Religion and sexual experience are deemed sensitive topics to research. I aim to elucidate how I used hairdressing as an activity during qualitative interviews to aid in researching the relationship between religious-cultural upbringing and women's sexual experiences in Northern Ireland. There has been little recognition of the subjective sexual experiences of adult women in Northern Ireland; this is partly due to the dominance of Roman Catholicism and Evangelical Fundamentalism's religious practices in the country and their promotion of morally conservative ideas around women's bodies and sexual activity. This, in turn, has allowed a moral, religious perspective on sexual activity to have a high level of significance for the individual in Northern Ireland and society, making it challenging to research. I will explore how \" doing hair\" during qualitative interviews can help to combat issues associated with researching sensitive topics using GOFFMAN's (1956) dramaturgical analysis and HOCHSCHILD's (1983) emotional labor concept. I argue that utilizing the routine performances between the hairdresser and client and \" flipping the script\" on the researcher/participant vs. hairdresser/client power relations can aid in the disclosure of the socially and culturally sensitive topics of religion and sexual experiences.

Teachers’ worldviews may impact their practice in terms of pedagogy, curriculum choices, and the value they assign to, and their enthusiasm for, a curriculum subject. Religious Education (RE), in England, involves the teaching of religious and non-religious worldviews. RE teachers often lack training, subject knowledge, confidence or even desire to teach the subject. Teachers may teach aspects of religion(s) and non-religious worldviews which adhere to their own worldviews but ignore aspects of religion(s) and non-religious worldviews with which they disagree.The claim in this thesis is that better understanding of their own worldviews might help teachers guard against these conscious or unconscious omissions of religion(s) and non-religious worldviews and the reinforcement of unexamined biases. To this end, I have developed a working definition of ‘worldview’ as an individual’s frame of reference, held consciously and subconsciously, that evolves due to life experiences that enables them to make sense of the world. I have designed hermeneutical tools for teachers to read themselves, to identify aspects of their worldviews and the narratives which have formed these. These tools have application to the self-examining of life stories, and have been tested, through semi-structured interviews with 10 Primary school teachers in the South West.The findings revealed variations between teachers’ worldview-consciousness and the impact of their worldviews on their teaching of RE: notions of ‘good life’ varied and determined their teaching of, choices within and rationale for RE alongside growing confidence. Depth of understanding was facilitated for some by overseas travel, working and living overseas or in a multicultural area. Greater self-understanding unlocked reflexivity for teachers with acknowledgement of the impact of their own worldviews on their teaching of RE.

\"When will scientists develop electric wiring, appliances, fixtures and lights that will not cause house and building fires?\" (DALLAS MORNING NEWS) This question is answered.

Commercial fishermen caught record numbers of sharks in recent years, in part to satisfy the skyrocketing demand for shark meat, [William Burns] said. In Asia, sharks are made into shark fin soup, which sells for up to $50 a bowl. In England, sharks show up in fish and chips. And in Los Angeles, New York and even Milwaukee, shark steak has become haute cuisine. Today, many species of shark are in serious trouble, Burns said. Makos and threshers, prized for their meat, are severely depleted off the West Coast of the US. Hammerheads, often killed for their fins, have disappeared off Costa Rica. Even the infamous great white shark of \"Jaws\" is endangered in certain regions. Catch Limits Sharks are not the voracious killing machines many people think they are, Burns said. After all, the two largest shark species are filter-feeders that eat only plankton and krill. And while 12 of the 350 shark species are considered dangerous to people, even they do not intentionally prey on human beings, he said. When sharks do attack people, Burns said, it is usually because they mistake swimmers or surfboarders for sea otters.

Learning which animals play is one challenge for science. Learning why animals play is another. After all, play seems pointless. Still, animals play, and scientists aren't sure why. Some believe that play offers long-term benefits to young animals, including physical and social skills. Or perhaps play's benefits are immediate, involving a beneficial use of energy, psychologist Nigel Barber suggests in the current issue of The Quarterly Review of Biology. Still other scientists doubt that \"play,\" as such, exists at all. But whatever \"play\" is, it must be important to animals, scientists agree. Play has persisted in numerous species through centuries of evolutionary change. And many animals spend much of their time in play. So if play has its costs, it should also have benefits that help animals survive.

When animals kick up their heels, scientists get to work--studying play.

Whatever \"play\" is, it must be important to animals, scientists agree. Play has persisted in numerous species through evolutionary changes. To gain understanding, some scientists have chosen, sensibly enough, to watch playful animals, such as chimps, or kittens with string. And [John Byers] is breeding super-playful mice. But Gordon Burghardt, an ethologist at the University of Tennessee, has focused on a less lively bunch. He studies reptiles, including iguanas and snakes. In many animals, vigorous play has common features, scientists say. Byers believes that play`s original and still-primary function is physical training for young animals. Through play, animals develop their \"optimal muscle fibre composition,\" he says, enhancing their ability to escape from predators and survive in the wild. [Sergio Pellis] is at it right now. While Byers` team studies super-playful mice in Idaho, Pellis and colleagues study regular rats in Canada. Their study focuses on the possible link between dopamine, a brain chemical, and levels of play. They expected to find high levels of dopamine in the most playful rats.

Still, animals play, and scientists aren't sure why. Some believe that play offers long-term benefits to young animals, including physical and social skills. Or perhaps play's benefits are immediate, involving a beneficial use of energy, psychologist Nigel Barber suggests in the current issue of The Quarterly Review of Biology. Still other scientists doubt that \"play,\" as such, exists at all. Whatever \"play\" is, it must be important to animals, scientists agree. Play has persisted in numerous species through centuries of evolutionary change. And many animals spend much of their time in play. So if play has its costs, it should also have benefits that help animals survive. To gain that understanding, some scientists have chosen, sensibly enough, to watch playful animals, such as chimps, or kittens with string. And [John Byers] is breeding super-playful mice. But Gordon Burghardt, an ethologist at the University of Tennessee, has focused on a less lively bunch. His studies focus on reptiles, including iguanas and snakes.

The plants studied by [Jack Wolfe] - ancient pond lilies and lotuses from a lily pond in Teapot Dome, Wyoming - are the first large fossils found in the scattered layer of debris from the impact. When the first meteor struck, Wolfe said, ancient pond lilies were blooming and ancient lotuses were not yet mature. Two layers of meteor-deposited debris were found at the lily pond site. The frozen pond plants were found in the deeper layer, which Wolfe said he associates with the catastrophic meteor. But fine debris from a second meteor covered and helped to preserve the plants.