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The damaging outcomes of racist ideologies continue to influence all aspects of society. This in spite of the fact that at their core these ideologies rely on a fundamentally false assumption: that biologically there are different races among humans. The source of this fallacy is pseudoscience and historical prejudice, and yet even scientists and medical professionals continue to apply misconceptions about biological race when performing research or practicing medicine. Scientific educators are in a unique position to dismantle the central damaging assumption, and here we provide a straightforward approach that educators can employ for engaging in this conversation. It is organized around four questions that build sequentially and integrate the latest science with a history of the topic: How did the myth of biological subcategories of humans become ingrained as a scientific concept? How has scientists' approach to taxonomy changed since Linnaeus's first human classifications? What does biology now tell us about variation within the human species? Why is it critical to debunk this myth? We provide answers with which scientific educators can re-center the conversation around historical and scientific facts, while highlighting how misapplication of the evidence harms the integrity of science as a field.

Measuring cognitive workload is a persistent challenge in cog-nitive science. Cognitive architectures may offer a prin-cipledway to measure, define, and understand workload and its be-havioral and physiological consequences in terms ofunder-lying cognitive dynamics. Previous research has shown thatmodel-based workload relates to subjective workloadjudg-ments in simple tasks. Our goal was to further validate model-based workload measurement with known physiolog-ical work-load indicators in a complex task characterized by varying de-grees of workload levels. Participants completedan unmannedvehicle management task while their physiology was recorded.Correlations between model-based workloadand physiologi-cal metrics generally trended in the predicted direction, andthe engagement index showed the strongest andmost consis-tent relationship to model workload. The results provide pre-liminary validation for model-based workloadmeasurement.

Parent-child communication about gender and sexuality has received increasing attention since the late 1990s, in response to growing awareness that open dialogue plays a vital role in sex and relationships education, and improving sexual health outcomes for families and young people. However, the insights gained from this literature have been under-researched in Multicultural and Multifaith communities. Research of this kind is vital because such families often face 'intergenerational' conflicts that emerge through the process of migration, and which largely result from differing sex and gender norms in the country of origin and country of resettlement. In this paper, we argue that current research on migration and 'intergenerational conflict' has particular import for progressing research on parent-child communication that attends to the diverse range of cultures and communities living in Australia. We draw on pilot research in South Australia with parents and children from various African countries, which offers insights for the production of culturally appropriate knowledge and support material. We also provide suggestions on how to address parent-child communication that is alive to the nuances and complexities that emerge across race, sexuality and migration.

Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.

Sex education both in and beyond the classroom has been shown to have the potential to ameliorate negative sexual health outcomes for adolescents. School-based sex education and sexual health services targeting young people should be informed, in part, by teenagers themselves. Semi-structured interviews were conducted with 41 young people aged 13-22 years in a mid-sized midwest US city to inform such programme development. Analysis employed both top-down and bottom-up approaches to coding. Four themes emerged regarding sex education activities in and out of school: the need for knowledge of current activities aimed at prevention; information-seeking behaviours; personal views on how to address teenage pregnancy and sexually transmitted infections (STIs); and the ideal place to address these issues. Current activities were seen as ineffective or non-existent. Many participants indicated they would not engage actively in information-seeking unless they were affected personally by the issues. Participants' suggestions of how to address the issues included improving school services, introducing media campaigns and having peer or trusted-adult educators. Participants identified the need for services that offered confidentiality, a non-judgemental approach and a comfortable space to meet. Through direct engagement with youth, this research makes recommendations for interventions to address teenage pregnancy and STIs.

Effective school-based relationship and sexuality education (RSE) can improve youth sexual outcomes, including knowledge and behaviour. National pedagogical guidance in the form of the Australian Curriculum: Health and Physical Education (AC: HPE), which includes RSE, was released in 2015. This study sought to determine the sexual health knowledge and school-based RSE experiences of Australian students since the release of the AC: HPE. It presents findings from the Sixth National Survey of Secondary Students and Adolescent Sexual Health, which surveyed 6,180 Australian Year 10, 11 and 12 students. Findings are compared to those from the same survey conducted in 2013 -- prior to the release of the AC: HPE. Analyses examined the associations between perceived relevance of RSE and demographic characteristics/context of RSE; and between sexual health knowledge, demographic characteristics and receipt of RSE. A thematic analysis of responses to an open-ended question provides additional context. Findings indicate that the AC: HPE has had little impact on RSE experiences and sexual health knowledge as findings remain mostly unchanged from 2013: overall knowledge scores have remained moderate to low and peak among young people aged 16-18 in year 12 at school even though most receive RSE in earlier years. Students value their RSE, but their comments reflect inconsistent teaching.

We developed a cognitive-pharmacokinetic computational(CPC) model to understand how pharmacoactive substances,such as caffeine and toluene, modulate cognition. In this in-tegrated model, dynamic physiological mechanisms are sim-ulated to predict concentrations of the solvent toluene in thebrain, which modulates specific cognitive systems in a dose-response fashion over multiple hours. We used our CPC modelto reanalyze the results from prior research that documented anincrease in reaction time following exposure to toluene in sev-eral laboratory tasks with no change in accuracy. Our analysisprovides tentative evidence that toluene affects motor execu-tion, rather than attention or declarative memory.

Sexuality education is a trusted source of information and guidance for adolescents and young people on sexual health, sexuality and relationships, and it can improve the sexual health of this population. Such education is most effective when informed by the views of young people themselves; however, there is limited research that investigates young people's experiences of school-based sexuality education. This paper presents findings related to sexuality education from the Fifth National Survey of Secondary Students and Sexual Health, which surveyed 2,193 Australian Year 10, 11 and 12 students from diverse school systems. Descriptive analyses were used to describe the nature of sexuality education the students report having received. Chi-square and T-test analysis were used to determine associations between the relevance of sexuality education, the nature of sexuality education and demographic characteristics, as well as associations between students' knowledge of HIV, STIs and HPV and their receipt of sexuality education. Additionally, a thematic analysis of the open-ended qualitative responses was performed to provide additional context to the quantitative results. Findings from the study elucidate students' own perceptions of their school-based sexuality education and provide valuable insight for designing and implementing school-based sexuality education based on students' opinions and needs.

This article examines the sexuality education component of the national Australian Curriculum: Health and Physical Education (AC:HPE) with a focus on sexuality education discourses. A critical discourse analysis explored official AC:HPE documents in relation to sexuality education; the sexuality education discourses present within these documents; teacher roles and expectations associated with each discourse; and Australia's broader social context in relation to education. Findings reveal that the AC:HPE emphasises a teacher-facilitated approach to sexuality education, which contrasts with teacher-centred work dominating the field prior to its release. This approach is in line with recent shifts in education towards strengths-based learning in which students are encouraged to think critically about issues. Despite these emphases, and while the AC:HPE is meant to be used flexibly as a guideline or framework, certain ambiguities within it may leave teachers' roles open to interpretation and practices therefore unchanged or undisputed.