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Additional file 1: Table S1. Total imprecision assessment of VCT on untreated net by event type (net contact, flight, cone contact) for each mosquito strain (Kisumu, N’gousso, Banfora and VK7) of An. gambiae s.l. in the absence and presence of a host. Where n (mos) = number of mosquitoes per group, n (reps) = number of replicates performed per group, mean = mean number of mosquitoes per event, SD = standard deviation of the mean, LCLM = lower confidence level mean, UCLM = upper confidence level mean, %CV = percentage coefficient of variation, IS = insecticide susceptible, and IR = insecticide resistant. Table S2. Within-day imprecision assessment of VCT on untreated net by event type (net contact, flight, cone contact) for each strain (Kisumu, N’gousso, Banfora and VK7) of An. gambiae s.l. in the absence and presence of a host. Where n (test days) = number of test days per group, n (reps per test day) = number of replicates performed per test day per group, mean = mean number of mosquitoes per event, SD = standard deviation of the mean, %CV = percentage coefficient of variation, IS = insecticide susceptible, and IR = insecticide resistant. Table S3. Variation in test stages. Assessment of VCT on untreated net by event type (net contact only) for each strain (Kisumu, N’gousso, Banfora and VK7) of An. gambiae s.l. in the absence and presence of a host. Where n (reps) = number of replicates performed per group, %CV = percentage coefficient of variation by time (s = seconds), IS = insecticide susceptible, and IR = insecticide resistant. Table S4. Host-Location comparisons within An. gambiae s.l. strain and net treatment. A Beta-binomial Distribution model fitted. Multiple pairwise comparisons 95% Confidence Intervals and P-values corrected using the Bonferroni adjustment. Where IS = insecticide susceptible, IR = insecticide resistant, UT = Untreated net, OS = Olyset net, P2 = PermaNet 2.0 net and * = Significant at 5% significance level. Table S5. Treatment-Location comparisons within An. gambiae strain (Kisumu, N’gousso, Banfora and VK7) and host (present or absent). A Beta-binomial Distribution model Results. Multiple pairwise comparisons 95% Confidence Intervals and P-values corrected using the Bonferroni adjustment. Where IS = insecticide susceptible, IR = insecticide resistant, UT = Untreated net, OS = Olyset net, P2 = PermaNet 2.0 net and * = Significant at 5% significance level. Table S6. Knock-down (KD) (1 h) and mortality (24 h) after net exposure for insecticide susceptible (Kisumu and N’gousso) and insecticide resistant (VK7 and Banfora) strains of An. gambiae s.l. against PermaNet 2.0 (P2) and Olyset (OS) ITNs, in VCT validation experiments. Table S7. Treatment comparisons—Willingness to refeed at 1 or 24 h within An. gambiae strain and host (present or absent). A Binary Logistic Regression model fitted using Generalised Estimating Equation. Where IR = insecticide resistant, UT = Untreated net, OS = Olyset net, P2 = PermaNet 2.0 net and * = Significant at 5% significance level. Table S8. Host comparisons—Willingness to refeed at 1 or 24 h within An. gambiae strain and treatment. A Binary Logistic Regression model fitted using Generalised Estimating Equation. Where IR = insecticide resistant, UT = Untreated net, OS = Olyset net, P2 = PermaNet 2.0 net and * = Significant at 5% significance level. Table S9. Treatment comparisons – Blood meal size within An. gambiae strain and host (present or absent). A Linear Regression model fitted using Generalised Estimating Equation. Where IS = insecticide susceptible, IR = insecticide resistant, UT = Untreated net, OS = Olyset net, P2 = PermaNet 2.0, CI = Confidence Interval net and * = Significant at 5% significance level. Table S10. Host comparisons – Blood meal size within An. gambiae strain and treatment. A Linear Regression model fitted using Generalised Estimating Equation. Where IS = insecticide susceptible, IR = insecticide resistant, UT = Untreated net, OS = Olyset net, P2 = PermaNet 2.0 net and * = Significant at 5% significance level. Table S11. Descriptive statistics for longevity data within host, An. gambiae strain and net treatment. Where BF = Banfora, VK = VK7, UT = Untreated net, P2 = PermaNet 2.0 net, OS = Olyset net, IR = insecticide resistant, n = sample size, % = percentage, SD = Standard Deviation, Min = Minimum, Max = Maximum, CI = Confidence Interval, Yes n = number of mosquitoes that died within 9 days and * results for mosquitoes that died within 9 days post-exposure only. Table S12. Net treatment comparisons—Mortality within 9 days within An. gambiae strain and host. A Weighted Cox Regression Model fitted adjusted for other predictors (time fed, wingspan, haematin and net proportion). Where UT = Untreated net, P2 = PermaNet 2.0 net, OS = Olyset net, IR = insecticide resistant, Ref = Reference group, Net proportion = Mean proportion of mosquitoes on the net during exposure (behaviour data) and * = Significant at 5% significance level. Censoring at 9 days. Table S13. Host comparisons—Mortality within 9 days within An. gambiae strain and net treatment. A Weighted Cox Regression Model fitted adjusted for other predictors (time fed, wingspan, haematin and net proportion). Where UT = Untreated net, P2 = PermaNet 2.0 net, OS = Olyset net, IR = insecticide resistant, Ref = Reference group, Net proportion = Mean proportion of mosquitoes on the net during exposure (behaviour data) and * = Significant at 5% significance level. Censoring at 9 days.

As the population of English learners (ELs) continues to grow, so does the achievement gap between ELs and non-EL peers. Educators must analyze what could be contributing factors to Els' low performance, such as misconceptions about ELs, teachers' attitudes toward teaching ELs, and how teachers perceive themselves as able to instruct ELs effectively. Further research was needed to examine ELs in the general education classroom and teachers' attitudes to determine when and why teachers feel less or more self-efficacy teaching ELs. The purpose of this quantitative study was to analyze 74 general education teachers' sense of self-efficacy for teaching English learners (ELs) and teachers' attitudes toward instructing ELs in general education classroom settings in a public school district in middle Tennessee. The participants included a convenience sampling of 24 elementary, 33 middle, and 17 high school teachers from all subject areas. Teachers' scores as measured by the Exceptional Children who are English Learners (EXCEL) Teacher Inventory and the English-as-a-Second-Language (ESL) Students in Mainstream Classrooms: A Survey of Teachers were used to conduct Pearson correlations to explore a possible relationship between teachers' attitudes toward teaching ELs and teachers' self-efficacy toward instructing ELs. The researcher found statistically significant relationships between K-12 teachers' attitudes and self-efficacy of instructing ELs and middle school teachers' attitudes and self-efficacy of instructing ELs. The researcher did not find significant relationships between elementary teachers' or high school teachers' attitudes and self-efficacy of instructing ELs. It was concluded that teachers had positive attitudes toward teaching ELs, and teachers recognized the need for professional development for EL instruction in order to increase teachers' self-efficacy toward instructing ELs.

Animals have been represented in art from earliest times, emphasising the integral roles they have played within human civilisation as labourers, food, entertainment, spiritual influences and companions. In contemporary society, this representation has come to include the use of physical animals in art, often causing their harm or death. This research investigates the exploitation of animals in the making of contemporary art. It asks how art is complicit in furthering the exploitation of animals within society more broadly, and describes the artwork made in order to evoke a discussion of these cruelties and educate viewers about how society treats animals. Key themes surrounding the different types of exploitation that animals endure within art and society are identified. These themes include: use of the animal as metaphor; violence towards animals in art; how these types of shocking exploitation have the ability to normalise cruelty to animals within society; hypocrisy and the placing of blame as effective ways of looking at the artist–viewer relationship; speciesism and anthropomorphism as at the base of these exploitative practices, with particular emphasis on art that causes harm to ‘lesser’ animals, such as insects and rodents; the animal as an artistic medium; and the concept of education as a solution to this enduring problem. Each theme is approached from the perspective of art criticism while discussing the impact on and by society.

[Abstract] From this brief introduction to the Multi-modal Matrix, it is hoped that the potential richness, depth and complexity of compositional choices available to the film-maker has been communicated. Understanding how film is articulated, how it may be generated by applying the symbolic code, is seen as a means of empowerment for both the filmmaker and film viewer. The former may be empowered with a range of devices with which to generate more conceptually and perceptually intriguing statements in film language, which engage the viewer and prolong that engagement; the latter may be provided with a set of tools with which to negotiate the more perceptually-challenging meanings offered in the film text. Constructive comments and suggestions for co-operative developments are welcome.