Computing in a social context : gender difference in participation

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

Maximising clinical trial participation - how important is the social context?

Individuals participate in clinical research for a variety of reasons, dependant not only on the trial phase and their own clinical status but also their sense of optimism, altruism, clinician influence, or financial gain. Practical factors influencing participation may include geographical access, motivation, availability, and language spoken. Widely-used health psychology models (e.g the Theory of Reasoned Action, the Health Belief Model) demonstrate that, in addition to these factors, the primary reason for non-participation in clinical research is social perception of risk. These models detail how beliefs and attitudes toward clinical research develop within, and are influenced by, an individual's social context. Perceived social benefits and barriers toward participation are considered alongside perceived susceptibility and severity of side-effects from participation, or symptoms of disease. A major factor in such models is the subjective norm i.e. individuals' beliefs that important others expect or wish him/her to perform this behaviour, and the motivation to act in accordance with their expectations or wishes. This includes, but is not limited to, the role of the media, peers and family members, clarification of risk associated with trial participation and discussion of comparative risk, and risk equivalence between trials and same treatment outside trials.
The workshop will involve a 30 minute presentation from the discussion leaders and a 30 minute group-work session to explore how an understanding of the social context of participation in clinical research can maximise appropriate clinical trial participation.

Sensing and using social context

We present online algorithms to extract social context: Social spheres are labeled locations of significance, represented as convex hulls extracted from GPS traces. Colocation is determined from Bluetooth and GPS to extract social rhythms, patterns in time, duration, place, and people corresponding to real-world activities. Social ties are formulated from proximity and shared spheres and rhythms. Quantitative evaluation is performed for 10+ million samples over 45 man-months. Applications are presented with assessment of perceived utility: Socio-Graph, a video and photo browser with filters for social metadata, and Jive, a blog browser that uses rhythms to discover similarity between entries automatically.

Sustaining modified behaviours learnt in a diabetes prevention program in regional Australia : the role of social context

Background
The Greater Green Triangle diabetes prevention program was conducted in primary health care setting of Victoria and South Australia in 2004--2006. This program demonstrated significant reductions in diabetes risk factors which were largely sustained at 18 month follow-up. The theoretical model utilised in this program achieved its outcomes through improvements in coping self-efficacy and planning. Previous evaluations have concentrated on the behavioural components of the intervention. Other variables external to the main research design may have contributed to the success factors but have yet to be identified. The objective of this evaluation was to identify the extent to which participants in a diabetes prevention program sustained lifestyle changes several years after completing the program and to identify contextual factors that contributed to sustaining changes.

Methods
A qualitative evaluation was conducted. Five focus groups were held with people who had completed a diabetes prevention program, several years later to assess the degree to which they had sustained program strategies and to identify contributing factors.

Results
Participants value the recruitment strategy. Involvement in their own risk assessment was a strong motivator. Learning new skills gave participants a sense of empowerment. Receiving regular pathology reports was a means of self-assessment and a motivator to continue. Strong family and community support contributed to personal motivation and sustained practice.

Conclusions
Family and local community supports constitute the contextual variables reported to contribute to sustained motivation after the program was completed. Behaviour modification programs can incorporate strategies to ensure these factors are recognised and if necessary, strengthened at the local level.

Small businesses as social formations : diverse rationalities in the context of e-business adoption

Small-business adoption of electronic business has been analyzed largely in conventional business terms such as benefits and costs, returns on investment, and competitive advantage. While these factors are important, small businesses are also embedded in social contexts which shape the rationalities with which they approach e-business. These rationalities are different from those that characterize larger businesses. They involve personal relationships, social esteem, lifestyle issues, and family considerations. Drawing on the theoretical work of Granovetter and Weber, this chapter examines interview data from a number of Australian studies of e-commerce by small businesses. These interviews illustrate the influence of the social context on the adoption (or deferral) of e-commerce. By recognizing that small businesses are social as well as economic formations, governments can tailor their programs to assist this important group of businesses in their approach to e-business.

A social identity approach to party drug use and associated harm minimisation

This project investigated party (club) drug use and associated harm minimisation strategies of party drug users (N = 72), by gender and sexual
orientation, to determine whether drug use and harm minimisation behaviours differ in particular social groups.Adopting a social identity approach, this project also explored the existence of a party drug user social identity in relation to harmful party drug behaviours and harm minimisation
strategies.Results indicated that males and females showed similar patterns of harmful party drug use and harm minimisation, whilst heterosexuals and homosexuals differed slightly in their patterns of harmful party drug use, and more substantially in their patterns of harm minimisation.Furthermore, results showed some evidence for the existence of a party drug user social identity, which was related to party drug use within a clear social context, and to experiencing fewer party drug related problems.The authors conclude that harm minimisation initiatives need to be designed for particular social groups, such as heterosexuals or homosexuals, targeting their particular patterns of party drug use, and
suggest that effective harm minimisation strategies should incorporate both the social context in which the behaviour occurs, and the social norms of party drug use by particular social groups.

Understanding social creativity amongst event professionals : an action research approach

Live events represent a significant and growing sector of the creative industries but the creative process underlying this sector is little researched in the event management context. Despite the increased consumption of virtual and online media, the live event remains a popular channel of expression for a wide range of creative art forms and commercial messages. Live events use such messages as 'props' or 'stages' to produce memorable and emotionally positive moments for audiences. The creative process behind developing a live event is in itself a live event, involving groups of event professionals working in a social context to conceptualise ideas for their audiences. This research fills the gap for event professionals in the creative industries by seeking to understand the creative process intrinsic to live events. This paper suggests that social creativity is used to develop live event concepts. The phenomenon of social creativity identified from the existing literature is explored in the context of its application to event professionals. An Action Research approach is recommended to better understand the key antecedents of social creativity and how they can influence event concept development.

Construction of social difference in mathematics education

This study investigated the social context in which the learning of mathematics occured. It examined the practices of schools and mathematics in order to identify the ways in which they contributed to the construction of social difference. Accordingly, this study was concerned with how schools and mathematics classrooms contribute to working-class students lack of success in mathematics. The differences that occurred in these practices could be seen to contribute to the different outcomes likely to occur in the later years of schooling. It was argued that these differences mean that students from middle-classes would be more likely to undertake and be successful in the study of mathematics than their working-class peers.

Computational studies to understand the role of social learning in team familiarity and its effects on team performance

This paper concerns social learning modes and their effects on team performance. Social learning, such as by observing others' actions and their outcomes, allows members of a team to learn what other members know. Knowing what other members know can reduce task communication and co-ordination overhead, which helps the team to perform faster since members can devote their attention to their tasks. This paper describes agent-based simulation studies using a computational model that implements different social learning modes as parameters that can be controlled in the simulations. The results show that social learning from both direct and indirect observations positively contributes to learning about what others know, but the value of social learning is sensitive to prior familiarity such that minimum thresholds of team familiarity are needed to realise the benefits of social learning. This threshold increases with task complexity. These findings clarify the level of influence that sociality has on social learning and sets up a formal framework by which to conduct studies on how social context influences learning and group performance.

Social media conflict: platforms for racial vilification, or acts of provocation and citizenship?

Although racism remains an issue for social media sites such as YouTube, this focus often overshadows the site’s productive capacity to generate ‘agonistic publics’ from which expressions of cultural citizenship and solidarity might emerge. This paper examines these issues through two case studies: the recent proliferation of mobile phone video recordings of racist rants on public transport, and racist interactions surrounding the performance of a Maori ‘flash mob’ haka in New Zealand that was recorded and uploaded to YouTube. We contrast these incidents as they are played out primarily through social media, with the case of Australian Football League player Adam Goodes and the broadcast media reaction to a racial slur aimed against him by a crowd member during the AFL’s Indigenous Round. We discuss the prevalence of vitriolic exchange and racial bigotry, but also, and more importantly, the productive and equally aggressive defence of more inclusive and tolerant forms of cultural identification that play out across these different media forms. Drawing on theories of cultural citizenship along with the political theory of Chantal Mouffe, we point to the capacities of YouTube as ‘platform’, and to social media practices, in facilitating ground-up antiracism and generating dynamic, contested and confronting micropublics.

Intensity and authenticity: the duty to give real and genuine consideration in the context of superannuation trusts

 This article critically examines the suitability of the duty of a trustee to give real and genuine consideration when exercising discretionary powers in superannuation or pension trusts. The article reviews the rearticulation by the Australian High Court in Finch v Telstra of a ‘more intense’ real and consideration duty for superannuation trustees. It argues that this revised duty should be regarded as a temporary solution because longer term, the unique legal structure and social context of the superannuation trust demands judicial implementation of a substantively new, multilayered obligation that promotes reasonable, fair, and informed decision-making.