The ultrasound appearance of the patellar tendon attachment to the tibia in young athletes is conditional on gender and pubertal stage

This cross-sectional study investigated the imaging appearance of the previous termpatellarnext term tendon attachment to the tibia in young male and female tennis players of different ages and pubertal status. Forty-four competitive young players, who had been playing tennis at least for 2 years, were recruited from a tennis school and local tennis clubs. All subjects had bilateral ultrasound imaging of the previous termpatellarnext term tendon attachment to the tibia. Standard anthropometric measurements, pubertal status and injury history were recorded. Ultrasound appearance of the previous termpatellarnext term tendon attachment was categorised into three stages: cartilage attachment, insertional cartilage and mature attachment. Cartilage attachment was more prevalent in boys (32%) and extended further into puberty (until Tanner stage 4) compared to girls (6% and Tanner stage 1). Tendons with Osgood–Schlatter Disease symptoms (n = 3) did not have a cartilage attachment. Imaging appearance commonly seen in young active athletes, consistent with a clinical diagnosis of OSD, was more common in boys and in the pre- and peri-pubertal stages.

Gender differences in organizational justice predicting the key employee outcomes of organizational commitment, job satisfaction and turnover intention

All four types of organizational justice – distributive, procedural, interpersonal and informational – were included in this study of gender differences. Both male and female respondents perceived the distributive-procedural justice and interpersonal-informational justice pairings similarly and weakly. Females consistently discriminated more clearly across the pairings, however. The effect of the four justices was also found to be gender-dependent. Males’ perception of distributive justice directly predicted their turnover intentions and commitment to the organization, while females’ perception of distributive justice predicted only job satisfaction. Males’ perceptions of procedural and information justice both predicted job satisfaction. Females’ informational justice perceptions predicted job satisfaction and commitment to the organization. The paper contributes to the literature by presenting results from all four justice types and the simultaneous use of the three outcomes of job satisfaction, organizational commitment and intention to quit. Overall, the males had a diffuse set of relationships between the justice types and the outcomes, whereas the relationships between the justice types and
the outcomes for females tended more to follow a limited number of pathways. The study was validated with data collected on two separate occasions.

Re-placing gender? Reflections on 15 years of gender, place and culture

This article reflects on Gender, Place and Culture (GPC) from 1994 to mid-2008, to highlight some of the key subjects and debates which have been delimited and progressed within its pages. Launched simultaneously with the cultural turn in human geography, GPC proceeded to raise important questions about identity and difference, effectively reflecting but also driving a number of transformative intellectual and political agendas. This reflection will focus on three interrelated sites of such activity: empirical, theoretical and political. Empirically, numerous articles have examined the ways gender is lived, in and across spaces and these have been enlivened by approaches highlighting masculinities, sexualities and embodiment. Theoretically these subjects have been informed by post-colonial and post-structural frameworks, directing discussion towards multiple identities, reflexivity, research practice, performativity, material cultures, positionality and the nature of academic knowledge. In addition, GPC has registered progressive political concerns for justice and equality, though the nature and extent of its political import has been legitimately questioned from without and within the pages of the journal. The resolution of the many dilemmas associated with the ways gender is lived, thought about and practiced has not always been successful in the pages of GPC, and the ongoing reality of Anglo-American dominance, the persistence of women's inequality and the tension between discursive and political activism, remains. However, in re-placing gender over the last 15 years, GPC has been a journal of serious and path-breaking scholarship which has further legitimized the value of feminist geography.

Masculine gender role stress and the pursuit of muscularity.

The relationship between masculine gender role stress and body change was examined in 129 men, aged between 18 and 40 years (M = 24.38; SD = 6.04), who completed the Masculine Gender Role Stress scale (MGRS), the Drive for Muscularity Scale, the Eating Disorder Inventory, and the Eating Disorder Examination-Questionnaire. Significant relationships were observed between MGRS and drive for muscularity and, to a lesser extent, drive for thinness and disordered eating symptomatology. These relationships were mediated by body dissatisfaction, and several of the relationships were positively moderated by self-reported affective problems and personal ineffectiveness. Although interpretation of the results is limited by the cross-sectional design employed, the results are consistent with the proposition that a fear of deviating from the masculine gender role, particularly in men who feel ineffective and who have difficulty controlling and accessing their emotions, is related to concern with, and pursuit of, muscularity and leanness.

Student learning orientations : are there differences between age and gender?

The increasing diversity and mobility of students have challenged universities, world over, to review educational courses and delivery to provide a more satisfying learning environment to students. The continuous improvement of the 'quality' of teaching and learning is one of the key goals of universities endeavouring to fulfil their obligations as learning institutions. Using a revised SPQ2F instrument (Biggs, 2003, Biggs and Leung, 2001), this exploratory study undertakes a comparative analysis of the age and gender differences in the learning orientations of two groups of tertiary students in an Australian University. The results indicate that there are no significant differences in the learning orientations of students but on average they seem to demonstrate deep learning than surface learning although they may differ in terms of the learning contexts.

Predicting in-role and extra-role performance by gender

Men and women are said to perceive justice differently, with women proposed to be more concerned with relational issues and men focused more on material issues. In this study, the potential for differential effects of justice on performance by gender was analyzed across the four contemporary types of justice. Respondents were 265 male and 113 female occupationally diverse employees in a single organization. The results show significant differences in how men and women respond to the four justice types with only one - informational justice - acting similarly by gender. Women were more interested in maintaining social harmony than men. The results appear to strongly support the use of the justice judgment model over the group-value model as a means of explaining the gender differences. Implications for management include the importance of informational justice both generally and within the performance appraisal process

Sexualities and gender in the classroom : changing teacher practice

Despite significant changes in policy and practice, same-sex attracted young people in Australian schools continue to experience high levels of abuse and violence.  The majority of schools are at worst openly homophobic and at least neglectful.  There is a reluctance by health education teachers to recognise and affirm gender and sexual diversity.  This book examines the challenging process teachers go through as they gain the skills needed to be more inclusive in their teaching.  In the context of anew professional learning program, the journey of 14 diverse, yet characteristic, health education teachers is documented and analysed.  The study concludes that whilst there is a range ofpersonal and structural barriers inhibiting change, teachers were nabled to implement many aspects of their professional learning through supported risk-taking.  The findings and analysis will be of itnerst to academics and professionals in health and sexuality education and to those working in health and sexuality education more broadly.

Inhibition of platelet aggregation by omega-3 polyunsaturated fatty acids is gender specific — redefining platelet response to fish oils

Existence of gender differences in cardiovascular disease (CVD) following long-chain omega-3 polyunsaturated fatty acid (LCn-3 PUFA) supplementation have suggested that sex hormones play a role in cardio-protection. The objective of this study was to determine gender specific responses in the efficacy of LCn-3 PUFA to inhibit platelet aggregation in vitro. Blood was analyzed for collagen-induced platelet aggregation following pre-incubation with LCn-3 PUFA in healthy adults (n=42). Eicosapentaenoic acid (EPA) was significantly more effective in reducing platelet aggregation compared with docosapentaenoic acid (DPA) and docosahexaenoic acid (DHA). When grouped by gender, this differential pattern was followed in males only. In females, DHA, DPA and EPA were all equally effective. Between group analyses (LCn-3 PUFA vs. gender) showed that both DHA and DPA were significantly less effective in males compared with females. EPA was equally effective in reducing platelet aggregation in both groups. These findings show that significant gender differences exist in platelet aggregation in response to various LCn-3 PUFA treatments.

Bureaucratic, corporate/market and network governance : shifting spaces for gender equity in education

Education as a field of policy, research and practice has been reconfigured over four decades by economic, social and cultural globalization in conjuncture with neoliberal policies premised upon markets and new managerialism. One effect has been shifting boundaries between, and understandings of what constitutes the public and the private with regard to the role of the state vis-á-vis the formation of gendered subjectivities and civil society and the gendering of public– private relations in and between family and work. Drawing on feminist readings of Bourdieu and critical policy sociology, I consider the implications of a move from bureaucratic educational governance framed by state welfarism to corporate or market governance framed by the post-welfare state, and consider whether particular constructions of globalization and corporate/market governance lead to network governance. Network governance, it is argued, is premised on new forms of sociality and institutional reconfigurations of knowledge-based economies and a spatialized state that coordinates rather than regulates multiple public– private providers. The question is how each mode of governance frames various possibilities and problems for gender equity in education.

'The Other Within' : race/gender disruptions to the professional learning of white educational leaders

Leslie Roman states 'white is a colour too'. Yet the whiteness of educational leaders is rarely questioned, although masculinism—the enduring capacity of different masculinities to remain the norm in leadership—is increasingly under scrutiny. Rarely do white men or women leaders question their whiteness, whereas indigenous and other minority groups, as a consequence of their being 'other than white', are expected to explain their exclusion. Instead, the 'problem' is depicted as the lack of 'the Other', and therefore a problem for and of 'the Other'. This article confronts normative whiteness in educational administration from the perspective of feminist and critical race theory, considering how foregrounding whiteness in leadership is a necessary condition of inclusive education and leadership.

Educational organizations and gender in times of uncertainty

In this chapter I identify and elaborate, from a feminist perspective, upon the theoretical shifts and key concepts that inform sociological analyses of gender and educational organizations. Gender inequalities are embedded in the multi-dimensional structure of relationships between women and men, which, as the modern sociology of gender shows, operates at every level of experience, from economic arrangements, culture and the state to interpersonal relationships and individual emotions. (Connell, 2005: 1801) Even naming this a sociology of gender and organizations is problematic. Many sociologists consider gender as a key sociological concept, but not necessarily from a feminist perspective. Feminism is a multidisciplinary, transnational movement that 'focuses on the relationship between social movements, political action and social inequalities' (Arnot, 2002: 3) and on the everyday experiences of women and girls and how they translate into social and structural 'ruling relations' (Smith, 1988). Feminism takes on multiple trajectories and imperatives in different cultural contexts, although with familial resemblances, most particularly the shared objective of equality for women and girls. Education as a primary institution of individual and collective mobility and social change, but also social and economic reproduction, has long been a focus of feminist theory and activism. So a feminist sociology needs to address this complexity of feminist sociological 'encounters' with gender and organizations.

‘To exercise a beneficial influence over a man’ : marriage, gender and the native institutions in early colonial Australia

This chapter examines understandings of marriage among missionaries and humanitarians connected with two early colonial ‘Native Institutions’. A comparison of the Parramatta Native Institution in New South Wales and the Albany Native Institution in Western Australia demonstrates that concerns about marriage were central in discussions about the formation and maintenance of these Institutions. Both of these Institutions were established and supported by British evangelicals, who had brought with them to Australia powerful assumptions about gender roles, particularly in
marriage. These assumptions influenced their decisions regarding the children who resided in the Native Institutions. Within specific colonial contexts, however, the assumptions of humanitarians and missionaries did not remain static, and debates over the futures of the Aboriginal children they sought to educate reveal complex and shifting hierarchies of race, gender and class.