Gender, computing and the organisation of working time: public/private comparisons in the Australian context

Professional computing employment in Australia, as in most advanced economies, is highly sex segregated, reflecting well-rehearsed ideas about the masculinity of technology and computing culture. In this paper we are concerned with the processes of work organisation that sustain and reproduce this gendered occupational distribution, focusing in particular on differences and similarities in working-time arrangements between public and private sectors in the Australian context. While information technology companies are often highly competitive workplaces with individualised working arrangements, computing professionals work in a wide range of organisations with different regulatory histories and practices. Our goal is to investigate the implications of these variations for gender equity outcomes, using the public/private divide as indicative of different regulatory frameworks. We draw on Australian census data and a series of organisational case studies to compare working-time arrangements in professional computing employment across sectors, and to examine the various ways employees adapt and respond. Our analysis identifies a stronger ‘long hours culture’ in the private sector, but also underlines the rarity of part-time work in both sectors, and suggests that men and women tend to respond in different ways to these constraints. Although the findings highlight the importance of regulatory frameworks, the organisation of working time across sectors appears to be sustaining rather than challenging gender inequalities in computing employment.

Resistance to temperature extremes between and within life cycle stages in Drosophila serrata, D-birchii and their hybrids: intraspecific and interspecific comparisons

Intraspecific Drosophila studies suggest that resistance to heal and cold stresses are largely independent and that correlations across life cycle stages are low whereas comparisons of Drosophila species indicate correlations between heat and cold resistance as well as between resistance levels in different life cycle stages. These inconsistent results may reflect differences in associations among traits at the interspecific and intraspecific levels or interspecific correlations arising because of correlated selection pressures. These alternatives were tested using Drosophila serrata, D. birchii and hybrids derived from these species. Variation among hybrid lines and families was used to test associations at the interspecific level while intraspecific variation was examined using isofemale lines of D. serrata. There was a significant association between adult heat knockdown time at 38 degreesC and adult cold resistance in one set of hybrid lines. An association between female knockdown resistance to heat and larval heat resistance was also evident in one set of hybrids. Resistance to heat anti cold at the larval stage were not correlated at either the intraspecific or interspecific levels. At the intraspecific level, lan al heat resistance and two measures of adult heat resistance were uncorrelated. Moreover, adult and larval cold resistance measures were not correlated at either the intraspecific or interspecific levels. These results suggest that there are no associations between resistance to heat and cold extremes and that extreme temperature resistance is largely independent across life cycle stages at both the intraspecific and interspecific levels. Species associations may therefore arise from correlated selection pressures rather than trait correlations. (C) 2000 The Linnean Society of London.

Learning about life and death in early childhood

Inagaki and Hatano (2002) have argued that young children initially understand biological phenomena in terms of vitalism, a mode of construal in which life or life-force is the central causal-explanatory concept. This study investigated the development of vitalistic reasoning in young children's concepts of life, the human body and death. Sixty preschool children between the ages of 3 years, 7 months and 5 years, 11 months participated. All children were initially given structured interviews to assess their knowledge of (1) human body function and (2) death. From this sample 40 children in the Training group were taught about the human body and how it functions to maintain life. The Control group (n = 20) received no training. All 60 children were subsequently reassessed on their knowledge of human body function and death. Results from the initial interviews indicated that young children who spontaneously appealed to vitalistic concepts in reasoning about human body functioning were also more sophisticated in their understanding of death. Results from the posttraining interviews showed that children readily learned to adopt a vitalistic approach to human body functioning, and that this learning coincided with significant development in their understanding of human body function, and of death. The overall pattern of results supports the claim that the acquisition of a vitalistic causal-explanatory framework serves to structure children's concepts and facilitates learning in the domain of biology. (C) 2003 Elsevier Science (USA). All rights reserved.