An illustration of variable precision rough set theory : The gender classification of the European barn swallow (Hirundo rustica)

This paper introduces a new technique in the investigation of object classification and illustrates the potential use of this technique for the analysis of a range of biological data, using avian morphometric data as an example. The nascent variable precision rough sets (VPRS) model is introduced and compared with the decision tree method ID3 (through a ‘leave n out’ approach), using the same dataset of morphometric measures of European barn swallows (Hirundo rustica) and assessing the accuracy of gender classification based on these measures. The results demonstrate that the VPRS model, allied with the use of a modern method of discretization of data, is comparable with the more traditional non-parametric ID3 decision tree method. We show that, particularly in small samples, the VPRS model can improve classification and to a lesser extent prediction aspects over ID3. Furthermore, through the ‘leave n out’ approach, some indication can be produced of the relative importance of the different morphometric measures used in this problem. In this case we suggest that VPRS has advantages over ID3, as it intelligently uses more of the morphometric data available for the data classification, whilst placing less emphasis on variables with low reliability. In biological terms, the results suggest that the gender of swallows can be determined with reasonable accuracy from morphometric data and highlight the most important variables in this process. We suggest that both analysis techniques are potentially useful for the analysis of a range of different types of biological datasets, and that VPRS in particular has potential for application to a range of biological circumstances.

Justice, gender and employee cognitive outcomes

This study used the four factor model of organizational justice to investigate gender differences in the employee outcome cognitive variables of job satisfaction,commitment and turnover intentions. Survey respondents were 301 male and 147 female currently working employees in a variety of occupations. Structural equation modeling was used for the analyses. There were significant relationships from distributive justice to job satisfaction and commitment for both men and women. Informational justice significantly predicted job satisfaction. For women, informational justice predicted commitment and turnover intentions. Procedural justice predicted turnover intentions and interpersonal justice predicted commitment for men. Gender differences were found for procedural, interpersonal and informational justices. Men and women gave differing responses to justice perceptions, implying consideration of a range of views when allocation decisions are made and communicated. For both genders, distributive and informational justices play a central role in predicting employee outcomes, although the other justice types also have an effect for males. Justice had a diffuse effect for males, but not females.

How do school day activity patterns differ with age and gender across adolescence?

Purpose
A knowledge of how young people use their time could be instrumental in informing health interventions, modeling consumer behaviors, and planning service delivery. The aim of the present study was to describe age- and gender-related patterns in the self-reported use of time on school days in a large sample of Australian children and adolescents aged between 10 and 18 years.

Methods
A single, detailed use-of-time diary for a school day was collected from 6024 Australians aged 10–18 from several state and regional surveys conducted in the states of South Australia (SA) and Victoria between 2001 and 2006. Time–use profiles were analyzed for a range of active and sedentary state behaviors.

Results
Boys reported higher physical activity levels (PALs), moderate-to-vigorous physical activity (MVPA), and sports than girls. There were no differences in free play, and girls used more active transport. All activity-related variables decreased with age, except active transport, which peaked at 14–15 years. Boys exhibited higher levels of screen time, whereas girls had higher levels of passive transport. Screen time and its components (television, videogames, and computer use) peaked in the peripubertal years.

Conclusion
Age- and gender-related patterns of time use vary greatly within adolescence. This may reflect a mix of biological and social factors.

Differences in height explain gender differences in the response to the oral glucose tolerance test - the AusDiab study

Aim To determine the extent of gender-related differences in the prevalence of glucose intolerance for the Australian population and whether body size may explain such differences.

Methods Cross-sectional data were collected from a national cohort of 11 247 Australians aged ≥ 25 years. Glucose tolerance status was assessed according to both fasting plasma glucose (FPG) and 2-h plasma glucose (2hPG) levels following a 75-g oral glucose tolerance test (OGTT). Anthropometric and glycated haemoglobin measurements were also made.

Results Undiagnosed diabetes and non-diabetic glucose abnormalities were more prevalent among men than women when based only on the FPG results (diabetes: men 2.2%, women 1.6%, P = 0.02; impaired fasting glycaemia: men 12.3%, women 6.6%, P < 0.001). In contrast 16.0% of women and 13.0% of men had a 2hPG abnormality (either diabetes or impaired glucose tolerance, P = 0.14). Women had a mean FPG 0.3 mmol/l lower than men (P < 0.001), but 2hPG 0.3 mmol/l higher (P = 0.002) and FPG-2hPG increment 0.5 mmol/l greater (P < 0.001). The gender difference in mean 2hPG and FPG-2hPG increment disappeared following adjustment for height. For both genders, those in the shortest height quartile had 2hPG levels 0.5 mmol/l higher than the tallest quartile, but height showed almost no relationship with the FPG.

Conclusions Men and women had different glycaemic profiles; women had higher mean 2hPG levels, despite lower fasting levels. It appeared that the higher 2hPG levels for women related to lesser height and may be a consequence of using a fixed glucose load in the OGTT, irrespective of body size.

Gender differences in the prevalence of impaired fasting glycaemia and impaired glucose tolerance in Mauritius. Does sex matter?

Objective: To examine gender differences in the characteristics and prevalence of various categories of glucose tolerance in a population study in Mauritius.

Research design and methods: In 1998, a community-based cross-sectional survey was conducted in Mauritius. Categories of glucose metabolism were determined in 5388 adults, with an oral glucose tolerance test given to those who did not have previously diagnosed diabetes (n = 4036). Other cardiovascular risk factors were assessed among those without known diabetes.

Results: For men and women the prevalence of diabetes (22.0 vs. 21.8%, respectively) and the prevalence of coexisting impaired fasting glucose (IFG) and impaired glucose tolerance (IGT) (3.2 vs. 2.9%) were similar. However, men were twice as likely as women to have isolated IFG [5.1% (4.2–6.0) vs. 2.9% (2.3–3.5)], despite being younger, thinner and with lower plasma insulin but higher lipids. Conversely, the prevalence of isolated IGT was lower in men [9.0% (7.9–10.2) vs. 13.9% (12.6–15.1)]. Among non-diabetic individuals, fasting glucose was higher in men than women, whereas 2-h glucose was higher in women. In people without diabetes, women had significantly higher body mass index, beta cell function (HOMA-B), fasting and 2-h insulin than men and significantly lower waist-hip ratios, waist circumference, insulin sensitivity (HOMA-S) and triglycerides.

Conclusion: In Mauritius, the distribution of impaired glucose metabolism differs by sex. The observation that IFG is more prevalent in men and IGT more prevalent in women raises important questions about their underlying aetiology and the ability of the current glucose thresholds to equally identify men and women at high-risk of developing diabetes. IFG should be seen as a complimentary category of abnormal glucose tolerance, rather than a replacement for IGT.

A gender for change : the future for women in surveying

Women now make up 50% of the working population in the UK, with similar figures reflected across Europe (Williams et al, 2000). Despite this growth, the number of women entering and working in the surveying profession remains consistently low, estimated at 9% of the total of RICS membership in 1999 (Ellison, 1999).

So what is preventing the surveying profession in mimicking the law and medical professions in increasing the participation of women? Is it the lack of awareness of the profession in Schools, Colleges and Careers Education? Is it a traditional perception of a gender-biased profession? Is it the lack of role models for young women? Or is it plain discrimination? If it is one or more of these, then what action should be taken to address the barriers? The paper describes the results of two studies exploring barriers to female entry to the surveying profession and progress made in the profession by women in the UK. The methodologies included questionnaires and interviews with school leavers and with surveying practitioners, male and female, at varying stages of their career.

The studies undertaken by female surveying students found that barriers exist at different points in surveying - at entry and employment, and that some of those barriers are being addressed by the profession in different ways. At the entry point to surveying there is still a lack of awareness of the profession as a career for girls and women. This can be addressed by greater liaison between schools and surveyors in the profession and by increased information and awareness of career advisers. Within the profession there are still barriers for women surveyors to overcome, including work-life balance issues and traditional attitudes of some male surveyors. There are, however, signs of positive change within a number of surveying firms in the UK. The RICS has been identified as an institution that needs to re-examine its attitudes to gender in a number of aspects.

The paper also outlines the work of a project in the UK (which has developed from a European funded project) that is involved in actively addressing the remaining barriers at all levels. The partnership aims to mainstream good practice in recruitment, teaching and learning and employment. Let's TWIST has recently (November 2001) been successful in gaining funds from EQUAL (funded through European Social Fund) with other partners for a major three year project. The aim of the project is to break down gender desegregation in target sectors of employment, and address cultural and attitudinal barriers that promote discrimination by building on the work already developed. Change is clearly happening, and Let's TWIST is one of a number of active groups in this area who are moving things forward towards mainstreaming which, according to the Equal Opportunities Commission (2001)

The relationship between job status, interviewing experience, gender, and police officers' adherence to open-ended questions

Purpose : The current study examined whether several factors related to the job and demographic profile of police officers are associated with adherence to best-practice guidelines when interviewing children.

Method : One hundred and seventy-eight police officers completed a standardized (simulated) interview regarding an allegation of abuse by a 5-year-old child. Immediately prior to this interview, details were obtained from the officers' regarding their job status, gender, interview experience, the timing and nature of prior training/supervision, and experience outside the policing profession with young children.

Results : The results showed that timing of training was the only factor that related to interview performance. The proportion of open-ended questions among participants who completed their interviewer training course less than 1 month prior to the simulated interview was better than those who completed the training earlier. Interestingly, the performance of the latter group was identical to that of a group of participants who had not yet received any formal interview training. The implications of the findings are discussed, along with directions for future research.

Declining participation in computing education : an Australia perspective on the "gender and lT" problem

Participation in post-compulsory computing education has declined over recent years, both in the senior years of secondary school and at university. This trend has been observed in most developed countries, despite reported and projected skills shortages in Information Technology (IT) industries. Within the computing education enrollment mix, girls and women continue to be under-represented and recent years have seen female participation fall even more rapidly than that of males. This article reports on findings of an Australian study which explored secondary school students’ beliefs about and attitudes towards computing education and careers in IT. Factors that might discourage girls in particular from pursuing post-compulsory computing education and careers are discussed, along with broader implications for school education in an era when information and communication technologies are an integral part of our daily lives. Findings include the persistence among both boys and girls of inaccurate and outdated views of the field of IT and low expectations of both school IT curricula and pedagogy in terms of their relevance and interest for students. Many of the issues identified as discouraging students in general from pursuing computing education appear to have a greater discouraging effect on girls, and this is compounded by stereotypical views of the field as male-dominated and unwelcoming to women and girls.

Practising gender : the production of identity by school children

The thesis utilises ‘practice theory’ to argue that the self is not only an effect of social practices but also a technique for action and develops an alternative way of explicating and conceptualising the constitution of the self within the micro-practices of routine, everyday life. This is in contrast to a general tendency within ‘practice theory’, ‘constructionist’ and ‘discursive’ approaches towards a determinist conception of the self. The thesis explores this conceptual framework in fieldwork focussed on formation and production of gender-identity among young school children and offers a new perspective of gender-identity in the classroom. The thesis provides a fourfold contribution: (1) It provides insights into how in the classroom, children take up (conventional) gender differentiated conduct and dispositions in order to forge both their identity and the establishment of a social order based on gender. This gender order is not simply imposed on them by teachers but is actively constructed by the children. The thesis provides insights into how the children in the classroom seize and appropriate the practices of gender for their own ends. These ends, I argue, are the construction of their gender-identity, and the establishment and maintenance of a ‘matrix of intelligibility’. (2) It offers a close-up illustration of how gender construction is negotiated and contested between girls and boys. This is characterised as largely a struggle for enablement — the power to be and to do — rather than as a struggle of one gender over another. (3) It develops an analysis of classrooms as productive sites, as ‘complex strategical situations’ in which the participating agents — the teachers and students—deploy and utilise available resources in their ongoing construction of the world. This suggests that that the social world is not as unitary and totalising as ‘constraint perspectives’ within practice theory often imply. (4) It proposes methodological perspectives and strategies for researching empirically the day-to-day production of gender and for capturing that complex and often elusive process ‘in flight’. It shows the value of an ‘ascending analysis’, one that does not foreclose findings on the basis of a pre-existing theoretical position, and the rich potential of ‘flashpoints’ as a way of illuminating ongoing and often ‘unremarkable’ and therefore unnoticed practices of gender production. The theoretical terrain explored a range of theorists on the self not usually brought together, including Butler, Rose, Foucault, Giddens and Garfinkel and Schatzki. These theorists share in common the perspective that social practices rather than the agent or social totality are the ontological basis of the social world. It is argued that the self is constituted in its enactment and the thesis pursues Foucault’s (2002) question of how the self participates in its own subjectification. The empirical focus of the thesis examined the activities of children at school for insights into how they participated in the making of their gender-identity. The research addressed the questions: (1) To what extent do children construct their gender-identity and what kinds of encouragement do they receive for this? (2) To what extent did the children seem to be appropriating gender practices and inciting the making of gender-identity in the classroom? (3) To what extent can the classroom be viewed as a site of gender contestation and borderwork? Using the concept of ‘flashpoints’, — significant or poignant moments in the classroom — classroom activities were observed to catch gender-identity production ‘in flight’ and to describe how the children seize upon moments to make gender salient. Year Three children in five classrooms in two Victorian schools were observed during English communication and literacy lessons. Individual interviews with teachers in the participating schools and group interviews with the children from the classrooms were undertaken to amplify the observations. Much of the children’s behaviour can be interpreted as their efforts to make gender salient in social interactions. Gender-identity production and gender ‘border work’ (Thorne, 1993) and contestation appeared to be a major activity and preoccupation of the children, even in the face of teacher’s attempts to encourage a gender-neutral environment The children were often more active than the teachers in imposing the ‘gender agenda’ identified by Evans (1988). Overall, this thesis contributes to the development of the theory of subjectivity and identity formation. Social practices are not imposed and individuals seize upon social practices to further their own ends. It is through these routine, everyday activities that social practices are reproduced. The study provides an avenue for understanding the actions of children and the operation of gender power and border work within the classroom.

Gender and national identity : the people's theatre in the Philippines (1967-2000)

The Philippine Education Theater Association (PETA), the People’s Theatre in the Philippines was founded within the bounds of the nationalist leftist tradition. Its origin therefore determines to a great extent the contours of the discourse on the feminist movement in the Philippines, its participation within the cultural movement and the founding years of the pioneering People’s Theatre in the country. As a grass roots theatre from a Third World nation, the PETA theatre model responded to the needs in raising socio-political and economic consciousness and can therefore serve as an alternative tool to formal education for other Third World countries. This thesis argues, the People’s Theatre development is determined within the matrix of gender, class, politics and the nationalist movement to which it is intertwined or inextricably linked. The feminist, nationalist and radical movements have become superimposed upon the history of the People’s Theatre and have nurtured its development as a consciousness raising educational tool.

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.