Catastrophic subjects: feminism, the posthuman, and difference

This article considers the question of difference in posthuman representations, through an interrogation of feminist reclamations of monstrous and cyborg forms. Through a critical analysis of the popular culture phenomenon Marilyn Manson, I pursue an alternative engagement with hybrid forms that disrupts the oppositional structuring of self/Other relations upon which a politics of identity and difference gains currency. Theories of the monstrous, Jean Baudrillard's writing on catastrophe, and digital morphing are explored to interrogate established understandings of difference within the context of a simulation culture that complicates the binaries of gender difference. Theorizing the posthuman subject as catastrophic occasions new imaginings for the subject that reside beyond the fixity of signifying practice.

How schooling, and particular schools, make a difference: values, identities and futures in longitudinal study

Just over a decade ago the authors set out to select and follow a range of young people from the age of 12 and their end of primary or first days in secondary school, to the age of 18 when most of them had embarked on the first steps of the post-school lives. Students from four different types of schools were chosen: a Melbourne high school, a high school in a Victorian regional city, a large non-government school, and a secondary school that had once been a technical school. The students were interviewed twice a year about their views of self, of school, of the future. In this article the authors discuss two aspects of the study: what sense did they get of schools and their effects on the subjectivities being formed by young people today? And, what sense did the authors get of how gender is working in young lives now? The article outlines some of the findings in relation to these two issues.

Critically interrogating classroom constructions of 'community' and 'difference' : a case study

Within educational literature, the concept of 'community' has been problematised over the last decade, particularly as regards how constructs of 'community' that aim to provide 'a sense of belonging… of collective concern for each individual' (Nodding 1996: 258) can also operate to exclude, devalue or homogenise diverse groups of students.

The tensions that exist between desirable features of a learning community that provides a sense of belonging and at the same time recognises and celebrates difference and diversity are suggested by Fines, et al (1997: 252) who argue that '(t)he process of sustaining a community must include a critical interrogation of difference as the rich substance of community life…'

This paper reports on an aspect of an empirical research project that examined relations of power between teachers and students as these operate through explicit processes used to create classroom communities. Through a case study of one composite grade primary classroom with children of diverse cultural heritage, we critically analyse constructs of 'community' in light of current literature on difference and diversity. Specifically we address the question: what pedagogical processes create a learning community where acceptance of difference is reworked to better address unequal relations of power?

Making sense of difference? Teaching identities in postmodern contexts

How do teachers make sense of ethnic and classed differences? Frequently students from non-mainstream cultures and of lower socio-economic status are constructed in the literature and through practice as ‘deficit’ and consequently become marginalised. A range of short-term, ‘quick fix’ policy and curriculum approaches have aimed to address the ‘problems’ of those ‘othered’ from the mainstream due to their perceived difference. These have had little effect on improving educational results for students of specific ethnic and/or class backgrounds whose outcomes remain below the national average.

Poststructural theories offer opportunities to think about how teachers are positioned within discourses of identity. Our research (and others’) suggests the need for teachers to interrogate their assumptions about class and culture and how these are played out in their pedagogical relationships with students.

In this paper we report on a small research project that investigates the professional practices and personal beliefs of teachers. Empirical data from this study will build knowledge about how difference is constructed and diversity is ‘taken up’ by teachers as they engage with secondary students who have Language Backgrounds Other Than English and who are economically disadvantaged.

Quality of life amongst people over 65 years of age : does constipation make a difference?

Aims
The aims of this study was to determine whether quality of life for people 65 years and over is affected by constipation and laxative use and to identify dimensions or functions of quality of life that were specifically affected by constipation.

Method
Of the 79 subjects who completed the pre-screening questionnaire to determine their bowel function and laxative use status , 58 agreed to participate in the phase of the study (73%) of which 22 were females and 36 were males. Subjects completed a quality of life questionnaire, comprising of ComQoL questions and SF36 questions during a face to face interview conducted in their own homes.

Results
ComQoL importance and satisfaction scores were compared by bowel health status and gender. The most important dimensions for all subjects were health (mean score 9.4), family (mean score 9.3) and their own happiness (mean score 8.7). The total mean for satisfaction score for the whole group was 69%, fractionally lower that the bottom end of the normative range (70-80%). Constipated subjects scored satisfaction with their health significantly lower than the not constipated group (p =0.02) and subjects who took laxatives once a fortnight or more also had significantly lower satisfaction with their health (p=0.03).

Conclusion
Overall the subjects reported a high level of satisfaction with their lives, constipation and laxative use affected their satisfaction with their health. Further exploration is needed to determine how this will affect lifestyle and health behaviours.

Optimal range-difference-based localization considering geometrical constraints

This paper proposes a new type of algorithm aimed at finding the traditional maximum-likelihood (TML) estimate of the position of a target given time-difference-of-arrival (TDOA) information, contaminated by noise. The novelty lies in the fact that a performance index, akin to but not identical with that in maximum likelihood (ML), is a minimized subject to a number of constraints, which flow from geometric constraints inherent in the underlying problem. The minimization is in a higher dimensional space than for TML, and has the advantage that the algorithm can be very straightforwardly and systematically initialized. Simulation evidence shows that failure to converge to a solution of the localization problem near the true value is less likely to occur with this new algorithm than with TML. This makes it attractive to use in adverse geometric situations.

What's the difference and where is the evidence? Investigating student teachers learning about literacy in a school based vs university based experience

This paper is in response to increasing national and international interest in the role of university teacher education programs in preparing pre-service  teachers in the area of early years literacy. The most effective manner to  facilitate this learning in teacher education is however not known and much debate exists about the merits of university-based versus school-based  approaches. It is within this context that the authors of this paper conducted a study that investigated student teachers learning about literacy through two different approaches both with distinctive design features. The first approach offered student teachers a school based experience, adopting a two hour micro-teaching model in a preparatory classroom; the other, a mainstream university based approach where students attended a tutorial for two hours. These two approaches were then compared for factors that student teachers articulated through a written survey. In analysing the data, two main findings emerged; firstly from the student teachers’ perspective, choice of approach resulted in improved learning and secondly, from the researchers’ perspective that student teachers placed in the school based approach emerged with a deeper understanding of the complexity of literacy teaching in general.

A sex difference in the cortisol response to tail docking and ACTH develops between 1 and 8 weeks of age in lambs

It is important to understand factors that may influence responses to stress, as these factors may also influence vulnerability to pathologies that can develop when stress responses are excessive or prolonged. It is clear that, in adults, the sex of an individual can influence the cortisol response to stress in a stressor specific manner. Nevertheless, the stage of development at which these sex differences emerge is unknown. We tested the hypothesis that there are sex differences in the cortisol response to tail docking and ACTH in lambs of 1 and 8 weeks of age. We also established cortisol responses in males when tail docking was imposed alone and in combination with castration at these ages. In experiment 1, 1 and 8 week old male and female lambs were subjected to sham handling, tail docking or, in males, a combination of tail docking and castration. In experiment 2, we administered ACTH (1.0 IU/kg) to male and female lambs at 1 and 8 weeks of age. There were significant cortisol responses to all treatments at both ages. Sex differences in the cortisol responses to tail docking and ACTH developed between 1 and 8 weeks of age, with females having greater responses than males. The data suggest that the mechanism for the sex difference in response to tail docking may involve the adrenal glands. At both ages, in males, the cortisol response to the combined treatment of tail docking and castration was significantly greater than that for tail docking alone.

Sex difference in the suppressive effect of cortisol on pulsatile secretion of luteinizing hormone in sheep

We tested the hypothesis that there are sex differences in the inhibitory effect of cortisol on pulsatile LH secretion and pituitary responsiveness to GnRH in gonadectomized sheep. In experiment 1, pulsatile LH secretion was examined in gonadectomized ewes and rams infused with either saline, a low (250 µg/kg·h) or a high (500 µg/kg·h) dose of cortisol for 30 h. In experiment 2, direct pituitary actions of cortisol were assessed by monitoring LH pulse amplitude in response to exogenous GnRH in hypothalamo-pituitary disconnected ewes and rams infused with the low dose of cortisol. In experiment 1, the mean (±SEM) plasma LH concentration was (P < 0.05) reduced significantly during cortisol infusion in both sexes, but the effect was greater in rams. In ewes, LH pulse amplitude and frequency were reduced (P < 0.05) at the high, but not the low, cortisol dose, whereas total LH output (LH pulse amplitude multiplied by frequency) was reduced (P < 0.05) at both doses. In rams, LH pulse frequency and amplitude and total LH output were (P < 0.05) reduced significantly at both cortisol doses. In experiment 2, plasma LH concentration and pulse amplitude in response to exogenous GnRH were not affected by infusion of cortisol in either sex. We conclude that gonadectomized rams are more sensitive than gonadectomized ewes to the effects of cortisol to inhibit LH secretion and that sex differences exist in the specific actions of cortisol on LH pulses. The results of experiment 2 suggest that intact hypothalamic input to the pituitary is necessary for cortisol to inhibit pituitary responsiveness to GnRH.

Sensory specific satiety and intake : the difference between nibble- and bar-size snacks

The present study investigated (1) whether consumption of a nibble-size snack, as compared to a bar-size snack, leads to more sensory specific satiety (SSS) and a lower intake; and (2) whether attention to consumption, as compared to usual consumption, leads to more SSS and a lower intake. Subjects (N=59) tested two snack foods which differed in size, nibbles and bars, in two consumption conditions. In the attention condition, the instruction to chew the food well was given. In the control condition no such instruction was given. For each of the four SSS sessions ad libitum intake was measured and SSS scores were calculated. Mean intake of the nibbles was 12% lower than of the bars in the control condition, but not in the attention condition. Although non-significantly, attention to consumption tended to reduce intake of the bars but not of the nibbles. SSS scores were slightly higher for the bars than for the nibbles. Our results suggest that a smaller food size results in a lower intake. The data do not clearly support the idea that attention to consumption decreases intake. Hypothetically consumption of small foods and attentive consumption prolong the oral sensory stimulation, which results in a lower intake.

Gender and schooling : still making the difference?

This chapter analyses contemporary political responses to the perceived academic success of girls as compared with boys, and the motivations behind what they call the 'what about the boys?' lobby. It argues that the growth of this influential lobby group is emblematic of a feminist backlash in western societies. By exposing some of the theoretical problems with the construction of difference upon which the 'boys in education' case is based, the author constructs an alternative relational approach which urges that the school curriculum should encourage all students to deconstruct gender, and particularly the ways in which hegemonic masculinity is formed and shaped in our society