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Artykuły w czasopismach na temat "Engineering Study and teaching (Higher) Sex differences"
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Delia Davila Quintana, Carmen, Jose-Gines Mora Ruiz, and Luis E. Vila. "Competencies which shape leadership." International Journal of Manpower 35, no. 4 (July 1, 2014): 514–35. http://dx.doi.org/10.1108/ijm-05-2013-0107.
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Purpose – The purpose of this paper is to analyse three dimensions of leadership behaviour in professional environments by disclosing the specific competency profile developed by those who actually lead in work organizations. Design/methodology/approach – Using data from a graduate survey oriented to provide evidence on the transition from higher education to labour market, a structural equations model (SEM) is specified and estimated to explain leadership behaviour at work in terms of the competency profile developed by individuals and its determinants. The competency profile behind leadership behaviour is the combination of two elements: the competency accumulated through professional experience and the competency profile of individuals five years before, which was partially a result of higher education. The relationships are tested on two subsamples of graduates from engineering and business/economics fields, and on a sample of graduates from all study fields. Findings – Estimates show evidence of significant direct and indirect effects of a specific competency profile on three connected dimensions of leadership behaviour at work: tasks, relations and change. The results show direct effects of competency profiles at the time of graduation on competency profiles five years later, and of specific higher education ways of teaching and learning on competency profiles at the time of graduation. The effects are also significant by field of study with slight differences on estimates size and on the composition of effects. Originality/value – The analysis brings together leadership behaviour, competency development and education production literatures to help scholars and managers to better understand the relationships between the process of competency development and individual leadership behaviour in working environments.
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Shen, Hsi-Che, Yi-Chun Hu, Yu-Fen Chen, and Tao-Hsin Tung. "Prevalence and Associated Metabolic Factors of Gallstone Disease in the Elderly Agricultural and Fishing Population of Taiwan." Gastroenterology Research and Practice 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/876918.
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Purpose. To evaluate sex-related differences in the prevalence of and cardiovascular risk factors related to gallstone disease (GSD) in an elderly agricultural and fishing population of Taipei, Taiwan.Methods. The study sample consisted of 6511 healthy elderly participants (3971 men and 2540 women) who were voluntarily admitted to a teaching hospital for a physical checkup in 2010. The participants’ blood samples and real-time ultrasound fatty liver results were collected.Results. The prevalence of GSD in the study population was 13.2%, which increased significantly with population age (P<.0001). Women were associated with significantly higher GSD prevalence than men (14.8% versus 12.2%; for the chi-square test,P=.003). In a multiple logistic regression analysis, female sex, older age, and metabolic syndrome (MetS) were significantly associated with GSD. Multiple logistic regression analysis also revealed that obesity (odds ratioOR=1.26, 95% confidence interval (CI): 1.09–1.44) and metabolic factors (one or 2 versus none,OR=1.48, 95% CI: 1.08–1.76) were significantly associated with GSD in women but not in men.Conclusion. In the study population, female sex, older age, and MetS were associated with higher GSD prevalence. The population exhibited other sex-related differences.
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Sabbi, Kris H., Melissa Emery Thompson, Zarin P. Machanda, Emily Otali, Richard W. Wrangham, and Martin N. Muller. "Sex differences in early experience and the development of aggression in wild chimpanzees." Proceedings of the National Academy of Sciences 118, no. 12 (March 16, 2021): e2017144118. http://dx.doi.org/10.1073/pnas.2017144118.
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Sex differences in physical aggression occur across human cultures and are thought to be influenced by active sex role reinforcement. However, sex differences in aggression also exist in our close evolutionary relatives, chimpanzees, who do not engage in active teaching, but do exhibit long juvenile periods and complex social systems that allow differential experience to shape behavior. Here we ask whether early life exposure to aggression is sexually dimorphic in wild chimpanzees and, if so, whether other aspects of early sociality contribute to this difference. Using 13 y of all-occurrence aggression data collected from the Kanyawara community of chimpanzees (2005 to 2017), we determined that young male chimpanzees were victims of aggression more often than females by between 4 and 5 (i.e., early in juvenility). Combining long-term aggression data with data from a targeted study of social development (2015 to 2017), we found that two potential risk factors for aggression—time spent near adult males and time spent away from mothers—did not differ between young males and females. Instead, the major risk factor for receiving aggression was the amount of aggression that young chimpanzees displayed, which was higher for males than females throughout the juvenile period. In multivariate models, sex did not mediate this relationship, suggesting that other chimpanzees did not target young males specifically, but instead responded to individual behavior that differed by sex. Thus, social experience differed by sex even in the absence of explicit gender socialization, but experiential differences were shaped by early-emerging sex differences in behavior.
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Hematian, Khadijeh, Shahla Alborzi, and Mohammad Khayyer. "Quality of Life of Iranian Vocational Students with and without Intellectual Disability." Psychological Reports 105, no. 3 (December 2009): 738–46. http://dx.doi.org/10.2466/pr0.105.3.738-746.
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The purpose of the present study was to compare the attitudes of individuals with and without intellectual disability toward their quality of life. Associations between demographic variables such as sex, age, father's education, and father's occupation and quality of life were also assessed. 40 people with intellectual disability from special schools were matched with 40 people from Shiraz Vocational Teaching Center on sex, age, and fathers' careers and educations. There was no significant difference between the two groups on total Quality of Life scores, but differences were found in subscales. The groups with intellectual disability reported higher scores on the dimensions of life satisfaction, competency/productivity, and social belongingness/community integration. The normal group scored higher on empowerment/independence. In the intellectual disability group, the father's career was a better predictor of quality of life.
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Dudusola, I. O., H. A. Bashiru, and I. Awojimi. "Morphometric traits of turkey (Meleagris gallopavo) as affected by genotype and sex." Nigerian Journal of Animal Production 47, no. 4 (December 17, 2020): 1–6. http://dx.doi.org/10.51791/njap.v47i4.77.
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Morphometric traits have been found useful in quantifying body size and shape and scientific information on them would be required for genetic improvement of turkeys. This study was carried out to evaluate the effect of sex and genotype on morphometric traits of turkey (Meleagris gallopavo). Linear body measurements were taken on 70 exotic turkeys (20 males and 50 females) and 80 locally adapted turkeys (30 males and 50 females) randomly selected from the Turkey Unit at Obafemi Awolowo University Teaching and Research Farm. The linear body measurements taken and recorded were the beak length, head length, neck length, body length, keel length, wing span, wing length, drumstick, Shank length, toe length, tail length and body girth all taken in centimeters (cm) using a measuring tape. Data were analyzed with the GLM procedure of SAS and Duncan Multiple Range Test was used to detect differences among means. There were significant differences (p <0.05) between male and female turkeys with male turkeys having higher values as an expression of sexual dimorphism for all studied traits. Further, the male was found to be significantly higher (p <0.05) than the females for all the morphometric traits measured both for the local and exotic type. The exotic type was found to be significantly (p <0.05) higher than the local type for all the morphometric traits measured. There were significant (p <0.05) interactions between sex and genotype with the male exotic having higher values of all the morphometric traits observed. It was concluded that turkeys are sexually dimorphic and that exotic type had higher body conformation and morphology than their locally adapted counterpart.
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An, Xiangming, and Chengliang Qu. "Blending Teaching Mode for Computer Courses in the Background of Emerging Engineering Education: A Case Study of Principle and Application of Database." International Journal of Emerging Technologies in Learning (iJET) 15, no. 12 (June 26, 2020): 271. http://dx.doi.org/10.3991/ijet.v15i12.14867.
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This study highlights the creation of a curriculum system and teaching mode that adapts to the information era. According to an analysis of the shortages of traditional teaching mode for the course Principle and Application of Database and the status of teaching, a blending teaching mode design in the background of emerging engineering education, a case-driven reversal experimental teaching technique, and an assessment mechanism formulated in accordance with an analytic hierarchy process (AHP) are proposed. Relevant teaching activities are designed in detail. The new teaching mode considers the learning initiatives of students and individual acceptance differences. Assessment results and feedback from the data analysis of online investigation indicate that the improved teaching mode enhances teaching quality effectively. Moreover, the annual average growth of performance proportion that is better than “good” is 13% in the recent three years. Finally, the acceptability and satisfaction rates of students are higher than 90%.
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Enikuomehin, Adenike, Babatope A Kolawole, Olubukunmi D Soyoye, Joseph O Adebayo, and Rosemary T Ikem. "Influence of gender on the distribution of type 2 diabetic complications at the obafemi awolowo teaching hospital, Ile-Ife, Nigeria." African Health Sciences 20, no. 1 (April 20, 2020): 294–307. http://dx.doi.org/10.4314/ahs.v20i1.35.
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Background: Sex specific differences appear particularly relevant in the management of type 2 DM.
 Objective: We determined gender specific differences in cardio-metabolic risk, microvascular and macrovascular complications in patients with type 2 diabetes.
 Methods: Four hundred type 2 diabetes patients, males and females, matched for age and disease duration were recruited from the diabetes clinic. Relevant clinical and laboratory information were obtained or performed.
 Results: 190(47.5%) were male and 210 (52.5%) were female respectively. The mean age of the study population was 60.6 + 9.93 years. Women had higher prevalence of hypertension (and obesity. Mean total cholesterol was significantly higher in women but men were more likely to achieve LDL treatment goals than women (69.5% vs 59.0%, p<0.05). More women (47.1% & 31.4%) reached glycaemic goals of <10mmol/l for 2HPP and HBA1c of <7.0%. There were no gender differences in the distribution of microvascular and macrovascular complications (p>0.05) but women were more likely to develop moderate and severe diabetic retinopathy (p= 0.027).
 Conclusion: Women with T2DM had worse cardiometabolic risk profile with regards to hypertension, obesity and lipid goals. Men achieved therapeutic goals less frequently than did women in terms of glycaemia. Microvascular and macrovascular com- plications occurred commonly in both sexes.
 Keywords: Type 2 diabetes; gender; microvascular; macrovascular complication; cardiometabolic risks; glycaemic control.
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Choi, Hee-Jin, and Ji-Yeoun Lee. "Comparative Study between Healthy Young and Elderly Subjects: Higher-Order Statistical Parameters as Indices of Vocal Aging and Sex." Applied Sciences 11, no. 15 (July 28, 2021): 6966. http://dx.doi.org/10.3390/app11156966.
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The objective of this study was to test higher-order statistical (HOS) parameters for the classification of young and elderly voice signals and identify gender- and age-related differences through HOS analysis. This study was based on data from 116 subjects (58 females and 58 males) extracted from the Saarbruecken voice database. In the gender analysis, the same number of voice samples were analyzed for each sex. Further, we conducted experiments on the voices of elderly people using gender analysis. Finally, we reviewed the standards and reference models to reduce sex and gender bias. The acoustic parameters were extracted from young and elderly voice signals using Praat and a time–frequency analysis program (TF32). Additionally, we investigated the gender- and age-related differences in HOS parameters. Young and elderly voice signals significantly differed in normalized skewness (p = 0.005) in women and normalized kurtosis (p = 0.011) in men. Therefore, normalized skewness is a useful parameter for distinguishing between young and elderly female voices, and normalized kurtosis is essential for distinguishing between young and elderly male voices. We will continue to investigate parameters that represent important information in elderly voice signals.
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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Ahmadu, BU, IH Abubakar, A. Halima, A. Ruqayya, and GM Suleiman. "Concern About the Association Between Sex and Birth Weight of Babies: A Cross-Sectional Randomized Finding From a Nigerian Hospital." Journal of Nepal Paediatric Society 33, no. 1 (June 14, 2013): 21–24. http://dx.doi.org/10.3126/jnps.v33i1.7090.
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Introduction: Sexual antagonism is seen particularly where maternally and paternally derived alleles battle over fetal growth, which may result in sex differences regarding birth weight of babies. We examined the association between sex and birth weight of babies in the University of Maiduguri Teaching Hospital. Materials and Methods: One hundred babies selected by systematic random sampling had their birth weights determined using bassinet weighing scale. Likelihood ratio chi-square test of association was used to investigate the relationship between sex and birth weight. Results: A total of 100 babies participated in this study. There were 53 (53.0 %) males and 47 (47.0 %) females giving a male to female ratio of 1.1:1. Majority of the babies 82 (82.0 %) had normal birth weight (2500 – 3900 g). The mean (SD) birth weight for male and female babies were 313 (62), 95 CI (296 – 330 g), and 290 (055), 95 CI (275 – 307 g) respectively. The overall mean (SD) birth weight of the babies was 302 (0.59), 95 CI (291 – 314 g). Association between birth weight and sex of the babies was found to be significant (χ2 = 9.317, p = 0.025). Conclusion: Birth weight was significantly associated with sex: males had higher birth weights than females. DOI: http://dx.doi.org/10.3126/jnps.v33i1.7090 J Nepal Paediatr Soc. 2013;33(1):21-24.
Rozprawy doktorskie na temat "Engineering Study and teaching (Higher) Sex differences"
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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.
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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
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Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.
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Prozesky, H. E. (Heidi Eileen). "Gender differences in the publication productivity of South African scientists." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17330.
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Dissertation (PhD)--University of Stellenbosch, 2006.<br>ENGLISH ABSTRACT: This dissertation is aimed at describing gender difference in publication productivity among South African academic authors, and to develop an understanding of possible reasons for these differences. It is argued that the lack of empirical knowledge of publication productivity of academics in South Africa needs to be addressed, as scientific communication through publication is one of the most central social processes in science. Moreover, one form of scientific publication, the peer-reviewed article, has become the single most important aspect according to which academics in South Africa and abroad are rewarded. The focus on gender differences is motivated by the fact that women have been strengthening their representation in South African HEIs, but not their proportional contribution to our country’s output of accredited research articles.
A review of the past four decades of empirical and theoretical work on the gender gap in publication productivity leads the author to identify three sets of factors that may account for its existence: gender-socialised differences between women and men, women’s greater family responsibilities, and gender-related deficits in the academic workplace. However, none of these sets of variables by themselves satisfactorily account for gender differences in publication productivity, and they should not be considered independent from each other. The literature review is followed by a review of methodological considerations that need to be taken into account when studying gender differences in publication productivity. Against this background, the advantages and limitations associated with the first empirical project of the dissertation - a secondary analysis of SA Knowledgebase, an existing bibliometric database - are identified.
This analysis is aimed at quantifying gender differences in the publication productivity of South African academic authors; at controlling for relevant variables (race, age, highest qualification, rank, institutional affiliation and scientific domain); and at investigating gender differences in the tendency towards joint authorship. The results show that South African male authors publish almost twice as many articles in accredited journals than women authors do, but that the latter’s contribution to the total scientific publication output of South Africa has increased from 16 percent in 1990 to 24 percent in 2001. Part of the gender gap in publication productivity can be explained by women’s younger age, lower qualification level and lower rank as a gender group, but not by any tendency among women to co-author less than men do.
This project was complemented by the analysis of primary data collected from the CVs of and qualitative interviews with sixteen highly productive South African academics. This second project contributes to the development of a more in-depth understanding of the way in which men and women’s publication productivity is differentially affected, in a predominantly male milieu and across the span of their careers, by their family responsibilities, non-research academic roles, and gender-socialisation. The dissertation concludes with an integration of the literature review with the main findings of the two projects, on the basis of which recommendations are made for future research, and proposals are made towards rendering the measurement of publication productivity more sensitive to the gender differences highlighted by the dissertation.<br>AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel om genderverskille in publikasieproduktiwiteit van Suid-Afrikaanse akademiese outeurs te beskryf, en om ʼn begrip te ontwikkel van moontlike redes vir dié verskille. Daar word aangevoer dat ʼn gebrek aan empiriese kennis oor die publikasieproduktiwiteit van akademici in Suid-Afrika aangespreek behoort te word, aangesien wetenskaplike kommunikasie deur middel van publikasie een van die mees sentrale proses in die wetenskap is. Daarbenewens het een vorm van wetenskaplike publikasie, die eweknie-beoordeelde artikel, die enkele belangrikste aspek geword waarvolgens akademici in Suid-Afrika en oorsee beloon word. Die fokus op genderverskille word gemotiveer deur die feit dat vroue hul verteenwoordiging in Suid-Afrikaanse hoër-onderwysinstellings versterk het, maar nie hul proporsionele bydrae tot ons land se uitset van geakkrediteerde navorsings-artikels nie.
ʼn Oorsig van die afgelope vier dekades se empiriese en teoretiese werk oor die gender-gaping in publikasieproduktiwiteit lei tot die identifisering van drie stelle faktore wat die bestaan daarvan sou kon verklaar: gender-gesosialiseerde verskille tussen vroue en mans, vroue se swaarder gesinsverantwoordelikheidslas, en gender-verbandhoudende tekortkominge in die akademiese werkplek. Opsigself verklaar geen enkele van hierdie stelle veranderlikes egter gender-verskille in publikasieproduktiwiteit op ʼn bevredigende wyse nie, en hulle behoort nie onafhanklik van mekaar beskou te word nie. Die literatuur-oorsig word gevolg deur ’n oorsig van metodologiese oorwegings wat in ag geneem behoort te word ter bestudering van gender-verskille in publikasieproduktiwiteit. Teen hierdie agtergrond word die voordele en beperkinge verbonde aan die eerste empiriese projek van die proefskrif – ʼn sekondêre ontleding van SA Knowledgebase, ’n bestaande bibliometriese databasis - geïdentifiseer.
Hierdie ontleding van is daarop gemik om gender-verskille in die publikasieproduktiwiteit van Suid-Afrikaanse akademiese outeurs te kwantifiseer; om vir relevante veranderlikes te kontroleer (ras, ouderdom, hoogste kwalifikasie, rang, institusionele affiliasie en wetenskaplike domein); en om gender-verskille in mede-outeurskap te ondersoek. Die resultate toon dat Suid-Afrikaanse man-outeurs bykans twee maal soveel artikels in geakkrediteerde vaktydskrifte as vroue-outeurs publiseer, maar dat laasgenoemde se bydrae tot die totale wetenskaplike publikasie-uitset van Suid-Afrika vanaf 16 persent in 1990 tot 24 persent in 2001 toegeneem het. Deel van die gender-gaping in publikasieproduktiwiteit kan verklaar word aan die hand van vroue se jonger ouderdom, laer kwalifikasievlak, en laer rang as ʼn gender-groep, maar nie aan die hand van enige neiging by vroue om minder as mans met andere te publiseer nie.
Hierdie projek is aangevul deur die ontleding van primêre data wat ingesamel is vanuit die CV’s van, en kwalitatiewe onderhoude met sestien hoogs-produktiewe Suid-Afrikaanse akademici. Hierdie tweede projek dra by tot die ontwikkeling van ’n meer in-diepte begrip van die wyse waarop mans en vroue se gesinsverantwoordelikhede, hul nie-navorsingsverbandhoudende akademiese rolle, en hul gendersosialisering in ’n oorwegend manlike milieu en oor die bestek van hul loopbane heen differensieel op hul publikasieproduktiwiteit inwerk. Die proefskrif sluit af met ’n integrasie van die literatuur-oorsig met die hoofbevindinge van die twee projekte, op grond waarvan aanbevelings vir toekomstige navorsing gemaak word, en voorstelle aan die hand gedoen word vir die meting van publikasieproduktiwiteit wat sensitief sou wees vir die genderverskille wat in hierdie proefskrif uitgelig is.
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Grossmann, Sandra Joy. "Math Anxiety, Coping Behavior, and Gender." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4857.
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Non-math majors enrolled in lower-division math courses at an urban university were surveyed on their math attitudes, coping behaviors, and math anxiety (MATHANX). The Revised Ways of Coping Checklist (RWCC), Revised Math Anxiety Rating Scale, and other questions were presented to 30 men and 32 women. Hierarchical regressions showed that after controlling for attitudinal covariates, emotion-focused coping behaviors (EMOTFOC) were strongly associated with MATHANX (F(5,54)=18.66, 12 < .0001), but problem-focused coping behaviors (PROBFOC) were not. The RWCC subscale most highly correlated with MATHANX was Wishful Thinking (r = .70, p < .0001). Ss were then dichotomized on PROBFOC and EMOTFOC, providing four behavioral groups. An ANCOVA controlling for attitudinal covariates showed behavioral group membership significant with respect to MATHANX (F(3,58)=6.07, p < .001), and an ANOVA revealed that students who reported high EMOTFOC coupled with low PROBFOC experienced the greatest MATHANX (,E(3,58) = 12.66, p < .0001).
Males and females reported virtually identical MATHANX (M=36.30 for males, 36.44 for females), and the only significant gender difference was for avoidance coping, which was used more by males (F(1,60) = 5.43, p < .03]. Results from this study suggest that fewer gender differences may exist in MATHANX and coping than have been found in the past. Additionally, this study identifies the need for future research to determine whether EMOTFOC is the behavioral component, or one of the determinants, of math anxiety.
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Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.
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Burrowes, Gunilla. "Gender dynamics in an engineering classroom engineering students' perspectives." Diss., 2001. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20021210.142001.
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Toolo, Lineo Lynnette. "An awareness programme to improve participation of young women in the science, technology, engineering and mathematics (STEM) fields in South African universities." Thesis, 2018. http://hdl.handle.net/10500/25814.
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The purpose of this study was to develop the i-STEM programme, an awareness initiative that would improve the participation of young women in the science, technology, engineering and mathematics (STEM) fields in South African universities. That would serve as an intervention measure to young women’s significantly low numbers in the STEM fields, causing a gender disparity in those fields. Young women are said to be overrepresented in the fields that are at a lower level, the so-called soft disciplines and of short-term duration at tertiary level. The STEM fields, on the other hand, are well-remunerated and high-status careers, perceived as the main solution for the unprecedented socioeconomic challenges that the world is experiencing, as a result of, mainly, climate change and lack of food security.
The literature reviewed was focused on the participation of young women in the STEM fields in South Africa, Africa and globally, assisting the study to investigate the reasons for low numbers of young women in the STEM fields. The mixed method approach was of benefit to the nature of this study, a quantitative and qualitative enquiry. The study was conducted at two universities with completely different profiles, contact sessions and modes of content delivery. The third institution was the government department relating to higher education. For research design, data was collected from 111 participants who were involved with the STEM fields and/or university education. Two (2) lecturers, two (2) government officials and two (2) young female students were interviewed and 105 other participants completed the questionnaires. Some data were collected from participating institutions’ documents. Interpretation and analysis of such data, was done through concurrent, triangulation design, where data collection was done concurrently, i.e. in the same phase, in both the quantitative and qualitative manner.
The main findings blamed the different ways in which boys and girls were socialised in their communities. Girls were more exposed to matters pertaining to food and caring while boys were more exposed to cars and machines, resulting in girls preferring socially orientated careers and the boys, mechanical ones. Those findings were used as the impetus to construct Phases 1, 2 and 3 of the developed awareness programme, i.e. ‘Identification’, ‘Induction’ and ‘Implementation’, whereby the departments of Basic Education and Higher Education and Training, together with universities, would identify learners and students as mentees and mentors, who will become the advocates for breaking the above stereotypes.
Another discovery was that there is an element of cultural stereotyping in society, that the STEM fields were difficult and therefore meant for men, since they are supposed to be more demanding and not for women as soft targets; hence the environment was unsupportive of women. It also related to the classification of certain jobs as men’s and others as women’s territory. That theory was further extended through the finding that the STEM fields were more-costly than the social sciences and that most of them require a longer study period. As a result, young women who anticipate becoming mothers and wives, avoid them as careers, in consideration of their future cultural roles. Those findings influenced the last four phases of the i-STEM programme, i.e.
‘Impression’, ‘Integration’, ‘Intensification’ and ‘Ignition’, whereby cultural and classist stereotypes would be determined through baseline information and rooted out by synergy in terms of resources, research and effort by local, national and international stakeholders, as guided by the programme.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
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Cassy, Bhangy. "Gender performance and attitudes toward mathematics in BUSCEP students at Universidade Eduardo Mondlane." Thesis, 1997. http://hdl.handle.net/10539/22101.
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A dissertation submitted to the Faculty of Science, University of the
Witwatersrand, Johannesburg, in fulfilment of the requirements for the
degree of Master of Science. Johannesburg, 1997.<br>After Mozambique became independent from Portugal, the main aim of
the government policy towards education was to create equity of
opportunity to enter the formal education system for different social,
gender and age groups. However, females are still under-represented in
higher education particularly in courses which require an extensive
mathematical background. Thus, the purpose of this study was, to explore
possible gender differences in performance and attitudes toward
mathematics among 1996 BUSCEP students at Universidade Eduardo
Mondlane. Those students were tested on several affective and cognitive
variables, using a questionnaire and tests. The results suggested that
gender performance and attitudes towards mathematics tend to be
similar, and the inequalities found, were more evident in the
participation in mathematics related careers. These findings emphasise
the need to further examine the interrelationships between gender and
career choices which should be conducted with students from the
secondary school.<br>AC2017
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Makam, Zanele Nancy. "A gender based micro analysis of information technology skills development among undergraduate students." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001600.
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M. Tech. Busines Administration<br>While the use of computers and information technology (IT) is becoming ubiquitous in everyday life, IT is also an integral part of a successful economy. The South African government, in its National Policy Framework for Women's Empowerment and Gender Equality, stipulates that science and technology are fundamental components of development, and that the government must devise mechanisms to engage women with these skills. The objective of this study was to evaluate, using the theory of planned behaviour, the difference between female and male students' perceptions about this important field. It aims to explore how prevalent the gender imbalance is in terms of students already studying IT at university with regard to their attitudes towards IT courses.
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Malale, Matome Mathews. "Gender and literacy education in a rural area of Mpumalanga." Thesis, 2012. http://hdl.handle.net/10210/5847.
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M.Ed.<br>In a country which has just acquired its democracy, education for all citizens is of primary concern. The illiteracy rate in South Africa is high, especially in the rural areas of the country. During this time when South Africa finds itself in a period of transition and of prioritizing items on its agenda, education in general and in particular education of those who had little or no education at all, is high on the priority list. While the government has targeted illiteracy as a major issue, other issues such as gender make the illiteracy situation even more complex, especially in the rural areas where the traditional tenets of the communities are still observed. The aim of this study is to explore the role gender plays in the involvement of adult learners in literacy programmes in the rural Mapulaneng area of Mpumalanga Province, in order to determine the possible implications for literacy programmes in other similar rural areas of South Africa. In order to achieve this aim, an interpretive design is applied and qualitative methods of data—collection are utilized. A literature study which consists of the exploration of the field of Adult Basic Education and gender in global education, with special reference to South African rural areas in particular, forms the theoretical background of the empirical research. Empirical data was obtained through observations and interviews and processed and analyzed by unitizing, categorizing and patterning, resulting in the findings of the research. Lastly, findings of this investigation are discussed in the light of relevant theory. The following are the main research findings: Gender does play a role in the involvement of learners in adult literacy programmes in the rural Mapulaneng area of Mpumalanga. There are learning needs that are specific to females but no particular needs specific to males. However, some needs are not gender—related and are common to both females and males. The main implications of the findings are: Adult literacy classes should be conducted during the evening, in order to accommodate workers, mostly men. There is a need for teacher training of both female and male literacy teachers. Some of the gender—related reasons for non—involvement of adult learners, particularly those that pertain to the dominance of males, would be difficult to address as they are deeply rooted in culture. In order to address the needs of male and female adult learners, a holistic approach should be applied. A holistic approach entails: not only teaching literacy but addressing other needs of the learners; not only addressing the expressed needs of learners (male and female), but also addressing the needs that they are not aware that they have.
Książki na temat "Engineering Study and teaching (Higher) Sex differences"
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Mary, Ayre, and Gill Judith 1942-, eds. Gender inclusive engineering education. New York: Routledge, 2010.
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Langen, Annemarie van. Unequal participation in mathematics and science education. Antwerpen: Garant, 2005.
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Conference on College Composition and Communication (U.S.), ed. Gender influences: Reading student texts. Carbondale: Southern Illinois University Press, 1993.
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Kirilina, A. V. Gendernye issledovanii︠a︡ v lingvistike i teorii kommunikat︠s︡ii. Moskva: ROSSPĖN, 2004.
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Gender and the journal: Diaries and academic discourse. Albany: State University of New York Press, 1992.
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Fisher, Robert L. Crippled at the starting gate: The graduate schools created and perpetuate the gender gap in science and engineering: what can we do about it? Lanham, MD: University Press of America, 2010.
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Frauen in Naturwissenschaft und Technik e.V., ed. Naturwissenschaften und Gender in der Hochschule: Aktuelle Forschung und erfolgreiche Umsetzung in der Lehre. Mössingen-Talheim: Talheimer, 2009.
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What our speech disrupts: Feminism and creative writing studies. Urbana, Ill: National Council of Teachers of English, 2000.
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Marry, Catherine. Les femmes ingénieurs: Une révolution respectueuse. Paris: Belin, 2004.
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Crippled at the starting gate: The graduate schools created and perpetuate the gender gap in science and engineering: what can we do about it? Lanham, MD: University Press of America, 2010.
Znajdź pełny tekst źródłaCzęści książek na temat "Engineering Study and teaching (Higher) Sex differences"
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Rugutt, John K., and Caroline C. Chemosit. "Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools." In Advances in Educational Technologies and Instructional Design, 317–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch017.
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This study used hierarchical linear modeling (HLM) approach to investigate relationships between student achievement and single-sex school status with a sample of 57,041 students in 996 secondary schools in Kenya. An ANOVA was conducted to compare achievement levels of student enrolled in computer science courses and those who are not. The results showed that students enrolled in computer science courses achieved at a higher level whether in single-sex or coeducational schools. Students in single-sex schools achieved at a significantly higher level than those in co-education schools across all counties studied and across all subjects. The study concluded with a discussion of the importance of the study findings and call for the education stakeholders to be cognizant of the contribution the variables discussed in this study make to teaching and learning environment so that they are fully involved in providing the kinds of educational experiences that promote student learning.
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Castedo, Ricardo, Lina M. López, María Chiquito, and José Daniel Cabrera Martín. "To Flip or Not to Flip?" In Innovative Trends in Flipped Teaching and Adaptive Learning, 17–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch002.
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The use of flipped classroom in higher education has increased in recent years, but there are still few quantitative data on student achievement. In this chapter, a flipped classroom methodology has been applied during two consecutive academic years in an engineering degree. During the first year, one group was taught with traditional lecture (used as contrast group) while the other used the flipped classroom. In the second year, both groups were taught with the flipped methodology. The main objectives were to measure the impact of learning focusing on possible gender differences and on active students to increase the students' involvement and to study how the students view this new experience. The results show that the developed methodology has a direct impact on learning improving the final grades and decreasing their dispersion. The students tend to attend more to class and to exams with this methodology.
Streszczenia konferencji na temat "Engineering Study and teaching (Higher) Sex differences"
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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.
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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
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Prabhu, Rohan, Scarlett R. Miller, Timothy W. Simpson, and Nicholas A. Meisel. "The Earlier the Better? Investigating the Importance of Timing on Effectiveness of Design for Additive Manufacturing Education." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85953.
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Additive Manufacturing (AM) is a novel process that enables the manufacturing of complex geometries through layer-by-layer deposition of material. AM processes provide a stark contrast to traditional, subtractive manufacturing processes, which has resulted in the emergence of design for additive manufacturing (DfAM) to capitalize on AM’s capabilities. In order to support the increasing use of AM in engineering, it is important to shift from the traditional design for manufacturing and assembly mindset, towards integrating DfAM. To facilitate this, DfAM must be included in the engineering design curriculum in a manner that has the highest impact. While previous research has systematically organized DfAM concepts into process capability-based (opportunistic) and limitation-based (restrictive) considerations, limited research has been conducted on the impact of teaching DfAM on the student’s design process. This study investigates this interaction by comparing two DfAM educational interventions conducted at different points in the academic semester. The two versions are compared by evaluating the students’ perceived utility, change in self-efficacy, and the use of DfAM concepts in design. The results show that introducing DfAM early in the semester when students have little previous experience in AM resulted in the largest gains in students perceiving utility in learning about DfAM concepts and DfAM self-efficacy gains. Further, we see that this increase relates to greater application of opportunistic DfAM concepts in student design ideas in a DfAM challenge. However, no difference was seen in the application of restrictive DfAM concepts between the two interventions. These results can be used to guide the design and implementation of DfAM education.
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Prabhu, Rohan, Scarlett R. Miller, Timothy W. Simpson, and Nicholas A. Meisel. "Teaching Design Freedom: Exploring the Effects of Design for Additive Manufacturing Education on the Cognitive Components of Students’ Creativity." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85938.
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Design for manufacturing provides engineers with a structure for accommodating the limitations of traditional manufacturing processes. However, little emphasis is typically given to the capabilities of processes that enable novel design geometries, which are often a point of focus when designing products to be made with additive manufacturing (AM) technologies. In addition, limited research has been conducted to understand how knowledge of both the capabilities (i.e., opportunistic) and limitations (i.e., restrictive aspects) of AM affects design outcomes. This study aims to address this gap by investigating the effect of no, restrictive, and both, opportunistic and restrictive (dual) design for additive manufacturing (DfAM) education on engineering students’ creative process. Based on the componential model of creativity [1], these effects were measured through changes in (1) motivation and interest in AM, (2) DfAM self-efficacy, and (3) the emphasis given to DfAM in the design process. These metrics were chosen as they represent the cognitive components of ‘task-motivation’ and ‘domain relevant skills’, which in turn influence the learning and usage of domain knowledge in creative production. The results of the study show that while the short (45 minute) DfAM intervention did not significantly change student motivation and interest towards AM, students showed high levels of motivation and interest towards AM, before the intervention. Teaching students different aspects of DfAM also resulted in an increase in their self-efficacy in the respective topics. However, despite showing a greater increase in self-efficacy in their respective areas of training, the students did not show differences in the emphasis they gave to these DfAM concepts, in the design process. Further, students from all three education groups showed higher use of restrictive concepts, in comparison to opportunistic DfAM.