Pitfalls of Computed Tomography 3D Reconstruction Models in Cranial Nonmetric Analysis*

Many studies in the literature have highlighted the utility of virtual 3D databanks as a substitute for real skeletal collections and the important application of radiological records in personal identification. However, none have investigated the accuracy of virtual material compared to skeletal remains in nonmetric variant analysis using 3D models. The present study investigates the accuracy of 20 computed tomography (CT) 3D reconstruction models compared to the real crania, focusing on the quality of the reproduction of the real crania and the possibility to detect 29 dental/cranial morphological variations in 3D images. An interobserver analysis was performed to evaluate trait identification, number, position, and shape. Results demonstrate a false bone loss in 3D models in some cranial regions, specifically the maxillary and occipital bones in 85% and 20% of the samples. Additional analyses revealed several difficulties in the detection of cranial nonmetric traits in 3D models, resulting in incorrect identification in circa 70% of the traits. In particular, pitfalls included the detection of erroneous position, error in presence/absence rates, in number, and in shape. The lowest percentages of correct evaluations were found in traits localized in the lateral side of the cranium and for the infraorbital suture, mastoid foramen, and crenulation. The present study highlights important pitfalls in CT scan when compared with the real crania for nonmetric analysis. This may have crucial consequences in cases where 3D databanks are used as a source of reference population data for nonmetric traits and pathologies and during bone-CT comparisons for identification purposes.     

Societal Actors Shape Collective Identities of Minorities: Procedural Fairness Climate Effects on Identification,Subjective Well-Being and Psychological Health

In the present studies, we aimed to show that the perceived procedural fairness of societal actors’ multicultural decisions promotes ethnic minority members’ societal identification. These enhanced identification levels, in turn, contribute to better psychological health and well-being. Firstly, a vignette study in a sample of African Americans explored the effect of procedural fairness climate on identification. The second and third studies used self-report questionnaires. Study 2 consisted of a sample of sojourners in a university context, Study 3 analyzed online data through an African American sample. The studies provided evidence for the effect of procedural fairness climate on increased societal identification, which in turn mediates the fairness effect on increased well-being and psychological health. Societal actors can use procedural fairness to increase well-being when making decisions that involve ethnic minorities.

     

Holding on tight – NPM and the New Zealand performance improvement framework

The New Zealand Government's Performance Improvement Framework (PIF) is aimed at public sector organisational improvement. The PIF exemplifies how the characteristics of new public management (NPM) challenge the evolution of performance systems attempting to go beyond performance management. The paper provides an empirical example of the operation of the PIF, using a theoretical frame derived from the literature. The analysis suggests that the PIF design does not yet mitigate the effects of gaming, synecdoche, and reputation-protecting behaviour. The common graded ratings continue to hold the attention of those to whom the PIF is important, acting as a proxy for the whole performance of the organisation. This is a case study of how, despite promising adaptations, performance improvement efforts remain hampered by NPM limitations.     

E Pluribus Unum: fostering a new era of citizenship by teaching civic engagement and healthy civic discourse

• In a time of profound national challenge and change, it is important to promote a new definition of active citizenship locally, nationally and globally. As the effects of economic, political and social globalization continue to underscore interdependence, the imperative of fostering democratic minds among a citizenry is evermore important. It is essential to conceive a common future that encourages the participation of all American citizens; inviting diversity as an asset and broadly reawakening the call to leverage the rich potentials of pluralism in search of common solutions. However, many schools are retreating from basic civics lessons and are not teaching students how to become active citizens. More importantly, public institutions overall do not appear to be advancing the fundamental awareness and skills required for sifting through political hucksterism, opinion masquerading as news and political spin. It is essential for our schools and public institutions to teach the responsibilities and joy of active citizenship. To meet the challenges of democratic cooperation and social cohesion, leaders and citizens alike should be taught and encouraged to openly question, to critique and even to criticize the status quo. The means for cultivating and institutionalizing such habits on a broad scale involves educational reformation and initiatives in civics and citizenship education to increase opportunities for meaningful public engagement. These are by no means the only answer, but they are a critical component for meeting the challenges of truly inclusive and active representative democracy where out of many, we are one.

Copyright © 2009 John Wiley & Sons, Ltd.     

ambivalent optimism: women's and gender studies in Australian universities

This article describes the place of Women's and Gender Studies programmes in Australian universities as a way of thinking about the place of feminism in the academy. It begins with a story of one such small programme at a time of stress and locates this story in an account of change in Australian universities over the last 20-plus years. The narrative traces a contradictory domain in which women, feminist scholarship and Women's and Gender Studies are enmeshed. The article draws on feminist literature about Australian universities to argue that while neo-liberal university environments are clearly places where masculinist values prevail, the flows of power around individual Women's and Gender Studies programmes cannot be simply predicted. Women's and Gender Studies programmes are thriving in some universities (on a small scale). As well as institutional imperatives Women's and Gender Studies programmes are engaged by specific intellectual challenges and some of these are sketched with reference to the Australian context. Asserting the need for dedicated research and teaching that focuses on gender, the article concludes that Women's and Gender Studies programmes in Australian universities are energetic places for this to occur. It proposes an ambivalent optimism to describe its assessment of these programmes and their viability as future places of work for feminist scholars.     

Pubertal Development,Spare Time Activities,and Adolescent Delinquency: Testing the Contextual Amplification Hypothesis

Extensive evidence supports associations between early pubertal timing and adolescent externalizing behavior, but how and under which conditions they are linked is not fully understood. In addition, pubertal development is also characterized by variations in the relative speed at which individuals mature, but studies linking pubertal ‘tempo’ and outcomes are scarce. This study examined the mediating and moderating roles of spare time activities in associations between pubertal development and later delinquency, using data from a large (4,327 girls, 4,250 boys) longitudinal UK cohort (Avon Longitudinal Study of Parents and Children). Self-reports of Tanner stage were available from ages 9 to 14, spare time activities at age 12 and delinquency at age 15. Pubertal development was examined using latent growth models. Spare time activities were categorized using factor analyses, yielding four types (hanging out at home, hanging out outside, consumerist behavior, and sports/games), which were examined as mediators and moderators. Earlier and faster maturation predicted delinquency in boys and girls. Spare time activities partially mediated these links such that early maturing girls more often engaged in hanging out outside, which placed them at greater risk for delinquency. In addition, compared to their later and slower maturing counterparts, boys who matured earlier and faster were less likely to engage in sports/games, a spare time activity type that is linked to lower delinquency risk. No moderation effects were found. The findings extend previous research on outcomes of early maturation and show how spare time activities act as proxies between pubertal development and delinquency.     

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.     

Relating self and other in Chinese and Western thought

Abstract

Recent debates in international relations seek to decolonize the discipline by focusing on relationality between self and other. This article examines the possibilities for preserving a particular type of otherness: ‘radical otherness’ or ‘alterity’. Such otherness can provide a bulwark against domination and colonialism: there is always something truly other which cannot be assimilated. However, two problems arise. First, if otherness is truly inaccessible, how can self relate to it? Does otherness undermine relationality? Second, can we talk about otherness without making it the same? Is the very naming of otherness a new form of domination? This article draws out and explores the possibilities for radical otherness in sinophone and anglophone relational theorizing. It addresses the difficulties presented by the need for a sense of radical otherness, on the one hand, and the seeming impossibility of either detecting it or relating to it, on the other. By constructing a typology of four accounts of otherness, it finds that the identification and preservation of radical otherness poses significant problems for relationality. Radical otherness makes relationality between self and other impossible, but without radical otherness there is a danger of domination and assimilation. This is common to both sinophone and anglophone endeavours.