bluuebunny/crossref_metadata_2025_split huggingface dataset:
Automation in biotechnology – active ingredient analysis on brain tissue
Authors: Hortig Justus , Boehme Torsten , Felsch Torsten , Elkmann Norbert 
Published: January 2007

PurposeIntroduction of an automated laboratory system for a new field of laboratory operation, namely cultivation and handling of live brain tissue.Design/methodology/approachThe company's expertise in manual throughput was transferred to automatable methods. Processing data is used for scheduling purposes to yield efficient production of results.FindingsAutomated process has comparable survival rates and high reproducibility. Time tolerance is lower than for manual operation.Research limitations/implicationsSeveral bottle necks of the system have been identified and are to be improved upon in future research. These are especially “handling of membrane inserts” and slow‐running procedures.Practical implicationsCataloging of activity data (timestamps, parameters, etc.) allows for much easier statistical analysis and data‐mining than with manual operation data.Originality/valueTissue‐based, high‐throughput screening is a seminal field in laboratory automation.
Partial inclusion and biculturalism of African Americans
Authors: Dawson Gail 
Published: January 2007

PurposeMore than 40 years after the passage of the Civil Rights Act of 1964, African Americans experienced partial inclusion in corporate America and to a certain extent have had to maintain a bicultural identity to function. This article aims to provide insight into the lived experience of African Americans in corporate America to illustrate the experience and effect of partial inclusion and biculturalism.Design/methodology/approachThe paper explores the lived experience of partial inclusion and biculturalism, phenomenological interviews were conducted with a small number of African Americans who work or worked in corporate America.FindingsAs a result of partial inclusion, the participants often did not engage in social interaction to the same extent as their colleagues which resulted in them having less information, less access to social networks, and less of a sense of belonging in the organization. Consequently, they often felt less connected to the organization and had to work harder to compensate for the deficit this created. This coupled with the absence of a sense of belonging may have decreased their level of satisfaction and increased the need to keep their two worlds separate. This made life more difficult for themResearch limitations/implicationsThis study examined the careers and experiences of a small number of African Americans who worked in corporate America during the 1960s and 1970s. Future research should include examining the careers and experiences of African Americans and other minorities who have entered corporate America more recently.Practical implicationsCreating an inclusive workplace will foster and environment where employees feel more of a connection to their organizations and their coworkers and allow them to focus more of their efforts on meeting organizational goals rather than on overcoming deficits created by lack of information and balancing between two worlds.Originality/valueThis article explores the lived experience of partial inclusion and biculturalism noting that in some cases African Americans consciously chose not to participate in social events. The concept of double partial inclusion in which African Americans did not feel that they were fully included in the corporate culture or the African American culture was introduced.
Recruiters’ perceptions of appearance: the stigma of image norms
Authors: Hurley‐Hanson Amy E. , Giannantonio Cristina M. 
Published: January 2007

PurposeTo introduce a model which examines the relationship between recruiters’ perceptions of image and the stigma of image norms.Design/methodology/approachThis paper examines the influence of image norms on recruiters’ perceptions of applicants during interviews and explores the manner in which recruiters may stigmatize applicants. A model is presented which explores how image norms may be used to stigmatize applicants and affect recruiters’ decisions.FindingsImage norms are found to have an influence on recruiters’ evaluations of applicants during the interview process.Research limitations/implicationsEmpirical tests of the model are suggested to illustrate how image norm violations lead to stigmatization during the recruitment process.Practical implicationsApplicants who are denied entry into organizations on the basis of their appearance or image, experience a subtle, yet unacceptable form of employment discrimination. Organizations need to ensure that they are not excluding potential employees who do not meet the image norm expectations of recruiters. Organizations need to make sure that the image norms used to evaluate applicants are not a proxy for discrimination based on protected characteristics.Originality/valueThis paper looks at image, a broader construct than physical attractiveness, to ensure equal opportunities for everyone. This is the first paper to consider the discriminatory effects of image in organizations.
Lesbian, gay and bisexual workers: equality, diversity and inclusion in the workplace
Authors: Wright Tessa , Colgan Fiona , Creegany Chris , McKearney Aidan 
Published: January 2007

PurposeAims to present a report of a conference held at London Metropolitan University in June 2006 that presented and discussed the findings of a two‐year research project, funded by the Higher Education European Social Fund. The project investigated the experiences of LGB workers following the introduction of the Employment Equality (Sexual Orientation) Regulation 2003 in the United Kingdom.Design/methodology/approachThe research was a qualitative study carried out in 16 case study organisations, seen as representing “good practice” in the area of employment of LGB workers. The case studies involved: the analysis of company documentation and reports; interviews with 60 management, trade union and LGBT network group representatives, a short survey and in‐depth interviews with 154 LGB employees. The case studies were supplemented by a series of 25 national key informant interviews with individuals in UK organisations representing government, employers, employees, and LGB people charged with disseminating advice and promoting good practice.FindingsJust over half (57.8 per cent) of the LGB respondents were out to everyone at work. A third (33.8 per cent) were out to some people, while 8.4 per cent said that they were out to very few people or nobody at work. The research indicated that equal opportunities and diversity policies which include sexual orientation; the establishment and promotion of same sex benefits; positive employer and trade union signals; the existence of LGBT groups, the presence of LGB colleagues and LGB senior managers can help LGB people come out. However, LGB people may be prevented from coming out by fears about career progression; lack of visible senior LGB staff; temporary employment status; previous negative experiences of discrimination and harassment; desiring privacy; “macho” or religious attitudes/behaviours of co‐workers.Originality/valueLittle research exists in the UK on the experiences of LGB workers, and this is one of the first studies to focus on the experiences of LGB workers following the introduction of legislation to protect workers against discrimination on grounds of sexual orientation in 2003.
Advancing diversity through research, teaching, and service
Authors: Johnson C. Douglas 
Published: January 2007

PurposeTo highlight the gender and diversity in organizations (GDO) division's conference program at the 66th Annual Meeting of the Academy of Management (AoM).Design/methodology/approachA select group of presentations are summarized based on observation, notes, discussions, and reading of material.FindingsAttempts to advance diversity are being made via a variety of avenues to include research, teaching, and service efforts. Presentations illustrated how important diversity is at the individual, organizational, and societal levels of analysis.Originality/valueThe GDO division of the AoM is making positive strides as it relates to advancing diversity. This report summarizes some of the key contributions made during this conference.
Bachelor's degree for women with children
Authors: Pandey Shanta , Zhan Min , Kim Youngmi 
Published: January 2007

PurposeIn spite of the War on Poverty programs of the 1960s and the economic boom of the 1990s, poverty remains consistently high among families with children in the USA. The main source of income for these families is employment, which is largely a function of educational attainment. The purpose of this paper is to turn to aggregate and individual level data and demonstrate the power of college education in economic well‐being of women with children.Design/methodology/approachA nationally representative sample of single and married mothers was retrieved and the role of education in economic well‐being of these women was examined using descriptive, bi‐variate, and multiple ordinal logistic regression.FindingsBoth married and single mothers benefit immensely from a bachelors degree.Practical implicationsIn recent years, policy makers in the USA have trimmed resources that promote education among poor women with children. This analysis, underscores the importance of postsecondary education in the economic well‐being of mothers with children and therefore the need for social policy promoting college education.Originality/valueThis article shows the power of education on economic well‐being of both married and single women with children.
Selection in education: the case of Roma children in Hungary
Authors: Kende Anna , Neményi Maria 
Published: January 2007

PurposeThe article deals with one of the key causes of Roma children's low academic achievement, notably their presence in segregated special schools originally reserved for mentally disabled children. The purpose of the research was to analyse the assessment process for school‐readiness and special educational needs, and discover the reasons for Roma children's widespread failure on the tests.Design/methodology/approachUsing a quantitative survey and qualitative focus group interviews, the study analysed the assessment process for school‐readiness and special educational needs.FindingsThe tests in use offer an overly generalized picture of children's abilities. The test results have little influence on the actual decisions about the schools children will be sent to. Roma children tend to do significantly worse on the tests than non‐Roma children, in all examined areas.Research limitations/implicationsThe situation of Roma is similar in all countries of the East and Central European region, and resembles the situation of all socially excluded ethnic minority groups. The results can therefore contribute to a better understanding of the educational situation of Roma and other ethnic minority groups in the region. However, the education system as well as the process of determining special educational needs are in several ways unique in each country. The findings therefore have limited validity outside of Hungary.Originality/valueAlthough the problems with Roma children's academic performance are well documented, there had been no research in Hungary that focused on the selection process and the problems of using assessment tests in determining Roma children's special educational needs.
Equity issues associated with the change of college admission tests in Chile
Authors: Koljatic Mladen , Silva Mónica 
Published: January 2007

PurposeThe purpose of this paper is to document the process of change of the admission tests in a developing country, Chile focusing on equity issues, particularly on the outcomes for test takers from marginalized groups.Design/methodology/approachThe paper deals with equity issues associated to the change in admission tests to higher education in Chile. It addresses the omission of a validity framework, the ensuing implementation problems, and the unfulfilled expectations that the new tests would increase access to higher education for marginalized groups. The paper is built as a case study, using media accounts and archival data to document the process of change.FindingsThree years after the debut of the new tests, the expected outcomes of increased access to higher education were not met. The performance gap in the admission tests between the underprivileged group of applicants from public municipal high‐schools and the applicants from private schools widened.Research limitations/implicationsTwo limitations of the study were the restricted access to primary information and the peripheral involvement of the authors had in the controversy over the new tests. To control for the potential bias in the discussion of the issues, the authors consulted with local and foreign experts not involved in the controversy in order to validate judgments and the interpretation of data and events.Originality/valueAn understanding of the overslights and flaws in the process of change can serve to inform national policy debates in countries where educational reforms are under way.
Understanding and combating the digital divide for single mother college students
Authors: Duquaine‐Watson Jillian M. 
Published: January 2007

PurposeThis case study examines the ways in which single mother college students experience the digital divide. It begins by identifying the primary challenges they face as they pursue a postsecondary degree in post‐welfare reform America. It also demonstrates how one program, computer access promoting retention and achievement (CAPRA), has helped bridge the digital divide for this particular student population.Design/methodology/approachData were drawn from a 2‐year ethnographic study that sought to examine the experiences of single mother college students in post‐welfare reform America. Research methods included in‐depth, semi‐structured interviews as well as participant observation.FindingsSingle mother college students identified four primary challenges they encounter as they pursue a college degree: time constraints, child care, economics, and institutional climate. These challenges intersect with one another in ways that hinder single mother students’ access to the computing technologies that are central to their academic success. The CAPRA program has attempted to bridge the digital divide for this particular student population by developing a program that makes computers for long‐term loan. The development of the CAPRA program is discussed as well as its strengths and limitations.Originality/valueThis case study attends to the experiences of an understudied population: single mother college students. It demonstrates the importance of attending to the social context when examining the digital divide. Only in doing so can we hope to bridge that divide in ways which are meaningful and appropriate to diverse populations.
Does gender shape women's access to college programs in US state prisons?
Authors: Foster Johanna E. , Sanford Rebecca 
Published: January 2007

PurposeThe purpose of this paper is to apply a feminist perspective to the crisis in prison higher education in the US by exploring whether gender shapes access to on‐site, non‐occupational college programs in state prisons differently for women than for men.Design/methodology/approachThe paper utilized a content analysis of official US state departments of correction websites and an email survey of state directors of education.FindingsFindings show that while both women and men had little access to on‐site, non‐occupational college programming in the 2005‐2006 academic year, women in state prison had slightly greater access than men.Research limitations/implicationsTheoretical implications of the findings include the importance of focusing a gender lens on correctional education programming, as well as the importance of extending analysis beyond gender alone towards an analysis of the intersections of gender, race, and class inequalities on access to prison higher education.Practical implicationsPractical implications include the identification of an emergent educational justice movement in the USA, and the presentation of exploratory data on the current college‐in‐prison programs useful for progressive activists, policymakers, correctional education administrators, equity scholars, and others interested in organizing around democratic access to postsecondary correctional education.Originality/valueAs there is little current research on college‐in‐prison programs in the US, and less on the gendered dimensions of program access, the paper makes an original valuable contribution to several literatures.
Reading, writing, and prison education reform?
Authors: Sanford Rebecca , Foster Johanna E. 
Published: January 2007

PurposeDevelopment of prison postsecondary education and training programs since the elimination of Pell Grants to inmates has been constructed through smaller‐scale educators and institutions working toward more democratic access to higher education. The authors of this article work as educators and program developers in two such programs in women's correctional facilities and use these programs as exemplars to describe the necessary components and potential pitfalls in developing and implementing college‐in‐prison and vocational‐training‐in‐prison. The purpose of this paper is to describe the experiences and challenges faced by the authors, first as educators and then as program developers, as they attempted to expand the impact of educational opportunity across a larger segment of the US incarcerated population in the prisons where they teach.Design/methodology/approachThis article steps away from day‐to‐day classroom descriptions and focuses on the larger picture of the conditions necessary to succeed in implementation of novel and socially vital programs to currently incarcerated women in the USA.FindingsThe benefits of working toward democratizing access to postsecondary education for incarcerated students cannot be overstated for those of interested in protecting fundamental human rights. Policy changes, alliances with Departments of Corrections and matriculating institutions, and educators willing to work toward building their own postsecondary programs are vital components of what must become a more central piece of continued educational justice movements in the USA and elsewhere.Originality/valueThe paper offers suggestions for program execution and critically examines obstacles that need to be managed during planning and achievement of program goals.
The leaky mathematics pipeline for girls
Authors: Watt Helen M.G. , Eccles Jacquelynne S. , Durik Amanda M. 
Published: January 2007

PurposeWhy do girls and women progressively opt out of maths‐related study and careers? This study aims to examine motivations influencing female adolescents' choices for maths participation during high school, which has implications for their long‐term careers.Design/methodology/approachTwo longitudinal samples were included from different contexts – one from Sydney, Australia (N=459), and the other from Southeastern Michigan, USA (N=266). Both samples involved adolescents from upper middle‐class backgrounds, from coeducational government schools, and data in both settings were collected in the mid 1990s. Australian data spanned a three‐year period through grades 9 to 11; while the US sample spanned a five‐year period, with data from grades 8, 10, 11, and 12. The Expectancy‐Value model of Eccles (Parsons) et al., framed structural equation modelling analyses for the influences of maths ability‐related beliefs and values on boys' and girls' subsequent choices for senior high maths participation.FindingsBoys selected higher levels of maths than girls in the Australian setting, although not in the US sample. There was no support for gendered maths achievement as a basis for gendered maths participation. Interest in and liking for maths were the strongest influence on the Australian adolescents' choices for maths participation, with ability beliefs also influencing choices over and above prior mathematical achievement. Ability‐related beliefs and different kinds of values also predicted adolescents' choices in the US sample, more strongly for girls than boys.Practical implicationsInterpretations and implications focus on ways to increase girls' and women's retention in the leaky maths pipeline.Originality/valueLongitudinal data allow one to determine the extent to which different kinds of motivations predict boys' and girls' mathematical course‐taking through senior high school across Australian and US samples. This has implications for their long‐term careers.
The “gender gap” in the scientific labour market
Authors: Wynarczyk Pooran , Renner Chloe 
Published: January 2007

PurposeThis paper seeks to address a key issue, yet a neglected area of local policy and research i.e. the “gender gap” in the labour market in the scientific‐based SMEs in the UK. The paper seeks to compare and contrast the employment and management structure, as well as participation in research and development (R&D) between female and male. It further aims to explore the educational background and the personal and professional barriers that prevent women from progression in scientific management and R&D related occupations.Design/methodology/approachThe empirical investigation is based on a sample of 45 female employees working in science, engineering and technology (SET)‐related positions and 48 SET‐related companies. Data were collected through the empirical survey of SMEs and semi structured “face‐to‐face” interviews with female employees.FindingsThe study concluded that there was no evidence of specific SET‐related barriers preventing career progression amongst women. The major barriers to progression were related to work‐life balance issues such as dependent children as well as non‐gender‐related issues such as insufficient resources for training, lack of opportunities for career advancement and lack of encouragement from management, which are more likely to be SME‐related issues.Practical implicationsThe paper suggests that current programmes and initiatives to encourage people to enter SET occupations may eventually increase participation in that workforce but will not necessarily increase numbers of women in managerial and highly technical positions because of the continuing conflict over work‐life balance decisions such as having a family, or because of management and SME‐related issues such as insufficient resources.Originality/valueThe findings are based on original and unique databases, assembled over the past two years, funded by the ESRC Science in Society Programme and the Higher Education European Social Fund National. The “gender gap” in the labour market in scientific‐based SMEs in the UK, combing data of companies and employees, has not, empirically, been investigated before.