The days of the human may be numbered : theorizing cyberfeminist metaphors ; rereading Kleist’s "Gliedermann" as Cyborg ; as "Ghost in the Shell"

A lot has already been written on Heinrich von Kleist's "Über das Marionettentheater" ("On the Marionette Theater"). I will engage in a reading that is based on deconstructivist approaches as well as on queer- and cyberfeminist-thoughtboth of which reform concepts of the subject by taking into question bodily and gender coherence and gender identity. Queer Studies provoke a thinking of the multiplication of difference as well as a thinking of difference within ('entities') rather than of difference between ('entities'). Cyberfeminism explores the possibilities of manipulating and changing the physical body and provides metaphors for thinking 'posthuman' identities. Donna Harawayin allusion to the hybridization of gender relations and gender conceptionsposits the cyborg as a leading figure/figuration of feminist politics

Between Meritocracy and Ethnic Discrimination: The Gender Difference

Using a two stage correspondence test methodology, this study tests employer priors against job-applicants with Arabic names compared to job-applicants with Swedish names. In the first stage, employers are sent CVs of equal observable quality. Thereafter, in the second stage, the CVs with Arabic names are given an advantage of, on average, two more years of relevant work experience. This setup allows us to test the strength of unfavorable priors against job-applicants with Arabic names and to what degree these priors are revised, on average, when resumes are enhanced. Results indicate no significant differences in call-backs for female applicants when CVs with Arabic names are enhanced. The call-back gap for men however remains large and significant despite a positive adjustment of CVs with Arabic names. This implies that negative priors against male job applicants with Arabic names are not revised by an increase in observable merits.correspondence testing, ethnic discrimination, biased testing, gender

Gender difference in the long-term impact of famine:

"An increasing literature examines the association between restricted fetal or early childhood growth and the incidence of diseases in adulthood. Little is known, however, about gender difference in this association. We assess the impact of nutritional deficiency in the early lives of survivors of the Chinese Great Famine in terms of health and economic welfare, paying special attention to gender differences. We found evidence of several significant negative impacts for female�but not male�survivors, and the gender differences are statistically significant. Furthermore, we show that the selection bias caused by differences in mortality plausibly explains more than two-thirds of the documented gender difference in the long-term health of famine survivors." from Author's AbstractFamine, Fetal origins hypothesis, Gender difference, Health and nutrition,

How Gender Inequalities Hinder Development : Cross-Country Evidence

This paper assumes that gender inequality hinders economic and human development : a one standard deviation change in the Gender Inequality Index (GII) will increase long term income per capita by 9,1% and Human Development Index (HDI) by 4%. Gender inequality may be a explanation of economic development differences : 16% of the long term income difference between South Asia and East Asia & Pacific can be accounted for by the difference in gender inequality. Moreover, this paper provides evidence of a vicious circle between gender inequality and long term income. The multi-dimensional concept of gender inequality is measured by a composite index with endogenous weightings : the Gender Inequality Index (GII). To correct endogeneity and simultaneity problems, the two-stage and three-stage least square methods are used separately. In this way, the steady state per capita income and the human development levels are estimated for 109 developing countries.Growth, Gender inequality, development economics.

Gender-based differences in letters of recommendation written for ophthalmology residency applicants.

BACKGROUND:To determine whether gender-based differences may be present in letters of recommendation written for ophthalmology residency applicants. METHODS:All applications submitted through SF Match to the UCLA Stein Eye Institute Residency Training Program from the 2017-2018 application cycle were analyzed using validated text analysis software (Linguistic Inquiry and Word Count (Austin, TX)). The main outcome measures were differences in language use in letters of recommendation by gender of applicant. RESULTS:Of 440 applicants, 254 (58%) were male and 186 (42%) were female. The two gender groups had similar United States Medical Licensing Exam (USMLE) Step 1 scores, undergraduate grade point averages (uGPA's), proportions of underrepresented minority (URM) applicants and Gold Humanism Honor Society members, numbers of academic and service activities listed, and gender distributions of their letter writers (all P values > 0.05). However, letters written for male applicants were determined to use more "authentic" words than those written for female applicants (mean difference, 0.800; 95% CI, 0.001-1.590; P = 0.047). Letters written for male applicants also contained more "leisure" words (mean difference, 0.056; 95% CI, 0.008-0.104; P = 0.023) and fewer "feel" words (mean difference, 0.033; 95% CI, 0.001-0.065; P = 0.041) and "biological processes" words (mean difference, 0.157; 95% CI, 0.017-0.297; P = 0.028). CONCLUSIONS:There were gender differences detected in recommendation letters in ophthalmology consistent with prior studies from other fields. Awareness of these differences may improve residency selection processes

Gendered aspects of perceived and internalized HIV-related stigma in China.

Although studies have demonstrated that females experience more HIV-related stigma than males do, questions remain regarding the different dimensions of the stigma (i.e., perceived versus internalized) in China. The present study investigated gender differences in perceived and internalized HIV-related stigma, taking into account the potential influence of education. The study was conducted between October 2011 and March 2013. A total of 522 people living with HIV (PLH) were recruited from Anhui Province, China. The PLH participated in a survey using the Computer Assisted Personal Interview (CAPI) method. The gender differences in perceived and internalized HIV-related stigma were calculated with and without stratifying by education level. Female participants had significantly less education than the male participants. No significant difference was observed between females and males with respect to perceived stigma. However, females reported significantly higher internalized stigma than males did (p < .001). When socio-demographic characteristics were controlled, the gender difference in internalized stigma remained significant among educated participants (p = .038). The findings suggested that gender differences in HIV-related stigma were primarily found for internalized stigma. Heightened intervention efforts are encouraged to reduce internalized HIV-related stigma, particularly among female PLH in China and other regions with similar gender dynamics

Gender differences in social mortality differentials in Switzerland (1990-2005)

Using data from the 1990 and 2000 Swiss Federal Censuses linked to the death records of the years 1990-1995 and 2000-2005, this paper investigates gender differences in mortality differentials by level of educational achievement and by marital status. In both periods, the differential by level of education is clearly more pronounced among men, but the difference in the educational gradient between men and women decreases between the two periods of observation. Health behavior might contribute to the gender difference in the educational mortality gradient, but it is probably not the main reason for this finding. The mortality differential by marital status is also stronger in men, but the difference between men and women narrows over time. Our analysis also shows that gender differences in the mortality differential by marital status almost disappear when gender differences in population composition by level of education, nationality, employment status, and housing situation are taken into account.differential mortality, education, gender, linked census data, marital status, Switzerland

Teachers' perspectives of gender differences in the social behaviours of preschool children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University, Manawatū, New Zealand

The present research study explored early childhood teachers’ perspectives about social behaviours and gender in young children, in particular the way in which children’s gender related to teachers’ reports of the prevalence of, perspectives about, and strategies used in response to children’s social behaviours. The specific social behaviours examined within this study were prosocial behaviours, social leadership, social dominance, and aggressive behaviours. This study was designed within an interpretivist and pragmatic epistemology, and used a mixed methods online survey to investigate teachers’ perspectives. The online survey was comprised of four sections: demographics; defining social behaviours and their traits; social behaviour scenarios; and gender and Te Whāriki. To allow investigation of differential responses related to gender, two versions of the survey were created where the gender of the child portrayed in the social behaviour scenarios differed across survey versions. The gendered scenarios were used to gather data on whether there was a difference in teachers’ perspectives about and the teaching strategies used for children’s social behaviours based on the gender of the children involved. The majority of the responses to the survey indicated that the teachers identified there to be little difference in the display of social behaviours in young children based on children’s gender. However, the two social behaviours which were reported by the teachers as having the most differences based on gender were social leadership and aggression. The teachers’ strategies identified in the findings showed that there was some difference in teaching strategies used based on the children’s gender, specifically in the areas of social dominance and aggression. The findings provide a snapshot of the way in which teachers define and interpret social behaviours, and suggest that gender plays a limited, but still potentially significant role in the teaching practices they chose to adopt in a variety of scenarios. The teacher’s acknowledged the importance of ensuring gender equity in their practices, but findings suggest that further support may be needed to aid in the delivery of equitable practices