Relevant bibliographies by topics / Gender and engineering

Academic literature on the topic 'Gender and engineering'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Gender and engineering"

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Carver, Jeffrey C., and Alexander Serebrenik. "Gender in Software Engineering." IEEE Software 36, no. 6 (November 2019): 76–78. http://dx.doi.org/10.1109/ms.2019.2934584.

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Murphy, Flynn. "Engineering a gender bias." Nature 543, no. 7646 (March 2017): S31. http://dx.doi.org/10.1038/543s31a.

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SATO, Takashi. "Gender Equality in Engineering Fields." Journal of JSEE 66, no. 5 (2018): 5_106. http://dx.doi.org/10.4307/jsee.66.5_106.

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Ihsen, Susanne. "Special gender studies for engineering?" European Journal of Engineering Education 30, no. 4 (December 2005): 487–94. http://dx.doi.org/10.1080/03043790500213144.

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LEEVERS, HILARY. "Bringing gender equality to engineering." Engineer 301, no. 7924 (February 2021): 52. http://dx.doi.org/10.12968/s0013-7758(22)90440-4.

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T E Cusack, Paul. "Gender Spectrum: Homosexuality, & Gender Dysphoria." Obstetrics Gynecology and Reproductive Sciences 5, no. 1 (March 12, 2021): 01–02. http://dx.doi.org/10.31579/2578-8965/055.

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Tonso, Karen L. "ENGINEERING GENDER-GENDERING ENGINEERING: A CULTURAL MODEL FOR BELONGING." Journal of Women and Minorities in Science and Engineering 5, no. 4 (1999): 365–405. http://dx.doi.org/10.1615/jwomenminorscieneng.v5.i4.60.

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Suzanne Franzway, Rhonda Sharp, Julie E. Mills, and Judith Gill. "Engineering Ignorance: The Problem of Gender Equity in Engineering." Frontiers: A Journal of Women Studies 30, no. 1 (2009): 89–106. http://dx.doi.org/10.1353/fro.0.0039.

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Batóg, Jacek, and Barbara Batóg. "Engineering Studies in Poland: Gender Pattern." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 438–46. http://dx.doi.org/10.2478/cplbu-2020-0052.

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AbstractModern economy requires knowledge and skills, which are acquired by future employees mostly in the fields of education including science and engineering. The increase in the number of graduates in this type of studies can be achieved in different ways, one of which is to create conditions and increase the propensity of women to obtain this type of education. The aim of the research presented in the article is to analyse long-term trends in the number of students and graduates in Poland, with particular emphasis on engineering faculties and the participation of women. Authors using dispersion and structural similarity measures and dynamic models showed that the total number of students and graduates and the number of students in engineering studies are characterised by different patterns. At the same time, in both cases a different structure of total students and engineers by gender was observed, as well as a growing share of women.
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Faulkner, Wendy. "Dualisms, Hierarchies and Gender in Engineering." Social Studies of Science 30, no. 5 (October 2000): 759–92. http://dx.doi.org/10.1177/030631200030005005.

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Dissertations / Theses on the topic "Gender and engineering"

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Hodgkinson, Elizabeth Anne. "Images of engineering : an investigation of gender and attitudes towards engineering." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/1637.

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The research presented in this thesis used a mixed method approach to investigate the attitudes of sixth-form students in two British cities, towards engineering as a career, with the aim of finding out which factors encourage or discourage young people from becoming engineers, and whether these differ for males and females. The study can be set in the context of the declining popularity of engineering as a career choice for males and the continuing under-representation of females, for whom engineering is a non-traditional career choice. The principal research hypothesis was that negative images of engineering discourage girls and many boys from considering it as a career, with a particular focus on whether engineering and the school subjects closely related to it, are considered to be more appropriate for males than for females. The study was informed by a social science realist framework, in which 'attitudes' were not accorded the status of fixed attributes of individuals, but were understood as indicators of the underiying social construction of meanings and ideologies. It was found that the students in this study had made subject and career choices that conform to traditional gender patterns. The intention to pursue engineering as a career was highly dependent upon sex, with males being almost seven times as likely to consider it as a career than females. Although the students did not consciously subscribe to sexstereotyped views of subjects and occupations, these were inadvertently reproduced through the students' constructions of meaning. Initiatives to increase female participation in engineering have been based on overly voluntaristic conceptions of choice, whereby women are seen to straightforwardly reject the masculine image of engineering. However, this research suggests that understandings of both gender and engineering can be better understood as less intentionally constituted in 'discourses', which reinforce the association between engineering and specific forms of masculine identity, to exclude most women and many men.
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Shields, Katin L. (Katin Lee) 1977. "Gender differences in learning." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/44588.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, June 1999.
A study was conducted in order to identify the gender differences in learning. Case studies were prepared on nine undergraduate students who were enrolled in Design and Manufacturing I. Through informal meetings with the students and their professors, information was collected on the learning styles of the students. The factors that affect these different learning styles were then evaluated. The conclusions drawn are specific to the students studied, but the recommendations made can be applied to most educational environments. There is a large correlation between a student's experience and his/her ability to learn in a specific subject. The level of exposure that a student has had affects his/her confidence, which further affect his/her problem solving approaches. In order to be more effective, educators must continually evaluate the progress of their students, as individuals. Further, experimental teaching situations should be considered.
by Katin L. Shields.
S.B.
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Zetterberg, Pär. "Engineering equality? : assessing the multiple impacts of electoral gender quotas /." Uppsala : Uppsala Universitet, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789150620740.

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Zetterberg, Pär. "Engineering Equality? : Assessing the Multiple Impacts of Electoral Gender Quotas." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-100822.

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The driving question of this compilation thesis is whether quotas for political assemblies represent an effective tool for breaking down gender inequality in the political sphere. To put it differently, focus is on the possibilities for policy-makers to engineer equality. As a response to persistent patterns of male dominance in political decision-making, approximately 100 countries, both democratic and authoritarian, have adopted these affirmative action measures. The introductory section presents an argument as to why we should focus on certain impacts in order to be able to answer the question about the effectiveness of quotas. It suggests that the point of departure for empirical assessments of quota policies should be the normative arguments for supporting the reform, and the effects that normative theorists and quota advocates expect from these measures. The three studies that make up the core of the thesis build on previous empirical research on quotas, and examine some of their possible effects at both the elite level and mass level. Study I theoretically scrutinizes how the procedures for selecting women to political office shape these women's legislative autonomy, and thereby their possibilities to substantively represent women. The study identifies mainly two factors as important: a large body selecting the candidates and a rule-bound and thus bureaucratized selection procedure. Study II empirically tests the claim that women elected through quotas are more likely to suffer from institutional constraints in the legislature, and thereby have a harder time working for the benefit of women, than other female representatives. By conducting a comparative case-study of two Mexican state legislatures, no support is found for this hypothesis. Quotas have also been justified because of their likely impacts on female citizens' perceptions about politics. Study III addresses this issue by performing a statistical analysis on the impacts of quotas on Latin American women's political attitudes and behavior. In contrast to previous research on the topic, the study finds little proof of positive impacts of quotas on women's political engagement. Taken together, the thesis does not provide a clear-cut answer to the question as to whether it is possible to engineer equality within politics. However, it sheds new light on the complexities of quota impacts, and it qualifies and nuances the picture for those who expect quotas to be an overall solution for problems of gender inequality.
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Nasr, Maroun. "Gendered Game: Gender and gender imbalance in the gaming industry : How is the gender imbalance created and explained the Swedish Gaming firms?" Thesis, KTH, Skolan för industriell teknik och management (ITM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279613.

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The low levels of gender diversity is an characteristic that is directly associated with the gaming industry. The gaming industry is multi-dollar business with huge influence on technological advancement and possesses a great power and influence over its users. It is in a position to shape how users view the world and how they interact with it. Studies within the field of gaming have previously showed that gaming can have a significant impact on children and adolescents’ behavior. Therefore, it becomes of great interest to examine how gender imbalance is created and how it is explained by the gaming firms. The study will examine these questions through a Swedish perspective. The methodology of this research paper can be divided into two main section. Firstly, a literature review was conducted to gather information about relevant theories, concepts and previous research. Thereafter, ten individuals working for different Swedish gaming companies were interviewed to gather their perspective and view on the topic. The results showed that the gaming firms explained the gender imbalance and how it is created through gender and societal norms. However, when discussing the structure of the company, culture and other practices, results indicated that the gaming firms play a larger contributing role to the imbalance through; male-dominated gender structures and cultures that makes it difficult for women to progress and feel belonged in the company, establishing requirements that exclude certain candidates, and by having a confused perceptive regarding the situation.
Den låga könsmångfalden är något som är direkt associerat med spelindustrin. Spelindustrin är en enorm industri som har stort inflyttande på teknisk utveckling samt har stort inflyttande över sina användare och kan forma hur de ser på världen och interagerar med den. Studier inom spelområdet har tidigare visat att spel kan ha en inflytande på barn och ungdomars beteende. Därför har det blivit ett stort intresse att undersöka hur könsubalans skapas och hur det förklaras av spelbolagen. Denna studie kommer att undersöka dessa frågor ur ett svenskt perspektiv. Metodiken för denna forskningsrapport kan delas in i två huvudavsnitt. Först genomfördes en litteraturstudie för att samla information om relevanta teorier, begrepp och tidigare forskning. Därefter intervjuades tio personer som arbetar inom svenska gaming bolag för att samla in deras perspektiv och syn på ämnet. Resultaten visade att spelföretagen förklarade obalansen mellan könen och hur det skapas genom köns- och samhällsnormer. Men när man diskuterade företagets struktur, kultur och andra aspekter, visade resultaten att spel bolagen har en större bidragande roll till obalansen än vad de själva tror. Dessa företag utformas av mansdominerade köns strukturer och kulturer som gör det svårt för kvinnor att utvecklas och känna sig del av företaget, formar krav som exkluderar vissa kandidater och så vidare som bidrar till en låg könsmångfald inom branschen.
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Xu, Kathleen L. "Getting to gender parity in the Mechanical Engineering Department at MIT." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105654.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 90-95).
Consistently ranked as home to one of the world's top engineering programs, the Massachusetts Institute of Technology (MIT) is often seen as a model for its undergraduate education programs and research output. But MIT leads in another important way: the Institute also boasts one of the most gender-balanced STEM-oriented undergraduate student bodies in the world. The purpose of the study was to help illuminate how the Mechanical Engineering Department in particular has reached near parity in its female undergraduate population: in 2015, females composed 46.4% of declared mechanical engineering majors. This study's approach was twofold: first, the gender enrollments in the largest mechanical engineering elective classes over the past 15 years were analyzed to determine differences, if any, in the subfields that female and male students choose to devote further study to. Second, a cross section of mechanical engineering faculty and staff were interviewed to evaluate how the department has changed over a similar timespan to make the place a much more welcoming place for women now. The data analysis revealed that a larger fraction of undergraduate males in the department take the robotics and the controls classes than females do, but an increasing fraction of females in the department have taken the robotics class over time. The interview analysis presented several factors that contributed to the gender parity in the department over time, including changed hiring practices, role modeling, and careful attention to classroom dynamics. Ultimately, it is hoped that the findings in this thesis can help both the department and other institutions continue their paths to greater gender balance in their engineering programs.
by Kathleen L. Xu.
S.B.
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Hunter, Kathleen Allison. "Gender and science in twentieth-century British engineering : an interdisciplinary analysis." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669883.

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Shoger, Suzanne Grassel. "Engaging the Gatekeepers: Empowering Male Collegians to Promote Gender Equity in Engineering." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524234416029571.

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Gibson, Amanda Kate Nam. "Gender differences in the social networks of science and engineering graduate students." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31559.

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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
U.S. women have obtained advanced science and engineering degrees with increasing frequency, yet have not achieved promotions at rates comparable to men's. Men may advance more expeditiously than women due to more supportive professional networks, which can improve access to information and opportunities. Few studies have examined social networks in the context of advanced graduate programs, yet graduate programs are where many scientists develop important relationships helpful in advancing careers. This study addressed the extent to which graduate students' networks (primary advisors, mentors, peers, and family) are associated with academic indicators (i.e., grade-point average, academic progress, student satisfaction, and career commitment); the extent to which these network and academic variables vary by gender; the extent to which network characteristics mediate associations between gender and academic variables; and the extent to which gender match or mismatch of the student and primary advisor is associated with network characteristics and academic variables. Two hundred and thirty-nine doctoral students (58% women, 42% male; mean age 28 years; 29% non-Caucasian) from 18 science and engineering departments at a large research university completed a brief internet survey about their network relationships and academic indicators. Graduate women reported significantly less satisfaction and more negative perceptions of academic progress than did graduate men. Female students with female primary advisors were significantly less satisfied with their graduate experience than were students in other gender pairings. Male students were more likely than female students to have primary advisors who had significant funding, directed a graduate program, and directed a research center. Male students also reported greater satisfaction overall with their mentors. Female students reported larger mentor networks and more emotional support resources received from mentors and peers. Gender differences in overall student satisfaction were partially explained by male students feeling significantly more overall satisfaction with their mentors and a sense of apprenticeship with their advisors as compared to female students. These findings illuminate some important differences between male and female student networks, especially in advising and mentoring relationships, which may be contributing to dissatisfaction and the perception of less academic progress among female students.
2031-01-01
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Hoeffel, Elizabeth Marie. "Gender Bias in Engineering: Does More Contact with Female Engineers Reduce Bias?" Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31846.

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Status Characteristics Theory and Contact Theory are tested to measure gender bias in engineering students, and to determine if contact with female engineers helps reduce gender bias. To assess this, two versions of a resume, one with a femaleâ s name and one with a maleâ s name, were given to senior mechanical engineering students (n=225) to establish if they would rate the male applicant better than the female applicant. Respondents were asked how qualified they thought the respondent was, how much they would want the respondent on their team, and whether or not they would hire the applicant. Respondents were also questioned about contact with female engineering faculty, having female engineers in the family, and having female engineering co-workers. Results showed that all of the effects that were expected to occur were not significant, except one. The interaction between having a female engineer in the family and the applicant sex of the resume significantly impacted malesâ desire to have the applicant on their senior design team. Therefore, overall there is very little support for Status Characteristics Theory and Contact Theory. Only one result supports both Status Characteristics Theory and Contact Theory â having a female engineer in the family seems to reduce gender bias toward team members among males.
Master of Science
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Books on the topic "Gender and engineering"

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Mary, Ayre, and Gill Judith 1942-, eds. Gender inclusive engineering education. New York: Routledge, 2010.

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Ingelore, Welpe, Reschka Barbara, and Larkin June 1952-, eds. Gender and engineering: Strategies and possibilities. Frankfurt am Main: Peter Lang, 2007.

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Evetts, Julia. Gender and career in science and engineering. London: Taylor & Francis, 1996.

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Brigitte, Ratzer, ed. Gender Studies in den Ingenieurwissenschaften. Wien: Facultas.WUV, 2010.

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Henwood, Flis. Engineering difference: Discourses on gender, sexuality and work. London: University of East London, InnovationStudies, 1995.

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1949-, Robinson J. Gregg, ed. Women in engineering: Gender, power, and workplace culture. Albany: State University of New York Press, 1992.

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Zetterberg, Pär. Engineering equality?: Assessing the multiple impacts of electoral gender quotas. [Uppsala]: Uppsala universitet, 2009.

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Huyer, Sophia. Gender indicators in science, engineering and technology: An information toolkit. Paris: UNESCO, 2007.

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Schwarze, Barbara, Michaela David, and Bettina Charlotte. Gender und Diversity in den Ingenieurwissenschaften und der Informatik. Bielefeld: UVW, UniversitätsVerlag Webler, 2008.

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Xiangfen, Liang, ed. Gender equity in science and engineering: Advancing change in higher education. New York: Routledge, 2011.

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Book chapters on the topic "Gender and engineering"

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Oswald Spring, Úrsula. "Gender Security." In Pioneers in Arts, Humanities, Science, Engineering, Practice, 217–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38569-9_10.

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Zoli, Corri, Shobha Bhatia, Valerie Davidson, and Kelly Rusch. "Gender and Leadership: Theories and Applications." In Engineering, 27–43. Cham: Springer International Publishing, 2008. http://dx.doi.org/10.1007/978-3-031-79946-4_3.

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Adams, Tracey L. "Women in Engineering." In Gender, Age and Inequality in the Professions, 244–60. New York : Routledge, 2019. | Series: Routledge studies in gender and organizations: Routledge, 2019. http://dx.doi.org/10.4324/9781351052467-13.

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Lagesen, Vivian Anette. "Gender and Professional Practices in Software Engineering." In Engineering Professionalism, 233–53. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-752-8_12.

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Trevisan, Bianka, Anne Willach, Eva-Maria Jakobs, and Robert Schmitt. "Gender-Specific Kansei Engineering: Using AttrakDiff2." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 167–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23635-8_21.

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Du, Xiang-Yun. "Gender and Learning in Engineering Education." In Gender and Diversity in a Problem and Project Based Learning Environment, 265–93. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338260-9.

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Wallace, Michelle, Ian Lings, Neroli Sheldon, and Roslyn Cameron. "Female Engineering Students." In GIEE 2011: Gender and Interdisciplinary Education for Engineers, 223–40. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-982-4_17.

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Loğoğlu, K. Berker, Ahmet Saracoğlu, Ersin Esen, and A. Aydin Alatan. "Gender Classification via Gradientfaces." In Lecture Notes in Electrical Engineering, 245–51. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9794-1_48.

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Joris, Elisabeth. "Deep Drilling: Tunnel Spaces as Gender Spaces." In Engineering Earth, 311–27. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9920-4_19.

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Wu, Yunfeng, Yachao Zhou, and Metin Akay. "Gender Equality: Progress and Challenges." In Series in Biomedical Engineering, 412–13. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-76495-5_59.

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Conference papers on the topic "Gender and engineering"

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Pourrat, Yvonne, and Andre Beraud. "Gender in engineering education." In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826083.

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"Longitudinal Career Patterns of Engineering Doctorates: Gender Diversity in the Academic Sector." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316068.

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Santos, Bertha, M. do Rosário Calado, and Catarina Sales Oliveira. "CAREERS WITHOUT GENDER: STRATEGIES TO PROMOTE GENDER EQUALITY IN ENGINEERING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1753.

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Aller, Celia Fernández, and Sara Román Navarro. "Gender in software engineering degrees." In ECSA '18: 12th European Conference on Software Architecture. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3241403.3241420.

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Reeves, John. "Gender equality in software engineering." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3195570.3195581.

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Hilderbrand, Claudia, Christopher Perdriau, Lara Letaw, Jillian Emard, Zoe Steine-Hanson, Margaret Burnett, and Anita Sarma. "Engineering gender-inclusivity into software." In ICSE '20: 42nd International Conference on Software Engineering. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377811.3380371.

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"Women Leaders in Engineering: The Role of Career Orientation and Work Environment." In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.025.

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de Ribaupierre, Hélène, Kathryn Jones, Fernando Loizides, and Yulia Cherdantseva. "Towards gender equality in software engineering." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3195570.3195579.

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Toosy, Fesal, Farah Naz Raza, Maria Zafar, Ayesha Zaheer, and Christothea Herodotou. "On Gender Disparity in Engineering Academia." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962602.

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Burnett, Margaret, Susan Wiedenbeck, Valentina Grigoreanu, Neeraja Subrahmaniyan, Laura Beckwith, and Cory Kissinger. "Gender in end-user software engineering." In the 4th international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1370847.1370852.

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Reports on the topic "Gender and engineering"

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Tao, Yang, Amos Mizrach, Victor Alchanatis, Nachshon Shamir, and Tom Porter. Automated imaging broiler chicksexing for gender-specific and efficient production. United States Department of Agriculture, December 2014. http://dx.doi.org/10.32747/2014.7594391.bard.

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Extending the previous two years of research results (Mizarch, et al, 2012, Tao, 2011, 2012), the third year’s efforts in both Maryland and Israel were directed towards the engineering of the system. The activities included the robust chick handling and its conveyor system development, optical system improvement, online dynamic motion imaging of chicks, multi-image sequence optimal feather extraction and detection, and pattern recognition. Mechanical System Engineering The third model of the mechanical chick handling system with high-speed imaging system was built as shown in Fig. 1. This system has the improved chick holding cups and motion mechanisms that enable chicks to open wings through the view section. The mechanical system has achieved the speed of 4 chicks per second which exceeds the design specs of 3 chicks per second. In the center of the conveyor, a high-speed camera with UV sensitive optical system, shown in Fig.2, was installed that captures chick images at multiple frames (45 images and system selectable) when the chick passing through the view area. Through intensive discussions and efforts, the PIs of Maryland and ARO have created the protocol of joint hardware and software that uses sequential images of chick in its fall motion to capture opening wings and extract the optimal opening positions. This approached enables the reliable feather feature extraction in dynamic motion and pattern recognition. Improving of Chick Wing Deployment The mechanical system for chick conveying and especially the section that cause chicks to deploy their wings wide open under the fast video camera and the UV light was investigated along the third study year. As a natural behavior, chicks tend to deploy their wings as a mean of balancing their body when a sudden change in the vertical movement was applied. In the latest two years, this was achieved by causing the chicks to move in a free fall, in the earth gravity (g) along short vertical distance. The chicks have always tended to deploy their wing but not always in wide horizontal open situation. Such position is requested in order to get successful image under the video camera. Besides, the cells with checks bumped suddenly at the end of the free falling path. That caused the chicks legs to collapse inside the cells and the image of wing become bluer. For improving the movement and preventing the chick legs from collapsing, a slowing down mechanism was design and tested. This was done by installing of plastic block, that was printed in a predesign variable slope (Fig. 3) at the end of the path of falling cells (Fig.4). The cells are moving down in variable velocity according the block slope and achieve zero velocity at the end of the path. The slop was design in a way that the deacceleration become 0.8g instead the free fall gravity (g) without presence of the block. The tests showed better deployment and wider chick's wing opening as well as better balance along the movement. Design of additional sizes of block slops is under investigation. Slops that create accelerations of 0.7g, 0.9g, and variable accelerations are designed for improving movement path and images.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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3

Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Adsit, Sarah E., Theodora Konstantinou, Konstantina Gkritza, and Jon D. Fricker. Public Acceptance of INDOT’s Traffic Engineering Treatments and Services. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317280.

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As a public agency, interacting with and understanding the public’s perspective regarding agency activities is an important endeavor for the Indiana Department of Transportation (INDOT). Although INDOT conducts a biennial customer satisfaction survey, it is occasionally necessary to capture public perception regarding more specific aspects of INDOT’s activities. In particular, INDOT needs an effective way to measure and track public opinions and awareness or understanding of a select set of its traffic engineering practices. To evaluate public acceptance of specific INDOT traffic engineering activities, a survey consisting of 1.000 adults residing within the State of Indiana was conducted. The survey population was representative in terms of age and gender of the state as of the 2010 U.S. Census. The survey was administered during the months of July and August 2020. Public awareness regarding emerging treatments not currently implemented in Indiana is low and opposition to the same new technologies is prominent. Older or female drivers are less likely to be aware of emerging treatments, and older drivers are more likely to oppose potential implementation of these treatments. Although roundabouts are commonplace in Indiana, multi-lane roundabouts remain controversial among the public. Regarding maintenance and protection of traffic during work zones and considering full or partial roadway closure, public preference is for partial closure; this preference is stronger in rural areas. The public equally agrees and disagrees that INDOT minimizes construction related traffic delays. Approximately 76% of Indiana drivers believe themselves to above average drivers, while an additional 23% believe themselves to be average. Driver perceptions of average highway speeds speed are not aligned with posted speed limit as the perceived average speed on Indiana’s urban freeways and rural and urban state highways is considerably higher than the actual speed limit.
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Fiorentin, Florencia, Mariano Pereira, and Diana Suarez. Open configuration options The Gender Gap in Public S&T Funding: The Matilda Effect in STEM Disciplines in Argentina. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0004017.

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This study explores the presence of gender bias in public grants for science and technology (S&T) activities known as the Matilda effect in STEM disciplines (science, technology, engineering, and mathematics) in Argentina. The empirical analysis is based on the Scientific and Technological Research Projects program (PICT in Spanish) for the period 20032015 and found that female researchers are less likely to be awarded the first time they apply for a research grant than their male counterparts (-6.2 percentage points, or p.p.). Even for follow-on applications after the first one, without having been awarded before, female researchers remain less likely to be awarded (-3.8 p.p.). However, the probability of being recurrently awarded known as the Matthew effect is the same for both male and female researchers. This paper concludes that female researchers in STEM suffer disadvantages in the allocation of public funds to finance their research projects. Only those female researchers that overcome the initial barriers and obtain their first grant can take advantage, as their male counterparts do, of the Matthew effect that makes them more likely to obtain further awards. These results suggest the need for policies aiming at reducing the initial gender gap in accessing public grants for female researchers in STEM.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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Collett, Clementine, Gina Neff, and Livia Gouvea. The Effects of AI on the Working Lives of Women. Inter-American Development Bank, March 2022. http://dx.doi.org/10.18235/0004055.

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Globally, studies show that women in the labor force are paid less, hold fewer senior positions and participate less in science, technology, engineering and mathematics (STEM) fields. A 2019 UNESCO report found that women represent only 29% of science R&D positions globally and are already 25% less likely than men to know how to leverage digital technology for basic uses. As the use and development of Artificial Intelligence (AI) continues to mature, its time to ask: What will tomorrows labor market look like for women? Are we effectively harnessing the power of AI to narrow gender equality gaps, or are we letting these gaps perpetuate, or even worse, widen? This collaboration between UNESCO, the Inter-American Development Bank (IDB) and the Organisation for Economic Co-operation and Development (OECD) examines the effects of the use of AI on the working lives of women. By closely following the major stages of the workforce lifecycle from job requirements, to hiring to career progression and upskilling within the workplace - this joint report is a thorough introduction to issues related gender and AI and hopes to foster important conversations about womens equality in the future of work.
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Gaugler, Randy, Itamar Glazer, Daniel Segal, and Sarwar Hashmi. Molecular Approach for Improving the Stability of Insecticidal Nematodes. United States Department of Agriculture, November 2002. http://dx.doi.org/10.32747/2002.7580680.bard.

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Our overall goal is to improve insecticidal nematodes by genetically engineering strains capable of entering an enhanced state of dormancy that provides improved stability. Objectives: 1. Clone and sequence tps-l homologue from Steinernema carpocapsae. (Revised: A failure to isolate the tps gene group from Steinernema precipitated a redirection to identifying other genes involved in insecticidal nematode desiccation process.) 2. Incorporate cloned tps-l gene into S. carpocapsae to obtain overexpression, thereby, enhancing desiccation tolerance. (Revised: Other stress genes in addition to tps-l genes were cloned and efforts at expression in S. carpocapsae were conducted) 3. Characterize the transgenic strains. No other biological control agent offers more impressive attributes than insecticidal nematodes. However, their potential is limited by the bane of nearly all biological control agents: poor stability. This leads to inadequate shelf-life and ultimately reduced field efficacy. Nematode storage is based on desiccation, yet insecticidal species are only capable of partial desiccation termed quiescent anhydrobiosis. Overwhelming evidence has shown that when the disaccharide compound trehalose is elevated in anhydrobiotic organisms such as yeast, plants, and nematodes it enables these organisms the ability to survive environmental stresses i.e., desiccation. Armed with this information our goal was to improve insecticidal nematodes stability by engineering trehalose overexpression.
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Eyal, Yoram, Gloria Moore, and Efraim Lewinsohn. Study and Manipulation of the Flavanoid Biosynthetic Pathway in Citrus for Flavor Engineering and Seedless Fruit. United States Department of Agriculture, October 2003. http://dx.doi.org/10.32747/2003.7570547.bard.

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The proposal was aimed to identify and functionally characterize key genes/enzymes in the citrus flavanone neohesperidoside biosynthetic pathway and to use them as tools for metabolic engineering to decrease bitterness levels in grapefruit. The proposed section on fruit seediness was dropped as suggested by the reviewers of the proposal. Citrus flavor and aroma is composed of complex combinations of soluble and volatile compounds. The former includes mainly sugars, acids and flavanones, a subgroup of flavonoids that includes bitter compounds responsible for the bitter flavor of grapefruit and pummelo. Bitter species contain mostly bitter flavanone neohesperidosides, while non-bitter species contain mostly tasteless flavanone rutinosides. Both flavanone versions are diglycosides consisting of a rhamnose-glucose oligosaccharide a-linked at position 7 to the flavanone skeleton. However, in the bitter neohesperidosides the rhamnose is attached at position 2 of the glucose moiety, while in the tasteless rutinosides the rhamnose is attached at position 6 of the glucose moiety. Thus, the position of the rhamnose moiety, determined by the specificity of the last enzymes in the pathway- rhamnosyltransferase (1,2 or 1,6 specificity), is the determinant of the bitter flavor. Flavanones, like all flavonoids are synthesized via one of the branches of the phenylpropanoid pathway; the first committed step is catalyzed by the enzyme Chalcone synthase (CHS) followed by Chalcone isomerase (CHI). During the course of the work a key gene/enzyme in the biosynthesis of the bitter flavanones, a 1,2 rhamnosyltransferase (1,2RT), was functionally characterized using a transgenic cell-culture biotransformation system, confirming that this gene is a prime candidate for metabolic engineering of the pathway. This is the first direct functional evidence for the activity of a plant recombinant rhamnosyltransferase, the first confirmed rhamnosyltransferase gene with 1,2 specificity and the second confirmed rhamnosyltransferase gene altogether in plants. Additional genes of the flavanone pathway that were isolated during this work and are potential tools for metabolic engineering include (I) A putative 1,6 rhamnosyltransferase (1,6RT) from oranges, that is presumed to catalyze the biosynthesis of the tasteless flavanones. This gene is a prime candidate for use in future metabolic engineering for decreased bitterness and is currently being functionally characterized using the biotransformation system developed for characterizing rhamnosyltransferases. (2) A putative 7-0-glucosyltransferase presumed to catalyze the first glycosylation step of the flavanone aglycones. Silencing of gene expression in grapefruit was attempted using three genes: (1) The "upstream" flavonoid biosynthesis genes CHS and CHI, by antisense and co-suppression; and (2) The "downstream" 1,2R T, by an RNAi approach. CHS and CHI silencing resulted in some plants with a dramatically decreased level of the bitter flavanone neohesperidoside naringin in leaves. We have yet to study the long-term effect of silencing these genes on tree physiology, and on the actual bitterness of fruit. The effect of 1,2RT silencing on naringin content in grapefruit has yet to be examined, but a slow growth phenotype for these plants was noted. We speculate that silencing of the final glycosylation step of the flavanones delays their evacuation to the vacuole, resulting in accumulation of flavanones in the cytoplasm, causing inhibitory effects on plant growth. This speculation is yet to be established at the product level. Future metabolic engineering experiments are planned with 1,6RT following functional characterization.
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Lewinsohn, Efraim, Eran Pichersky, and Shimon Gepstein. Biotechnology of Tomato Volatiles for Flavor Improvement. United States Department of Agriculture, April 2001. http://dx.doi.org/10.32747/2001.7575277.bard.

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The main objectives of the research project were: 1. The manipulation, by genetic engineering techniques, of the terpenoid pathway in tomato fruit. Specifically, to test the hypothesis whether overexpression of linalool synthase in tomato fruits will result in the diversion of intermediates of the carotene biosynthetic pathway to linalool, demonstrating that linalool synthase is a key regulatory enzyme, and possibly improving tomato flavor. 2. The elucidation of the biochemical pathway leading to eugenol and methyl eugenol, and the manipulation of this pathway to determine key enzymes and to improve flavor in tomato. Background, conclusions and implications The different proportions of volatile components present in foods often determine their flavor properties. Two of the ten most important flavor compounds in tomatoes, linalool and eugenol, are emitted by the flowers of Clarkia breweri, (Onagraceae), a plant native to California, and are also present in sweet basil (Ocimum basilicum, Lamiaceae). We have studied the key enzymes and genes involved in the production of these flavorants. Linalool synthase, the key enzyme in linalool biosynthesis and its corresponding gene were isolated and characterized from Clarkia breweri. The gene was coupled to a fruit-specific tomato promotor (E8) and was used to transform tomatoes. The transgenic tomatoes produced S-linalool and 1-hydroxylinalool, compounds absent from the fruits of controls. The transgenesis did not adversely affect the overall appearance of the plants nor the levels of other terpenoids present such as carotenoids and vitamin E. Our work has proven that the terpenoid pathway in tomatoes can be modified by the introduction and expression of foreign genes coding for the enzymes controlling the production of monoterpenoid flavor compounds. We have also isolated novel enzymes and genes that are involved in the formation of eugenol and methyl eugenol from Clarkia breweri and basil. An EST library of basil glandular trichomes (the site of eugenol and methyl eugenol biosynthesis) was prepared. More than 1,200 genes have been preliminary characterized and a few of them have been confirmed by functional expression, to be involved in eugenol and methyl eugenol biosynthesis. These genes have augmented the still small repertoire of genes that are available to modify the aroma of agricultural produce by genetic engineering.
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