The document discusses guidelines for using gender-inclusive language in writing and communications. It provides alternatives to using "he/him/his" pronouns when the gender is unknown, such as using plural pronouns like "they" instead of gendered singular pronouns. It also recommends avoiding gendered terms like "mankind" and using inclusive language that portrays all groups equally. The document encourages writers to be mindful of implicit biases and stereotypes related to gender in their word choices and descriptions of people.
The document provides an agenda and terms list for an EWRT 1B class. The agenda includes a presentation on a terms list, discussion of Essay #2, and a lecture on thesis statements, outlining, using evidence, and introductions. It then provides the terms list, which defines terms like ableism, ally, binary gender, classism, critical consciousness, cultural appropriation, cultural oppression, and dominance. It also includes a group discussion on whether passing reinforces or disrupts social constructs, and provides opposing views on this from scholars. Finally, it provides the writing prompt for Essay #2 on racial passing.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
The document outlines the agenda and materials for an English writing class. It includes a terms list defining concepts like ableism, ally, and binary gender. It also provides discussion questions about the short story "Recitatif" and prompts for an in-class essay arguing either for or against a quote about passing as a different race. The document provides guidance on developing a thesis, outline, evidence-based arguments, and introduction for the essay assignment.
The document discusses racial passing through several examples from literature and history. It describes instances of individuals passing as white to escape slavery or danger from racial violence. One example is of Ellen Craft who escaped slavery by pretending to be a white man traveling with her husband disguised as his servant. The document also discusses the complex issues of racial passing, including how some saw it as a way to resist racism while others viewed it as reinforcing social hierarchies. Students are instructed to write an essay arguing either for or against racial passing using support from at least four of the texts discussed.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
Literary devices to improve your creative writing stylejamiejanelback2
This document discusses using rational, discriminating, and judicious judgment when writing. It advises that writers must first evaluate their own ideas and choose the most important one to control each sentence. Without making a clear choice, writing will lack style. The document provides examples of unclear sentences and rewrites them to have a dominant idea. It also discusses using parallel structures when ideas are equally important to show their equality. Overall, the document encourages writers to thoughtfully evaluate and structure their ideas for better style.
Introduction to social entrepreneurship (cbs2)(health) BB 33rdGlenn_so
The Bill & Melinda Gates Foundation is the largest private foundation in the world, founded by Bill and Melinda Gates in 2000. The foundation aims to enhance global healthcare and reduce extreme poverty internationally and expand education and access to technology in the US. It is controlled by Bill and Melinda Gates and Warren Buffett and has an endowment of over $42 billion. In 2005, Bill and Melinda Gates, along with Bono, were named Persons of the Year by Time magazine for their philanthropic work. The foundation has donated over $6.6 billion to support global health programs.
This document provides guidance on avoiding sexist language in writing. It discusses three common problems: subjects that are assumed to be male, lack of a gender-neutral singular pronoun, and inherently sexist words. For each, it offers examples of sexist phrases and recommended solutions, such as using plural subjects, substituting articles for pronouns, and replacing gendered words with neutral alternatives. The document stresses examining problems individually and considering context, audience, and meaning rather than blanket fixes. It notes that while eliminating sexism can be tricky, solutions are available to maintain clarity and flow.
The document provides an agenda and terms list for an EWRT 1B class. The agenda includes a presentation on a terms list, discussion of Essay #2, and a lecture on thesis statements, outlining, using evidence, and introductions. It then provides the terms list, which defines terms like ableism, ally, binary gender, classism, critical consciousness, cultural appropriation, cultural oppression, and dominance. It also includes a group discussion on whether passing reinforces or disrupts social constructs, and provides opposing views on this from scholars. Finally, it provides the writing prompt for Essay #2 on racial passing.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
The document outlines the agenda and materials for an English writing class. It includes a terms list defining concepts like ableism, ally, and binary gender. It also provides discussion questions about the short story "Recitatif" and prompts for an in-class essay arguing either for or against a quote about passing as a different race. The document provides guidance on developing a thesis, outline, evidence-based arguments, and introduction for the essay assignment.
The document discusses racial passing through several examples from literature and history. It describes instances of individuals passing as white to escape slavery or danger from racial violence. One example is of Ellen Craft who escaped slavery by pretending to be a white man traveling with her husband disguised as his servant. The document also discusses the complex issues of racial passing, including how some saw it as a way to resist racism while others viewed it as reinforcing social hierarchies. Students are instructed to write an essay arguing either for or against racial passing using support from at least four of the texts discussed.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
Literary devices to improve your creative writing stylejamiejanelback2
This document discusses using rational, discriminating, and judicious judgment when writing. It advises that writers must first evaluate their own ideas and choose the most important one to control each sentence. Without making a clear choice, writing will lack style. The document provides examples of unclear sentences and rewrites them to have a dominant idea. It also discusses using parallel structures when ideas are equally important to show their equality. Overall, the document encourages writers to thoughtfully evaluate and structure their ideas for better style.
Introduction to social entrepreneurship (cbs2)(health) BB 33rdGlenn_so
The Bill & Melinda Gates Foundation is the largest private foundation in the world, founded by Bill and Melinda Gates in 2000. The foundation aims to enhance global healthcare and reduce extreme poverty internationally and expand education and access to technology in the US. It is controlled by Bill and Melinda Gates and Warren Buffett and has an endowment of over $42 billion. In 2005, Bill and Melinda Gates, along with Bono, were named Persons of the Year by Time magazine for their philanthropic work. The foundation has donated over $6.6 billion to support global health programs.
This document provides guidance on avoiding sexist language in writing. It discusses three common problems: subjects that are assumed to be male, lack of a gender-neutral singular pronoun, and inherently sexist words. For each, it offers examples of sexist phrases and recommended solutions, such as using plural subjects, substituting articles for pronouns, and replacing gendered words with neutral alternatives. The document stresses examining problems individually and considering context, audience, and meaning rather than blanket fixes. It notes that while eliminating sexism can be tricky, solutions are available to maintain clarity and flow.
This document discusses gender-sensitive language and provides suggestions for using inclusive language that does not assume or imply a gender. It explains that traditionally masculine pronouns and nouns have been used as defaults, but this practice can be exclusionary. The document outlines strategies for using gender-neutral language, such as replacing gendered pronouns with "they", alternating between "she" and "he", restructuring sentences to be plural, and eliminating pronouns altogether. It also provides examples of replacing gendered nouns like "mankind" and gendered titles like "chairman" with more inclusive alternatives.
This document discusses the importance of using gender neutral language in teaching to avoid perpetuating gender biases and stereotypes. It defines the differences between sex and gender, noting that gender refers to socially constructed roles rather than biological attributes. Examples show how language can make assumptions that exclude or marginalize people of certain genders. Suggestions are provided for rewriting sentences in a more inclusive way, such as using plural pronouns instead of defaulting to masculine. The conclusion emphasizes that changing language can help change thinking and promote a more balanced cultural view.
This summary compares two essays that discuss cleanliness from different perspectives. Dave Barry's "Batting Clean-Up and Striking Out" compares how men and women clean, finding that men are worse at cleaning tasks than women. Suzanne Britt's "Neat People vs. Sloppy People" contrasts the personalities of neat and sloppy individuals, arguing that neat people are more aggressive with tasks like managing mail. While both discuss cleanliness, they differ in their use of humor, examples, and thesis support - with Barry using personal stories and Britt relying more on hypothetical scenarios.
Inclusive Language Writing Guide for 2020
Based on the e-book:
https://www.amazon.com/Inclusive-Language-Respecting-Diversity-Disability-ebook/dp/B08F33CFJY/
This document discusses language and gender. It defines gender as the socially constructed differences between women and men. Gender ideology refers to beliefs about appropriate gender roles and how ideology legitimizes inequality. Language shapes understanding of the social world and identities. Gender-differentiated language reflects social hierarchies, such as through naming conventions where marital status influences titles for women and men. A study found that female and younger male professors were referred to by first names while older male faculty were referred to by title and last name. The generic masculine pronoun "he" can refer to humans in general but really only refers to men. There are strategies to avoid the generic masculine like rewriting in plural or using "one." The document concludes it is important to understand gender
The document discusses identifying and avoiding bias in writing. It provides examples of biased language to avoid, such as using gendered pronouns to refer to all people or reinforcing racial, age, or occupational stereotypes. It recommends using specific, uncharged language and considering how word choice could affect different groups.
This document discusses non-discriminatory language in writing. It begins by defining discrimination as unfair treatment based on attributes such as race, gender or age. It then provides examples of discriminatory language to avoid in writing, such as gendered words that assume roles, as well as guidelines for inclusive language. Specific attributes covered include gender, disability, race and ethnicity. For each, recommendations are given for respectful terms to use instead of discriminatory language. The conclusion emphasizes developing a non-biased attitude and choosing words carefully to avoid offending. The goal is to use fair language that does not discriminate.
The document provides an overview of rhetorical analysis and discusses the three Aristotelian appeals of logos, ethos, and pathos. It defines each appeal and provides examples. For logos, it describes inductive and deductive reasoning and how facts, statistics, language, history, analogies, and logical arguments can develop this appeal. For ethos, it explains how character, expertise, education, experience, and how one speaks or writes can develop this appeal. For pathos, it notes how stories, anecdotes, and emotions like love, pity, fear, and anger can develop this appeal. The document concludes by asking readers to analyze a provided text and assess how effectively the writer uses these rhetorical strategies.
Academic integrity is primarily a core set of values that apply to everything we do. These values should guide and support all of our learning and academic work
The slides describes ideas for reducing bias as guided by APA 7th edition.
This document summarizes an expert's advice on writing effective college application essays. The expert discusses different types of essays: "McEssays" that are generic and do not stand out, essays that focus too much on what the college wants to hear rather than the applicant's authentic voice, and essays that try to impress with big words but end up sounding pretentious. The expert advocates for essays that show rather than tell, provide vivid details, take risks, and convey the applicant's authentic voice. Excerpts of both weak and strong essays are provided as examples.
Why can't I use "they" as a singular pronoun? This Slideshare explains the controversy behind the singular "they" and suggests some contexts when it is and isn't OK.
Our language is androcentric. Many common expressions are deprecating women. Even our songs convey sexist messages.
What is the impact on our self-esteem?
And what can we do about it?
Cu Boulder Essay 2017. Online assignment writing service.Tracey Souza
The document provides context for a movie poster of Space Jam from 1996, noting that it was released in November 1996 and featured both cartoon and real characters, with Warner Brothers as the producer. The poster was used across various marketing channels including cinemas, newspapers, magazines, bus stations, and websites to promote the film.
006 Apa Essay Format Example Paper Template ~ Thatsnotus. sample apa essay paper. Apa College Paper Format : FREE 6+ Sample APA Format Title Page .... Conventional Language: Sample APA essay with notes. 007 Essay Example Best Solutions Of Apa Format Sample Name Essays .... 021 Essay Example Apa ~ Thatsnotus. Example Of A Expository Essay In Apa Style | PDF. College Paper Apa Headers Format / Apa Style Research Paper Example Pdf .... Sample of essay in apa format - Common Style. APA Essay Help with Style and APA College Essay Format. Essay Cover Page Writing Help - Cover Page Format, APA Cover Page, MLA .... How to write conclusion of essay in apa Henderson. How To Write In APA Essay Format: 3 Easy Steps - PoemXtra. How to Cite a PDF in APA Style | Format & Examples | APA Citation Basics. 009 Apa Sample Document Essay Format ~ Thatsnotus. 005 Essay Example Apa Format 6th Edition Template ~ Thatsnotus. 005 Apa Format Essay Example Sample New How To Write Response Paper .... 016 Apa Format Example ~ Thatsnotus. Apa Style Subheadings Example - What Is The Proper Apa Formatting For .... Sample research essay apa : Fast Online Help : attractionsxpress.com .... Apa Style Essay Structure. Online assignment writing service. | PDF. Sample Apa Essay Paper – APA Format Examples. 001 Apa Short Essay Format Example Paper Template ~ Thatsnotus. 008 Apa Sample Document Style Essay ~ Thatsnotus. 007 Essay Format Apa Example ~ Thatsnotus. 001 Apa Essay Cover Page Presentation1 ~ Thatsnotus Apa Essay Samples
This document provides definitions and examples of representations of sexuality in TV dramas. It discusses traditional heterosexual representations that center male acquisition of females. It outlines stereotypes of homosexual males as effeminate and of homosexual females as masculine. Examples of these stereotypes from media are provided. Bisexuals are often portrayed as confused, experimenting or promiscuous. Heterosexuals are viewed as the norm. Laura Mulvey's concept of the male gaze is explained, where audiences view characters from a heterosexual male perspective. Editing techniques like shot reverse shot are used to influence audience identification and perspective on characters. Students are assigned homework to analyze representations of sexuality through micro-elements in a provided TV clip.
HM540Unit1 JOURNALReflectionAfter you have completed all oLizbethQuinonez813
HM540
Unit1 JOURNAL
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Gender Communications Quiz
How much do you know about how men and women communicate? If you think a statement is an
accurate description of communication patterns, mark it true. If you think it isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt other men.
3. During conversations, women spend more time looking at their partner than men do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional openness and drama than male managers.
6. Men not only control the content of conversations, they also work harder in keeping conversations
going.
7. When people hear generic words, such as "mankind" and "he," they respond inclusively,
indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more reprimands and criticism.
9. Women are more likely than men to disclose information about intimate personal concerns.
10. Female speakers are more animated in their style than are males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a female speaker, even when she
makes the identical presentation.
13. In general, women speak in a more tentative style than do men.
14. Women are more likely to answer questions that are not addressed to them.
15. There is widespread gender segregation in schools, and it hinders effective classroom
communication.
16. Female managers are seen by both male and female subordinates as better communicators than
male managers.
17. In classroom communications, teachers are more likely to give verbal praise to female than to
male students.
18. In general, men smile more often than women.
Explanations of the Answers
1. True. Despite the stereotype, the research is consistent and clear. In classrooms, in offices, in
group discussions, in two-person conversations, men talk more than their fair share of the time.
For example, in one experiment male and female subjects were asked to verbally describe
pictures and engravings. The women's average description was approximately three minutes. For
a man, the average time was 13 minutes.
2. True. When women talk with other women, interruptions are evenly distributed. When men talk
with other men, interruptions are evenly distributed. However, when men and women talk with
one another, almost all interruptions are by male speakers.
Sociologists Candace West and Donald Zimmerman analyzed conversations in university
settings, both on and off campus. They found that males interrupt females much more often than
they interrupt other males and more often than females interrupt either males or females. These
sociolog ...
This document contains summaries of three activities related to exploring gender roles and stereotypes:
1. The first activity involves students writing about their opinions of the opposite gender and sharing their writings in single-gender groups to discuss perceptions and differences.
2. The second activity tasks students with listing behaviors and jobs that are stereotypically associated with "acting like a man" or "acting like a woman" to analyze where gender roles are learned.
3. The third activity uses an occupation checklist for students to match jobs as being primarily for men, women, or both. Students then analyze the results for trends in gender representation in careers and discuss reasons for inequities.
Gender, politeness, and stereotypes
Janet Holmes: An introduction to sociolinguistics
Gossip
The linguistic construction of gender
The linguistic construction of sexuality
Sexist language
Can a language be sexist?
What are your pronouns? This foundational workshop provides an introduction to personal pronouns, including practical applications in a library setting. Attendees will develop an understanding of the importance of personal pronouns, and how to use them.
Innovation in plant breeding is imperative to meet the growing demand for staple food crops in developing countries. Modernizing breeding was therefore a major objective of the Generation Challenge Programme (GCP, http://www.generationcp.org). In this endeavor,the GCP createdthe Integrated Breeding Platform (IBP, https://www.integratedbreeding.net),to provide breeding material,knowledge and tools to assist researchers in their work,including custom-built software forreliable data management – the Breeding Management System (BMS Pro).These activities were sustained mainly through funding by the Bill & Melinda Gates Foundation,which ended this last September after 10 years of direct collaboration. The IBP has proven to be agile, adaptable and bold over the years, and is now applying the same spirit and resolve to find revenue from both public and private sources to continue serving its broad basis of stakeholders, among which national programs in Sub-Saharan Africa (SSA) remainfront and center. BMS Pro – a professional-grade software package distributed through LAN or cloud – is being used by close to 700 users in over 30 organizations of different types around the world (17 in SSA). We have learned that digitizing breeding is less about technology than it is about changing mindsets;it requires proper support on the ground,and thatmanagement commits to empower adoption within institutions. Although there is still some way to go before reaching routine adoption, a solid basis has been established and continues to be supported by a new generation of African breeders.Breeding digitization in Africa is well underway.
This document discusses gender-sensitive language and provides suggestions for using inclusive language that does not assume or imply a gender. It explains that traditionally masculine pronouns and nouns have been used as defaults, but this practice can be exclusionary. The document outlines strategies for using gender-neutral language, such as replacing gendered pronouns with "they", alternating between "she" and "he", restructuring sentences to be plural, and eliminating pronouns altogether. It also provides examples of replacing gendered nouns like "mankind" and gendered titles like "chairman" with more inclusive alternatives.
This document discusses the importance of using gender neutral language in teaching to avoid perpetuating gender biases and stereotypes. It defines the differences between sex and gender, noting that gender refers to socially constructed roles rather than biological attributes. Examples show how language can make assumptions that exclude or marginalize people of certain genders. Suggestions are provided for rewriting sentences in a more inclusive way, such as using plural pronouns instead of defaulting to masculine. The conclusion emphasizes that changing language can help change thinking and promote a more balanced cultural view.
This summary compares two essays that discuss cleanliness from different perspectives. Dave Barry's "Batting Clean-Up and Striking Out" compares how men and women clean, finding that men are worse at cleaning tasks than women. Suzanne Britt's "Neat People vs. Sloppy People" contrasts the personalities of neat and sloppy individuals, arguing that neat people are more aggressive with tasks like managing mail. While both discuss cleanliness, they differ in their use of humor, examples, and thesis support - with Barry using personal stories and Britt relying more on hypothetical scenarios.
Inclusive Language Writing Guide for 2020
Based on the e-book:
https://www.amazon.com/Inclusive-Language-Respecting-Diversity-Disability-ebook/dp/B08F33CFJY/
This document discusses language and gender. It defines gender as the socially constructed differences between women and men. Gender ideology refers to beliefs about appropriate gender roles and how ideology legitimizes inequality. Language shapes understanding of the social world and identities. Gender-differentiated language reflects social hierarchies, such as through naming conventions where marital status influences titles for women and men. A study found that female and younger male professors were referred to by first names while older male faculty were referred to by title and last name. The generic masculine pronoun "he" can refer to humans in general but really only refers to men. There are strategies to avoid the generic masculine like rewriting in plural or using "one." The document concludes it is important to understand gender
The document discusses identifying and avoiding bias in writing. It provides examples of biased language to avoid, such as using gendered pronouns to refer to all people or reinforcing racial, age, or occupational stereotypes. It recommends using specific, uncharged language and considering how word choice could affect different groups.
This document discusses non-discriminatory language in writing. It begins by defining discrimination as unfair treatment based on attributes such as race, gender or age. It then provides examples of discriminatory language to avoid in writing, such as gendered words that assume roles, as well as guidelines for inclusive language. Specific attributes covered include gender, disability, race and ethnicity. For each, recommendations are given for respectful terms to use instead of discriminatory language. The conclusion emphasizes developing a non-biased attitude and choosing words carefully to avoid offending. The goal is to use fair language that does not discriminate.
The document provides an overview of rhetorical analysis and discusses the three Aristotelian appeals of logos, ethos, and pathos. It defines each appeal and provides examples. For logos, it describes inductive and deductive reasoning and how facts, statistics, language, history, analogies, and logical arguments can develop this appeal. For ethos, it explains how character, expertise, education, experience, and how one speaks or writes can develop this appeal. For pathos, it notes how stories, anecdotes, and emotions like love, pity, fear, and anger can develop this appeal. The document concludes by asking readers to analyze a provided text and assess how effectively the writer uses these rhetorical strategies.
Academic integrity is primarily a core set of values that apply to everything we do. These values should guide and support all of our learning and academic work
The slides describes ideas for reducing bias as guided by APA 7th edition.
This document summarizes an expert's advice on writing effective college application essays. The expert discusses different types of essays: "McEssays" that are generic and do not stand out, essays that focus too much on what the college wants to hear rather than the applicant's authentic voice, and essays that try to impress with big words but end up sounding pretentious. The expert advocates for essays that show rather than tell, provide vivid details, take risks, and convey the applicant's authentic voice. Excerpts of both weak and strong essays are provided as examples.
Why can't I use "they" as a singular pronoun? This Slideshare explains the controversy behind the singular "they" and suggests some contexts when it is and isn't OK.
Our language is androcentric. Many common expressions are deprecating women. Even our songs convey sexist messages.
What is the impact on our self-esteem?
And what can we do about it?
Cu Boulder Essay 2017. Online assignment writing service.Tracey Souza
The document provides context for a movie poster of Space Jam from 1996, noting that it was released in November 1996 and featured both cartoon and real characters, with Warner Brothers as the producer. The poster was used across various marketing channels including cinemas, newspapers, magazines, bus stations, and websites to promote the film.
006 Apa Essay Format Example Paper Template ~ Thatsnotus. sample apa essay paper. Apa College Paper Format : FREE 6+ Sample APA Format Title Page .... Conventional Language: Sample APA essay with notes. 007 Essay Example Best Solutions Of Apa Format Sample Name Essays .... 021 Essay Example Apa ~ Thatsnotus. Example Of A Expository Essay In Apa Style | PDF. College Paper Apa Headers Format / Apa Style Research Paper Example Pdf .... Sample of essay in apa format - Common Style. APA Essay Help with Style and APA College Essay Format. Essay Cover Page Writing Help - Cover Page Format, APA Cover Page, MLA .... How to write conclusion of essay in apa Henderson. How To Write In APA Essay Format: 3 Easy Steps - PoemXtra. How to Cite a PDF in APA Style | Format & Examples | APA Citation Basics. 009 Apa Sample Document Essay Format ~ Thatsnotus. 005 Essay Example Apa Format 6th Edition Template ~ Thatsnotus. 005 Apa Format Essay Example Sample New How To Write Response Paper .... 016 Apa Format Example ~ Thatsnotus. Apa Style Subheadings Example - What Is The Proper Apa Formatting For .... Sample research essay apa : Fast Online Help : attractionsxpress.com .... Apa Style Essay Structure. Online assignment writing service. | PDF. Sample Apa Essay Paper – APA Format Examples. 001 Apa Short Essay Format Example Paper Template ~ Thatsnotus. 008 Apa Sample Document Style Essay ~ Thatsnotus. 007 Essay Format Apa Example ~ Thatsnotus. 001 Apa Essay Cover Page Presentation1 ~ Thatsnotus Apa Essay Samples
This document provides definitions and examples of representations of sexuality in TV dramas. It discusses traditional heterosexual representations that center male acquisition of females. It outlines stereotypes of homosexual males as effeminate and of homosexual females as masculine. Examples of these stereotypes from media are provided. Bisexuals are often portrayed as confused, experimenting or promiscuous. Heterosexuals are viewed as the norm. Laura Mulvey's concept of the male gaze is explained, where audiences view characters from a heterosexual male perspective. Editing techniques like shot reverse shot are used to influence audience identification and perspective on characters. Students are assigned homework to analyze representations of sexuality through micro-elements in a provided TV clip.
HM540Unit1 JOURNALReflectionAfter you have completed all oLizbethQuinonez813
HM540
Unit1 JOURNAL
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Gender Communications Quiz
How much do you know about how men and women communicate? If you think a statement is an
accurate description of communication patterns, mark it true. If you think it isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt other men.
3. During conversations, women spend more time looking at their partner than men do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional openness and drama than male managers.
6. Men not only control the content of conversations, they also work harder in keeping conversations
going.
7. When people hear generic words, such as "mankind" and "he," they respond inclusively,
indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more reprimands and criticism.
9. Women are more likely than men to disclose information about intimate personal concerns.
10. Female speakers are more animated in their style than are males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a female speaker, even when she
makes the identical presentation.
13. In general, women speak in a more tentative style than do men.
14. Women are more likely to answer questions that are not addressed to them.
15. There is widespread gender segregation in schools, and it hinders effective classroom
communication.
16. Female managers are seen by both male and female subordinates as better communicators than
male managers.
17. In classroom communications, teachers are more likely to give verbal praise to female than to
male students.
18. In general, men smile more often than women.
Explanations of the Answers
1. True. Despite the stereotype, the research is consistent and clear. In classrooms, in offices, in
group discussions, in two-person conversations, men talk more than their fair share of the time.
For example, in one experiment male and female subjects were asked to verbally describe
pictures and engravings. The women's average description was approximately three minutes. For
a man, the average time was 13 minutes.
2. True. When women talk with other women, interruptions are evenly distributed. When men talk
with other men, interruptions are evenly distributed. However, when men and women talk with
one another, almost all interruptions are by male speakers.
Sociologists Candace West and Donald Zimmerman analyzed conversations in university
settings, both on and off campus. They found that males interrupt females much more often than
they interrupt other males and more often than females interrupt either males or females. These
sociolog ...
This document contains summaries of three activities related to exploring gender roles and stereotypes:
1. The first activity involves students writing about their opinions of the opposite gender and sharing their writings in single-gender groups to discuss perceptions and differences.
2. The second activity tasks students with listing behaviors and jobs that are stereotypically associated with "acting like a man" or "acting like a woman" to analyze where gender roles are learned.
3. The third activity uses an occupation checklist for students to match jobs as being primarily for men, women, or both. Students then analyze the results for trends in gender representation in careers and discuss reasons for inequities.
Gender, politeness, and stereotypes
Janet Holmes: An introduction to sociolinguistics
Gossip
The linguistic construction of gender
The linguistic construction of sexuality
Sexist language
Can a language be sexist?
What are your pronouns? This foundational workshop provides an introduction to personal pronouns, including practical applications in a library setting. Attendees will develop an understanding of the importance of personal pronouns, and how to use them.
Innovation in plant breeding is imperative to meet the growing demand for staple food crops in developing countries. Modernizing breeding was therefore a major objective of the Generation Challenge Programme (GCP, http://www.generationcp.org). In this endeavor,the GCP createdthe Integrated Breeding Platform (IBP, https://www.integratedbreeding.net),to provide breeding material,knowledge and tools to assist researchers in their work,including custom-built software forreliable data management – the Breeding Management System (BMS Pro).These activities were sustained mainly through funding by the Bill & Melinda Gates Foundation,which ended this last September after 10 years of direct collaboration. The IBP has proven to be agile, adaptable and bold over the years, and is now applying the same spirit and resolve to find revenue from both public and private sources to continue serving its broad basis of stakeholders, among which national programs in Sub-Saharan Africa (SSA) remainfront and center. BMS Pro – a professional-grade software package distributed through LAN or cloud – is being used by close to 700 users in over 30 organizations of different types around the world (17 in SSA). We have learned that digitizing breeding is less about technology than it is about changing mindsets;it requires proper support on the ground,and thatmanagement commits to empower adoption within institutions. Although there is still some way to go before reaching routine adoption, a solid basis has been established and continues to be supported by a new generation of African breeders.Breeding digitization in Africa is well underway.
Rice breeding is both challenged and benefited by the fact that a successful varietal improvement program must embrace both the integration single genes that segregate in a simple Mendelian fashion as well as complex traits that are inherited in more quantitative ways. For decades the rice genetics community has produced a wealth of knowledge about these single genes and has developed markers that allow a breeder to track them in a population. However, marker assisted selection (MAS) alone is insufficient to drive the rates of genetic gain for more complex traits that are equally necessary. This presentation will describe the attempts made in the Favorable Environments Breeding program at IRRI to integrate the selection for single genes appropriate for MAS into a more complex population improvement strategy designed to improve quantitatively inherited traits.
Africa imperatively needs to increase food and nutritional security to serve a growing population and reduce food importation costs (currently estimated at US$ 35 billion/year). There is considerable potential to raise agricultural productivity through the development of improved cultivars that lift yields, and respond to both local and global market demands. However, and despite decades of major investment in R4D, the impact in farmers’ field remains limited, especially for subsistence crops. Farmers still have difficulty accessing water, fertilizers and phytosanitary products, amongst others, and seed quality and distribution are a major bottleneck in most places. Even if improved germplasm with large genetic potential is available, it often lacks critical or specific local characteristics, or only performs well under optimal conditions. In the African context, some links of the crop value chain are either broken or missing, and only an integrated approach – from crop diversity to production in the field – can have a sustainable impact on agricultural productivity. Improvement toward sustainable change will include the implementation of a demand-led breeding practice, that is based on modern technologies aligned with local reality, and supported by a strong capacity development component (human and infrastructure). Stimulating entrepreneurial spirit to implement local/regional businesses at strategic points down the chain is also a must to succeed. The case for this vision builds on examples and lessons learnt from the Generation Challenge Programme and the Integrated Breeding Platform, after working in R4D, with and for African partners, for more than 15 years.
Magni Bjarnason, IBP Breeding Specialist, presenting at Stuttgart-Hohenheim Symposium: "The Breeder’s eye, today and tomorrow: Innovations in Plant Breeding"
Presenting the Integrated Breeding Platform (IBP) and the IBP Breeding Management System at the Symposium on Crop Breeding Databases, held by
the American Society of Agronomy (ASA), the Crop Science Society of America (CSSA) and the Soil Science Society of America (SSSA) for their Annual Meeting in Minneapolis.
The document summarizes the Generation Challenge Programme (GCP), a 10-year CGIAR initiative focused on using genetic diversity and plant science to improve crops in developing countries. Some key achievements of GCP included generating genetic resources, genomic tools, and improved germplasm. GCP also enhanced breeding capacity through training programs and established the Integrated Breeding Platform (IBP) to help breeders manage breeding activities and data. While data management and changing behaviors were challenges, GCP successfully established partnerships and cultural changes in research approaches through collaborative projects.
Dr Jean-Marcel Ribaut, IBP Director, gives the concluding lecture at the 5th International Conference on Next Generation Genomics and Integrated Breeding for Crop Improvement (NGGIBCI-V), which was held on 18-20 February 2015 at ICRISAT Campus, in Hyderabad, India.
See also:
the day in photos: https://www.flickr.com/photos/130732617@N02/sets/
This document summarizes a presentation about managing phenotypic data through the International Barley Genome Sequencing Consortium's Breeding Management System. It discusses the IBDB Phenotyping Data Model which includes study and dataset information, trial design, trial environment, germplasm entry, and ontology. It also maps the data model to the Chado natural diversity schema and describes data annotation, access through an API, and an example API request.
The document describes the Integrated Breeding Platform's Breeding Management System (BMS), which provides breeders with easy-to-use informatics tools and data management capabilities. The BMS includes modules for germplasm management, nursery and trial management, data analysis and storage, and decision support tools. It aims to facilitate the adoption of molecular breeding techniques in public breeding programs through an integrated platform for managing breeding data and workflows.
Dr Mark Sawkins, IBP Support Manager, gave a demo presentation of Breeding View, a simple graphical interface to conduct statistical analysis of phenotypic and genotypic data. It can access procedures in Genstat or R-scripts, allows analyses to be configured, and is fully integrated into the IBP Breeding Management System (BMS).
The document summarizes a meeting between the Research in Tropical Agriculture (RTB) program and the Generation Challenge Program (GCP). Key points discussed include:
- Opportunities for collaboration between the two programs to achieve greater scale, capacity, and synergies across their shared crops like banana, cassava, and sweet potato.
- Examples of successful GCP projects that could provide lessons for RTB, such as using a "product delivery manager" focus and metrics to evaluate products, targeted communication strategies, and sequencing competitive and program funding.
- Potential areas of future collaboration between RTB and GCP, such as supporting integrated breeding platforms, linking databases, developing concept notes, sustaining communities of practice, and final
The document summarizes the activities of the IBP Data Management team from October 2014. It discusses the migration of several crop databases to the new IBDB v2 system, including maize, sorghum, cassava, beans, chickpeas, groundnuts, rice, wheat, and poplar data. It also covers the documentation of additional crop traits, establishment of databases for new crops like lentils and soybeans, and development of a data import tool to load historical datasets. Finally, it discusses the reorganization of database scripts to standardize data handling across crops.
This document discusses communications and awareness strategies for the Integrated Breeding Platform (IBP). It provides context on the IBP entering a new growth phase and need to promote awareness. The document outlines key internal and external audiences and how communications should be aligned with organizational objectives. It discusses influencing perceptions, attitudes, and behaviors through facts, emotions, and facilitating action. Examples are given on targeting specific perceptions, attitudes, and behaviors. The document reviews current communications efforts through social media and promotional materials. It outlines plans to expand scope, quality, and reach of communications and seeks champions to endorse the IBP.
This document discusses capacity building activities for the Breeding Management System (BMS) in phase 2 of the Integrated Breeding Platform (IBP). It outlines plans to:
1) Introduce and provide support for the BMS to users through meetings, conferences, and timely assistance.
2) Conduct training on the BMS at local and regional levels for scientists and technicians.
3) Collaborate with universities and breeding academies to incorporate aspects of the BMS into their curriculums to train the next generation of plant breeders.
The document describes the Breeding Management System (BMS), a comprehensive suite of informatics tools developed by the International Breeding Platform (IBP) to support plant breeding programs. The BMS includes nine key components to manage breeding activities from project planning to selection decision-making. It is intended to help public breeding programs in developing countries implement integrated informatics and make better use of molecular breeding technologies. The BMS has flexible and customizable features, and provides access to genotyping services and analysis tools supported by the IBP and CGIAR.
Graham McLaren presented on supporting the deployment and adoption of the Breeding Management System (BMS) through regional hubs. The Generation Challenge Programme will support staff placements at larger institutes to promote BMS uptake through technical support, capacity building, and breeding coordination. There are currently seven regional hubs supporting BMS adoption. Adopting BMS involves assessing feasibility, building an implementation team, developing a plan, verifying resources, customizing BMS, and deploying it in operations. The International Breeding Platform will help with implementation planning, data migration, training, and targets adopting BMS in eight programs and small enterprises per year.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Gender and communications
by Valérie Boire
Thursday, March 6, 2014
CIMMYT Writers Meeting
An initiative of the CGIAR
Generation
Challenge Programme (GCP)
2. Gender-neutral writing
Gender in pictures
Gender in context
Themes
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
4. Alternatives to “he,” “him,” “his,” or “himself”
No single gender-neutral writing style has emerged as
the norm; all of these alternatives has been met with
objections…
"he or she" (or "she or he")
Instead of: “If a student studies hard, he will succeed.”
• “If a student studies hard, he or she will succeed.”
• “If a student studies hard, she or he will succeed.”
Alternation of she and he:
• Use the gender of the primary author.
• Alternate between "she" and "he".
• Alternate by paragraph or chapter.
• Use he and she to make distinctions between two groups of people.
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
5. Alternatives to “he,” “him,” “his,” or “himself”
Abbreviated forms: "he/she", "(s)he", "s/he", "him/her", "his/her",
"himself/herself"
“If a student studies hard, s/he will succeed.”
Changing to plural
“If students study hard, they will succeed.”
“Each partner will be more involved if he has a voice in the decision.”
Revised: “Partners will be more involved if they have a voice in the
decision.”
Rewrite to avoid the need for any pronoun at all
“Students who study hard will succeed.”
Similarly, drop the possessive form his
“The average student is worried about his grades.” /
Revised: “The average student is worried about _ grades.”
Substituting an article:
“When the employee hands in his report, review it immediately.” /
Revised: “When the employee hands in the report, review it
immediately.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
6. Alternatives to “he,” “him,” “his,” or “himself”
Singular or epicene "they“, when they refers to an
individual person of unknown or unspecified gender
Examples:
• “On a day like today, anyone would want to wear their best
clothes”
• "We can only know an actual person by observing their behaviour
in a variety of different situations." (George Orwell)
• “No mother should be forced to testify against their child.”
• “Nobody in their right mind would do a thing like that”
• “A child becomes an adult when they turn 18.”
This construction is becoming increasingly acceptable but is still
considered ungrammatical in formal writing; use with caution.
Some recommend recasting generic expressions as plurals to
avoid the criticisms of either party.
The Cambridge Guide to English Usage (2004) :
“Generic/universal their provides a gender-free pronoun,
avoiding the exclusive his and the clumsy his/her.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
7. Alternatives to “he,” “him,” “his,” or “himself”
In everyday language, substitute with the first
or second-person pronoun
“As an administrator, he faces excessive paperwork
daily.”
Revised: “As administrators, we face excessive
paperwork daily.”
“The tenant must keep his apartment clean and tidy.”
Revised: “You must keep your apartment clean and
tidy.”
Sparingly, substitute with one/one's
“He might wonder what his response should be.”
Revised: “One might wonder what one's response
should be.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
8. Alternatives to “he,” “him,” “his,” or “himself”
Recast in the passive voice
“The average citizen pays his taxes promptly.”
Revised: “Taxes are paid promptly by the average
citizen.”
Some object to the passive voice when its use allows
the performer of an action to escape responsibility for
that action. Ex.: “She was assaulted.”
Substitute a participial phrase for a clause
“Listen to the two-year-old as he uses his short,
simple sentences to communicate.”
Revised: “Listen to the two-year-old using short,
simple sentences to communicate.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
9. Alternatives to “he,” “him,” “his,” or “himself”
Repeat the noun
“The trainee must submit the registration
papers by July 1. His superior will send
confirmation by mail.”
Revised: ”The trainee must submit the course
registration papers by July 1. The trainee’s
superior will send confirmation by mail.”
Use sentence fragments where
appropriate (e.g. work descriptions, c.v.'s)
“drafts policies, edits materials and develops
programs”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
10. The pseudo-generic man
“"Some men are female.“
Truly generic use of the word man would be perceived as false,
funny, or insulting",
Sentences can be adapted to avoid this use:
“To boldly go where no man has gone before”
Revised: “To boldly go where no one has gone before.”
Use gender-neutral words ("human being", "person",
"individual", etc.) instead of gender-specific ones ("man",
"woman", "he", "she", "businessman", "mother", etc.)
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
11. The pseudo-generic man
Other examples:
mankind: humanity, human beings, people
man’s achievements: human achievements
the best man for the job: the best person for the job
man the controls: take charge of
man the ticket booth: staff the ticket booth
average man: average person, ordinary person
layman: layperson, non-specialist
man and wife: husband and wife, partners
man-made: artificial, handmade, manufactured, synthetic
manpower: personnel, staff, workers, workforce
workmanlike: skilful
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
12. Occupational stereotypes
In most cases, generic terms such as doctor, judge, or actor include
both genders. In other cases, replace with the gender-neutral term:
• Stewardess: flight attendant, steward
• Authoress: author
• Chairman: chairperson (or chair).
• Salesman, saleswoman: salesperson or sales representative
• Anchorman: anchor
• Congressman: congress person, legislator, representative
• Cleaning lady: office cleaner
• Mailman: mail carrier, letter carrier, or post worker
• Waitress: server, wait staff, waitperson
• Etc.
Avoid constructions like “The female doctor walked into the room” or
“The male nurse walked into the room.”
This only reinforces the assumption that most or all doctors are male
and most or all nurses are female. Unless the sex of the nurse or doctor
is important to the meaning of the sentence, it should be omitted.
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
13. Occupational stereotypes
Do not represent certain jobs or roles as only appropriate for, or
held by, women or men, i.e., farmers are men and nurses are
women.
Watch for the use of female pronouns for elementary school teachers
and male ones for scientists, for example.
When referring to a job or role, use a gender-specific pronoun
only if the gender of the person is known.
Dear Mothers, Please bake cookies for our class party.
Revised: “Dear Families, please bake cookies for our class party.”
“The convention attendees and their wives are invited.”
Revised: “NCTE convention attendees and their guests/spouses are
invited.”
“The policy manual states that a director must take attendance of
participants at his monthly meetings (the director’s gender is unknown).
Revised: “The policy manual states that a director must take attendance
of participants at all monthly meetings.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
14. Address
Avoid using the term “Miss” unless you know that a person prefers
to be referred to as such.
Too often, people substitute Ms. for Miss and keep using Mrs. for
married women, defeating the original purpose of adopting Ms. to create
an equitable form of address for all women regardless of marital status.
Use Ms. for married as well as unmarried women.
Alternate the order of reference
Jane Morton and Vince Rubens
Mr. Rubens and Ms. Morton
Jane and Vince
If you don't know the gender of the addressee, use Dear followed by
the person's initials and surname.
Similarly, if you do not know the name of the addressee:
Dear Madam or Sir; Dear Sir/Madam,
Dear Editor/Service Representative/…
To Whom it may concern
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
15. Equal treatment
Avoid listing women as a separate category:
“Students, women, unemployed and retired people...”
In this sentence, naming women excludes them from the other categories
Revised: “Men and women who are studying, unemployed or retired…” or,
“People who are studying, unemployed or retired…”
“The people... moved with women, elders and children... In search of better
climates.”
Revised: “The people moved in search of better climates.”
Avoid asymetrical designation of women and men:
“Mrs Thatcher... Reagan”
Revised: “Thatcher... Reagan”; “Mrs Thatcher... Mr. Reagan”.
“The reading list included Jane Austen, Joyce, Proust, and Virginia Woolf.”
Revised: “The reading list included Austen, Joyce, Proust, and Woolf” (or Jane
Austen, James Joyce, Marcel Proust, and Virginia Woolf).
“The invitation was addressed to Mr and Mrs Michael Webber.”
Revised: “The invitation was addressed to Dr Olivia and Mr Michael Webber.”
“The invitation was addressed to Dr and Mrs Michael Webber (when both are
doctors).
Revised: “The invitation was addressed to Drs. Michael and Olivia Webber.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
16. Equal treatment
• When you mention the names of a woman and man together,
portray them as equals.
Giselle Ward, the psychologist, and James Whyte, the teacher
Denise Angus and her assistant Walter
Roy Bonneville, President, and his interpreter Jenn
Revised:
Denise Angus and her assistant Walter Banks
Roy Bonneville, President, and his interpreter Jenn Wilford
This also applies to couples and work associates. Check whether
married couples share the same last name.
Mr. and Mrs. Clayton Parker
Clayton Parker and his wife Maude
Revised:
Mr. and Mrs. Clayton and Maude Parker
Maude and Clayton Parker
Mr. and Mrs. Parker
List names in alphabetical order or according to rank.
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
17. Unnecessary mention of gender
Unless gender and related matters - looks, clothes,
parenthood - are relevant to your point, leave them
unmentioned.
If you identify someone as a female architect, for example,
would you refer to someone else as a “male architect”?
If you then note that the woman is an attractive blonde mother
of two, do you mention that the man is a muscular, dark-haired
father of three?
Avoid irrelevant references to details such as a woman's
marital status, role or physical appearance.
“Widow, 58, rescues kitten from tree”
Revised: Woman, 58, rescues kitten from tree
“The always elegant Vice President, Rachel Wills, accepted
the award on behalf of the organisation.”
Revised: ”The Vice President, Rachel Wills, accepted the
award on behalf of the organisation.”
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
18. Respect
Seek alternatives to language that omits, patronizes, or
trivializes women, as well as to language that reinforces
stereotyped images of both women and men.
I'll have my girl do that job.: I'll ask my assistant (or secretary) to
do that job.
Maria is a career woman.: Maria is a professional. Maria is a
doctor.
You guys go ahead.: Group, folks, all of you
The ladies on the committee all supported the bill.: The women
on the committee supported the bill.
Pam had lunch with the girls at the office.: Pam had lunch with
the women at the office.
This is a man-sized job.: This is a complex (huge, enormous,
difficult) job.
Old maid; spinster: single person
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
19. Textual citations
When citing from texts, make a choice whether to use a
directly stated passage or a paraphrase of the wording.
Though quoted passages cannot be altered, there are
options for making language more inclusive:
Change a direct quotation into a paraphrase that fits the sense of
the discussion and retains the original author's intent and idea.
Point out the gender-biased nature of the passage to defuse its
power.
Make substantial revisions or deletions when language is
gender-biased or when stereotyped assumptions pervade a
passage.
Consider avoiding the passage if doing so does not detract from
the writing's content, tone, or purpose.
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
20. Represent and give voice to protagonists of both
genders
Alternate between “him” and “her” when possible
according to context
Attributes such as tenderness, compassion, strenght,
dynamism, authority, dignity, assurance, understanding,
etc., have to be shown valid for both genders, coherently
with the situation in which the person is depicted
Show men and women in traditional and nontraditional
roles and without distinction in the description of tasks
Narration
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
21. Dobletes: o/a, o(a), o-a
Utilización de genéricos reales: personas, gente
universitarios/as = estudiantes universitarios;
director/a, politico/a, diplomatico/a = gobernante, líder, dirigente
vecinos = vecindario
hombre = seres humanos, humanidad o persona
Empleo de los abstractos:
los redactores = la redacción,
los legisladores = la legislación
“Elegiremos el presidente” = “Nombraremos alguién a la presidencia”/
”votaremos para la presidencia”
Cuidado con el languaje colloquial: a veces, una forma feminina
atestada pueda sonar peyorativa o desvalorizante.
In Spanish and other romance languages
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
22. Checklist
Have you used “he,” “him,” “his,” or “himself” to refer to
people who may be female?
Have you used “man” or “men” or words containing one of
them to refer to people who may be female?
Do you use any occupational stereotypes?
Do you make proper use of titles?
Is the designation of men and women symmetrical?
If you have mentioned someone’s gender, was it necessary
to do so?
Do you use language that in any way shows a lack of
respect for either sex?
Did you revise the quoted text to ensure it is also inclusive?
Does your narration give voice to protagonists of both
sexes? Are they depicted with coherent attributes and
tasks?
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
24. Go beyond the first impression:
Images are ambiguous
Our experiences and the dominant ideology in
our society can affect how we look at a picture
Pictures are always a subjective production
The title, caption and context in which a
picture is used affect our interpretation
Visual represention
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
25. Title: Una mujer campesina de
Lake Victoria en Tanzania
recogiendo madera.
Geoff Sayer/Oxfam
26. Title: Una mujer campesina de Lake Victoria en Tanzania recogiendo
madera. Geoff Sayer/Oxfam
29. Stereotypes have power
Stereotypes have power over us as producers and
consumers of publicity and information, even when
we make a conscious effort to reject them
Ex.: production and replication of sexist situations in
publicity
Visual representation
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
33. Keep in mind relations and power struggles
when choosing pictures
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
Producers
(photograph, client, editor…
Why do they need the picture?)
Subjects
(how are people depicted, with
what resources?)
Consumers, public
(Verifying precision of context,
access to source, how will the
context be interpreted?)
34. Analising gender in visual representations
Visual : number of women, men, children; also analise
the representation of cultural origins. What are they
doing? How are they depicted? How are they described
in the title and caption?
Text: consider when and how are mentioned women,
men, boys and girls, families and communities. What
associations or messages are suggested? Are they
precise and pertinent?
General impression: Is the text coherent with the images
chosen to illustrate it? Ex. : ”children” for a picture
depicting young boys; “community” attached to a picture
of a group of men; “family” on a picture of a woman with
her children.
36. Gender in Communications
Intentions
Inform, move, sensitise, educate, mobilise, convince, promote, sale,
etc...
What is our position? How does it affect my audience?
Coherence
Our own attitudes and actions are aligned with our message
Are we really doing what we say we are doing? What concrete actions
can we cite as examples?
Credibility
Facts, data, presentations, testimonies, etc.
What data/actions are documented? Do our publics know about facts
that might contradict or negate what we are saying?
Channels
Can we diferenciate or segment our channels to better reach the
women in our targeted audience, in consideration of their
situation/reality? (reach, impact, frecuency, variety, tone, traditional or
non traditional, formal or informal, etc.)
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
37. Selection of materials
A balance of literature by and about both women and
men should be included whenever possible.
The material should be placed in proper
historical/cultural context or be balanced by other texts
that show gender-fair roles and assumptions.
Books, texts, videos, and other media resources should
be chosen to show females and males actively
participating in a variety of situations at home, work, or
play.
38. Educational activities
Choose headings and activities that do not assume stereotypic male
and female interests.
Avoid promoting competition of sexes, for example, a debate with males
taking one side of the issue, females the other.
Avoid assuming gendered interests and abilities, i.e., girls
decorate, boys boot up the computer, girls are like to talk, boys play
sports.
Present gender-equitable examples by alternating male and female
names and by avoiding the use of stereotyped gender roles.
When discussing roles traditionally held by males, use examples of
females in those roles; use examples of males in roles traditionally held
by females.
Find informal ways to collect feedback from women if they tend to
not address their concerns publicly in group settings.
Ask questions to specific people, equally to men and women, to
engage everyone within the group.
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
39. Examples and contents taken from these sources:
CECI:
“Correspondencias en los temas de género y de comunicaciones”,
Valérie Boire y Alexandra Hitter, Mayo 2012, La Paz, Bolivia
Wikipedia:
Gender-specific and gender-neutral pronouns
• http://en.wikipedia.org/wiki/Gender-specific_and_gender-
neutral_pronouns#Alternatives_to_generic_he
Gender neutrality in English
• http://en.wikipedia.org/wiki/Gender_neutrality_in_English
Gender marking in job titles
• http://en.wikipedia.org/wiki/Gender_marking_in_job_titles
Singular they
• http://en.wikipedia.org/wiki/Singular_they
References
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
40. American Psychological Association
Avoiding Heterosexual Bias in Language
• http://www.apa.org/pi/lgbt/resources/language.aspx
Language Portal of Canada
Guidelines for gender-neutral language
• http://www.noslangues-ourlanguages.gc.ca/bien-well/fra-
eng/style/nonsexistguidelines-eng.html#sn
National Council of Teachers of English (NCTE)
Guidelines for Gender-Fair Use of Language
• http://www.ncte.org/positions/statements/genderfairuseoflang
Marquette University
Tips for Using Inclusive, Gender Neutral Language
• http://www.marquette.edu/wac/neutral/NeutralInclusiveLanguage.sh
tml
References
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014
41. References
The Law Student's Guide to Good Writing by
Professor Marc A. Grinker Gender Neutral Language, Copyright (c)
1994
Gender Neutral Language
• http://www.kentlaw.edu/academics/lrw/grinker/LwtaGender_Neutral
_Language.htm
The Writing Center, College of Arts and Sciences, University
of North Carolina at Chapel Hill
Gender-Sensitive Language
• http://writingcenter.unc.edu/handouts/gender-sensitive-language/
Gender and Communications – CIMMYT Writers Meeting – March 6, 2014