This publication contains the raw data linking to a survey run by the YAE to assesss the impact of the lockdown on early stage academics (group leaders) working in Europe.
The idea for this publication arose during the collaboration on the exhibition of the Technical Museum Nikola Tesla in Zagreb titled “Women and technology – an exhibition with a gender-inclusive theme”.
The exhibition highlights women’s emancipation and economic independence and their role in technological development. Recognizing that female electrical engineers, ETF and FER scientists have an important part in that story, the authors of this publication wanted to perpetuate the memory of the first female scientists in the history of the Faculty of Electrical Engineering and Computer Science.
The aim of the publication is to give a brief overview of the socio-historical context of the inclusion of women in the scientific-educational system and to honour the first female students, later female scientists and teachers of FER, whose valuable work and scientific contribution is woven into the history of the Faculty. Along with short biographies and bibliographies of selected works, the first seven female scientists from the field of electrical engineering who worked and were active at ETF from 1919 to 1970 are presented.
The adoption of a Gender Equality Plan (GEP) aims to remove the systemic obstacles to gender equality and adapt institutional practices, leaving no one behind . However, there is a need for a renewed approach to the development of a GEP which is reflected in the European Commission’s new policy direction which is going towards a more inclusive approach. This new direction refers to “inclusive GEPs”, covering 3 aspects: intersectionality, intersectoriality, and geographic inclusiveness. The CALIPER project, which supports nine Research Performing Organisations (RPOs)/Research Funding Organisations (RFOs) to develop a GEP, was designed and is now implemented, having these dimensions at each core and especially intersectoriality which is a key specific feature embedded in all steps of the institutional change process. Elaborating on these dimensions, our aim is to present below the CALIPER methodology and provide practical examples for setting up inclusive GEPs.
Many studies have focused on navigation, spatial skills, and the olfactory system in comparative models, including those concerning the relationship between them and physical activity. Although the results are often in contrast with each other, it is assumed that physical activity can affect cognition in different ways—both indirectly and through a certain influence on some brain structures. In contrast, there is little research that focuses on the relationship between spatial abilities and olfactory abilities in humans. This research aimed to evaluate and compare the performance in working memory tasks of athletes and non-athletes who require good visual–spatial navigation, olfactory–spatial navigation, and olfactory–semantic skills. The study involved 236 participants (83 athletes) between the ages of 18 and 40. All subjects were matched by age or sex. The standard Corsi Block Tapping Test (CBTT) was administrated to investigate the visual-spatial memory. Olfactory–spatial navigation and olfactory–semantic skills were assessed with two modified versions of CBTT: Olfactory CBTT (OCBTT) and Semantic–Olfactory CBTT (SOCBTT) respectively. The results show differences between the CORSI conditions in direction of a poor performance for athletes. A gender effect in favor of men was also found, particularly in the classic version of the CBTT. Both groups performed better in the classic version of the CBTT than OCBTT and SOCBTT. The mean of SOCBTT results is markedly lower, perhaps due to the different information processing systems needed to perform this kind of task. It is possible to explain how sports practice can affect tasks that require spatial skills and olfactory perception differently, thus supporting new hypotheses and opening new scientific horizons.
Strengthening women’s participation in Science, Technology, Engineering and Mathematics (STEM) fields is not only a matter of equal opportunities and social justice, but also crucial to meet pressing societal challenges like the twin green and digital transitions. The EU is undertaking steps to foster gender equality in research and innovation at all stages across the European Research Area and European Education Area. In line with the European Strategy for Universities, the European Commission is working on addressing the under-representation of women in STEM fields through a roadmap of activities, including a manifesto on gender-inclusive STE(A)M education and careers. Targeted actions for long-term structural change include the development of Gender Equality Plans (GEPs), fostering greater participation of young girls in STEM activities, improving the recruitment, retention and promotion of women in research and innovation, and supporting women entrepreneurship in the EU and beyond. This leaflet highlights eight pioneering EU-funded projects supporting the goal of gender equality and inclusiveness in STEM.