Restricted feed intake in lactating primiparous sows. II. Effects on subsequent litter sex ratio and embryonic gene expression

Expression of panels of candidate genes controlling myogenesis, angiogenesis and gender-specific imprinting of development were analysed in embryonic, placental and endometrial tissues recovered at Day 30 of gestation from a subset of primiparous sows that were either feed restricted (Restrict; n = 17) or fed to appetite (Control; n = 15) during the last week of the previous lactation. Embryos were also sex typed to investigate gender bias in response to treatments. Average embryonic weight was lower in the subset of Restrict compared with Control litters (1.38 ± 0.07 vs 1.59 ± 0.08 g, respectively) and the male : female sex ratio was higher (P < 0.05) in embryos (litters) recovered from Restrict sows. Treatment affected (P ≤ 0.05) the expression of embryonic and placental genes involved in insulin-like growth factor (IGF) 2 signalling, including IGF2, INSR and IGF2R. Embryonic expression of ESR1 was also affected by treatment (P < 0.03) and sex × treatment interactions were observed for the expression of embryonic ESR1 (P < 0.05) and placental ANGPT2 (P < 0.03). At the molecular level, these results support the suggestion that changes in placental function are not the primary mechanism mediating detrimental effects of previous sow catabolism on early embryonic development in the feed-restricted lactational sow model. However, perturbations in the IGF2 system are implicated as mediators of these effects.

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Education and Gender Bias in the Sex Ratio at Birth: Evidence From India

Demography ◽

10.1353/dem.0.0089 ◽

2010 ◽

Vol 47 (1) ◽

pp. 249-268 ◽

Cited By ~ 23

Author(s):

Rebeca A. Echávarri ◽

Roberto Ezcurra

Keyword(s):

Sex Ratio ◽

Gender Bias ◽

Sex Ratio At Birth ◽

And Gender

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Gender Bias in Human Anatomy Textbook Illustrations

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1986.tb00765.x ◽

1986 ◽

Vol 10 (4) ◽

pp. 413-420 ◽

Cited By ~ 27

Author(s):

M. Giacomini ◽

P. Rozée-Koker ◽

F. Pepitone-Arreola-Rockwell

Keyword(s):

Medical School ◽

Gender Bias ◽

Instructional Material ◽

Medical Profession ◽

Human Anatomy ◽

Sexist Attitudes ◽

And Gender ◽

Text Illustrations ◽

Male Subjects ◽

Gender Specific

The hypothesis that female and male bodies are equally represented in human anatomy text illustrations was tested to determine whether medical students are shown both females and males as possessing equally important and normal bodies in medical school instructional material. All anatomy texts currently in use in a major western medical school (N = 8) were surveyed. In text sections dealing with standard (non-gender-specific) anatomy, male subjects were shown in 64% of the illustrations in which gender was discernable, females were shown in 11%, and gender-neutral or equal representations were shown in 25%. Females and males were found to be represented approximately equally in chapters on urogenital (gender-specific) anatomy (45% female, 48% male, 7% neutral or equal representation). The implications of these findings for the perpetuation of sexist attitudes in the medical profession are discussed.

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A Content Analysis of Gender Bias in When English Rings A Bell Textbooks

International Journal of Learning and Instruction (IJLI) ◽

10.26418/ijli.v1i1.33401 ◽

2019 ◽

Vol 1 (1) ◽

pp. 23

Author(s):

Lisa Julianti ◽

Ikhsanudin Ikhsanudin ◽

Yohanes Gatot Sutapa Y

Keyword(s):

High School Students ◽

Gender Bias ◽

Junior High School ◽

Female Students ◽

Ministry Of Education ◽

School Students ◽

Occupational Role ◽

Generic Construction ◽

And Gender ◽

Gender Specific

This thesis reports on the gender bias contained in English e-textbook for junior high school students provided by the ministry of education. The study used a framework proposed by Porreca (1984) as guidance. The framework is distinctive because it examines the problem of gender representation contained in textbook. Based on the framework the study focused on gender visibility in text and illustration, gender firstness, occupational role, gender neutral nouns and gender specific nouns, masculine generic construction, and adjectives. The finding reveals that although there is an effort to avoid gender bias, females are still represented traditionally in some categories. When females are portrayed traditionally in the textbook, students develop a stereotype view towards female students.

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