cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.3886/e81788v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81804v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.5517/ccdc.csd.cc11gshs
title: CCDC 967525: Experimental Crystal Structure Determination

description: Related Article: Chengyan Zhang, Jingjing Wang, Yongshun Zhang, Xiaobo Zhang, Juanjuan Ma, Lin Liu, Xingyou Xu|2016|Polyhedron|117|661|doi:10.1016/j.poly.2016.07.004
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.14457/kmutt.the.2006.247
title: การพัฒนาบทเรียนคอมพิวเตอร์การสอนเรื่อง หลักการวิเคราะห์และแก้ปัญหาเครื่องคอมพิวเตอร์ สำหรับนักเรียนชั้นประถมศึกษาปีที่ 5 /
DOI: 10.14457/kmutt.the.2006.248
title: การพัฒนาบทเรียนคอมพิวเตอร์การสอนแบบเล่าเรื่องด้วยการ์ตูนแอนิเมชั่น เรื่อง การโภชนาการและระบบย่อยอาหาร /
DOI: 10.3886/e81804v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81805v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81805v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81897v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81897v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81911v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81911v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81925v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81925v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.5517/ccdc.csd.cc13qdrz
title: CCDC 1034431: Experimental Crystal Structure Determination

description: Related Article: Jian-Zhong Fan, Ceng-Ceng Du, Duo-Zhi Wang|2016|Polyhedron|117|487|doi:10.1016/j.poly.2016.06.043
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.14457/kmutt.the.2003.335
title: การพัฒนาบทเรียนคอมพิวเตอร์ช่วยสอน ประกอบการเรียนการสอนทางไกลผ่านดาวเทียม เรื่อง Computer network technologies and internet /
DOI: 10.3886/e44308v5
title: Scientists' Data Sharing Behaviors

description: The objective of this research is to investigate the factors influencing scientists’ data sharing behaviors in different scientific communities by examining both discipline and individual level predictors together. The target population of this research included faculty members and post-doctoral researchers in U.S. academic institutions who belong to STEM disciplines. The sampling frame of this research was identified from the scholar list in the Community of Science’s (CoS) Scholar Database (http://pivot.cos.com), which provides a researcher profile directory in the world mainly from universities and colleges. The final field survey instrument was distributed to the 16,165 potential survey participants in 56 STEM disciplines. From November 19, 2012 to February 15, 2013, a total of 2,470 valid responses were received for the initial data analysis (15.28% of response rate). 
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<br>On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. An ICPSR staff member manually published these projects, taking care to preserve the original wishes of the depositor.
DOI: 10.3886/e55245v2
title: Web Design Experiment 7: 2008 [United States)

description: This is a methodological study on the design on Web surveys. Several independent experiments were embedded in a Web surveys administered to members of online opt-in panels in the U.S.
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DOI: 10.3886/e56046v2
title: Children’s quality of life based on the KIDSCREEN-27: Child self-report, parent ratings and child-parent agreement in a Swedish random population sample

description: No summary available for this study.
DOI: 10.3886/e60367v2
title: Job analysis and decomposed inferences improve selection decisions: Evidence from a computer paradigm for evaluating selection tools

description: Purpose: A computerized paradigm was created to allow for testing in the laboratory whether increasing systematicity helps the recruiter make better selection decisions. Design/methodology/approach: Participants were introduced to the job and the applicants on the computer screen and asked to select who they thought should be considered for the job and who should not. Level of systematicity was manipulated between subjects. Depending on experimental condition participants were helped by means of a tool for extracting judgment criteria (job analysis) and a tool for making judgments related to selected criteria (including calculation of a final score).  Findings: The general prediction that increased systematicity leads to the selection of more qualified candidates was supported by the results, particularly when the motivation to put time and effort into the task was higher.  Implications: The results support the claim from I/O psychologists that systematicity is a desirable characteristic in selection processes. The fact that increasing systematicity led to better selection decisions in a controlled laboratory experiment, along with process-related measures, suggests that this kind of paradigm could be useful when evaluating new tools for improving selection decisions, before they are tested in large (and costly) field studies of actual personnel selection.  Originality/value: This study validates the causal link between level of systematicity and selection decision quality, which may be of value to researchers and practitioners alike. The computerized paradigm that was developed is flexible, novel and useful for testing the incremental effects of decision tools on decision quality.