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 The Institute of Physics (IOP) and the Royal  Society of Chemistry (RSC) jointly  initiated a project, in conjunction with the IOP’s Women in Physics Group  (WiPG), which was part-funded by the UKRC’s  Innovative and Collaborative  Grants Scheme (IGCS), to investigate the experiences of postdoctoral  researchers (PDRs). The project was designed to build upon previous work by the RSC on the  experiences and career intentions of chemistry PhD students, which found  that the proportion of females planning a research career in chemistry fell  dramatically during the course of their PhD studies, while the proportion  of males stayed the same. In contrast, follow-up work by the RSC and the  Biochemical Society showed that in molecular biosciences the proportions of  men and women intending to pursue a research career remained essentially  the same throughout their PhD studies. To investigate how the experiences of male and female postdoctoral physics  and chemistry researchers affected their long-term career intentions and  whether their experiences were different, the IOP and the RSC, with WiPG,  initiated a survey of PDRs in the two disciplines.  An electronic survey was distributed to UK chemistry and physics  departments and a total of 776 responses (370 physics, 376 chemistry and  30 unspecified) were received. A detailed analysis of the survey data, which was carried out by Sean  McWhinnie of Oxford Research and Policy, has been produced in a full report  and is available at  www.iop.org/diversity  and  www.rsc.org . This summary  report highlights the key findings and recommendations.

The Teaching Gender in the Military Handbook documents the knowledge outcomes of a series of four workshops organised by the Security Sector Reform and Education Development Working Groups of the Partnership for Peace Consortium of Defense Academies and Security Studies Institutes (PfPC). The handbook aims to (a) strengthen the ability of faculty to integrate gender in professional military education and (b) improve the capacity of gender experts to deliver educational content. In other words, it aims to cover both ‘what to teach’ and ‘how to teach’ when it comes to gender and the military.The Handbook was created in response to a call to integrate gender in military education and training articulated in the UN Security Council Resolutions on Women, Peace and Security; the NATO frameworks to implement these resolutions; and national policies and initiatives in the NATO-PfP area.

The handbook’s 19 authors comprise both military and civilian subject matter experts in gender and military education from 13 NATO and PfP Member Nations.  It has ten peer-reviewed chapters divided into two sections:

The Gender Handbook Women, Girls, Boys and Men -­‐ Different Needs, Equal Opportunities was published by the IASC in 2006 ‘to provide actors in the field with guidance on gender analysis, planning and actions to ensure that the needs, contributions and capacities  of  women,  girls,  boys  and  men  are  considered  in  all  aspects  of  humanitarian  response ’.  The Handbook was developed in conjunction with the UN agencies and INGO members of the IASC to provide guidance on integrating gender equality in humanitarian action.  As such, it has proved an excellent knowledge resource for humanitarian practitioners who may not necessarily have specific expertise in gender -­‐ equality humanitarian programming. The Handbook states that ‘through feedback from practitioners in the field on how to make it more practical and user -­‐ friendly, the handbook will be improved over time.’ Now the time has come, and as part of the work plan by the IASC Gender Reference Group (GRG), UN Women and OXFAM are co -­‐ leading the project to  update  it  and  reflect  the  current  iteration  of  the  Cluster  System,  the  Gen der  Marker,  the  Humanitarian  Programme  Cycle  and  other  important  advances  in  humanitarian  coordination, leadership, accountability and partnership.  A n Experts Group Meeting in New York in December 2015 recommended a consultation process with a wide range of stakeholders in order to ensure the revised edition will further enhance the capacity of humanitarian practitioners to systematically integrate gender in their areas of operation.  An outreach plan was thus developed by the consultant and validated by the Steering Committee (SC). This summary report briefly describes the specific components of the consultation process and  summarizes the key findings and recommendations . The analysis of these recommendations will form the basis for a n outline for the revised Handbook that will be submitted by the consultant to the SC for approval and presentation to the IASC Working Group (WG) ahead of the World Humanitarian Summit (WHS) in May 2016 and/or ECOSOC in July 2016.

MRS has produced this  Guidance Note  to help practitioners act legally and  ethically  when  collecting data and  asking research participants ’ questions on biological sex, gender and  gender identity . A ll research participants need to feel equally valued and satisfied that their  personal prefer ences  are  being respected in terms of how  they  wish to describe and categorise  themselves . Researchers can use th is  guidance  to  assess whether they  are complying  with the  Code in collecting demographic information on these areas.  Th is  should be used  in  c onjunction with the MRS Code of Conduct and Guidelines.