by Sit Fung-Ming, Anita. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 59-61). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / ACKNOWLEDGEMENTS --- p.vii / Chapter / Chapter I --- OBJECTIVE AND SCOPE OF STUDY --- p.1 / Chapter II --- LITERATURE REVIEW --- p.4 / Human Capital Perspective --- p.4 / Sociopsychologicial Perspective --- p.5 / Sex-role Socialisation --- p.5 / Sex-role Stereotyping --- p.6 / Organisation-Structure Perspective --- p.7 / Major References for Themes and Methodology --- p.7 / Perceived Participation in Decision-making --- p.8 / Upward and Downward Influence Tactics --- p.9 / Chapter III --- THEORETICAL CONSTRUCT OF STUDY --- p.11 / Chapter IV --- METHODOLOGY --- p.15 / Participants --- p.15 / Procedure --- p.17 / Measurements --- p.18 / Dependent variables --- p.18 / Independent (explanatory) variables --- p.18 / Perceived self-efficacy --- p.19 / Position Rank --- p.19 / Length of service --- p.19 / Mentor and sponsor --- p.20 / Informal Networks --- p.20 / Socio-demographic characteristics --- p.20 / Data Analysis Methods --- p.21 / Chapter V --- FINDINGS --- p.23 / Mentor --- p.23 / Sponsor --- p.24 / Length of Service in the Grade before Promotion to the Present Rank --- p.25 / Satisfaction with Career and Personal Advancement --- p.25 / Perceived Level of Influence --- p.27 / Perceived Level of Participation in Decision-making Committees --- p.27 / Perceived Level of Influence in Decision-making Committees --- p.29 / Perceived Level of Influence at Functional Section Level --- p.30 / Perceived Level of Influence at Division Level --- p.32 / Perceived Level of Influence at Department Level --- p.33 / Perceived Degree of Equal Influence --- p.35 / Overview of the findings for Perceived Level of Influence --- p.36 / Perceived Self-efficacy --- p.37 / Workplace Network --- p.38 / Frequency of Use of Upward and Downward Influence Tactics --- p.40 / Upward influence --- p.40 / Downward influence --- p.42 / Chapter VI --- DISCUSSION --- p.45 / Satisfaction with Career and Personal Advancement --- p.45 / Perceived Level of Influence --- p.46 / Frequency of Use of Influence Tactics --- p.47 / Overview of Themes in the Study --- p.48 / Chapter VII --- CONCLUSION AND SUGGESTION FOR FUTURE RESEARCH --- p.53

"May 2002." / Bibliography: leaves 123-144. / xiv, 144 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Aspects of the control of ventilation and an upper airway dilator muscle (genioglossus) are compared between healthy men and women, in an attempt to identify a gender difference that may contribute to the high male prevalence of sleep apnea. / Thesis (Ph.D.)--University of Adelaide, Dept. of Physiology, 2002

Whether there are sex differences in the kinematic organization of non-reproductive behaviors is rarely addressed. In this thesis, evidence is presented that male and female rats organize their posture and stepping differently during a food protection task, contact righting, skilled reaching, and vertical rearing. Neonatal gonadal steroid exposure can alter sex-typical patterns of movement organization. Whether these differences are due to sex differences in body morphology or central nervous system (CNS) was also addressed using gravid females and tfm males. The results reveal that sex differences in movement are CNS based. Furthermore, the expression and choice of sex-typical patterns of movement can be altered by CNS injury. Finally, evidence is presented that sex differences in movement organization are also present in marsupials and insects. The implications of these results for our understanding of the evolution of sex differences in CNS anatomy and behavior will be discussed. / xvi, 249 leaves : ill. ; 28 cm.

This study examined the relationship between sex, sex role and expression of depression. The Beck Depression Inventory, The Bem Sex Role Inventory, and the Inventory of Depressive Behaviors were administered to 589 college students. Sex differences in the expression of depression were similar to the findings of previous studies. Sex role differences in the expression of depression were found. Masculine sex role was related to expressive coping strategies along with instrumental strategies. Feminine sex role was related to behavioral and cognitive coping along with more expressive behaviors. The variance in expression of depression accounted for by sex was only partially accounted for by sex role. Undifferentiated individuals were significantly more depressed than Masculine, Feminine or Androgynous individuals, but there were no differences between the latter three groups. Thus, either masculinity or femininity appears to be associated with lower levels of depression.

published_or_final_version / Community Medicine / Master / Master of Public Health

by Sylvia Chun Mei Chan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 105-114). / Abstract also in Chinese. / Chapter I. --- CHAPTER ONE: INTRODUCTION --- p.1 / Chapter i) --- Research Problems / Chapter ii) --- Rationale of the Research / Chapter iii) --- Objectives / Chapter II. --- CHAPTER TWO: LITERATURE REVIEW --- p.11 / Chapter i) --- Generalized Female Vulnerability Thesis / Chapter ii) --- Biological Factor / Chapter iii) --- Cultural Factor / Chapter iv) --- Motivational Factor / Chapter v) --- Situational Factor / Chapter III. --- CHAPTER THREE: CONCEPTUAL FRAMEWORK --- p.33 / Chapter i) --- The First Model / Chapter ii) --- The Second Model / Chapter iii) --- The Third Model / Chapter IV. --- CHAPTER FOUR: DATA AND METHOD --- p.51 / Chapter i) --- Sample and Data Collection / Chapter ii) --- Measurements of Variables / Chapter iii) --- Profile of Respondents / Chapter ix) --- Analytical Strategy / Chapter V. --- CHAPTER FIVE: ANALYSIS AND INTERPRETATION --- p.65 / Chapter i) --- The Whole Sample / Chapter ii) --- The Current Drinkers Sample / Chapter VI. --- CHAPTER SIX: DISCUSSION AND CONCLUSION --- p.81 / Chapter i) --- Implications of the Results / Chapter ii) --- Limitations of the Study / Chapter iii) --- Suggestions for Future Research / Chapter iv) --- Social Reflection / Chapter VII. --- BIBLIOGRAPHY --- p.105 / Chapter VIII. --- FIGURES --- p.i-vi / Chapter IX. --- TABLES --- p.vii-xxiv

Typescript (photocopy). / Digitized by Kansas Correctional Industries

This thesis focuses on the ways in which ‘underachievement' is constituted for boys identified as ‘underachieving' at Stone Acre, a non-selective school in a selective Local Authority in England. It explores how performance pressures, the school processes of the curriculum, selective grouping practices and teachers' understandings of gender all shape boys' experiences of learning. It argues that these layers also interconnect with school type and ethos. In seeking to bring these less visible readings of the policy frameworks and school level processes by which gendered learning outcomes occur, to the surface, this study contributes to the debate around boys' ‘underachievement' in the English school system. The research was conducted as a case study and adopted elements of an ethnographic approach. It is grounded in the work of Connell (2012, p.1677) who understands masculinities as being continuously produced in interaction with social structures and the body as encountering ‘gender regimes'. Data were gathered through a five-stage process that involved paired interviews with six boys in Year 10 (age 15) and identified at the start of the research as ‘underachieving' against the key performance benchmark: attainment at GCSE level. Additional data were collected from other sources including observations of the boys during lessons and individual interviews with eleven teachers. A key conclusion of the study was that boys identified as ‘underachieving' against key performance indicators are not learning in a gender-neutral space. Some teachers were found to have essentialist understandings of masculinities that were powerful in shaping the spaces in which the boys learned. Accountability pressures were identified as having contributed to the creation of a regulatory system that shaped the practices of teachers in both positive and negative ways. Stone Acre's school ethos and school-based approaches to teaching and learning were also found to have mitigated the boys from some of these pressures. Looking beyond the boys towards the system within which boys identified as ‘underachieving' experience their learning, this thesis demonstrates the complex, shifting and contextualised nature of the factors involved and the need for more structural readings of these.

No description available.

Previous route description experiments conducted by psychologists show there are differences between males and females in the use of landmarks when describing routes. Previous research has shown that females used landmarks and egocentric forms of turn descriptors more often than males for route descriptions. This method is known as route knowledge in the spatial knowledge literature. Males, conversely, were seen to use fewer landmarks and more cardinal direction descriptions and standard distances when describing routes. Spatial knowledge literature terms this method survey knowledge. The current experiment tested the hypothesis that sex is not the determinant of landmark usage for route descriptions but different cartographic methods depicting the same locale determine whether landmarks are described. Two quasi-experiments were conducted using different map types. Results of the experiments show that map type, not sex, influences landmark usage for route descriptions. / 10000-01-01