Thesis (M.S.W.)--York University, 1999. Graduate Programme in Social Work. / Typescript. Includes bibliographical references (leaves 102-105). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ39226.

Thesis (Ph.D)--Virginia Commonwealth University, 2009. / Prepared for: Dept. of Psychology. Title from title-page of electronic thesis. Bibliography: leaves 147-173.

Thesis (M.A.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 49-52). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ39194.

Thesis (M.A.) -- Central Connecticut State University, 2009. / Thesis advisor: James Conway. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 20-23). Also available via the World Wide Web.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Edwin Inglee Megargee, Florida State University, College of Arts and Sciences, School of Psychology. Title and description from dissertation home page (viewed Oct. 6, 2003). Includes bibliographical references.

Thesis (Ph. D.)--York University, 2001. Graduate Programme in Women's Studies. / Typescript. Includes bibliographical references (leaves 284-300). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ66357.

Background. Earthquake is a natural event that can happen all around the world. And significant ones would cause great fatality, morbidity and huge economic damage to the local society. Posttraumatic Stress Disorder (PTSD) is a common psychiatric condition among the earthquake survivors. Some former studies indicated that being female experienced a higher risk of depression, a psychiatric symptoms after traumatic events, while others did not. It is not sure that whether females tend to be more easily suffer from PTSD after earthquakes. So the aim of the study is to conduct a systematic review to examine the sex difference of PTSD prevalence among surviving population after earthquake. Method. A keyword searching was performed using ‘earthquake’ and ‘PTSD’, ’posttraumatic stress disorder’ as keywords. Articles published in recent 5 years, in English and the ones full text could be accessed were included in the study. Among the articles being selected according to the inclusion criteria, those ones which fulfilled the exclusion criteria would be eliminated. Results. 11 articles included in this systematic review. In terms of the age of the subjects, there are seven articles studying the adult population and the remaining four studied children and adolescents. Six articles investigated the survivors from Chinese population after 2008 Wunchuan earthquake. Others studied survivors from local population after 2005 Pakistan earthquake(n=2), 2007 Peru earthquake(n=1), 2009 L’Aquila earthquake(n=1) and 1999 Jiji earthquake (n=1). On the other hand, the sex difference in earthquake-related PTSD in children and adolescents were inconsistent. Conclusion. Women tended to experience higher risk of PTSD after earthquake than men, while result on sex difference was not consistent in the children/adolescent population. Further studies are needed to examine PTSD prevalence between boys and girls. / published_or_final_version / Public Health / Master / Master of Public Health

Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience. We tested children’s character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test. We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills. The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades. These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future. / published_or_final_version / Linguistics / Master / Master of Arts

The focus of this research is on gendered discourse in fairy tales with particular reference to identity formation in very young readers. Both the modern culture industry of adult consumption and children’s culture constantly take up and recycle fairy tale themes in visual entertainment, literature and merchandising. Without being overly deterministic it is credible to claim that fairy tales exert an influence on the collective consciousness in many societies. Moreover since fairy tales frequently from the backbone of early reader schemes in both first- and second-language programmes, it is important to study the language used to define the relationship between children and culture. Critical Discourse Analysis serves as the best approach to investigate how gender is constructed through language in my analysis of current renditions of three popular princess fairy tales. This linguistic analysis examines character action and character description through a transitivity analysis, an appraisal of attitudinal lexis and an investigation of stylistic markers. The findings from this research provide evidence of three gendered discourses, identified as ‘The Passive Princess’, ‘Women beware women’ and ‘The Beauty Contest’. An examination of how these discourses operate to align the reader indicates that they are potentially damaging to women, men, girls and boys and gender relations. The main conclusion drawn from this study is that the three prevailing discourses position children and they may enjoy or resist this subject positioning in part or total. This dissertation recommends that Critical Literacy strategies be adopted in school in order to prevent gender privileging when using fairy tales. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

Current research has identified various cases of gender difference in perception and adoption of technology in general and language learners’ use of technology for second language learning. To understand these differences, this study investigated the use of technology out-of-class to enhance their second language learning of the students in a Chinese high school in Chengdu, Sichuan. It was showed that males and females have some differences in using technology for affection regulation, technology for culture regulation, technology for metacognition regulation and technology for resource regulation. In addition, this study unraveled the factor of family background that influenced students’ perception and selective use of technology in second language learning. / published_or_final_version / Education / Master / Master of Education