Thesis advisor: Gorica Petrovich / Thesis advisor: Christina Reppucci / In order to understand the neurobiological basis for the phenomenon in which environmental cues override physiological cues to influence the behavioral control of feeding, we utilized an animal model for fear-cue induced inhibition of eating. Female rats that had learned to associate a tone with foot-shocks showed inhibition of eating across three extinction tests, whereas male rats that had received tone-shock pairings extinguished their inhibition of eating after the first test day. We assessed activation of orexin (ORX), a neuropeptide involved in eating and arousal, in the lateral hypothalamic area (LHA) of the brains of male and female control and experimental rats during the final test day. Female rats exhibited greater recruitment of ORX neurons in the LHA than male rats; there was no difference in ORX activation between control and experimental groups of either sex, indicating that ORX is involved in sex differences in fear-cue induced inhibition of eating. / Thesis (BS) — Boston College, 2013. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: Psychology.

Thesis advisor: John P. Christianson / Accurate discrimination between safety and danger is necessary for survival, but is aberrant in individuals with post-traumatic stress disorder (PTSD). Despite its clinical relevance, very little is known about the cognitive and neural processes that underlie safety learning. Understanding how cues become safety signals is critical to understanding the impairments in fear modulation observed in individuals with PTSD. PTSD is more prevalent in women than men, and while research on sex differences in safety learning is limited, there is substantial evidence that males and females acquire and utilize safety signals differently. The aim of this dissertation is to describe behavioral sex differences in learning and recall of fear discrimination and explore the neural circuitry that allows this discrimination to occur. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology.

Female students are found to have much higher English achievement and most of the learning process parameters, including Formal Motivation Intensity, opinion on MOI (medium of instruction) in English lessons, attitude of interest, attitude of essential, attitude towards bilingualism, motivation for learning English, Instrumental Orientation and Communicative Orientation. / Girls out-performed boys in reading at the age of 15 in all 43 countries included in a credible study by the Organization for Economic Cooperation and Development (OECD) and UNESCO. Male underachievement generally alarms educators. In Hong Kong, proficiency in English language more or less assures a better future, higher academic path and job security. Is there any sex difference in English language achievement in secondary three? If so, what are the factors and causes in the learning process responsible for this difference? / In accordance with the above findings, it is suggested that more effort should be put to stimulate boys to establish their learning goals, to arouse their interest and develop positive attitudes towards learning English; to activate their intrinsic motivation for learning English. Interventions at policy level are needed. / In the causal relations between English achievement and learning process parameters, female and male students show significant differences. The causal path from Motivation to S3 English Achievement is 0.43 (t-value = 34.52) in females and 0.37 (t-value = 28.65) in males. It means when controlling Motivation, females can have higher achievement in S3 English. The causal path from Instrumental Orientation to Motivation is 0.67 (t-value=31.80) in females and 0.79 (t-value=29.33) in males. The causal path from Communicative Orientation to Motivation is 0.40 (t-value=20.32) in females and 0.27 (t-value=10.72) in males. It also means that when controlling Instrumental Orientation, male students can have higher Motivation of learning English. If Communicative Orientation is controlled, female students can have higher Motivation of learning English. / The present study aims at exploring the sex differences in English learning achievement, and in the learning process parameters in secondary 3. Gardner's socio-educational model serves as the theoretical model for multi-causal path analysis. The English learning achievement is related to motivation and then to learning orientations. According to local researches about English learning, Instrumental Orientation is added to Gardner's model for multi-group comparison. / The total effect from Instrumental Orientation to S3 English achievement is 0.13 (t-value=11.69) in females and 0.05 (t-value=4.24) in males. Total effect from Communicative Orientation to S3 English achievement is 0.08 (t-value=9.68) in females, and 0.02 (t-value=3.87) in males. / Fung Kam Yin. / "November 2006." / Adviser: Tsang Wing Kwong. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3277. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 357-378). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.

by Josephine Shui-fun Law. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 46-62). / ACKNOWLEDGEMENT --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES --- p.iii / LIST OF APPENDICES --- p.iv / ABSTRACT --- p.1 / Chapter CHAPTER I -- --- Introduction --- p.2 / Sociological Factors Socioeconomic Status --- p.5 / Psychological Factors Achievement Motivation --- p.6 / Self-Esteem --- p.7 / Sex Role Orientation --- p.8 / Gender differences on Aspirations Educational Aspiration --- p.11 / Career Aspiration --- p.12 / Purpose of the Study --- p.14 / Chapter CHAPTER II -- --- Method Subjects and Data Collections --- p.15 / Instruments --- p.16 / Chapter CHAPTER III -- --- Results --- p.23 / Chapter CHAPTER IV -- --- Discussion --- p.34 / REFERENCES --- p.46

by Lau Chun Kwok. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 136-144). / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.v / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Gender Differences in Occupational Attainment --- p.3 / Chapter 1.2 --- Influences of Education on Occupational Differences --- p.5 / Chapter 1.2.1 --- Women--the Inferior Species? --- p.6 / Chapter 1.2.2 --- Approaching Equality? --- p.7 / Chapter 1.3 --- Significance of the Study --- p.10 / Chapter 2. --- REVIEW OF LITERATURE --- p.12 / Chapter 2.1 --- The Psychological Perspective --- p.12 / Chapter 2.1.1 --- Cognitive Differences between the Sexes --- p.12 / Chapter 2.1.2 --- Motivational Aspects: Difference in Self-confidence and the 'Fear of Success' Syndrome --- p.13 / Chapter 2.1.3 --- Differential Socialization --- p.16 / Chapter 2.1.4 --- Sex Role Theory --- p.17 / Chapter 2.2 --- Empirical Studies in the Psychological Perspective --- p.19 / Chapter 2.2.1 --- Causes of Differences and Prospects for change --- p.21 / Chapter 2.2.2 --- A Misinformed Misery? --- p.25 / Chapter 2.2.3 --- Missing Subjects in the Socialization Model --- p.28 / Chapter 2.3 --- The Sociological Perspective --- p.30 / Chapter 2.3.1 --- Functionalist Explanations --- p.30 / Chapter 2.3.2 --- Status Attainment Research --- p.32 / Chapter 2.4 --- The Feminist Critique --- p.34 / Chapter 2.5 --- Summary: Statement of Research Questions --- p.38 / Chapter 3. --- RESEARCH DESIGN --- p.45 / Chapter 4. --- BACKGROUND PROFILES OF INTERVIEWEES --- p.54 / Chapter 5. --- CAREER CHOICES AND EXPERIENCES --- p.68 / Chapter 5.1 --- Typical Ideal Occupations --- p.68 / Chapter 5.2 --- Vocational Preparation and Actual Openings --- p.69 / Chapter 5.3 --- Job Specifications --- p.72 / Chapter 5.4 --- Social Relations in the Workplace --- p.77 / Chapter 5.5 --- Overtime Work and Learning Opportunities --- p.83 / Chapter 5.6 --- Being Young: Little Girl vs Young Man --- p.85 / Chapter 5.7 --- Summary --- p.87 / Chapter 6. --- SCHOOL LIFE AND PREPARATION FOR WORK --- p.90 / Chapter 6.1 --- Irrelevance of School Formal Curriculum --- p.91 / Chapter 6.2 --- Insignificance of Arts/Science Demarcation --- p.94 / Chapter 6.3 --- Lack of Information for Further Vocational Training --- p.94 / Chapter 6.4 --- Ineffective Moral Teachings --- p.95 / Chapter 6.5 --- Some Job-Related Effects of Hidden Curriculum --- p.96 / Chapter 6.6 --- Orientations towards Formal Training --- p.100 / Chapter 6.7 --- Summary --- p.103 / Chapter 7. --- FAMILY PROCESS AND FUTURE EXPECTATIONS --- p.105 / Chapter 7.1 --- Perceived Family Burden --- p.105 / Chapter 7.2 --- Family Influences in Occupational Choices --- p.107 / Chapter 7.3 --- Expectations of Gender Roles in Family and Work --- p.110 / Chapter 7.4 --- Knowledge about Family routines --- p.113 / Chapter 7.5 --- Charting the Future: Career vs Family --- p.116 / Chapter 7.6 --- Summary --- p.120 / Chapter 8. --- SUMMARY AND CONCLUSION --- p.122 / Chapter 8.1 --- Differences in Cognitive Abilities --- p.122 / Chapter 8.2 --- Effects of Socialization --- p.124 / Chapter 8.3 --- Instability and Vagueness of Aspiration --- p.125 / Chapter 8.4 --- Structure and Process of Family Life --- p.126 / Chapter 8.5 --- School Life and Preparation for Work --- p.127 / Chapter 8.6 --- Future Roles and Current Work: A Dialectical Relationship --- p.128 / Chapter 8.7 --- The Structure and Agency Relationship _ --- p.129 / Chapter 8.8 --- Limitations --- p.130 / APPENDIX: INTERVIEWING STRATEGY --- p.134 / BIBLIOGRAPHY --- p.136

by Terry Kin-chung Lo. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaf 128). / Dedication --- p.i / Acknowledgements --- p.ii / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Outline of Thesis --- p.1 / Chapter 1.2 --- Microstrip to Slotline Transition --- p.3 / Chapter 1.3 --- Finite Difference as a Numerical Method --- p.4 / Chapter Chapter 2 --- The Method of Finite Difference in Time Domain / Chapter 2.1 --- An Introduction and Brief History --- p.1 / Chapter 2.2 --- The Methodology of FDTD --- p.11 / Chapter 2.3 --- The Yee's Algorithm --- p.13 / Chapter 2.4 --- Stability Criterion --- p.19 / Chapter 2.5 --- Interfaces Between Media --- p.21 / Chapter 2.6 --- Lattice Truncation Condition --- p.24 / Chapter 2.7 --- Error Analysis --- p.28 / Chapter 2.8 --- Implementation of Programs --- p.33 / Chapter 2.9 --- Summary --- p.35 / Chapter Chapter 3 --- Absorbing Boundary Conditions / Chapter 3.1 --- Introduction --- p.39 / Chapter 3.2 --- Mur's ABC --- p.40 / Chapter 3.3 --- Liao's ABC --- p.42 / Chapter 3.4 --- Dispersive ABC --- p.45 / Chapter 3.5 --- Comparison between Mur's ABC & Liao's ABC --- p.47 / Chapter 3.6 --- "Comparison among Mur's 1st Order ABC, Liao's ABC & DBC" --- p.51 / Chapter 3.7 --- Summary --- p.55 / Chapter Chapter 4 --- Microstrip-Slotline Transitions / Chapter 4.1 --- Introduction --- p.57 / Chapter 4.2 --- Approach --- p.59 / Chapter 4.3 --- Single Quarter-Wave Microstrip-Slotline Transitions --- p.67 / Chapter 4.4 --- Single Y-Strip-Slotline Transitions --- p.78 / Chapter 4.5 --- Shorted-Stub Y-Strip-Slotline Transitions --- p.88 / Chapter 4.6 --- Y-Strip-180°-Slotline Transitions --- p.96 / Chapter 4.7 --- Y-Strip-Y-Slot Transitions --- p.104 / Chapter 4.8 --- Y-Strip-Open-Stub-Y-Slot Transitions --- p.112 / Chapter 4.9 --- YY-Transitions --- p.120 / Chapter 4.10 --- Summary --- p.127 / Chapter Chapter 5 --- Conclusions & Future Development / Chapter 5.1 --- Conclusions --- p.129 / Chapter 5.2 --- Future Development --- p.131 / Appendix / Fortran 77 Code of Single Quarter-Wave Microstrip-Slotline Transition --- p.132

Ming Lui. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 44-53). / Abstracts in English and Chinese. / Introduction --- p.6-22 / Method --- p.23-30 / Results --- p.31-34 / Discussion --- p.35-42 / References --- p.43-51 / Tables --- p.52-55 / Figure Caption --- p.56 / Figures --- p.57-62

Dannii Yuen-lan Yeung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 50-57). / Abstracts in English and Chinese ; appendix in Chinese. / Acknowledgements --- p.i / Abstract (English) --- p.ii / Abstract (Chinese) --- p.iii / Table of Contents --- p.iv / List of Tables --- p.v / List of Figures --- p.vi / Chapter Chapter 1: --- Introduction --- p.1 / Association between Social Relationship and Psychological Well-being --- p.2 / Determinants of Social Network Characteristics in Previous Studies --- p.3 / Impacts of Time Perspective on Social Network Characteristics --- p.7 / Indigenous Influencing Factor --- p.10 / Purpose of the Present Study --- p.12 / Chapter Chapter 2: --- Method --- p.14 / Participants --- p.14 / Procedure --- p.16 / Measures --- p.17 / Potential Covariates --- p.21 / Chapter Chapter 3: --- Results --- p.22 / Reliability of Scales --- p.22 / Gender Differences in Social Network Characteristics --- p.23 / Gender Differences in Psychosocial Variables --- p.25 / Relationships Among Major Variables --- p.26 / Hierarchical Regression Analyses of SNC on Time Perspective and Renqing --- p.29 / "Hierarchical Regression Analyses of Psychological Well-being on SNC, Time Perspective, and Renqing" --- p.33 / Chapter Chapter 4: --- Discussion --- p.39 / Social Network Characteristics between Genders --- p.39 / Psychological Well-being between Genders --- p.43 / Implications of the Present Study --- p.46 / Limitations and Future Directions --- p.47 / Conclusion --- p.49 / References --- p.50 / Appendix --- p.58

by Yuen Siu Man Amy. / Thesis submitted in: August 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 143-150). / Abstract also in Chinese. / Acknowledgments --- p.ii / Abstract --- p.iv / Contents --- p.vii / List of Tables and Figures --- p.ix / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- "Women, Work and Gender Discrimination in Hong Kong" --- p.1 / Chapter 1.2 --- A Hidden Problem --- p.2 / Chapter 1.3 --- Argumentation Outline --- p.5 / Chapter 1.4 --- Methodology --- p.11 / Chapter 1.5 --- Structure of the Thesis --- p.13 / Chapter Chapter Two: --- "Women, Gender Segregation and Career" --- p.15 / Chapter 2.1 --- Theoretical Overview of Gender Segregation of Work --- p.15 / Chapter 2.2 --- "Women, Work Attitudes and Career Patterns" --- p.24 / Chapter 2.3 --- Framework and Conceptualization --- p.28 / Chapter Chapter Three: --- The Overview of Gender Segregation of Work in Hong Kong --- p.32 / Chapter 3.1 --- The Labor Force Participation of Women --- p.32 / Chapter 3.2 --- Gender Segregation of Occupation --- p.35 / Chapter 3.3 --- "Men's Income, Women's Income" --- p.44 / Chapter 3.4 --- A Concluding Remark --- p.48 / Chapter Chapter Four: --- Entering into the Clerical Work Force --- p.50 / Chapter 4.1 --- Educational Credentials --- p.50 / Chapter 4.2 --- Double Burden --- p.57 / Chapter 4.3 --- Convenient Choice --- p.61 / Chapter 4.4 --- A Concluding Remark --- p.64 / Chapter Chapter Five: --- Three Types of Working Strategies --- p.65 / Chapter 5.1 --- The Process of Reproduction of Gender Segregation of Work --- p.66 / Chapter 5.2 --- Stable Working Strategy --- p.70 / Chapter 5.3 --- Horizontal Mobility Working Strategy: a Privilege of the Young Women --- p.81 / Chapter 5.4 --- The Strategy of Leaving Clerical Work: a Common Practice of the Young Men --- p.92 / Chapter Chapter Six: --- Reconceptualization of Career --- p.104 / Chapter 6.1 --- Different Life Concerns --- p.104 / Chapter 6.2 --- Women's Attitudes Towards Paid Work --- p.108 / Chapter 6.3 --- "Different Meanings of ""Career""" --- p.112 / Chapter 6.4 --- Producing and Reproducing Gender Segregation of Work --- p.116 / Chapter 6.5 --- "Reconceptualizing ""Career""" --- p.119 / Chapter Chapter Seven: --- Conclusion --- p.122 / Chapter 7.1 --- Between Gender and Within Gender Difference in Working Strategy --- p.122 / Chapter 7.2 --- The Different Concepts of Career and the Reproduction of Gender Segregation --- p.126 / Chapter 7.3 --- Theoretical Implications: Revision on Gender Segregation of Work --- p.128 / Chapter 7.4 --- Practical Implications: Policy Implementation --- p.131 / Appendix A: Profile of the Informants --- p.134 / Appendix B: Questionnaire of the Interviews --- p.137 / Bibliography --- p.143

Forskning kring våld i nära relationer handlar ofta om fysiskt våld. Fysiskt våld uppfattas som mer allvarligt än psykiskt våld. Psykiskt våld har visats vara mer vanligt och skadorna går inte att upptäcka med blotta ögat. Studiens syfte var att undersöka uppfattningar om psykiskt våld i nära relationer. Etthundrasextionio högskolestudenter, varav 88 kvinnor läste en av två fiktiva vinjetter om psykiskt våld i en nära relation där förövaren var antingen man eller kvinna. Därefter svarade de på en enkät relaterat till vinjetten med frågor från mätinstrumentet Opinions on Domestic Violence Scale (ODVS). Tvåvägs variansanalyser för oberoende mätningar visade att kvinnorna uppfattade situationerna mer allvarligt än männen. När en kvinna blev utsatt för våld uppfattades det mer allvarligt. Resultaten var i linje med tidigare forskning om fysiskt våld. Det är av värde att fortsätta undersöka psykiskt våld i nära relationer för att våldet ska upphöra.