Answer the question at the end by quoting:

Zelda Fitzgerald (nee Sayre; July 24, 1900 - March 10, 1948) was an American socialite, novelist, painter and wife of author F. Scott Fitzgerald. Born in Montgomery, Alabama, she was noted for her beauty and high spirits, and was dubbed by her husband as "the first American Flapper". She and Scott became emblems of the Jazz Age, for which they are still celebrated. The immediate success of Scott's first novel This Side of Paradise (1920) brought them into contact with high society, but their marriage was plagued by wild drinking, infidelity and bitter recriminations.
Born in Montgomery, Alabama, Zelda Sayre was the youngest of six children. Her mother, Minerva Buckner "Minnie" Machen (November 23, 1860 - January 13, 1958), named her after characters in two little-known stories: Jane Howard's "Zelda: A Tale of the Massachusetts Colony" (1866) and Robert Edward Francillon's "Zelda's Fortune" (1874). A spoiled child, Zelda was doted upon by her mother, but her father, Anthony Dickinson Sayre (1858-1931)--a justice of the Supreme Court of Alabama and one of Alabama's leading jurists--was a strict and remote man. The family was descended from early settlers of Long Island, who had moved to Alabama before the Civil War. By the time of Zelda's birth, the Sayres were a prominent Southern family. Her great-uncle, John Tyler Morgan, served six terms in the United States Senate; her paternal grandfather edited a newspaper in Montgomery; and her maternal grandfather was Willis Benson Machen, who served a partial term as a U.S. senator from Kentucky. Her siblings were Anthony Dickinson Sayre, Jr. (1894-1933), Marjorie Sayre (Mrs. Minor Williamson Brinson) (1886-1960), Rosalind Sayre (Mrs. Newman Smith) (1889-1979), Clothilde Sayre (Mrs. John Palmer) (1891-1986), and Lenora Sayre (1897-1899), who died of diphtheria at age two. As a child, Zelda Sayre was extremely active. She danced, took ballet lessons and enjoyed the outdoors. In 1914, Sayre began attending Sidney Lanier High School. She was bright, but uninterested in her lessons. Her work in ballet continued into high school, where she had an active social life. She drank, smoked and spent much of her time with boys, and she remained a leader in the local youth social scene. A newspaper article about one of her dance performances quoted her as saying that she cared only about "boys and swimming." She developed an appetite for attention, actively seeking to flout convention--whether by dancing the Charleston, or by wearing a tight, flesh-colored bathing suit to fuel rumors that she swam nude. Her father's reputation was something of a safety net, preventing her social ruin, but Southern women of the time were expected to be delicate, docile and accommodating. Consequently, Sayre's antics were shocking to many of those around her, and she became--along with her childhood friend and future Hollywood starlet Tallulah Bankhead--a mainstay of Montgomery gossip. Her ethos was encapsulated beneath her high-school graduation photo: Why should all life be work, when we all can borrow? Let's think only of today, and not worry about tomorrow.

Did anything major happened as a result of those rumors?

Her father's reputation was something of a safety net, preventing her social ruin,

IN: Native women in Hong Kong used to be situated within the context of Chinese family and society, in which they were treated the same as Mainland women or Taiwanese women. Under the traditional Chinese patriarchy structure, the society was male-dominated, and women had a relatively subordinate familial role. However, there are cultural differences between Mainland Chinese citizens and citizens of Hong Kong. During the British colonial period the emergence of Western culture (i.e. "Westernization") created a mix of traditional Chinese culture and Western values.

See also (Economy of Hong Kong) and (Education in Hong Kong) The implementation of compulsory universal education in 1971, following with an extension to nine years in 1978, give rises to an increased number of women elites. Besides, the transform of social environment in Hong Kong also contribute to the rise of women education. In the past, if a family does not have enough money to send both their son and daughter to school, they will choose to educate the son over the daughter. Nonetheless, owing to the economic growth since 1960s, Hong Kong has become a wealthy society with a significant change in population at the same time. The birth rate in Hong Kong steadily decreased from 16.8% in 1981 to 8.6% in 2014. It reveals that the nuclear family structure nurturing only one to two children in a family is common, in which girls could receive better education due to the more concentrated resources within the family. According to the report of Hong Kong Annual Digest of Statistics by Census and Statistics Department of Hong Kong, a trend of universalism for boys and girls could be observed since the 1970s; and girls' enrolment rate in general was higher than the boys' since the 1980s. The gap between male and female enrollment in post-secondary education has narrowed down and female students even outnumber male students in entering University Grants Committee (UGC) funded programmes in recent decades. The percentage of females and male students enrolled in UGC-funded programmes was 53.7% and 46.3% in 2014, which is quite different from 32.9% and 67.1% respectively in 1987. However, when specifically comes to research postgraduate programmes, more male students were recorded since the programmes are largely related to sciences, technology, engineering and mathematics (STEM). People in Hong Kong have gender bias in STEM fields, perceiving women as less capable of mastering the STEM knowledge and pursuing related careers. Half of the teenage girls in Hong Kong were discouraged to focus on mathematics and sciences during secondary school, which lead to their lessened self-concept in STEM. Thus, the sex ratio of students enrolled in UGC-funded engineering and technology programmes is imbalance, which is 29.5% for female and 70.5% for male in 2016. The situation is not much improved as compared with 14.1% for female and 85.9% for male in 1996.

Are there any women at all in STEM fields?

OUT:
UGC-funded engineering and technology programmes is imbalance, which is 29.5% for female and 70.5% for male in 2016.