Philosophies of Religion Essay

This Essay portrays the basic philosophies of religion particularly Christianity. This will be helpful for Christians to refresh or enhance their faith or take the challenge in strengthening their beliefs. Among the important and basic Christian philosophies to be discussed include; the true religion, real and false churches, minds and soul, heaven and heal, life after death, love and forgiveness, perfect marriage, miracles, Trinity, the challenging questions about the Da Vinci Code, Christians and Muslims, perfect marriage, etc. The discussions presented in this article are focused on indepth reflections of my previous work entitled, Echoes of Heaven: God’s Love is Better than Life Itself. This further simplify the understanding of mysterious things concerning Christian faith and the challenges that shaken or strengthen the beliefs of a Christian. Introduction Many people (Christians and non-Christians) are in a great religious confusion with tough questions about faith, life, death and many other challenging concerns that will most likely affect the faith or belief of the people. Most are searching for answers through reading literatures, the holy bible or the Koran, discussions with peers, religious institutions, and even through prayers. This essay will attempt to offer explanations of the many questions that challenge the beliefs of Christians and non-Christians. Some inputs of this essay are generated from my article, â€Å"Echoes of Heaven: God’s Love is Better than Life Itself† that aim to enhance man’s relation with God. What is Soul? Soul is the energy that God places within a human body so it would receive life. It is in the form of spirit which is invisible to human eyes. It does not reside in one part of the body but keeps on moving throughout the blood. It can leave the body, go to another place or world, and come back into it as long as it remains connected. It happens so fast because it can move at the speed of light. It has the ability to travel into the future and tell how the future will be, that is a vision. Soul gives light and lives in the body and also prevents the body from decaying, and once the soul is unconscious or leaves the body, the body has no life, and therefore it starts decaying. The soul is the body’s life giving spiritual thing which is separate and distinct from the body. They are inseparable in any way when the body is conscious, but the soul could be away from the body when the latter is unconscious. How do minds and soul communicate? Soul has no language barriers. There is only one language understood by all souls, or perhaps the soul has the ability to understand all languages. It has unlimited power and the ability to perform anything. When God created man, He granted this power and authority where the soul operates in human flesh in which the latter is ruled by a human mind. Human minds are limited in terms of power, their ability to perform, language, and mobility, among other things. Mind’s desire is for material or physical things while the soul desires for the things that are spiritual. The soul has the ability to see beyond what the naked eye cannot see and has the ability to gather information from different places in an instant. It is stated that even the absence of language, the soul still communicate with mind in harmony. Soul is therefore, considered as master over mind. A gap is identified between the human level and the spiritual level where either the spirit of God resides or the spirit of the Devil. The soul provides information to the mind. The spirit of God empowers the soul to act at its fullness, but the evil spirit empowers the mind or the flesh. The mind has the ability to process and store information or idea communicated from the soul which can be destructive or creative, depending on its source. What is a true religion? A true religion is the one that follow God’s guidance by building a good relationship with God. God is interested in having a good relationship with people; this is the true religion, knowing what God wants and knowing that we are doing what pleases Him. Likewise, the ISLAM HERALD (2003) stated that a true religion is teaching true concepts like the existence of God, that He is powerful and loving, He is aware of us and wishes to help us, and that certain things are required of us in return. It is therefore imperative that everyone should think that religion is just a vehicle to let people know that there is God and that He wants all the people to follow what He wants. Hence, the issue on true religion should not be argued. People who argue and claim that their religion is the true religion are those who did not follow what God wants them to do, hence, they are fools influenced by the thoughts of the devil. What is death, and how do people feel when dying? Death is the state when the soul has completely left the body and has no connection, or the soul is still in the body but unconscious. When a person meets an accident, the flesh may completely fail to function but the soul is fully conscious, preoccupied with many things, without expecting in meeting death. In this situation, the death of accident victim is declared but remains fully conscious within the body in which souls are looking for mercy, and they can talk. However, after some days, the soul gives up and became unconscious because they can no longer gain strength. What happens when one dies? When some people die, their souls remain unconscious within their bodies; others get out of their body and begin roaming around while the holy ones go to paradise, led by angels. The death of the holy ones will open the gate to a bright world where the angels are waiting to take them home (paradise), but those who remain in the grave are surrounded by darkness; they are not warm or cold. The latter’s case will be determined during the Day of Judgment. The rebellious ones still go on roaming the world and their souls are fully dedicated to the Devil. Are heaven and hell real? The Holy Bible tells everyone that there is heaven and hell. This contention can be read in some passages of the Bible, and among them are the book of Revelation and the gospel of Mathew which can be read below. Heaven Revelation 21:1-4 reads: â€Å"Now I saw a new heaven and a new earth, for the first heaven and the first earth had passed away. Also there was no more sea. Then I, John, saw the holy city, New Jerusalem, coming down out of heaven from God, prepared as a bride adorned for her husband. And I heard a loud voice from heaven saying, ‘Behold, the tabernacle of God is with men, and He will dwell with them, and they shall be His people. Hell Jesus used different images to describe hell. He used the images of torment (Matthew 25:46), a place of weeping and gnashing of teeth (Matthew 8:12), a place of outer darkness (Matthew 8:12), and a place of fire (Matthew 3:12). Revelation 21:8 describes it as â€Å"the lake which burns with fire and brimstone†¦ † To demonstrate that hell is a place of continual and eternal torment, Revelation 14:11 states that â€Å"the smoke of their torment ascends forever and ever; and they have no rest day or night, who worships the beast and his image, and whoever receives the mark of his name. This is the biblical teaching on hell. Those who try to dilute it are only hurting people; hell is real, and everyone who does not submit to the gospel of Christ will go there. However, Rev. Douglas Taylor of the Unitarian Universalist Congregation of Binghamton, argue that Hell, like Heaven, is essentially a state of mind although the very opposite state of mind to heaven. If hell is within us, it will be seen outside of us as a place ( a hideous place), reflecting the hideousness of the evil within†. Is there life after death? Yes, there is life after death. This is supported by the Bible’s passage particularly in John 11:25-26 where God said â€Å"There is only one way – through faith and trust in God’s Son, Jesus Christ. Jesus said, â€Å"I am the resurrection and the life. Those who believe in me, even though they die like everyone else, will live again. They are given eternal life for believing in me and will never perish. Furthermore, this can also be read in the book of Mathew 25:46 which states that â€Å"Those who have been made righteous will go into eternal life in heaven, but unbelievers will be sent to eternal punishment or hell†. Who is right, Christians or Muslims? Christians and Muslims believe in the same God, and their faith is based on the Old Testament. These believers are both believe in the Day of Judgment and the coming of Jesus Christ for the second time. Many are amazed that the Koran talked more about Mary, the mother of Jesus, in regards to the birth of Christ than the Bible itself. Both groups of believers believe in the living God, the Most High King, and the God of the universe. At that high level, both groups have no difference. Those who called by His name are given the power and authority to rule and judge the world. God was just using different messengers for the Christians and the Muslims; Christ Jesus for the Christians, and Mohammad for the Muslims. But, they the same believed the old testament of the Holy Bible. In the eyes of God, the righteous are those who believe that there is God; obey His commands, and those who recognize that He is the most powerful and merciful God. What is a perfect marriage? A perfect marriage is a marriage that put God in the center. A perfect marriage is bound with open communication, faith and trust with each other. In Ephesians 5:23-33 of the Holy Bible, God describes that perfect marriage is based on love. He commands the husband to love his wife more than he loves himself, and to nourish and cherish her. A man should provide for his wife’s needs and consider her a precious possession. The most important part of a good marriage is LOVE, not just a physical attraction, but true love and concern for each other before God. Marriages that last are built on love (Ecclesiastes 9:9). The wise man Solomon said that enjoying life’s blessings with a loving companion is a great reward. Love’s endurance knows no limits, its trust no end, its hope no fading; it can outlast anything. If, we will but follow God’s pattern for the marriage relationship, we can find the happiness that God intended when He ordained it. The pleasure and happiness are there when the husband and the wife have the proper love for each other and for God. These explanations about perfect marriage are anchored on LOVE. What is the secret behind miracles? The secret behind miracles is faith. Many scriptures in the Holy Bible (in the New Testament) tell how Jesus shown that faith makes miracles. However, in some cases, miracles are used by the devil to mislead the people of God and forget the true miracle from God which is the miracle of forgiveness of sins. Do all miracles come from God? Not all miracles come from God. Dan Corner of Evangelical Outreach reveals that miracles come from two sources that is God and devil. The book of Exodus that â€Å"some of God’s miracles were duplicated by Satan’s power channeled through the Egyptian magicians: a wooden staff became a snake† (7:10, 11); â€Å"water was changed into blood† (7:20-22)† and frogs came out of the water and covered the land† (8:6, 7)! † Demons can and do perform miraculous signs† (Rev. 16:14, p. 142). In the Holy Bible (New Testament) Jesus Christ made many miracles of healing the sick people, giving life again to the declared dead person, calming storms, etc. All the miracles performed by Jesus came from God. Are all churches real? Not all churches are real. Elephant shared in his article that the real churches are those where the worshippers are singing with the same voice, moving in the same direction, without confusion, and seek God for salvation. Real churches are those with true worshippers. True worshippers of God are poor in hearts seeking God and left everything behind just to follow God with one purpose, salvation. Is there any false church or prophet? There are so many false churches and prophets even during the time of Jesus Christ. False church is look like a market place where there are lots of confusions; people are seeking God for material things not salvation. Yes, there were false prophets as supported by Ezekiel 13, even God warn the people against false prophets and said to Ezekiel â€Å"These foolish prophets are doomed! They provide their own inspiration and invent their own visions. Christians of today, your prophets are as useless as foxes living among the ruins of the city. They do not guard the places where the walls have crumbled, nor do they build the walls, and so the churches cannot be defended when war comes on the day of the Lord. Their visions are false, and their predictions are lies. They claim that they are speaking my message, but I have not sent them. Yet they expect their words to come true! I tell them: Those visions you see are false, and the predictions you make are lies. You say that they are my words, but I have not spoken to you†. Jeremiah was told by God to â€Å"Tell my people not to listen to what those false prophets say; they are filling you with false hopes. They tell you what they have imagined and not what I have said. To the people who refuse to listen to what I have said, they keep saying that all will go well with them. And they tell everyone who is stubborn that disaster will never touch him. † Is man a complicated creature? Why and why not? Man is a complicated creature because God has provided them everything, the life, the trees that produces foods they need. In Genesis 2:15-16, God even give man a companion in the presence of Eve. With a condition that he should not eat the fruit of the tree that gives knowledge of what is good and bad because the punishment of death will be accorded to him by God. Man’s complication started when he disobey God. The complication continue when God give different languages to human beings and scattered them all over the world. It is hard to understand man because something else that God had no intention to create was created after eating the fruit of the tree that gives knowledge of what is good and what is bad. Man became a complicated creature and that is why we suffer, because we need to prove to God that we can be faithful and trusted once more. Our first parent chose to follow or listen to a stranger, the devil. He ignored the instruction of God, despite or everything provided to him by God.

The Maternity Benefits Act

THE MATERNITY BENEFITS ACT, 1961 BY SUSHMA SUDHINDRA 1. OBJECTIVE To regulate the employment of women in certain establishment for certain period before and after child-birth and to provide for maternity benefit and certain other benefits. To provide healthy maintenance of pregnant women employee and her child 2. APPLICABILITY Every factory, mine or plantation(including those belonging to Government) To every shop or establishment wherein 10 or more persons are employed 3. TERMS OF EMPLOYMENT No employer shall knowingly employ a woman in any establishment during the 6 weeks immediately following the day of her delivery or her miscarriage. No woman shall work in any establishment during the 6 weeks immediately following the day of her delivery or her miscarriage. No pregnant woman shall, on a request being made by her in this behalf, be required by her employer to do any work which is of an arduous nature or which involves long hours of standing or which in any way is likely to interfere with her pregnancy or the normal development of the foetus, or is likely to cause her miscarriage or otherwise to adversely affect her health. The period referred to in sub-section (3) shall be – (a) at the period of 1 month immediately preceding the period of 6 weeks, before the date of her expected delivery; (b) any period during the said period of 6 weeks for which the pregnant woman does not avail of leave of absence. 4. PAYMENT OF THE MATERNITY BENEFITS Every woman shall be entitled to, and her employer shall be liable for, the payment of maternity benefit at the rate of the average daily wage for the period of her actual absence i. . immediately preceding and including the day of her delivery and any period following that day. The average daily wage means the average of the woman's wages payable to her for the days on which she has worked during the period of 3 calendar months immediately preceding the date from which she absents herself on account of maternity, [the minimum rate of wage fixed or revised under the Minimum Wages Act, 1948 (11 of 1948) or ten rupees, whichever is the highest]. PAYMENT OF THE MATERNITY BENEFITS No woman shall be entitled to maternity benefit unless she has actually worked in an establishment of the employer from whom she claims maternity benefit, for a period of not less than 80 days in the 12 months immediately preceding the date of her expected delivery provided that the qualifying period of 80 days aforesaid shall not apply to a woman who has immigrated into the State of Assam and was pregnant at the time of the immigration. For the purpose of calculating under the sub-section the days on which a woman has actually worked in the establishment [the days for which she has been laid off or was on holidays declared under any law for the time being in force to be holidays with wages] during the period of 12 months immediately preceding the date of her expected delivery shall be taken into account. PAYMENT OF THE MATERNITY BENEFITS The maximum period for which any woman shall be entitled to maternity benefit shall be 12 weeks of which not more than 6 weeks shall precede the date of her expected delivery provided that where a woman dies during this period, the maternity benefit shall be payable only for the days up to and including the day of her death: Provided further that where a woman, having been delivered of a child, dies during her delivery or during the period immediately following the date of her delivery for which she is entitled for the maternity benefit, leaving behind in either case the child, the employer shall be liable for the maternity benefit for that entire period but if the child also dies during the said period, then, for the days up to and including the date of the death of the child. 5. CONDITIONS FOR CLAIMING BENEFITS Must actually work for 80 days in 12 months immediately preceding her date of Delivery. Should intimate the employer 7 weeks before her delivery date about the leave period. Can take advance payment for 6 week leave before delivery Can take payment for 6 week leave after child birth within 48 hours after submitting the proof. 6. PAYMENT IN CASE OF DEATH OF THE WOMAN If a woman entitled to maternity benefit or any other amount under this Act, dies before receiving such maternity benefit or amount, or where the employer is liable for maternity benefit , the employer shall pay such benefit or amount to the person nominated by the woman in the notice given and in case there is no such nominee, to her legal representative. 7. PAYMENT OF MEDICAL BONUS Every woman entitled to maternity benefit under this act shall also be entitled to receive from her employer a medical bonus of 25 rupees, if no pre-natal confinement and postnatal care is provided for by the employer free of charge. 8. LEAVE FOR MISCARRIAGE In case of miscarriage, a woman shall, on production of such proof as may be prescribed, be entitled to leave with wages at the rate of maternity benefit for a period of 6 weeks immediately following the day of her miscarriage. 9. LEAVE FOR ILLNESS ARISING OUT OF PREGNANCY, DELIVERY, PREMATURE BIRTH OF CHILD, OR MISCARRIAGE A woman suffering illness arising out of pregnancy, delivery, premature birth of child or miscarriage shall, on production of such proof as may be prescribed, be entitled in addition to the period of absence allowed to her under section 6, or, as the case may be, under section 9, to leave with wages at the rate of maternity benefit for a maximum period of 1 month. 10. NURSING BREAKS Every woman delivered of a child who returns to duty after such delivery shall, in addition to the interval for rest allowed to her, be allowed in the course of her daily work 2 breaks of the prescribed duration for nursing the child until the child attains the age of 15 months. 11. DISMISSAL DURING ABSENSE OR PREGNANCY (1) Where a woman absents herself from work in accordance with the provisions of this Act, it shall be unlawful for her employer to discharge or dismiss her during or on account of such absence or to give notice of discharge or dismissal on such a day that the notice will expire during such absence, or to vary to her disadvantage any of the conditions of her service. 2) (a) The discharge or dismissal of a woman at any time during her pregnancy, if the woman but for such discharge of dismissal would have been entitled to maternity benefit or medical bonus referred to in section 8, shall not have the effect of depriving her of the maternity benefit or medical bonus: Pro vided that where the dismissal is for any prescribed gross misconduct the employer may, by order in writing communicated to the woman, deprive her of the maternity benefit or medical bonus or both. (b) Any woman deprived of maternity benefit or medical bonus or both may, within sixty days from the date on which the order of such deprivation is communicated to her, appeal to such authority as may be prescribed, and the decision of that authority on such appeal, whether the woman should or should not be deprived of maternity benefits or medical bonus or both, shall be final. (c) Nothing contained in this sub-section shall affect the provisions contained in subsection(1). 12. NO DEDUCTION OF WAGES IN CERTAIN CASES No deduction from the normal and usual daily wages of a woman entitled to maternity benefit under the provisions of this Act shall be made by reason only of – (a) the nature of work assigned to her by virtue of the provisions contained in subsection (3) of section 4 : or (b) breaks for nursing the child allowed to her under the provisions of section 11. 13. APPOINTMENT OF INSPECTORS The appropriate Government may, by notification in the Official Gazette, appoint such officers as it thinks fit to by Inspectors for the purposes of this Act and may define the local limits of the jurisdiction within which they shall exercise their function under this Act. 14. POWERS AND DUTIES OF INSPECTORS An Inspector may, subject to such restrictions or conditions as may be prescribed, exercise all or any of the following powers, namely: (a) enter at all reasonable times with such assistants, if any, being persons in the service of the Government or any local or other public authority as he thinks fit, any premises or place where women are employed or work is given to them in an establishment, for the purposes or examining any registers, records and notices required to be kept or exhibited by or under this Act and require their production for inspection; (b) examine any person whom he finds in any premises or place and who, he has reasonable cause to believe, is employed in the establishment: Provided that no person shall be compelled under this section to answer any question or give any evidence tending to incriminate himself: (c) require the employer to give information regarding the names and addresses of women employed, payments made to them, and applications or notices received from them under this Act; and (d) take copies of any registers and records or notices or any portions thereof. 15. POWER OF INSPECTOR TO DIRECT PAYMENTS TO BE MADE (1) Any woman claiming that maternity benefit or any other amount to which she is entitled under this Act and any person claiming that payment due under section 7 has been improperly withheld, may make a complaint to the inspector. 2) The Inspector may, of his own motion or on receipt of a complaint referred to in subsection (1), make an enquiry or cause an inquiry to be made and if satisfied that payment has been wrongfully withheld, may direct the payment to be made in accordance with his orders. (3) Any person aggrieved by the decision of the Inspector under sub-section (2) may, within thirty days from the date on which such decision is communicated to such person, appeal to the prescribed authority. (4) The decision of the prescribed authority where an appeal has been preferred to it under sub-section (3) or of the In spector where no such appeal has been preferred, shall be final. 5) Any amount payable under these sections shall be recoverable as an arrear of lane revenue. 16. FORFEITURE OF MATERNITY BENEFIT If a woman works in any establishment after she has been permitted by her employer to absent herself under the provisions of section 6 for any period during such authorized absence, he shall forfeit her claim to the maternity benefit for such period. 17. ABSTRACTS OF ACT AND RULES THERE UNDER TO BE EXHIBITED An abstract of the provisions of this Act and the rules made there under in the language or languages of the locality shall be exhibited in a conspicuous place by the employer in every part of the establishment in which women are employed. 18. REGISTERS, ETC. Every employer shall prepare and maintain such registers, records and muster-rolls and in such manner as may be prescribed. 19. PENALTY FOR CONTRAVENTION OF ACT BY EMPLOYERS If any employer contravenes the provisions of this Act or the rules made there under he shall be punishable with imprisonment which may extend to three months, or with fine which may extend to five hundred rupees, or with both; and where the contravention is of any provision regarding maternity benefit or regarding payment of any other amount and such maternity benefit or amount has not already been recovered, the court shall in addition recover such maternity benefit or amount as if it were a fine, and pay the same to the person entitled thereto. 20. PENALTY FOR OBSTRUCTING INSPECTOR Whoever fails to produce on demand by the Inspector any register or document in his custody kept in pursuance of this Act or the rules made there under or conceals or prevents any person from appearing before or being examined by an Inspector, shall be punishable with imprisonment which may extend to 3 months, or with fine which may extend to 500 rupees or with both. 21. PROTECTION OF ACTION TAKEN IN GOOD FAITH No suit, prosecution or other legal proceeding shall lie against any person for anything which is in good faith done or intended to be done in pursuance of this Act or of any rule or order made there under. 22. POWER OF CENTRAL GOVERNMENT TO GIVE DIRECTIONS The Central Government may give such directions as it may deem necessary to a State Government regarding the carrying into execution the provisions of this Act and the State Government shall comply with such directions. 23. EFFECT OF LAWS AND AGREEMENTS INCONSISTENT WITH THIS ACT (1) The provisions of this Act shall have effect notwithstanding anything inconsistent therewith contained in any other law or in the terms of any award, agreement or contract of service, whether made before or after the coming into force of this Act: Provided that where under any such award, agreement, contract of service or otherwise, a woman is entitled to benefits in respect of any matter which are more favourable to her than those to which she would be entitled under this Act, the woman shall continue to be entitled to the more favourable benefits in respect of that matter, notwithstanding that she is entitled to receive benefit in respect of other matters under this Act. (2) Nothing contained in this Act shall be construed to preclude a woman from entering into an agreement with her employer for granting her rights or privileges in respect of any matter, which are more favourable to her than those to which she would be en titled under this Act. QUESTIONS Thank You!!!

Character study of Rosalind from As You Like It Essay Example for Free

Character study of Rosalind from As You Like It Essay Rosalind, throughout William Shakespeare’s As You Like It, uses her ability to control language to attain her goals. Using creative speech, Rosalind enables herself to control and manipulate every situation that she is involved with, especially those concerning Orlando and Phoebe. Rosalind dominates many scenes in As You Like It and, ultimately, everything that Rosalind wants to occur does. She even changes her identity to do so. By using ingenious language, Rosalind facilitates the accomplishment of all of her objectives throughout the play. The first situation in which Rosalind displays her dominance in language is in the Forest of Ardenne, disguised as Ganymede, a male. She, knowing that Orlando is yearning for her love, comments on his obvious unrequited love, saying, â€Å"Then there is no true lover in the forest; else sighing every minute and groaning every hour would detect the lazy for of time as well as a clock.† (111) By implying that Orlando’s love is not true love, she immediately inspires Orlando to prove her wrong. Orlando, becoming a little suspicious, inquires why her accent is not rough as a result of her living in the secluded forest her entire life. She retorts almost immediately with an elaborate story in which she states, â€Å"But indeed and old religious uncle of mine taught me to speak, who was in his youth an inland man, one that knew courtship too well, for there he fell in love. I have heard him read many lectures against it.† Although a lie, Rosalind uses this sly and dece ptive speech to give herself the excuse to sound educated and the ability to discuss love. Rosalind sets up this situation from the beginning, enabling herself to discreetly mention true love in order to get Orlando’s full attention. Rosalind goes on to obtain Orlando’s undivided attention by saying, â€Å"There is a man that haunts the forest that abuses our young plants with carving ‘Rosalind’ on their barks, hands odes upon hjawthrons and elegies on brambles, all, forsooth, the name of Rosalind. If I could meet that fancy-monger, I would give him some good counsel, for he seems to have the quotidian of love upon him.† (113). Rosalind proclaims herself as an expert of love in order to give herself an excuse to meet with Orlando and help him cope with his situation She knows Orlando will surely agree to meet with her to discuss his love. He says that he is truly in love, but Rosalind states that â€Å"there is none of my uncle’s marks upon you. He taught me how to know a man in love.† Orlando retorts, â€Å"I would I could make thee believe I love.† By implying that Orlando may not even be in love at all, and promoting herself as an expert, she is enabling herself to â€Å"counsel† Orlando. She leads Orlando to want to prove he is in love with Rosalind. The major fact that she is interested in is observing how deeply Orlando is in love with her and how desperate he is to be with her. By leading Orlando on to believe that she is an expert when it comes to matters that concern true love, Rosalind allows herself to find out what Orlando is thinking about her from a third person, and unbiased, perspective. Rosalind also creatively uses language to manipulate situations that contain Phoebe, Silvius, and her own disguised character, Ganymede. Although Silvius deeply loves Phoebe, she continues to reject his brutally. However, Ganymede gets involved to defend Silvius, saying to Phoebe, â€Å"Who might be your mother, that you insult, exult and all at once over the wretched? What though you have no beauty-as, by my faith, I see no more in you than without candle may go dark to bed-must you be therefore proud and pitiless?† (131). Ganymede goes onto criticizes Phoebe even more by saying, â€Å"‘Tis not your inky brows, you black silk hair, your bugle eyeballs, nor your cheek of cream that can entame my spirits to your worship.† However, instead of getting Phoebe to realize she should appreciate Silvius’ love, Ganymede unintentionally obtains Phoebe’s love. Phoebe states to Ganymede, â€Å"Sweet youthm I pray you chide a year together. I had rather hear you chide than this man [Silvius] woo.† 133. Phoebe becomes attracted to Ganymede not realizing that Ganymede is really Rosalind, a woman. Rosalind, realizing this, continues to insult and criticizes Phoebe. She knows that she can eventually trick Phoebe into loving Silvius. Seeing an opportunity, Ganymede continues to insult Phoebe in order to continue to attain her love. Also, Rosalind sees that Silvius’ love for Phoebe is deep and true, despite that Phoebe rejects and ignores him. She sees the opportunity to manipulate Phoebe into loving Silvuis. As a result, she continues to lead Phoebe on, preparing for the time in which she ahs the chance cajole her to love Silvius. Rosalind uses her creative language one final time in dealing with the weddings. She is able, through the use of witty language, to arrange each marriage, and those who are involved, to her liking. Orlando reveals to Ganymede that he â€Å"can no longer love by thinking,† and now, more than ever, needs to be with Rosalind. Ganymede then responds by saying, â€Å"I have since I was three year old, conversed with a magician most profound in his art and yet not damnable. If you do love Rosalind so near the heart as your gesture cries out, when your brother marries Aliena shall you marry her† By assuring Orlando that Rosalind would marry him the next day, Ganymede then proceeds with the second part of her plan. She realizes that Phoebe has an attraction towards her as Ganymede She uses this fact to persuade Phoebe to marry her, with one stipulation. If Phoebe for some reason decides that she does not want to marry Ganymede, Phoebe would then be obligated to marry Silvius. Ganymede obtains Phoebe’s agreement on their marriage, stating, â€Å"If you do refuse to marry me, You’ll give yourself to this most faithful shepherd [Silvius].† Ganymede goes on to state: [To Silvius] I will help you if I can. [To Phoebe] I would love you if I could-Tomorrow meet me all together. I will marry you if I ever marry a woman, and I’ll be married tomorrow. [To Orlando] I will satify you and you shall be married tomorrow. Eventually, Ganymede reveals herself as Rosalind, and, accompanied by Hymen, prepares to marry Orlando. Aliena reveals herself to be Celia and weds Oliver. Phoebe, realzing that her lover, Ganymede, is really a female, then agrees to wed Silvius as a part of he pact with Rosalind. Character study of Rosalind from As You Like It. (2017, Aug 01). -like-it-essay We will write a custom sample essay on Character study of Rosalind from As You Like It specifically for you

Ceremonial Speech Essay Example | Topics and Well Written Essays - 500 words - 1

Ceremonial Speech - Essay Example He had constructed many historical buildings famous among them are the Robie House, Taliesin, Imperial Hotel Tokyo, Unity Temple in Oak Park and many more. During early life his family was frequently shifting from one place to another. When he was 12 years old he used to spend his summer with his mother’s family in Spring Green. He was an outdoorsy child and that is why he loved the natural beauty. His love for natural beauty is prominent in his construction designs. In 1885 he graduated from Public School in Madison and got enrolled in the University of Wisconsin at Madison to study civil engineering. His father divorced his mother and thus to finance his own fees and home expenses he started working with the dean of engineering department at the University. This Experience groomed his expertise and give him fruitful growth opportunities. (Biography.com, 2015) He had achieved a lot in his career but the best of him was two the Robie House and Imperial Hotel in Tokyo. First of which is Robie House which was constructed for Mr. Robie. This house is the symbol of natural beauty in simple design it has three levels i. The ground floor with lower roof top ii. Second level which contains kitchen and adjacent servant quarters that are separated with fire places, iii. Third Level that contains bed rooms this is made in such a way that the blaze of sun if required and intended could come inside and amuse the inhabitants this building is the sign of architectural excellency and that is why nowadays are open for visitors from all over the world. (En.wikiarquitectura.com, 2015) Second building that was constructed on the request of Japanese Emperor was The Imperial Hotel in Tokyo. Frank was commissioned in 1915 for this project and after seven years this great building’s construction was completed. The construction of this building became the reason for his fame after the Great Kanto Earthquake of

Postmodernism - The War on Terror Essay Example | Topics and Well Written Essays - 1750 words

Postmodernism - The War on Terror - Essay Example The paper "Postmodernism - The War on Terror" discusses how media influences on society in the era of postmodernism. The media has presented the Iraq war in a very different way in America, as compared to the way in which it is viewed over the rest of the world. Dissenting opinions offered against the Iraq war were presented sparingly in the media during the initial stages of the war, since it became â€Å"unpatriotic† to discuss the negative aspects of the war. Support for the war has been largely garnered through the kind of images presented in the media, which have capitalized on the fear generated after the 9/11 attacks to capture public support for the war in Iraq. The â€Å"war on terror† has been touted in the media as the war against terrorism and has successfully created a culture of fear in America. It has successfully linked the traumatic events of 9/11 and the terrorist attack on the world trade center with the war in Iraq. The image of a nation at war was a lso responsible for the re-election of President Bush, since a Commander in chief is not changed midstream. The slogan of the war on terror has created an all-pervasive culture of fear, which in turn has intensified the emotions of the public and has made it easier to mobilize support within the United States. Repeated portrayal of images in the media of the crashing of the terrorist airplanes flying into the World Trade Center and the mayhem and destruction that resulted were instrumental in hyping up the fear against terrorists in the minds of public.

AL 3 CRJ 520II Response Essay Example | Topics and Well Written Essays - 250 words

AL 3 CRJ 520II Response - Essay Example Current research suggests drug court programs and juvenile programs, which include therapeutic, educational, and family components, appear to be effective in recidivism reduction (Drake & Miller, 2009). According to research, cognitive-behavioral programs often lead to positive outcomes. These positive outcomes are expected to result in a 6.9% recidivism reduction (Drake & Miller, 2009). With regards to high risk offenders, Lipsey and Landenberger (2005) found smaller sample size, attendance monitoring, intervention adherence, and mental health professionals characterized the research and demonstration programs. Positive outcomes were reported. Researchers further suggest positive outcomes are depended upon the quality of the cognitive-behavioral program provided. Perhaps implementing adult treatment programs that resemble juvenile treatment programs will prove to be effective. First, I would receive feedback from citizens in my home state in order to get a general consensus. I would hold a town hall/community meeting in large/key jurisdictions. I would invite key players to speak including county jail and state prison officials, individuals who specialize in offender treatment programs, probation officers, correctional officers, a budget analyst, and a few rehabilitated inmates who have benefited from treatment during and after confinement. In addition, I would also invite family members of inmates to speak regarding the effectiveness of rehabilitation. Of course this seems a bit over board, but we are discussing an issue that affects everyone in the state. My speech: We are all aware that crime rates fluctuate. Some research and statistical data contend crime rates have dropped. Yet some research and statistical data contend crime rates have increased. In addition, throughout this country including this state, we have witnessed an increase in incarceration rates, without any plausible

Globlasing world Essay Example | Topics and Well Written Essays - 2250 words

Globlasing world - Essay Example This movement that is limited to surrounding localities has increased significantly to a point that people have been able to cross borders and travel far and wide for business, educational or exploration purposes. This has led to imminent sharing of cultures, ideologies and interaction between different nations and continents. The processes involving all these activities are referred to as globalization. Extensively, it is described as the integrations of all the activities involved in globalization including transportation, information sharing and rise of new communities (Ritzer, 2005, 78). This has been accustomed to advances in technology, the internet, robust road network, reliable air travel and trusted transport system. Centuries ago human interaction over long distances was a daunting task but still feasible. This was made possible by the fact that people needed to trade the goods they had for what others had. They occasionally used animals such as donkeys, horses and camels t o travel over long distances. Globalization is not just about crossing borders and settling on the other side. It also involves close interaction and relationship building between people and systems already set in such places. Such systems include labor unions, immigration and education policies. People have been able to interact through other avenues like international events such as the Olympics, which has been able to unite people of different nationalities and cultures (Sua?rez 2004). For instance, soccer is clearly a global sport that unites and socializes nearly the entire world. It is understood as a re design of social topography marked by the growth of transnational and inter territorial interactions between people. There have been significant gains derived as a result of globalization. Economic Scholars and economists regard increasing capital accounts liberties and unregulated capital flows as a stumbling block to global financial stability. This is attributed to constant change in the market price of the popular goods and leading currency earners such as coffee. This has led to calls for capital controls and introduction of taxes on international Asset trade. Other scholars have argued that increased transparency in the market have brought about stability in countries that are already industrialized and brought an improvement in the upgrade of income of developing countries. This is as seen lower class to middle class. Finance in a globalizing world requires that countries and major economies make relevant economic policies in order to stay in the world economic platform. Many developing nations are still in their infancy stage of financial globalization and therefore look up to the already developed nations for financial opening. Developing countries do face numerous challenges in their quest to make a significant step towards improving their economy. A lot of decisions have to be made concerning the policies that need to be laid down for these co untries and the rate at which they are to be implemented. Financial globalization has more than often been blamed for the economic crisis that faced a number of developing countries. When decision on economic prosperity is made without considering the impact it may have on the global market may lead to major risks including large scale bankruptcies. For instance, the financial turmoil that rocked Latin

The Silence of the Lambs Movie Review Example | Topics and Well Written Essays - 500 words

The Silence of the Lambs - Movie Review Example She strikes deals with him, sometimes falling aprey to his words. She keeps coming across clues and tries solving the case with investigative procedures. Contribution: The gloomy images of the mental asylum, the personified darkness and imagery of the moth contributes a great deal to enrich the feel of the film and in creating a greater impact on the audiences. Contribution: The characterization of the film contributes greatly to the overall quality of the movie. The forensic psychiatrist turned cannibalistic killer, the serial killer, a young detective, the Senator, murders, etc. greatly accentuate the plot and the effect of the film. Explanation: This theme is carried on throughout the movie since all attempts are made by the FBI to investigate the series of murders committed by Buffalo Bill. In t he process, Starling takes the help of forensic psychiatrist turned cannibalistic killer, who is serving consecutive sentences at an asylum. Thus, this theme of Murder and Investigation, amidst some great psychological action runs throughout the film.

Whirlpool Corporation Research Paper Example | Topics and Well Written Essays - 750 words

Whirlpool Corporation - Research Paper Example Furthermore, the company anticipates designing environmentally products in the future to rhyme with the anticipations of the clients. In addition, the marketing strategy that Whirlpool adopts is driven by the needs of the market. In this case, for the company to attain competitive advantage, it is being forced to take advantage of leveraging the global environment in diverse regions. It also plans to implement different marketing mix strategies to address the diverse needs of clients in those countries. Whirlpool segments its market by regions, since almost every nation has unique preferences, which are influenced by customs, the environment, and economic situations among other issues. It is ideal to note that technology is playing a key role in the current business environment. In the case of Whirlpool Corporation, it has not been left behind on this issue. It aims at adopting technology, which will allow it to advance and provide innovative products, which emerge competitive and ea sily excel in the market place. To achieve this function, Whirlpool anticipates incorporating a variety of options, including global procurement, development of corporate technology, and creates an advance manufacturing concepts team. With respect to global procurement, the company anticipates buying an organizing all distribution materials as well as the components ideal for appliance production. Corporate technology anticipates developing products as well as capabilities for process technology and technical services for the Whirlpool business.

Own-race bias Research Paper Example | Topics and Well Written Essays - 2500 words

Own-race bias - Research Paper Example In this time, black slaves were considered so different and removed from the aristocratic, land owning class of their owners that their enslavement and torture for centuries was written off as being part of the system. Furthermore, during the Jim Crow era and throughout the passing of the separate but equal legislation, African-Americans in this country were viewed as a concrete, separate racial category not only by many whites, but also by the law itself. In many ways, the separate but equal Brown v. Board of Education hearing reflects the rigid, concrete, categorical race structures that were prevalent in this country during that time. Legal terms like separate but equal give an indication of the way people viewed each other at this time. Obviously, strong categorical race structures dominated the way peers viewed peers. Race would have been at the forefront of the way most people viewed each other initially. Before peers could say hello, there would have been a quick, unconscious categorization of the person they were approaching based on their race and the race of the peer. This initial judgment is no different today, but the recent trends in the multicultural population of the United States have given way to blurred categorical race structures. As a system of rigid, concrete race categories is faced with individuals whose backgrounds are composed of two or even many of these categories, the way individuals perceive each other is forced to change. When individuals comprise several racial categories, peers cannot make such easy judgments as were made during previous eras. If a peer appears to be from a racial category one considers his or her own, and this same peer also appears to be from a racial category one does not consider his or her own, initial separation judgments are confused. This recent breaking down of categorical race structures has obvious implications on the way humans perceive one another, but how does this change affect human facial memory? The body of literature has shown that social categorization occurs within the early stages of perception, but lasts only briefly (Brewer, 1988) making it difficult to study. One model that helps explain the way humans remember faces is the In-Group and Out-Group Memory model (Pauker, Weisbuch, Ambady, Sommers, Adams, & Ivcevic, 2009). This model explains human facial perception as a categorization based on whether the perceived individual is of the same group as the perceiver. For example, an Asian person may perceive another Asian face as being â€Å"in-group†. Furthermore, Malpass & Kravitz (1969) showed that people have a tendency to have better facial memory of faces they classify as in-group, and lower facial memory of faces they classify as out-group (Malpass & Kravitz, 1969); a finding that Pauker and colleagues have shown to be repeated by over 100 studies (Pauker, Weisbuch, Ambady, Sommers, Adams, & Ivcevic, 2009). The own race bias links individuals’ in- or out-group categorization of others to individuals’ facial memories of these others by explaining that people remember faces they categorize as in-group better than faces they catego

Mary Shelleys Frankenstein Essay Example for Free

Mary Shelleys Frankenstein Essay At first, Frankenstein agrees (after being convinced), but then is afraid of what could happen if two creatures like the first one were alive, therefore destroys the creation he has not yet finished. Henry is killed by the creature, in which Frankenstein is blamed, who again falls terribly ill again; there he gets acquitted of his crime. He marries Elizabeth who gets murdered by the creature on her wedding night. Frankenstein dies and therefore the monster commits suicide as his creator has died. The creature is grotesquely described, mainly in chapter five, a main scene in the novel. Words such as his yellow skin scarcely covered the work of arteries and muscles beneath are used, which give the reader horrific images of how this creature must look, Shelly then contrasts the image created with nice images, such as teeth of pearly whiteness, juxtaposition is used here because after the reader is made to believe the creature looked lovely, the view rapidly changes, but these luxuriances only formed a more horrid contrast with the watery eyes, that seemed almost the same colour as the den white sockets in which they were set, showing how horrific this creature truly looked. This description is that of an adult, however the creatures mind has been reborn so he must now be pure and innocent, therefore shouldnt be described in such horrible ways, making us feel sorry for him. The creature is seen as a child, this is because he has never been born or seen the world before, so couldnt possibly have an adult mind, he did not know how to speak, read or write when born, and had to teach himself this knowledge, as Frankenstein did not help. Frankenstein should of treated the creature as if he was a new baby, and help him, because he had not done anything wrong at this point, until he had abandoned him, so he was lonely and confused. He tried to befriend Frankenstein during the beginning of his life by muttering words to him in a friendly manner, although Frankenstein took this as though he was going to attack him, He held up the curtain of the bed; and his eyes, if eyes they may be called, were fixed on me. His jaws opened and he muttered some inarticulate sounds, while a grin wrinkled his cheeks but I escaped and rushed downstairs. The grin was taken by Frankenstein as an evil grin, signifying that the monster did not like Frankenstein, but in reality, the creature was just trying to be friendly. However, Frankenstein was disgusted with his creation, and decided to leave the apartment, not to return, therefore the creature was abandoned and lonely, also he wouldnt have known what to do seeing as he could not understand the world, and they could equally not understand his hideous looks, therefore making the reader feel sorry for the monster as he hasnt done anything, I did not dare return to the apartment which I inhabited, this also shows he is scared to return. The perception created by Shelley of the monster, is one that he cannot possibly be friendly because of how ugly he is, therefore people shout abuse and refuse to talk to him in a civilized way without mocking him or commenting on how ugly he looks. Other people may be scared of him, so try to run away when he gets close, this will make him feel angry with all the people who judge him by first impressions, without taking the courtesy to get to know him. He could of easily been a good man but society cast him out so he rapidly became the opposite, which makes us feel sorry for him as he cannot help being ugly and never gets a chance to show his nice personality, such as saving children from drowning. He is a victim of Frankensteins ambitions and then abandonment, as Frankenstein was very eager, almost too eager, to create him, but after he saw what he had made, quickly despised him, left him alone, with no easy way of living, thus upsetting the creature because he never did anything wrong, just wanted to be loved. Frankenstein should of looked after his creation because it is his responsibility, or should of never even created him if he had thought of the possibilities/consequences that could of happened, creating sympathy for the creature because no one wants him, not even his own father. The creature uses religious imagery when speaking to Frankenstein, such as; Remember that I am thy creature; I ought to be thy Adam, but I am rather the fallen angel and he is telling Frankenstein that he has just been born and is inquisitive like Adam and Eve were when venturing into the garden, but now he has fallen because of his abandonment, so perceives himself as a fallen angel. Also, relating to Adam, shows he believes he must have an Eve, such as a bride. Frankenstein uses questions at their meeting on the glacier, such as Do you dare approach me? And do not you fear the fierce vengeance of my arm wretched on your miserable head? trying to intimidate and draw the creature in, also he uses the word, Devil, to explain how much he hates the creation and thinks he is pure evil, this is also relating to religiousness. Then the creature explains to Frankenstein about how he feels about being alive and looking the way he does, which makes Frankenstein feel quite sorry for him, although the monster had admitted he murdered his family, but only because he wanted to get back at Frankenstein. The creature reasons with Frankenstein and asks him to create a lady creation, Still thou canst listen to and grant me thy compassion, Frankenstein agrees to do this as long as he leaves him alone and does not harm any more people. Frankenstein beings working on his creation on the second creation, but one night he sees the creature and realises what destruction has already took place, which frightens him about the destruction that two creations could do, creating devastating consequences. We then feel sorry for the creature because he has no friends and will carry on being lonely, but our feelings drastically change when the creature threatens to be with him on his wedding night, making the reader feel angry with the creature for creating such havoc in Frankensteins life, although in the back of the readers mind, they still feel sorry for the creature because he is forever lonely. We can see the creature as romantic, as he would like a bride, this relates to Frankenstein when he is calm and peaceful in the mountains, acting almost romantic towards the scenery; The pleasant sunshine, and the pure air of day, restored me to some degree of tranquillity; and when I considered what had passed at the cottage. Frankenstein should of acted like a father to the creature because he created him so should take care of him, show him whats right and wrong, how to read/write/speak and general life skills. Instead, Frankenstein does none of these and does the opposite, abandoning him, leaving him to fend for himself. He also created the creature out of different body parts from other peoples bodies making him look disproportional and abnormal, as well as looking ridiculous. He had been designing and creating this creation for so long and wanted to create him over such a long period, that when the creature was finally created he truly repulsed it, I had worked hard for nearly two years, for the sole purpose of infusing life into inanimate body. For this I deprived myself of rest and health. I had desired it with an ardour that for exceeded moderation, showing that he desperately longed for a great creation, we then feel sorry for him as he had spent so much time and effort, just for it to turn out in a catastrophic way. He was very careless when creating him, which would obviously cause problems for the creature when setting foot in the public eye; this was not fair on the creature. He also talks about the creature in a grotesque way, making the reader feel afraid of him, and at the same time, sorry for Frankenstein for having to live with the consequences of this disgusting thing, therefore having to either look after him or find a way of getting rid of him. He then becomes afraid about what he has created and the consequences that would arise from doing so, so therefore being seriously mentally ill, as he cannot cope with the fact that he has created something so ridiculous and destructible. The reader feels sorry for him because he has become ill and this isnt fair. Frankenstein challenges the creature to a fight, Be gone or let us try our strength in a fight, in which one must fail, this is because he is so angry and repulsed with the creature for ruining his life that he wants to settle this finally and this makes the reader believe how upset he is, wanting to clear the creature out of his mind and life. His anger spirals out of control as he vulgarly insults the creature; Relieve me from the sight of your detested form, showing how much he truly dislikes the creature, therefore he must be causing pain to him in some way, mentally or physically. However finally Frankenstein decides to give the creature a chance and reasons with him about creating a lady monster, which is a good deed, making us honour him because he is trying to treat the creature well. Frankenstein then becomes afraid of what two creatures would cause and destroys his creation, at this point, the creature promises Frankenstein he will be with him on his wedding night. On the wedding night, the creature carries out his ultimatum and murders Frankensteins wife, which shocks and devastates Frankenstein because he was not expecting him to murder his bride, and rather killed himself instead. This upsets the reader because this would really harm Frankenstein, and was truly an act of pure evil. Also, earlier in the novel, the creature had killed his younger brother and his best friend to get back at him, which truly devastated Frankenstein, also a very horrific type of payback. Frankenstein could be perceived as a hero of modern day science because he went to extraordinary lengths and research to create human life, using science, which no one else before him had ever successfully done. He was also portrayed as a villain for playing with nature and God because people should take life how it is and not try to create more complex designs that God did not want to happen. However I do not believe that Frankenstein was a victim of the time he lived in because he simply shout not have created life without considering the drastic consequences that would happen. I think the perspective of this novel is that Shelley had lost the three of her four children and also her mother, during labour, possibly reflecting as a feeling of abandonment and loss due to death, she can therefore relate to the creature and Frankenstein because his close family and friends were murdered. I have sympathy for the creature more than Frankenstein because he was abandoned when he was first born, this was unfair because he hadnt done anything wrong and could not help the way he looked. Frankenstein should not have created him if he had thought properly about what he was doing; he had acted selfish for leaving the monster behind and abandoning him. Also, Frankenstein gets the creatures hopes up by saying he will create a companion for him, but then destroys his dream, which upsets the monster greatly. He has no friends, family etc. and this is not fair on him. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The Lady’s Maid and Cinderella Essay Example for Free

The Lady’s Maid and Cinderella Essay In â€Å"The Lady’s Maid,† by Katherine Mansfield, the narrator and maid is named Ellen. (Name similarity?) She, much like Cinderella, is loyal and quiet in performing her daily duties. Ellen is also searching for something to complete her life. But several incidents in Ellen’s life contribute to her un-Cinderella-like ending, including the fact that she does not have a mythical figure to help her out. These scenes, which are shown through Ellen’s responses to interactions with characters around her, prove Ellen to be a very complex character. Both Ellen and Cinderella experience sadness from childhood experiences and devotion to the ladies that they serve, but whereas Cinderella overcomes her problems in the end and finds happiness, Ellen carries her emotions so deeply that she cannot break free from her enslaved life. When comparing Cinderella and Ellen, a their childhoods are obviously similar in many respects. Both the girls lack a constant loving home and a strong mother figure. Losing a parent at a young age is distressing to Cinderella in much the same way as it is for Ellen. Because the girls were never close with their parents because of death, they never developed the ties of loving mother-daughter relationships. Cinderella worked for her stepmother at a very young age, and after Ellen lived with her grandfather and an aunt, she was sent to work as a maid at age thirteen. The shuffling of parental figures for both Cinderella and Ellen causes them intense emotional trauma and likely triggers feelings of guilt for the loss of their parents. Cinderella and Ellen spend their days devoting much time and attention to those people in their lives who do give them attention. Because they never feel the true love that a parent can give, they mistake the orders from the old ladies as parental love. The maternal instincts that these girls both feel are similar, because they are struggling with the lack of parental influence and consequently cope by devoting their energy to those who give them any attention at all. And because they end up devoting much of their lives to those people who give them negative attention, neither Cinderella nor Ellen have anyone who truly care for them. As Cinderella and Ellen were growing up, they had no one that loved them the way a parent can love. Cinderella and Ellen had unfulfilling childhoods that later caused them to attach later in life to anyone who should care for them. Because of their dependence to these people, the girls are both easily manipulated. Cinderella does all her chores for her stepmother and constantly cooks and cleans for the family. She feels that it is her duty to serve the family for allowing her to live with them. Cinderella is very dependent on the malicious, unloving family because she has no one else who cares about her. The stepmother and stepsisters are very cruel to Cinderella, and she does not like the way she is treated, yet she still does her work cheerfully, constantly singing and talking with the birds and the dog. Cinderella seems to create happiness for her and for others, seemingly drawing from an internal reservoir of pure heartedness, goodness, and beauty. There is no external source refilling her with love, support, and comfort. Ellen’s lady does not treat her cruelly, but Ellen’s life is emotionally unfulfilling, like Cinderella. Her lady wants her to be happy, but still places high demands on Ellen, like an employer. The lady does not offer any true feelings of love to Ellen that a young woman needs to feel. At this age in the girls’ lives, they need to be feeling love as experienced in a marriage. Similar to Cinderella, Ellen attaches herself to the lady because there is no one else, and is controlled into pleasing the lady. Ellen has become so devoted that her primary concern is pleasing the lady. She says, â€Å"I’ve got nobody but my lady† (Mansfield 37). Ellen and Cinderella feel emotionally isolated throughout their young adult lives, and in order to feel needed, they attach themselves to their respective ladies. Cinderella and Ellen have very similar lives until it comes time for them to break free of their mundane lives. Cinderella’s Fairy Godmother appears on the night of the ball, makes her a beautiful dress, and whisks her off to the ball in a pumpkin carriage. There, she meets Prince Charming, and eventually they are married and live â€Å"happily ever after† (Cinderella). She overcomes her problems and escapes her cruel stepfamily, to eventually be happy. Perhaps this is because of the intervention of her Fairy Godmother, a luxury that Ellen does not have. The mythical godmother provides outside assistance that may be paralleled to divine intervention, referring to a force that is greater than one. Perhaps, when Cinderella was written, this force was very important in daily lives. And when â€Å"A Lady’s Maid† was written, this divine force was not as powerful as a truth in daily lives, which is why Mansfield did not include it in her story. Ellen cannot esc ape her life with the lady. Harry, Ellen’s suitor, has lives full of flowers and family planned out. The couple will live above his flower shop while running the business. However, Ellen rejects the idea of marriage, telling Harry â€Å"I’m not going to marry you. I can’t leave my lady† (Mansfield 40). Ellen’s choice to stay with her lady over being with a man that cares about her shows her abnormal amount of loyalty and devotion (almost puppy-like) to her lady. There is no one to show Ellen the way to happiness, as there was for Cinderella. Ellen concludes her story by saying, â€Å"She says, ‘Good night, Ellen. Sleep sound and wake early!’ I don’t know what I would do if she didn’t say that, now† (Mansfield 40). Ellen is so devoted to her lady that she cannot leave her, even though she had a better life with Harry. Her guilt, desperation to please, dependence, and devotion to her lady overcome her desire to have an emotionally fulfilling adult relationship in the end. Instead, she stays with her lady. The loss or gain of marital love is a prevailing theme throughout both stories. The difference in the endings for Cinderella and Ellen is significant; Cinderella obtains happiness while Ellen remains in her state of near-slavery. The reason for the difference is not in their characters, because they have experienced the emotional trauma from an early age, and consequently both have very similar thoughts, actions, and emotions. From Cinderella, the reader sees an oppressed young girl who obtains freedom from her evil stepmother by marrying Prince Charming with the help of her Fairy Godmother. The reader understands that mythical forces, such as fairy godmothers, are there to help out when times are tough, and that eventually everyone will get their own Prince Charming. Katherine Mansfield wants the reader of â€Å"A Lady’s Maid† to see Ellen’s desperation to please and her devout service to the lady, all while revealing deep inner troubles of a character who is not able to resolve herself in the end. While Cinderella is a charming, mythical story that children of all ages love, Mansfield’s modern story form provides a realistic and truthful ending.

Career and family priorities of college students

Career and family priorities of college students This study was designed to observe the career and family priorities of college students. It was studied to determine whether men and women differ in feelings towards career and family. It was hypothesized that there would be an inverse relationship between career values and the importance of family life between men and women furthermore; female students would value the family life role, whereas male would prefer the occupational life role. It was tested with the help of Life Role Salience Scale (Amatea, Cross, Clark, Bobby, 1986). Thirty female and thirty male college students rated the scale. Statistical analysis demonstrated that women valued family more than career and men valued career more than family. INTRODUCTION: Everyday decision can be related to the essence of human. In todays society, individuals are trying to do it all-to find life satisfaction through a combination of multiple roles (e.g., career, marriage, parenting, homecare). Super (1990) theorized that ones life career is made up of many different roles occupied over the life span, including the roles of career person, home and family person, community member, student, and leisurite. However, if they are not spending their time in ways that are congruent with their values, they are unlikely to find the happiness they seek. Greehaus and Beutell (1985) theorized that the more important a role is to an individual, the more time and energy that person will invest in it, which will allow less time and energy for other roles. Super discussed participation, commitment and value expectations in relation to life roles. Participation is the amount of time spent in a role, whereas commitment and values expectations reflect the importance of th e role to the individual, and the degree to which the individual can meet their needs through that role (Super Neville, 1986). Satisfaction in life is related to role congruence, which is the amount of congruence between the level of participation in each life role and the level of commitment to and valuing of that role. For example, if an individual highly values and is highly committed to the family role, but only participates in this role 5% of the time, that individual will be less satisfied with life than an individual with greater congruence between valuing/commitment and participation. Research has demonstrated that inconsistency between role participation and role commitment may cause increased psychological distress and decreased marital quality (Voydanoff Donnelly, 1999).Graduating senior women on the Berkeley campus overwhelmingly reported that they expected to be married, to have children and to have a career. Nearly nine-tenths are planning to earn graduate degrees in law, medicine, science, or business, and half expect to earn as much if not more, than their future husbands. Simultaneously, they hope to raise two or three children each and to interrupt their careers for extended amounts of time, (Six months to twelve years) in order to care for their children. Some researchers say that women place family before career and like to spend large amount of time at home, especially when their children are young. And women with children earn significantly less than either men or women without children. College women and men are quite similar in one respect they both want partners or spouses and they both want children. Ninety percent of the women and men in one of the research say that women hope to marry and have children. But one asks these students how they plan to combine their careers, marriages, and children, striking differences appear. They wanted their husbands to work continuously. It would be strange, said one, echoing the sentiments of man y, if I was at work and he was at home. But many of the men were tentative about their future wives employment. Several men stated they wanted there wives to stay home after she had children. Clearly, both women and men see the husbands job as essential to the economic well-being and survival of their future families and the wifes job as optional-a luxury they can choose to add on or take off at will. Most of the students come from fairly traditional homes-their mothers were responsible for cooking, doing the dishes, and cleaning the house while their fathers made money and fixed things around the house. Students say that mother took care of the kids and the house while father went out to work and earn money. Extensive research indicates that college men and women endorse both achievements goals such as career development and marital goals. Many researchers have found that college men and women are increasingly similar in their goals and value orientations. Scant information is avai lable about how women and men with similarly strong and equal motivations toward the achievement of goals and the maintenance of affiliative relationships will prioritize, make decisions, and interact when achievement demands and personal relationships conflict. Students reveal ignorance of the career hazards of interruptions in employment, and lack of awareness of the family sacrifices and stresses attendant to career commitment (Catalyst, 1987; Phillips Johnston, 1985; Zuckerman, 1980). As men and women in college today think about their future and plan for work and family, they are exposed to a variety of mixed messages relating to gender. Gender socialization continues to influence young peoples identities and stereotypes from the past frame choices (e.g., Angrist Almquist, 1975; Komarovsky, 1985; Machung, 1989) for students as they move into a society which, at least theoretically, permits equality of opportunities regardless of gender. Yet, participation of women in the work force has increased significantly and attitude surveys indicate that we are much more accepting of women taking active roles in our society (e.g. Mason Lu, 1988). Nevertheless, women still face considerable occupational segregation (Blau Ferber, 1985). Research suggests that women continue to oversee management of home, children and social activities of the family, while men help with household tasks (Hochschild et al., 1989) since discrimination results in women earning less money for eq ual time at work, men can justify their non-involvement in household chores because they must provide for the family. Thus, despite many changes, todays college students have grown up in traditional families where women have had to assume the majority of household tasks, whether they worked outside of the home or not. Consequently, many traditional gender expectations are maintained by the structural inequality in our society. According to Eccles, womens career choices will differ from mens because they place more value on family and relationships. Machungs (1989) interviews with 30 graduating Berkeley seniors, illustrates the contradictions which occur between the changing role of women in society and the traditional roles we still hold for women and men in the family. The women whom Machung interviewed wanted careers, but recognized that their career paths would be interrupted by family and children. The men researcher spoke to, on the other hand, planned their career with the exp ectation of having a support system (wives) to care for their homes and families. The women in other studies (e.g., Komarovsky, 1985; Maines Hardesty, 1987; Angrist Almquist, 1975) also express tentativeness of plans for their work life, in which career planning becomes contingency planning or planning around husbands and children. Women in these studies expect to be working most of their adult life, but also expect that their family will take priority over work as needed. Sociological functionalists saw employment and family in an earlier and family life in an earlier historical period as well-integrated (Parsons and Smelser 1956; Goode 1960). Only one person, the male breadwinner, participated in the labour force; the wife/mother met childcare, house-hold upkeep, and other pattern maintenance needs. Husbands and wives were thus specialists in their roles. Societal restrictions on employment for women of childbearing age reduced work/family conflict and stress. Today in our socie ty there is almost universal support in principle for equal opportunity however; traditional attitudes regarding womens family roles persist. Employed women thus experience conflict between work outside the home and family responsibilities (Mortimer and London, 1984; Mortimer and Sorensen, 1984). Pleck (1984) finds that traditional norms promote asymmetrically permeable boundaries in the roles of men and women. For men, the work role dominates; the family is expected to accommodate to its requirements. To support their work involvement, men spend relatively little time on family work. Because the male family role inextricably entails being a good breadwinner (Bernard, 1984), male workplace success simultaneously fulfills both work and family role responsibilities. On the other hand, women are expected to stress family obligations over activities related to employment. Womens work roles often give to accommodate the family (e.g., women with young children often work part-time or inte rmittently). Thus, employment doesnt radically disrupt the traditional core wife/ mother responsibilities. In essence, employed married women have two jobs, one in the workplace, the second in the family; this normative pattern has negative implications for their socio economic attainment (Marini, 1989). Therefore what normative controls used to accomplish (i.e., a women was expected to quit work when she married or had children). Adolescence is widely recognized as a critical life stage for vocational development (Erickson 1963) and crystallization of future plans. Adolescent work and family orientations are therefore expected both to reflect changing work/ family linkages and to contribute to them in the future. Public opinion trends (McLaughlin, 1988) show that widespread behavioral change (e. g., wives employment) often precedes attitudinal change (e.g., approval of wives working). Moreover, status attainment researchers have demonstrated that educational and occupational aspirations influence attainments (Sewell and Hauser, 1975). Given these reciprocal relations of work and family structures, it is important to continually monitor trends in young peoples work attitudes and behaviors. Recent research shows that future work (Farmer, 1983; Shapiro and Crowley, 1982) and family (Affleck, Morgan, and Hays, 1989; Machung 1989; Joss Elson, Greenberger and McConchie, 1977a, 1977b; Maines and Hardest, 1987) cont inue to be central life interests for adolescent boys and girls, with both planning to spend significant portions of their lives in the labor force and in families. A major gender difference persists in that girls more often plan to work part-time and intermittently rather than full-time to accommodate competing work and family role demands (Machung, 1989; OConnell, Betz, and Kurth, 1989).Young women often anticipate that career and family life will be problematic if perused simultaneously (Machung 1989; Ward and Rubin1989; Archer1985; Crowley and shapiro1982). Tangri and Jenkinss (1986)1980 survey of 1967 college female graduates showed a dramatic increase in reported conflict between career and marriage in the post graduate years. Adolescent males ,in contrast ,see their adult work and family roles as more congruent; they see few problems in wanting both careers and families(archer1985).This is to be expected since families do not impede adult mens career(Mortimer and Sorensen 198 4 ).Maines and Hardesy (1987)conclude, young men and women anticipate participating in basically the same categories of activity(education, work, family),butà ¢Ã¢â€š ¬Ã‚ ¦differ in their assumptions about the nature and extent of that participation. Men expect ability and labour market opportunities to determine their futures, while women face the problem of how to integrate these various dimensions of their lives (Maines and Hardesty, 1987). Regan and Roland (1982) investigated marginal shifts in university seniors life goals and vocational aspirations, finding that they had changed over the decade of the 1970s. Women graduating in1979 expected careers to be the primary source of future satisfaction but also indicated that family relationships were still very important. Van Maanem and associates (1977) argue that an understanding of careers should focus on the interaction among individual aspirations, family concerns, and work demands. We therefore, build a measure of lifestyle co mmitment, constructed from individuals ordering of life goals, to investigate relationships. Gender differences in work and family experiences have been a consistently important theme in work-family research (Lewis Cooper, 1999). On the basis of Greenhaus and Beutells argument about the importance of role salience to the work-family conflict (Greenhaus Beutell, 1985), many scholars have hypothesized that women experience more work-family conflict than men because of their typically greater home responsibilities and their allocation of more importance to family roles. However, more recent researchers have discovered that men and women do not differ on their level of work- family conflict (Blanchard-Fields, 1997). In those studies where gender differences were found. The unanticipated results regarding gender and the work-family conflict raise the possibility that researchers emphasis on between-gender differences may mask important within-gender variation in work- family conflict. Within-gender variation may be as critical as between-gender differences in explaining work-fa mily conflict. Gender identity does not stand separate from other identity issues. Rather, it is part of a complex psychological and social process whereby men and women adopt varying degrees of traditionally masculine and feminine roles and responsibilities (Anderson Leslie, 1991). Social and cultural factors, as well as the individuals abilities and personality characteristics, mediate the relationship between gender and work-family conflict (Farmer, 1985). Thus, individual variation within gender can provide valuable information beyond the mere knowledge of gender in order to explain differences among persons regarding work-family conflict. The range of findings in the literature highlights the need to attend to the variation in mens and womens beliefs about the importance of work and family roles, rather than to generalize to all men and to all women (Kerpelman Schvaneveldt, 1999). Understanding this variation may contribute to a more coherent and comprehensive explanation of work-family conflict. The aim of this study is to explore gender differences in work-family conflict while attending to both between- and within-gender variation in perceptions of importance of work and family life roles. In the study we considered the importance attributed simultaneously to both work and family roles by both men and women. This approach should facilitate more precise understandings and may clarify some of the mixed findings of previous research concerning gender differences in work-family conflict. Role salience was typically determined by examining commitment and values regarding work or family roles (Neville Super, 1986). It is important to note that these researchers investigated work salience or home salience without simultaneously considering the relative importance of both roles in an individuals life. Much of the research on career and family orientation has disregarded the perceived relative importance of both work and family roles. As a result, these studies do not reflect the growing recognition that work and family are interdependent spheres of life (Rapport Rapport, 1971; Westman Piotrkowski, 1999). Despite the increase in womens involvement in demanding occupations and the substantial rise of womens vocational aspirations over recent decades (Gerstein, Lichtman, Barokas,1988), mens occupational goals and aspirations frequently exceed those of women. For example, Leung, Conoley, and Schell (1994) found that women generally have lower career aspirations than do comparably talented men. During socialization to work and family roles, men are traditionally raised to pursue the provider role and women the marital/ family role (Major, 1989). Many women in the West continue to be socialized to believe that being a wife and raising a family is the first priority in life and that financial independence and career advancement is secondary (Gilbert, 1993) by this findings we can anticipate that more women than men will fit the Family profile that comprises ind ividuals who assign high importance to the family and relatively low importance to work. Similarly, if young men are raised to adopt the provider role more than young women, it is likely that more men than women fit the Work profile, and assign high levels of importance to the work role and relatively low importance to family roles. By this we can say that women will be represented most often in the Family profile and least in the Work profile. Men were expected to most frequently fit the Work profile and least frequently the Family profile. In research we assumed that womens values and commitment regarding parent and spouse roles would be higher than mens. In addition, following most research findings (Major, 1993; Schwartzberg Dytell, 1996), we anticipated that mens values and commitment to the work role would be higher than that of women. Many women are expected to feel primary obligation to the family role (Schwartzberg Dytell, 1996; Tompson Walker, 1989). Many researchers ha ve found that college men and women are increasingly similar in their goals and value orientations. Scant information is available about how women and men with similarly strong and equal motivations toward the achievement of goals and the maintenance of affiliative relationships will prioritize, make decisions, and interact when achievement demands and personal relationships conflict. Students reveal ignorance of the career hazards of interruptions in employment, and lack of awareness of the family sacrifices and stresses attendant to career commitment (Catalyst, 1987; Phillips Johnston, 1985; Zuckerman, 1980). As men and women in college today think about their future and plan for work and family, they are exposed to a variety of mixed messages relating to gender. Gender socialization continues to influence young peoples identities and stereotypes from the past frame choices (e.g., Angrist Almquist, 1975; Komarovsky, 1985; Machung, 1989) for students as they move into a society which, at least theoretically, permits equality of opportunities regardless of gender. Yet, participation of women in the work force has increased significantly and attitude surveys indicate that we are much more accepting of women taking active roles in our society (e.g.. Mason Lu, 1988). Nevertheless, women still face considerable occupational segregation (Blau Ferber, 1985). Research suggests that women continue to oversee management of home, children and social activities of the family, while men help with household tasks (Hochschild, 1989; Bernardo, Shehan, Leslie, 1987; Coverman Sheley, 1986, Berk, 1985). Since discrimination results in women earning less money for equal time at work, men can justify their non-involvement in household chores because they must provide for the family. Thus, despite many changes, todays college students have grown up in traditional families where women have had to assume the majority of household tasks, whether they worked outside of the home or not. Consequently, many traditional gender expectations are maintained by the structural inequality in our society. The purpose this study was to identity the relationship between male and female college students priorities in terms of there future goals regarding career and family. It was hypothesis that there would be an inverse relationship between career values and the importance of family life between men and women furthermore; female students would value the family life role, whereas male would prefer the occupational life role. Methods Participants In the present study there were two groups consisting of total 60 subjects of which there were thirty female students and thirty male students in the age group 17-22 years. The samples were selected randomly from different colleges. Material The instrument used for the study was life role salience scale. The scale had four different sub-scales dealing with occupational, parental, martial and homecare. Life role salience scale was assed on five point Likert scale ranging from a score of (disagree-1, somewhatdisagree-2, neitheragreenordisagree-3, somewhatagree-4, and agree-5). The purpose of this research was to find reliable information. The first section of the survey consisted of a small section of demographics, including age, gender, major, ethnicity, and academic classification. The second part of the survey contained the Life Role Salience Scales (LRSS), which measured variables of gender, career goals, and family priorities (Amatea, Cross, Clark, Bobby, 1986). The LRSS contained forty value statements regarding feelings about work and family roles. In addition, the LRSS was assessed on a five point Likert scale, ranging from a score of one (disagree) to five (agree). The scale is geared toward role reward value and role commitment level (Amatea et. al., 1986). It also identifies four major life roles as occupational, marital, parental, and homecare. The purpose of this scale is to obtain reliable information pertaining to future career and family expectations of male and female college students (Amatea et. al., 1986). Design: The present study was quasi-experimental design. The subject variable was the gender of the participant, and the dependent variable was whether or not the participant rated his or her career role or family role as more important. This is determined by the participants score on the two Occupational subsets of the LRSS and the participants score on the Parental, Marital, and Homecare subsets. The age group of 20-25 was taken for the study. This particular age group was taken so as to see where this age is where people take decisions regarding career and family. Procedure: The students who volunteered where given consent form and the instructions were read aloud and were also mentioned in the questionnaire. The participants were debriefed on the true nature of the study. Specifically, they were told that the experiment was not about the social opinions about men and women, but on the priorities of male and female career and family values. Once again, all the questions were addressed and students received contact information for any further questions that they may have. Results The data analyzed for this experiment was based on the LRSS which measured family as a combination of homecare, parental and marital roles and assessed career values through occupational role expectations (Amatea al., 1986). Means and standard deviation for all the scales, by gender are shown in Table1. The data displayed variability between males and females in regard to parental role expectations. Overall, the means between genders exhibited significance, and were detected in levels of an independent samples t-test shown in Table 1.According to the data, their was large difference between both men and women in terms of parental role scale. (t=2.45*). As a result the difference between the results of both genders on LRSS reveals that females assessed a higher value towards the parental role than males. Furthermore, the differences between gender in relation to homecare expectation was significant (t=3.17*) which suggests that female preferred homecare role more than males. These res ults support our hypothesis, which stated that there is an inverse relationship between gender, career and family values. Table 2 presents the paired samples t-test; comparisons of the means between the occupational and parental roles were significant. (t=2.63*).table3 shows the paired samples statistics of life role expectation between males. By comparing the means, their was a significant difference (t=2.15*) between male occupational and marital views. Table 1- Gender Life Role Descriptive and Independent Samples Statistics Male Female mean sd mean Sd T Occupational 39.93 3.28 37.93 3.43 2.30 Parental 37.97 4.01 40.77 4.80 2.45 Martial 34.63 4.00 40.75 4.76 5.39 Homecare 37.63 2.16 40.47 4.39 3.17 P Table 2- Female Life Role Paired Samples Statistics mean sd T Occupational Parental 37.93 3.43 2.67 40.77 4.80 Occupational Martial 37.93 3.43 2.63 40.75 4.29 Occupational Homecare 37.93 3.43 2.49 40.47 4.39 P Table 3- Male Life Role Paired Samples Statistics mean sd T Occupational Parental 39.93 3.28 2.0722 37.97 4.01 Occupational Martial 39.93 3.28 5.6119 34.63 4.00 Occupational Homecare 39.93 3.28 3.2077 37.63 2.16 P Discussion This study investigated career and family values of college students. The first purpose of this study was to identify whether or not males and females had different priorities concerning family life and occupational roles. In the present sample of thirty males and thirty females, significant differences were observed between family and career expectations. According to our analysis, females appeared to value the parental role greater than males. This finding suggests that women assess a larger significance towards family priorities than men who value career. These findings supported our hypothesis, which said that there would be a difference in career and family priorities between genders. As hypothesized, females appeared to value the parental role greater than the occupational role. Thus, females held higher expectations for having a family, rather than a career. Likewise, males showed a preference for occupation, as opposed to marriage. Consequently, males viewed having a career a s a greater importance than having a family. Overall, the results of this study highlight the tendency for females to value family priorities, as opposed to males who value career. This finding is also different from gender-role traditionalism research, which suggests that both male and female attitudes change correspondingly during college (Bryant, 2003). Furthermore, results of the present study also indicated that among females, women were more likely to value family, as opposed to career. Past research, such as the Valedictorian Project, obtained results congruent with our findings. Arnold (1993) attributed these outcomes to lowered career aspirations possibly due to female beliefs regarding family-work conflict. In other words, women lowered their career goals to avoid future work conflict and experience fewer family life demands (Arnold, 1993). This finding suggested that external factors (such as occupational stress) tend to lower womens desire to achieve career goals. On the other hand, additional research indicated that universal work expectations were common between genders, in that both males and females contained aspirations in regard to high education, work, and family values (Maines Hardesty, 1987). Similar studies also suggested that women, who pursued high-level careers and contained greater occupational aspirations, appeared to value high quality career roles over family roles (Faver, 1982). These findings, although they were incongruent with our results, suggested that women and men valued career equally. Many studies have emphasized that womens career and domestic choices are situational and change over time, that women negotiate their positions and form ideologies in accordance with various circumstances encountered over their life courses (Gerson 1985; Hochschild with Machung 1989; Jacobs 1989). While not denying the validity of this position, the study suggests that many women students, even before they have had any experience with marri age, motherhood and extra domestic work are incompatible and that husbands are reliable lifelong providers -that help to shape their core identities we suggest that these ideologies influence the choices and decisions, students make as they go through college and enter the world of work, which in turn condition and limit other choices they may wish to make as the circumstances of their lives change. Ultimately, an individuals priorities navigate that person throughout life. A persons values guide him or her in attaining future goals. The very nature of human beings is dependent on critical decisions based on their priorities, which result in life roles. Thus, value lies in identifying gender priorities, in which future human behavior may be predicted. Consequently, future research on the career and family values of college undergraduates is needed to investigate how males and females of different ethnic backgrounds value career and family role expectations, whether or not an increas ed sample size would affect the results of the present study, and the influence of college environmental factors (size, religious affiliation, and location) on gender values. Finally, eliminating media tactics geared toward unrealistic gender stereotypes would decrease the gender-role social pressures exerted on males and females. By projecting realistic and non-traditional attitudes, both men and women would expand their life role opportunities. Womens achievement orientations are clearly not less than males. But women do not feel they must sacrifice their family roles to achieve the arenas of education and work. They anticipate that future family roles will be more important to them than males. Males see their future educational and work as more important than family. Although women expect to earn less than men, they have similarly high expectations for income as their male peers. However, we also find many differences between males and females which imply that traditional gender roles may be influencing plans for their futures. Of particular interest is the gender difference in self-perception. Although females perform well in academics than male they are likely to see themselves as less able than their male. The difference in self-perception is particularly perplexing. These findings support a traditional gender socialization model in which males and all things masculine are valued and females and all things feminine are devalued. Women may be socialized to devalue their own achievements whereas males, despite lower abilities would be pressured to overestimate their abilities. Therefore, responses such as these may be appropriate for both young men and women of marriageable age if they live in a world where men are expected to be superior (Eccles, 1987). We also find that men and women have very different expectations form roles in the home and work place. Although both sexes feel that a good marriage and family are important, men do not feel it is important for them to maintain household activities. Furthermore, males hold more traditional values about women combining work and family, and are more likely to wan their wives to remain at home. Likewise, women place more importance on hous ehold roles, expect to be employed for fewer hours, and are more likely than male