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Many women discover that raising a family is the most rewarding career they can ever have, regardless of their training and career aspirations. This may be because of a "culture of romance" that surrounds women and education, but it also may be because women are the traditional reproductive nurturers, and this instinct may be stronger than the instinct to succeed in a challenging and satisfying career.
The theoretical stance of this book certainly is historical, but that has not affected its power or relevance. The truth is, women still compete for men's attention on campus, and many women still enter into careers, and then leave them or modify them when they have a family. The authors note, "Drawing upon a very old tradition, the peer cultures at both universities interpreted gender relations and sexual attraction in terms of romantic love" (Holland and Eisenhart 211). The university campus is not so different today. Last fall, in a highly publicized moment, the quarterback of a NCAA football team proposed on the goal line to his cheerleader girlfriend after the winning "miracle" touchdown at the end of the game. This seems...
The moment was so memorable the couple ended up on TV over and over again, even appearing on a national morning show. The theoretical stance of this book may be historical, but it is also still accurate today. The ambition of many college co-eds may be to gain an education and embark on the career of their dreams, but many will still become sidetracked into giving up these dreams when they get married and start to raise a family. It seems this is just a part of human nature and sexuality that will not change dramatically over time. Is this wrong, or right? It depends on the women, it seems. Some may never regret their choice to raise a family rather than engage in a more successful career in business. However, others may end up wondering what they missed by giving their lives to their husbands and families due to, if only in part, that "culture of romance" that is still in existence today.
References
Holland, Dorothy and Eisenhart, Margaret. Educated in Romance: Women, Achievement, and College Culture. Chicago: University of Chicago, 1990.
Some of the mathematics of the book are shown to correlate to certain political aspects of the book, making the work perhaps more profound than Abbott ever intended (McCubbins & Schwartz, 1985). Certainly, the entire novel pushes for freedom, justice, and equality, both by satirizing certain social institutions and beliefs and by promoting the free and rigorous use of logical examination as a way of discovering, learning, and truly
They are therefore not determined or restricted by factors such as norms, morals or external principles. A concise definition of this view is as follows: Constructivism views all of our knowledge as "constructed," because it does not reflect any external "transcendent" realities; it is contingent on convention, human perception, and social experience. It is believed by constructivists that representations of physical and biological reality, including race, sexuality, and gender are
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From this came our insistence on the drama of the doorstep" (cited by Hardy 14-15). Grierson also notes that the early documentary filmmakers were concerned about the way the world was going and wanted to use all the tools at hand to push the public towards greater civic participation. With the success of Drifters, Grierson was able to further his ideas, but rather than directing other films, he devoted his time
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Approximately one in six students enrolled in a college or university, or over 3 million individuals, participated in one or more online course in 2004. This was despite the fact that a leveling off was expected. Another report for 2005 by Sloan showed that 850,000 more students took distance courses in the fall this year than 2004, an increase of nearly 40%. Once again the slowing or leveling did not