Within the Mormon culture, women are expected to marry, raise children, and be a "helpmeet" to their husbands. Both men and women are taught that they cannot attain the highest degree of heaven unless they are married in a Mormon temple, where they have been "sealed for time and all eternity." Although neither one can achieve this lofty goal without the other, and although there are some aspects of the Mormon culture in which there is a fair degree of equality between men and women, there is no denying that this is a patriarchal culture. Men hold the priesthood and they preside in their homes. The woman is the man's companion and counselor. Kathy Haynie converted to Mormonism when she was just eighteen, and she met and married her husband only two years later. She is committed to her religion and to her new family, and so she is as surprised as anyone when she begins to chafe under a manipulative and controlling husband. She is naive and credulous, and so she assumes that she needs to pray more, keep her mouth shut, and endure to the end. All of that changes when she attends a week of outdoor training for Boy Scout leaders, where she is one of only a handful of woman, and the only woman in her training patrol. Near the end of the week, Kathy realizes that she has been ignoring a self she has held within for fifteen years. Torn between her love of her children and her commitment to stable family life, and the increasing need she feels for genuine companionship, Kathy navigates the uncertain realm of friendship with one of her scouting friends. We watch her blossom as she gains confidence and skills to take her family out into the wilderness at the same time that she is deluding herself about her involvement with her friend. Family, faith, and friendship collide in this memoir of a Mormon wife and mother.

This dissertation is primarily a story of anticolonial thought, during a time when social cohesion was being threatened by foreign encroachment. It explores political and social thought from Iraq in the period from 1909-1925, during the period of transition from Ottoman rule over the three provinces of Mosul, Baghdad, and Basra to the formation of the Iraqi nation-state under the British Mandate. The thinkers whose works I explore in the journals al-‘Irfan, al-‘Ilm, and al-Yaqin, many of whom situated themselves in the pan-Islamic reform tradition of Jamal al-Din al-Afghani, posited Islamic unity as a bulwark against such intervention, and they believed fostering the values and practices necessary to achieve that unity was imperative. Nahda and reform, for them, was the project which sought to achieve those ends. They were influenced by the developments of the Ottoman and Iranian Constitutional Revolutions, and believed constitutionalism could save Muslims from tyranny and autocratic rule. They saw their time as one in which morals had been corrupted, a reference to faltering political systems, unjust economic distribution, and a lack of communitarian social structures and social cohesion. Their proposed response, the notion of reform in the Islamic tradition as a process of the continuous enactment of virtue, reinstituting Islamic values, or correcting harmful innovations, was one and the same as the practice of nahda as instituting what is demanded by the public interest. This notion of a public interest aimed at a quasi-socialist, Islamic welfare state in which the concept of freedom involved duties and obligations to one’s community. These thinkers were witnessing some of the failures of the modern state and critiqued attributes and actions of modern politicians. They developed different conceptions of the end goals of a polity, articulated primarily by thinking through the relationship between the individual and the community. It is those relationships that dictated the nature of moral and ethical life, manifested most clearly in the social, political, and economic realms, all of which were deeply intertwined and inextricable in their ideal form. They believed that the growing assumptions amongst their contemporaries that these fields could be siloed, i.e. that a politician could achieve the true ends of politics while disregarding moral values and practices, played a significant role in the division of the umma and decline of Islamic civilization, a weakness which left the community vulnerable to foreign threats. Such forms of political rule were also described as a suppression of the truth, so part of the project of reform involved fostering a certain degree of shared understanding around what constitutes ‘ilm, or knowledge, and truth. Each of the chapters represents one aspect of how these thinkers jointly believed the project of nahda would be enacted: unity (chapter 1), enjoining good (chapter 2), establishing truth and ‘ilm (chapter 3), and preventing stagnation through ijtihad (chapter 4).

by Kwong Lai-king. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 106-119. / ACKNOWLEDGEMENTS --- p.ii / LIST OP TABLES --- p.vi / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / Chapter CHAPTER ONE： --- INTRODUCTION / Chapter 1. --- Background of the Problem: Adolescents in Hong Kong --- p.1 / Chapter 2. --- Purposes of the Study --- p.9 / Chapter 3. --- Significance of the Study --- p.10 / Chapter CHAPTER TWO： --- REVIEW OF RELATED LITERATURE / Chapter 1. --- Definition of Stress --- p.12 / Chapter 2. --- Life Events and Stress --- p.14 / Chapter 3. --- Adolescents and Stress --- p.23 / Chapter 4. --- Life Events and Stress Symptoms --- p.34 / Chapter 5. --- Type A/B Behaviour Pattern and Stress --- p.36 / Chapter 6. --- Adolescents' Coping Strategies When Facing Stressful Life Events --- p.39 / Chapter CHAPTER THREE： --- METHOD / Chapter 1. --- Framework of the Study --- p.46 / Chapter 2. --- Definition of Terms --- p.48 / Chapter 3. --- Null Hypotheses --- p.49 / Chapter 4. --- Sample --- p.49 / Chapter 5. --- Instruments --- p.50 / Chapter 6. --- Procedures --- p.57 / Chapter 7. --- Data Analysis --- p.59 / Chapter CHAPTER FOUR： --- RESULTS AND DISCUSSION / Chapter 1. --- Characteristics of the Sample in the Main Study --- p.62 / Chapter 2. --- Reliabilities of Instruments --- p.65 / Chapter 3. --- Major Life Events Happened to Form 6 students --- p.67 / Chapter 4. --- stress Symptoms Experienced by Form 6 students --- p.76 / Chapter 5. --- Type A/B Behaviour Pattern of Form 6 students --- p.80 / Chapter 6. --- Ways of Coping of Form 6 students --- p.83 / Chapter 7. --- "Relationship among Life Events, Stress, Type A/B Behaviour Pattern and Ways of Coping" --- p.87 / Chapter 8. --- Limitations of the Present Study --- p.94 / Chapter CHAPTER FIVE： --- SUMMARY AND RECOMMENDATION / Chapter 1. --- Summary of Findings --- p.95 / Chapter 2. --- Importance of Findings --- p.97 / Chapter 3. --- Recommendation --- p.103 / BIBLIOGRAPHY --- p.106 / APPENDICES --- p.120 / Chapter Appendix A: --- Life Events Checklist --- p.120 / Chapter Appendix B: --- Modified Life Events Checklist (Translated version) --- p.121 / Chapter Appendix C: --- Type A Questionnaire --- p.122 / Chapter Appendix D: --- General Health Questionnaire --- p.123 / Chapter Appendix E: --- Ways of Coping --- p.125 / Chapter Appendix F: --- Test Battery (Translated version) --- p.126

Kim, Ji Hye. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 68-74). / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES AND FIGURES --- p.v / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF STUDY --- p.1 / Chapter 1.2 --- LAYOUT OF THESIS --- p.4 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- DEFINITION OF SCHOOL LIFE SATISFACTION --- p.5 / Chapter 2.2 --- STUDENTS' SOCIAL RELATIONS AND SCHOOL LIFE SATISFACTION --- p.8 / Chapter 2.3 --- SOCIAL RELATIONS AND KOREAN CONTEXTS --- p.19 / Chapter 2.4 --- FOCUS OF THESIS --- p.20 / Chapter CHAPTER THREE --- THE EMERGENCE OF THE HIERARCHICAL SCHOOL SYSTEM IN SOUTH KOREA --- p.21 / Chapter 3.1 --- EDUCATIONAL EXPANSION DURING THE COUNTRY'S ECONOMIC DEVELOPMENT --- p.21 / Chapter 3.2 --- THE EMERGENCE OF ELITE HIGH SCHOOLS AND THEIR REPID DEVELOPMENT --- p.22 / Chapter 3.3 --- VOCATIONAL HIGH SCHOOLS EDGED OF THE HIERARCHY OF HIGH SCHOOL SYSTEM --- p.25 / Chapter CHAPTER FOUR --- METHODOLOGY AND RESULTS --- p.30 / Chapter 4.1 --- HYPOTHESES --- p.30 / Chapter 4.2 --- DATA AND SAMPLES --- p.30 / Chapter 4.3 --- VARIABLES --- p.31 / Chapter 4.4 --- METHOD AND ANALYTICAL STRATEGIES --- p.33 / Chapter 4.5 --- RESULTS AND FINDINGS --- p.38 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.51 / Chapter 5.1 --- MAJOR FINDINGS AND DISCUSSION --- p.51 / Chapter 5.2 --- ADDITIONAL FINDINGS --- p.56 / Chapter 5.3 --- THE SOCIOLOGICAL IMPLICATION --- p.58 / Chapter 5.4 --- LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH --- p.59 / Chapter 5.5 --- CONCLUSION --- p.60 / APPENDIX A --- p.62 / APPENDIX B --- p.65 / REFERENCES --- p.68