George Orwell’s Nineteen Eighty-Four Essay Example for Free

George Orwell’s Nineteen Eighty-Four Essay George Orwell’s Nineteen Eighty-Four is a dystopian novel which presents an exagerated version of a totalitarian regime which not only controlled everything but which also could not be removed by any means. Orwell’s novel drew attention, back in 1949 when the novel was published, upon how this world would look like if a totalitarian regime would truly take over. My aim for this essay is to analyze Orwell’s novel with respect to the marxist elements present in the novel and also to illustrate their impact upon the protagonist’s feelings. Marxism and especially Stalinism are present in Orwell’s novel through certain elements: countinuous surveillance, control of the mind, the cult of personality and a supposed â€Å"equality† between the Party’s members. Isaac Asimov, in his essay Review of 1984, considers Orwell as a writer with not much of an imagination, accusing him of not developing in the novel the actual communist actions which were happening in reality. â€Å"Orwell imagines Great Britain to have gone through a revolution similar to the Russian Revolution and to have gone through all the stages that Soviet development did. He can think of almost no variations on the theme. I believe, though, that Orwell was an extraordinary visionary who pictured a society chained in nothing but governmental controll, a society which cannot be defeated. A communist concept presented in the novel is that of the powerless individual and of the high disregard the Party had for individualism. Everybody must form a group with everybody – this is the recipe for power, according to any communism regime. In 1984, history is continuously rewritten and in this way, the population’s memories are restricted only to what appears in the remaining articles after rewriting; it can be seen as another way of mind control. Winston himself discovers that most of what the Party states is lies and towards the end of the novel, when Oceania suddenly becomes enemies with Eastasia, the country with which it had been allies all along, everybody is forced to conceive that they have â€Å"always been at war with Eastasia. Ramesh K. writes in his essay Socio-Cultural Matrix in George Orwell’s Nineteen Eighty Four that â€Å"history is constantly rewritten to suit the current goals of the Party. Only the destruction of human memory will make it possible. Hence the Ministry of Truth (Minitru) modifies history perpetually to the tune of the ideals of the Party†. As a result of the rewriting of history is the loss of memories. Nobody remembers how life looked like â€Å"before† Big Brother, and yet nobody seems to find it as disturbing as Winston does. He barely remembers his family, and he suspects that most of his memories are only a product of his imagination. He has problems recalling maternal love; he sometimes feels guilty for his parents’ disappearance and he constantly regrets his childhood behavior. When regarding history, the only existing proof or better said, evidence, of such distant civilizations, ones before Big Brother, is written in censored books, created by the Party itself, with carefully selected details which attempt to illustrate how life is much better in the year of 1984, with the Ingsoc regime, then before the totalitarian era. Truth is continuously distorted and it can be regarded as close to extinction, since nobody has a correct notion of what is or is not true, anymore. Memories are vague and the ones vivid are imposed, influenced by the Party. The loss of memories the whole society experiences may also be a result of the continuous flow of new information which constantly contradicts the old one and which, in its turn, is recreated over and over again. The process of rewriting history is described in 1984: â€Å"This process of continuous alteration was applied not only to newspapers, but to books, periodicals, pamphlets, posters, leaflets, films, sound-tracks, cartoons, photographs to every kind of literature or documentation which might conceivably hold any political or ideological significance† (Orwell, Part 1, Chapter 4, p. 1). The cult of personality has a huge influence on Orwell’s dystopia, as on any other totalitarian society. Big Brother has been associated by the critics with Stalin, while his political enemy, another alleged founder of the Party, Emmanuel Goldstein, was seen as the correspondent of Trotsky, Stalin’s enemy in the power struggle from the 1920s. Like Trotsky, Goldstein was deported and excluded from the Party. According to Isaac Asimov, Orwell’s â€Å"enemy was Stalin, and at the time that 1984 was published, Stalin ad ruled the Soviet Union in a ribbreaking bear hug for twenty-five years, had survived a terrible war in which his nation suffered enormous losses and yet was now stronger than ever. To Orwell, it must have seemed that neither time nor fortune could budge Stalin, but that he would live on forever with ever increasing strength. And that was how Orwell pictured Big Brother†. Big Brother is regarded as immortal, the is no evidence of his actual existence, and even O’Brien hints to the fact that Big Brother is nothing more than the embodiment of the Party. In the fictional book written by Goldstein he states that â€Å"Nobody has ever seen Big Brother. He is a face on the hoardings, a voice on the telescreen. We may be reasonably sure that he will never die, and there is already considerable uncertainty as to when he was born. Big Brother is the guise in which the Party chooses to exhibit itself to the world† (Orwell, Part 2, Chapter 9, p. 262). Big Brother was everywhere: â€Å"On coins, on stamps, on the covers of books, on banners, on posters, and on the wrappings of a cigarette packet everywhere. Always the eyes watching you and the voice enveloping you. Asleep or awake, working or eating, indoors or out of doors, in the bath or in bed—no escape. Nothing was your own except the few cubic centimetres inside your skull† (Orwell, Part 1, Chapter 2, p. 34). In such a strict society, Winston attempts rebelling against the Party and also falling in love. Once he meets Julia, his double life takes form and he finds himself in a continuous seek for freedom. The relationship between Winston and Julia is, of course, sentenced to permanent influences on behalf of the Party. They attempt to rebell against it but their rebellion is nothing but a narrowed one, with no actual influence upon the Party. In a world where everything, with no exception, has been adapted to completely new rules, where history is continuously modified and the truth is contorsed over and over again, not even love or friendship remain the same. Winston and Julia are supposed to be in love and moreover, they are supposed to be not only friends, but allies in their fight against the system, but in 1984, in this parallel version of totalitarianism Orwell created, friendship and love would always be darkened by the other’s real identity. An example for how love is reduced can be found in the episode when Julia attempts to dress up for Winston, when renting the room above the antiquities shop, a room which does not have a telescreen. She hardly manages to become feminin by using a very bad smelling perfume – which brings about awful memories to Winston – and by wearing ugly – and yet different from the Party’s uniform – clothes. It seems like no one has the ability of being romantic any longer, and even more important, no one has the means of being so. In 1984, no possible love relationship can be imagined and the idea of making love is something strictly forbidden, because making love – and this is something the Party knows very well – makes people happy, and when people are happy, they no longer care for every bad thing that happens in their every day life in the context of a totalitarian society. Julia explained to Winston the Party’s conception: â€Å"When you make love you’re using up energy; and afterwards you feel happy and don’t give a damn for anything. They can’t bear you to feel like that. They want you to be bursting with energy all the time. All this marching up and down and cheering and waving flags is simply sex gone sour. If you’re happy inside yourself, why should you get excited about Big Brother and the Three-Year Plans and the Two Minutes Hate and all the rest of their bloody rot? † (Orwell, Part 2, Chapter 3, p. 167). In the eyes of the Party, there’s no such thing as love or friendship, and even the existing feelings can only be pointed towards Big Brother, the totalitarian leader who can only be seen on the posters all over the city, which show Big Brother’s portrait and a terrifying slogan: â€Å"Big Brother is watching you†. According to Isaac Asimov â€Å"the great Orwellian contribution to future technology is that the television set is two-way, and that the people who are forced to hear and see the television screen can themselves be heard and seen at all times and are under constant supervision even while sleeping or in the bathroom. Hence, the meaning of the phrase Big Brother is watching you. † Love, as already discussed, is distorted, reduced to physical needs (not even physical pleasure). But, as it is easy to notice, throughout the novel, love remains the Party’s greatest enemy against which they are already fighting through manipulating the children – yet only achieving the destruction of parental love. I consider that children betraying their parents are a symbol and nonetheless, an illustration of what Orwell may have imagined about future generations who will do everything for the Party’s sake – even betray their own mothers and fathers. In my opinion, children when regarded as a symbol, are supposed to â€Å"bring the change into the world†. In 1984 they are the reversed, the opposite version of this concept: children will not change anything, from their point of view, the totalitarian society must and will remain as it is, with few corrections here and there in the history books, when actions and facts begin to contradict with others. â€Å"Nearly all children nowadays were horrible [ ] they were systematically turned into ungovernable little savages, and yet this produced in them no tendency whatever to rebel against the discipline of the Party. On the contrary, they adored the Party and everything connected with it. ]All their ferocity was turned outwards, against the enemies of the State, against foreigners, traitors, saboteurs, thought-criminals. It was almost normal for people over thirty to be frightened of their own children† (Orwell, Chapter 2, p. 31). As a conclusion, 1984 emphasizes not only on the impact of a totalitarian regime upon the society, but also on its impact upon the individual’s soul, feelings and thoughts. Winston and Julia’s rebellion may be described as an abstract one, because they do not really achieve anything. Oliver Substance, in his essay The Tendency of Man: Nineteen Eighty-Four, states that â€Å"to truly be a rebel, all of ones actions need to be rebellious, not just the ones involving the basic human urges. Rebels need plans, or else they end up the same way as every other would-be rebel: in Room 101. † The impact upon the reader has no limit, since the novel leaves so much space for interpretation and continuation. Finally, I would like to end my essay with the following quote from the novel: â€Å"If you can FEEL that staying human is worth while, even when it can’t have any result whatever, you’ve beaten them† (Orwell, Part 2, Chapter 7, p. 210).

Equality Rights: Feminism

Equality Rights: Feminism Equality Rights Feminism Equality a term associated with fairness, cohesion, and rights has been an important goal for various theoretical movements that have formed in Feminism. The debate surrounding equality has and continues to be of concern at all different levels feminism arose as a response to the inequalities between men and women. The question of equality itself puts up a parameter of analysis and critique that allows for investigation and speculation. To ponder equality, is to enlighten the senses to explore the possibilities of what is known, what needs to be done, and who or what is involved in seeking equality it challenges the word as well as the people framed within it. Catharine MacKinnon states that â€Å"Feminism is the discovery that women do not live in this world, that the person occupying this realm is a man, so much more a man if he is white and wealthy† (367). With this in mind, feminist movements emphasize the importance of every women’s position in social and political spaces. Various feminist movements can be used to achieve equality. However, each perspective provides a different contribution in obtaining such equality. Feminist theories of the liberal, Marxist, radical, and postcolonial perspectives all cover certain aspects of inequality while limiting in the acknowledgement of another. The integration of these perspectives will allow for a truly beneficial equality for women. Liberal feminism is a stance that argues for women to have equal rights to men and to achieve individual autonomy. They propose a model of individual autonomy by fighting for the right of women to have educational opportunities and to obtain a career that is outside of domesticity. This is part of their main focus of their strive for women to have the same rights that men hold â€Å"naturally† men being the gender of privilege and power (Whelehan 29). Liberal feminists are interested in the politics of law to maintain equality between women and men. From this perspective, equality for women is achievable but due to the nature and intensity of its movements, liberal feminism is considered as a starting point for equal rights and freedoms guaranteed to each individual. It takes a more â€Å"soft† lobbying approach to fight for the equal rights of women to those of men as they try to refrain from any direct challenge to institutions that cause them to be unequal. They would like to change laws but stay within the boundaries of institutions as they prove to be valuable to many women. Imelda Whelehan points out that the â€Å"liberal perspective on state intervention in people’s lives also proved problematic, since state support was crucial to many women’s lives, and any shrinkage of its services would probably mean that their living standards deteriorated† (34). As a result, liberal feminists were caught between fighting for women’s rights and expressing their victimization that is due to their differences in biological sex. Moreover, social change is restricted because if the current liberal state was overthrown, the male-dominant liberalistic status quo would be disrupted and many services provided by the state (especially services provided to women to improve their living standards) will be in jeopardy. Combining liberal thought and feminism provides many contradictions because their beliefs do not apply equally to both male and female due to the constraints of reality. If males and females are given equal rights (as hoped by liberal feminists), there will be strains on both sexes in terms of gender roles within and outside of the economy as well as an emphasis on the females biological anatomy of giving birth. As a result, liberal feminism’s concept of equality is an ideal that is contradictory due to reality, personal benefits, and environmental constraints (such as the state, education, and family needs). It is important to realize that this does not necessarily prove liberal feminism as an ineffective approach to equality. In fact, liberal feminism is the most widely known feminist movement in today’s society. The liberal feminist movement can be seen as the basis and the starting point for the fight towards gender equality. However, this approach needs to be combined with other perspectives for a more effective outcome. Another effective approach to strive for gender equality is to analyze the problem through the Marxian framework. Marxist feminism emphasizes that capitalism and patriarchy are organizing devices that hinder the contemplation of having a society that is equal between genders. They argue that class is a major factor that creates the division between men and women. In other words, the hierarchy system of class produces inequalities by placing power in the hands of a few while oppressing others that do not have this privilege. Marxist feminism focuses their attention on women’s position in labor and in the capitalist system women’s participation in the home and in wage work. Heidi Hartmann states that â€Å"the problem in the family, the labor market, economy, and society is not simply a division of labor between men and women, but a division that places men in a superior, and women in a subordinate, position† (7). As a result, Marxist feminists take on a revolutionary approach to overthrow capitalism in order to dismantle male privilege [really really really good clean cut statement]. They recognize that women are subordinated as a class and that women’s unpaid work in the home needs to be acknowledged because â€Å"women at home not only provide essential services for capital by reproducing the labor force, but also create surplus value through that work† (Hartmann 8). Moreover, Marxist feminism recognizes the social and historical context of all women’s work in paid and unpaid labor. By acknowledging women’s participation in society, women’s contribution will not be taken for granted hence elevating their gender status. Equality can therefore be achieved in a capitalistic sense. While the liberal approach focuses on gender equality in rights before the court of law, the Marxian perspective takes on a capitalistic approach strengthening women’s status in the economic system. These two approaches aim to fight for more power for oppressed women but, at the same time, they lack focus on a major source of this oppression the problematic male-dominant gender system. Radical feminism is useful in analyzing this issue as it focuses on patriarchy as the source of gender inequality. This binary gender system is seen to be a social construct that serves as the basis of gender inequality. Radical feminists argue that men’s privilege oppresses women though social institutions and cultural productions. As a result, men’s dominance over women is seen to take on a social hierarchy that produces unequal power relations. They stress that social organizations created male domination, which has forced upon society a type of thinking that is â€Å"malestream.† Moreover, violence towards women and the objectification of women’s bodies have placed women in a position of exploitation and victimization. Radical feminism coined the slogan â€Å"The personal is political† to emphasize that individual experiences brings out political issues that need to be addressed and acknowledged. They take on a revolutionary approach in that social and political changes are necessary in order to overthrow the structural framework of inequality between men and women. They argue that â€Å"individual female identity and experience [is] the first step to collective revolution† (Whelehan 36). Acknowledging female identity apart from the structural gender framework will allow the female gender to break free from â€Å"malestream† ideals. In other words, the elimination of this gender system will possibly bring the two genders into equality. Another feminist movement that aims to challenge existing social norms and constructs is postcolonial feminism. This movement focuses on rejecting all foundational thought that is known and used as truth. They argue that this truth is constructed and created by the powers of those that are the colonizers (middle-class, white males) who have power over the colonized. Moreover, this truth becomes part of the universal it is accepted to be true with little or no questioning. As a result, postcolonial feminist reject universalizing principles because it marginalizes those that are not part of the norm. Leela Gandhi argues that a â€Å"comprehensive dismantling of colonial hierarchies and structures needs to be matched by a reformed and imaginative reconception of colonized society and culture† (82). Postcolonial feminists stress that women are situated in a â€Å"double colonization† in which they are oppressed as women and colonized people as well as constructed as sexual objects. A reformation of the constructed male-dominant society should take place revamping all social norms that naturally set women as the subordinate. By destabilizing the colonization, ideals on gender that are taken for granted will be overthrown granting an opportunity for women to be acknowledged in society. With an increased level of appreciation of women’s contribution, equality between the genders can be achieved. With the unique standpoint of each perspective, inequality issues regarding different structures of society can be understood better. Each of these perspectives is effective in their own way as they all aim to bring equality between the genders. By incorporating the multiple perspectives, equality can be achieved to a certain extent. The issue of equality is based on people’s perspectives and the social contexts these people are positioned. No matter how hard these feminist movements try to strive for equality, gender differences will continue to exist biological differences can never be eliminated. If â€Å"absolute† equality is achieved, men and women will be seen as equal and existing protection for female’s biological differences will be removed. Protection such as laws regarding birth right allowing women to be released [better word?] from work for a recovery period is beneficial and should not be revoked due to â€Å"equality.† In a sense, rather than relieving female victims from oppression, this â€Å"absolute† equality may cause even more distress for the female community. With this in mind, achieving absolute gender equality should not be the main goal of feminist movements. These perspectives should be used to help strive to seek for the acknowledgement of women’s position in society. Equality does not necessarily have to be achieved in order for females to obtain a better life. Providing respect and recognition for the female gender will be more useful and beneficial. Based on people’s perspectives/attitudes and the social context people are positioned Equality may or may not be possible Possible for certain sectors but women still needs more rights (ex. birth Þ biological difference) May agree/accept certain aspects of a feminist perspective but don’t have to accept all of it All these feminist perspectives has helped strive to seek equality for women and have made significant contributions to the acknowledgement of women’s position in society Liberal and radical both aim at giving women more rights Even if they strive for equality, gender differences will still exist no matter what (biological difference) Would should still have more rights and be protected for those differences Works Cited Gandhi, Leela (1998). â€Å"Postcolonialism and Feminism† in Postcolonial Theory: A Critical Introduction (81-101). New York: Columbia University Press. Hartmann, Heidi (1981). â€Å"The Unhappy Marriage of Marxism and Feminism: Towards a More Progressive Union.† In Lydia Sargeant (Ed.) Women and Revolution (1-41). Montreal: Black Rose Books. MacKinnon, Catherine (1985). â€Å"Pornography, Civil Rights, and Free Speech.† In Rosemary Tong (Ed.) (1999) Feminist Philosophies. New Jersey: Prentice Hall. Whelehan, Imelda (1995). â€Å"Liberal Feminism: The Origins of the Second Wave† in Modern Feminist Thought (25-43). New York: New York University Press. Question Three: Discuss the potential and limitations of feminist theories with respect to the analysis of gender and sexuality. Compare several perspectives and then draw your own conclusions about this issue. The social stratification of our society has placed boundaries on all aspects of our lives. With deeper exploration of these constructed issues, multifaceted debates arise in feminism. Moreover, by looking at the social organization of the everyday, feminist theories are able to take a closer look into the complex views surrounding gender, sex, and sexuality. It is important to make a clear distinction between the concepts of gender, sex, and sexuality to understand the underlying message that each of these words conveys each concept has a particular meaning and construction to its term. Gender is often referred to as the social construction of our identity of being â€Å"man/masculine† and â€Å"woman/feminine† (sometimes known as being â€Å"gendered†), whereas sex pertains to the biology of our species (male and/or female). Heidi Hartmann eloquently emphasizes that â€Å"we are born female and male, biological sexes, but we are created women and man, socially recognized genders† (16). Sexuality, on the other hand, refers to our emotional and intimate relationships (heterosexuality, homosexuality, and bisexuality). The work of liberal, Marxist, radical, postcolonial, lesbian, and third wave feminism all have considerable overlap in their analysis of gender, sex, and sexuality, but each of these perspectives has its own central focus. As a result, the dissimilar concepts have always resulted in contrasting debates. It is beneficial to analyze the potentials and limitations of each of these feminist theories in order to fully understand the complexity of gender, sex, and sexuality. The integration of these various perspectives will provide a deeper understanding and awareness of the diverse issues that our social structure tries to mask. As a mainstream feminist movement, liberal feminism claims that differences in gender are not based in biology. They believe women and men are not very different due to their common humanity. As a result, they argue that women and men should not be treated any differently under the law women should have the same opportunities and legal rights as men by striving to eliminate laws that differentiate people by gender (Whelehan 29). Liberal feminism has the potential of slowly changing people’s attitudes toward gender and sexuality by increasing women’s participation in what is known to be male occupations as well as encouraging support networks for women. They also provide great contribution by socializing and educating the young with gender-neutral terminology. However, liberal feminism is limited in their focus there is too much emphasis on the macro and very little on the micro. The private sphere of women’s experiences in their home is not brought to the forefront. As a result, many troubling issues such as domestic violence and marital rape are not spoken about. This limitation undermines liberal feminism’s goal to have men and women being treated equally. The silencing of the private and personal life has hindered the individual autonomy and freedom of speech of women women’s domestic and sexual lives become unacknowledged (Whelehan 38). Moreover, Imelda Whelehan states that there is a â€Å"limit to how far liberal feminists will ‘pry’ into individual’s private social/sexual choices† (38). As a result, they do not directly challenge capitalism (the main contributor to the oppression of women), which undermines the idea of changing the institutions that maintain gender bias and censors sexuality. Whelehan also emphasizes that liberal feminism is problematic in that its views are predominately white, middle class, heterosexuals this ignores women who do not inhabit what is a relatively privileged social position (41). Although liberal feminism has created conditions to fight for equality, it is only a stepping stone for the other feminist theories that follow it is limited in the macro and public realm of politics. Another way to approach the problematic concepts of gender, sex, and sexuality is through the Marxian perspective. Marxist feminism suggests that the dual system of roles as paid and unpaid workers in a capitalist economy is the reason behind women’s oppression. They argue that in the workplace, women are exploited by capitalism whereas in the home, they are exploited by patriarchy (Hartmann 5). Moreover, women have fewer economic resources due to their low paying wages as compared to men. Heidi Hartmann argues that sexist ideology has adopted a capitalist form in that patriarchal relations bolster capitalism the subjugation of women in the private and public sphere has allowed for the continuance of patriarchal and capitalistic needs. Women’s work is devalued even though they are the major source to an efficient economy they are caregivers, housekeepers, and work for the paid marketplace. Marxist feminism greatly focuses their analysis on gender being a source of job segregation that exploits women as paid and unpaid workers in the workplace and in the family. They argue that women are subordinated as a class and that â€Å"the problem in the family, the labor market, economy, and society is not simply a division of labor between men and women, but a division that places men in a superior, and women in a subordinate, position† (Hartmann 7). However, Marxist feminism is limited in its macro analysis of society because the individual and private lives of people (especially the exploration of sexuality in regards to producing products of capital) need to be analyzed. It covers feministic issues within the economic system but, due to its limited framework, it is inefficient in addressing problems surrounding individual issues that women are facing in today’s male-dominant society. To analyze these problematic individual issues, the radical feminist framework has proven to be effective. Radical feminism is a conscious-raising group that addresses intense debates surrounding issues of women’s everyday lives. They argue that â€Å"the personal is political† in that the â€Å"original and basic class division is between the sexes, and that the motive force of history is the striving of men for power and domination over women, the dialectic of sex† (Hartmann 13). Radical feminism are greatly concerned about violence towards women due to the depictions of women as sexual objects to be used, abused, and produced in the mass media. Catharine MacKinnon argues that â€Å"maleness is a form of power and femaleness is a form of powerlessness† (369). As a result, according to radical feminism, patriarchy results in the sexual exploitation of women through social control and construction. However, radical feminisms limitation is that the creation of a women-only space includes particular â€Å"women† while excluding those that do not conform to certain gender assumptions such as transgenders it creates another form of power. This exclusion will lead to another type of inequality and oppression that will once again damage society as a whole. The liberal, Marxist, and radical feminist perspectives all focus on the major structures that act as the basis of society’s gender concepts. Postcolonial feminism, on the other hand, challenges the gender blindness that is masked in traditional colonial history it focuses on problematic gender concepts rather than the major structures behind them. In traditional thought, the â€Å"Third World Women† is represented as the colonized women of nonindustrial societies and developing countries who are brought into civilization by imperial, patriarchal domination of Western and European masculinity. Feminist postcolonial theorists argue that the basis of these women’s gender and race places them under imperial circumstances of being women of â€Å"double colonization† â€Å"Third-World Woman† are seen â€Å"as victim par excellence the forgotten casualty of both imperial ideology, and native and foreign patriarchies† (Gandhi 83). This is problematic because the â€Å"Third-World Women† are placed in contrast with Western woman as opposites, othered, and marginalized a position of inferiority to ones gender of not being a dominant, white, middle-class woman. Leela Gandhi exemplifies that this â€Å"implied cultural lack of the ‘third-world woman’ fortifies the redemptive ideological/political plenitude of Western feminism†¦seen yet as another object of Western knowledges, simultaneously knowable and unknowing† (86). As a result, postcolonial and feminist theories challenges discourses that are about women by highlighting the anti-colonial gender blindness and to acknowledge â€Å"Third-World Woman† as a voice of difference instead of an object to be silenced by the power and privilege of colonialism. However, postcolonial feminism is limited in that, like the above perspectives, a more macro-level of analysis is taken whereas the micro-level analysis of sexuality. Postcolonial feminism focuses their attention on the social organization of the â€Å"third-world woman† in relation to colonial practices and exploitation. Lesbian feminism, unlike other perspectives, acknowledges the oppression of compulsory heterosexuality. By challenging traditional norms and heterosexuality, they fight for both women’s and homosexual rights. Lesbian feminism has the potential to combat homophobia by empowering women to explore sexuality and to understand of heterosexual relationships. They argue that the diverse range of â€Å"woman-identified experience† needs to take into account the history and individual experience of each woman’s life (Rich 648). Adrienne Rich argues that compulsory heterosexuality is not examined but accepted as the â€Å"sexual preference† of our society (633). As a result, the perspective of lesbian feminism has implications of dismantling compulsory heterosexuality by recognizing the central truth of women’s history in that the â€Å"preference† of heterosexuality has been â€Å"naturally† imposed on women and that â€Å"women have always resisted male tyranny† (Rich 652). It allows women to move away from the prescribed scripts produced by the distorted lie of compulsory female heterosexuality as â€Å"normal† and a â€Å"preference† a form of liberation for all women. However, lesbian feminism is limited in that they do not address the power issues may still exist in lesbian relationships just as they do in heterosexual relationships. It also neglects larger oppression issues that are bringing distress to the female gender. Contrasting other perspectives, third wave feminism guides their analysis towards a more micro perspective and emphasizes that individual identities are unique and complex. They strive for women to have agency and acknowledge that female sexuality is a form of power to express oneself. They find the category of â€Å"woman† to be problematic because, as stated by Himani Bannerji, women’s issues should not be located on a broad and generalized way of â€Å"Woman a singular yet universal entity† of patriarchal social construction (48). Third wave feminism embraces sexuality and the act of sex as fun rather than deviant or dangerous. They see themselves as empowering and as women of choice. Third wave feminism appreciates and views the internet as an important source for opening up lines of communication and support networks for young scholars (Alfonso and Trigilio 7). They stress the importance of speaking and writing about individual personal experiences in order to resist universal assumptions. However, this is limiting in that they do not evaluate certain issues that arise. Third-wave feminism provides a more micro-approach to analyze everyday conversations. This can be problematic because the specificity of these conversations becomes hard to apply to societal issues. In Rita Alfonso’s dialogue to Jo Trigilio, Rita acknowledges that a â€Å"political generation can account for subject positions across historical waves of feminism, as well as for the existence of two relatively distinct waves of feminism (9-10). However, Trigilio stresses that the use of â€Å"political generation† needs to accompanied with concerns about which groups are empowered to give them a voice (10). Trigilio also fears that there is becoming less class-consciousness in third wave feminism and highlights the increasing problems of academic discourses (written in a form that is only accessible to a few and again oppresses). All perspectives have their own unique qualities that provide insight into the deeper issues that underlie our social and political structures in society. Each stance is beneficial to our understanding even though they are limited due to their specific nature. The combination of liberal, Marxist, radical, postcolonial, lesbian, and third wave feminism will allow us to recognize the historical shifts of these perspectives all these perspectives have risen at certain points in time due to societal issues concerning gender and sexuality. Society is a gradual process that slowly finds acceptance in issues (especially in sexuality) that surface as a result of progressive movements that fight for change. The problematic issues surrounding gender, sex, and sexuality have always brought a lot of distress to women in society. On a larger scale, these problems exist in the economical, political, and patriarchal aspects of society. From a micro viewpoint, domestic oppression and heterosexual gender ideologies are also the concerns of the female gender. Sexuality is a major concern because not only is it seen to be deviant but talk of having sex is seen to be sacred. Instead of finding pleasure in explore ones sexuality, traditional ideology has oppressed the talk and the act of engaging in this private and personal sphere of the individual. Historically, many issues were shunned because of dominant discourses but over time, it has been a gradual movement to give rise to these issues that were always present. By incorporating the multiple perspectives discussed, society can continue to evolve and move towards better social structures and norms that will help improve the living standard of the female gender. Works Cited Alfonso, Rita and Jo Trigilio (1997). â€Å"Surfing the Thrid Wave: A Dialogue Between Two Third Wave Feminists.† Hypatia 12, 3: 7-16. Bannerji, Himani (1999). â€Å"Inroducing Racism: Notes Towards an Anti-Racist Feminism† in Thinking Through: Essays on Feminism, Marxism, and Anti-Racism (41-53). Toronto: Women’s Press. Gandhi, Leela (1998). â€Å"Postcolonialism and Feminism† in Postcolonial Theory: A Critical Introduction (81-101). New York: Columbia University Press. Hartmann, Heidi (1981). â€Å"The Unhappy Marriage of Marxism and Feminism: Towards a More Progressive Union.† In Lydia Sargeant (Ed.) Women and Revolution (1-41). Montreal: Black Rose Books. Rich, Adrienne (1980). â€Å"Compulsory Heterosexuality and Lesbian Existence.† Signs 5, 4: 631-660. MacKinnon, Catherine (1985). â€Å"Pornography, Civil Rights, and Free Speech.† In Rosemary Tong (Ed.) (1999) Feminist Philosophies. New Jersey: Prentice Hall. Whelehan, Imelda (1995). â€Å"Liberal Feminism: The Origins of the Second Wave† in Modern Feminist Thought (25-43). New York: New York University Press.

Disciplinary Actions From the Employee Perspective

Disciplinary Actions From the Employee Perspective Background to the Study Managing a group of people in a workplace is a complex task. Organizational leaders are familiar with the complexities that are innate in handling an organization. An example of a difficult inevitable occurrence in managing an organization is conflict. It represents a struggle between two opposing ideas. With this existence, conflicts between a manager and an employee are most likely a continuous encounter in the workplace. Ensuring a sound relationship between the management and employees depends upon how it is regulated by the manager. One of the conditions for maintaining such relationship is that employees should uphold a particular performance and behavioral standards. (Jegadeesan G, 2008). Should the employees do not comply with these standards, it is assumed that disciplinary measures are enforced to improve their performance and maintain the healthy relationship. However, if the employees do not agree with the manner of implementing disciplinary actions, it can have an adverse effect on the rapport between the manager and the employees. It is believed that the most unpleasant role of an organizational leader is to institute a disciplinary action to an erring employee (Franklin and Pagan, 2006). Although the goal is to modify the employees undesirable behaviors, their decisions are often subjected to opposing personal interpretations. At STI, the organizational relationship is directed by the general policies provided by the STI Educational Services group to its member schools through the school administrators. A disciplinary action is instituted to employees who failed to meet the rules, meriting the imposition of a penalty. The schools disciplinary guideline values the use of a progressive and positive discipline, which aims to correct the behavior of its employees. It is imposed to the offending employee after the disciplinary committee has made their final verdict. In my experiences as a member of the disciplinary committee, I have observed that employees, whether they are recipients or observers of disciplinary actions, have various opinions with regard to our disciplinary practices. These opinions need to be examined and scrutinized in order to identify possible disorders that may complicate the organizational stability. Nature of the Problem It is the purpose of a disciplinary process to preserve a healthy relationship between employees and managers for an organization to perform well. Both parties are expected to abide by the prevailing regulations. Disciplinary policies are in place to serve as a guide to an orderly conduct in the workplace in order to achieve the organizational goal. (Gatchalian and Lumiqued, 2005). The situation in which the employee commits misbehavior may vary in the same way that the manager may also handle an individual situation in different ways that is commensurate to the situation. However, the method in which the manager executes the disciplinary action may produce various opinions from the employees. It can go with or contradict with the managers perception. These opinions should not be taken for granted for it may result to future problems in the organizational relationship. The credibility of the disciplinary process should be maintained in order to preserve the strong rapport between the manager and the employees. In order to verify the credibility of the process, it is necessary to identify the perspective of the employees about the disciplinary process. While several studies have been made about proper control of employee misconducts, little is known about how disciplined employees react about the implementation of the disciplinary systems. (Greer and Labig, 1987). It is on this premise that I am convinced to explore this topic more extensively using a qualitative method to examine how disciplined employees actually think and feel about the discipline experiences. This study will consist of the exploration and description of the employees experience of disciplinary procedures at STI College Koronadal City Inc. After determining their views, problem areas will be identified for use as basis in improving disciplinary practices in the workplace. Statement of the Problem General: How do employees view the disciplinary process at STI College Koronadal City Inc.? Specific: What are the disciplinary practices implemented in the workplace? What are the different opinions of employees about the way the disciplinary actions are implemented? What are the preferences of employees in relation to the process of investigating employee misconduct? Significance of the Study For the school administrators, the information from this study can be used in identifying the loopholes and problem areas in developing a strategic plan for the improvement of employee discipline practices in the workplace. For the supervisors/managers, The information from this study can be used to direct the choice of relevant strategies to be implemented. For researchers, the result of this study will also add to the current facts and provide a general source for further research on the topic. Scope and Limitation of the Study This study will use the exploratory method to describe the views of employees about the disciplinary practices at STI College Koronadal City Inc. The reactions will be measured primarily through interviews and document reviews. It will be limited to rank and file employees. Such constraints will permit the researcher to employ a thorough exploration of the problems abovementioned. Chapter 2 Review of Related Literature Employee Discipline Despite the motivational training programs and development of positive work settings, it is believed that not all employees perform according to the acceptable behaviors set by the organization (Hughes, and Tomkiewicz, 1992). The occurrence of organizational misbehaviors is dependent on the opinions of employees towards the organization. If they believe that their organization is fair, it is unlikely that employees will commit misbehaviors (De Schrijver, Delbeke, Maesschalck and Pleysier, 2010).Discipline is an action that must be constantly exercised to rehabilitate employees misbehavior due to violation of work policy and standards. Disciplinary guidelines are used for maintaining the work standard that must be imparted to employees through proper communication. Employee disciplinary processes has transformed over time. In the pursuit of improving these practices, it has evolved from the traditional to the modern systems. The traditional autocratic imposition of punishment has transformed into new methods, where the non-compliant employee is given a chance to improve his behavior. Progressive and positive discipline is one of the modern disciplinary systems that use counseling instead of penalty. Its primary goal is to help the employee acknowledge the faults in his or her performance and is given the chance to improve it. (Chimezie, Osigweh, and Hutchison, 2006). Disciplinary Practices One of the most significant functions of a manager is to make disciplinary decisions. Most managers possibly consider that it is biased to discipline employees for outcomes over which they have no control. The probable significant factor in the decision-making process is attributions, which possibly of particular importance to the managers who value fairness. (Judge and Martocchio, 1995). Managers employ varied procedures in making their decisions when addressing disciplinary cases. By employing a policy-capturing approach, Klaas and Wheeler (1990) pointed out three factors that have possible contribution to the cause of disciplinary problem such as managerial provocation, personal problems and tenure. Environmental occurrences such as economic, institutional and hierarchical were also considered. It was found out that the institutional factor has the largest effect on personnel managers decision. On the other hand, personal problems, tenure, and the economic implications of the decision had more limited influence on managerial decisions. Using the same approach, the results of another study made by Klaas and Wheeler (1992), showed that there is a relative importance of the social and institutional standards to the disciplinary decisions made by supervisors. The findings were based on the six factors used as basis in making disciplinary decisions. These factors were i dentified as performance decrement, documented warning, waiver, tenure, past performance, and the manner of the employee. The effects of these factors were scrutinized to gather perceptions as to the extent to which key social and institutional standards influence disciplinary decisions and subsequently develop nascent rights for employees. For Franklin and Pagan (2003), their study on the variation in the practice of employee discipline, showed that issues such as sector, existence of unions, human resource department support have impact on the managers decision in choosing disciplinary approaches on the assumption that the organizations uses consistency in their use of disciplinary actions. The existence of some of the abovementioned issues motivate the managers to conform to formal disciplinary policy. In another study, Franklin and Pagan (2006) posited culture as an influential factor in making disciplinary decisions. They presented two groups of factors that have causal effects on discipline practices: Tangible and intangible factors. The former describes the formal practices the organization wishes to follow and the latter provide indications why informal strategies appear as successful practices for getting things done. A recommended hypothesis using the idea of organizational culture was suggested to confirm the validity of the supposed influence of culture on decisions pertaining to employee discipline. Disciplinary Experiences in the workplace Greer and Labig (1987) stated that limited researches were made about employee reactions to disciplinary actions. Their exploratory study about employee reactions to disciplinary actions revealed that the manner in which the disciplinary action is instituted seems to greatly influence emotional response and affect the manager-employee relationship. The foregoing positive relationship will seem to deteriorate due to the implementation of a disciplinary action. However, when the discipline is instituted in a pleasant way, it is unlikely that adverse employee reactions will occur. In a qualitative study made by Atwater, Leanne E., Waldman, David A., Carey James A., and Cartier, Priscilla. (2001), on recipients and observers of disciplinary process, results showed a positive perception about discipline from the two categorized groups but they may also lose respect for the one who instituted the discipline, following development of negative attitudes towards the organization as a result of the discipline. They have also the tendency to regard the experience as unfair, when it is used for informal rather than to formal rule violations. In the exploratory study using the internal dynamics of disciplinary process made by Rollinson, Handley, Hook and Foot (2007) about The Disciplinary Experience and its Effects on Behavior, it was tentatively concluded that half of those formally disciplined will internalize the rules and the other half have the inclinations of breaking the rules. These behaviors were said to be caused by first; conditioning by punishment paradigm, where punishment stimuli is ineffective in influencing the behavior. The second cause is attributed to the managerial styles that have created impressions of motives of retaliation on the disciplined person. Suggestive Definition Alternative Investigation : refers to other possible choices in conducting inquiry Process about disciplinary problems. Causes of Misbehavior : refers to the reasons why a an organizational misbehavior is committed. Discipline : refers to the state of employee self-control and orderly conduct observed in an organization. Disciplinary action : refers to the act of implementing a corrective measures to an employee who has committed an organizational misbehavior. Disciplinary attitudes : refers to the outlook of an employee towards discipline. Disciplinary experiences : refers to an exposure or observation of a person to a disciplinary action. Disciplinary process : refers to the period between the recording of misbehavior and the decision at a disciplinary committee hearing. Organizational Misbehavior : are actions by organizational members that violates the organizational and social norms. Progressive discipline : a procedure in which harder penalties is implemented for repeated disciplinary misconducts. It usually starts with an oral warning, then written warning, followed by suspension and finally dismissal. Chapter 3 Research Design This study will use a phenomenological research method to present and interpret the data which will prevent and control possible biases. It will explore and describe the employees experiences of disciplinary procedures at STI College Koronadal City Inc. A literature review of on the views of Employee Discipline, and studies about Disciplinary Practices and Disciplinary Experiences in the workplace will be done. From this review, this study will identify the premise of the disciplinary process which will form the bases of the questions for the interview. The opinions of employees about progressive disciplinary approach such as warning, reprimand and suspension will be given emphasis. Moreover, pertinent data sources such as STI disciplinary rules, government legislations and observations made during interviews will also be considered. Locale of the Study The study will be conducted at STI College Koronadal City Inc. because the respondents are employees of this educational organization. It runs under a franchising agreement with the STI Educational Services Group. The organization started its operation as an education center in 1998 and became a full college in 2009. This organization has two branches; the main branch is located at Koronadal City and the other at Tacurong City. Currently, it has 70 employees and more than a thousand students in both TESDA and CHED Programs. Respondents and Sampling The respondents of the study are those employees holding the rank and file positions who are recipients and observers of the disciplinary procedures practiced in the organization. Since these employees are not in managerial positions, they are normally susceptible for exposure to the disciplinary process. The views of employees about progressive disciplinary approach such as warning, reprimand and suspension will be given importance in the study. Data Collection Strategies The primary instrument to be used in this study will be an interview protocol which I will develop. Two employees who have experiences of disciplinary procedure and two employees who are observers of the disciplinary procedure will be invited to an interview. The questions will be open-ended so that it will lessen any guiding of the participants responses. There will be reminders to be prepared for the questions to guarantee that detailed idea of the research questions will be addressed. Important data sources will also be considered for the purpose of the study, such as document reviews and field notes recorded from observations taken during the interviews. All interviews will be recorded using an MP3 recorder. Individual recorded interviews will be extracted from the MP3 recorder and then electronically stored into a computers hard drive. Folders will be created with proper labels which will contain the individual recordings. After each interview, the recordings will be played and then transcribed. Field notes will also be transcribed and stored in the same manner as the recorded audio interviews (Groenewald, 2004). Data Analysis Initially, the data will be recorded using an interview protocol. The audio recordings of the interview will be repeatedly played and then transcribed and reviewed to get the main idea. The interesting information in the interview will be analyzed to determine its underlying meaning. Ideas will be noted and will be transformed into themes which reflect their meaning. This process will be repeated for all interviews. Similar themes will be compiled and grouped together (Groenewald, 2004). References: Atwater, Leanne E., Waldman, David A., Carey James A., and Cartier, Priscilla. Recipient and observer reactions to discipline: are managers experiencing wishful thinking? [Abstract]. Journal of Organizational Behavior volume 22, issue 3, pages 249 270, May 2001 Article first published online: 20 APR 2001 DOI:ÂÂ  10.1002/job.67 retrieved March 7, 2011. http://onlinelibrary.wiley.com/doi/10.1002/job.67/abstract Chimezie A. B. Osigweh Yg. and William R. Hutchison .Positive discipline Human Resource Management Volume 28, Issue 3, autumn (fall) 1989, Pages: 367-383, Article first published online: 2 NOV 2006, DOI:ÂÂ  10.1002/hrm.3930280306. Retrieved March 7, 2011 from http://onlinelibrary.wiley.com/doi/10.1002/hrm.3930280306/abstract Cooke, Hannah. Examining the disciplinary process in nursing: a case study approach. [Abstract]. Work Employment Society December 2006 vol. 20 no. 4 687-707, doi: 10.1177/0950017006069809. Retrieved March 7, 2011 from http://wes.sagepub.com/content/20/4/687.abstrac De Schrijver, Annelies ; Delbeke, Karlien; Maesschalck, Jeroen ; Pleysier, Stefaan .Fairness Perceptions and Organizational Misbehavior: An Empirical Study [Abstract]. The American Review of Public Administration May 3, 2010 Published online before print May 3, 2010, doi: 10.1177/0275074010363742.Retrieved March 24, 2011. http://arp.sagepub.com/content/early/2010/02/14/0275074010363742.abstract?rss=1 Franklin, Aimee L. and Pagan, Javier F. Organization Culture as an Explanation for Employee Discipline Practices: [Abstract].Review of Public Personnel Administration March 2006 vol. 26 no.1 52-73, DOI:10.1177/0734371X05277335.Retrieved March 3, 2011 from http://rop.sagepub.com/content/26/1/52.abstract Franklin, Aimee L. and Pagan, Javier F. Understanding Variation in the Practice of Employee Discipline: The Perspective of the First-Line Supervisor [Abstract].Review of Public Personnel Administration March 2003 vol. 23 no. 1 61-77, doi: 10.1177/0734371X02250113 .Retrieved March 3, 2011 from http://rop.sagepub.com/content/23/1/61.abstract Gatchalian, Ramon M. and Lumiqued, Richard (2005). Employee Discipline and Dismissal: Basis, Laws, Jurisprudence and Best Practices).Quezon City: Central Print on Demand Greer, Charles R. and Labig, Chalmer E. Employee Reactions to Disciplinary Action [Abstract] HumanRelations August 1987 vol. 40 no. 8 507-524, doi:10.1177/001872678704000803. Retrieved March 3, 2011 from http://hum.sagepub.com/content/40/8/507.abstract Groenewald, Thomas. A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1). Article 4. 2004. Retrieved March 25, 2011from http://www.ualberta.ca/~iiqm/backissues/3_1/html/groenewald.html Hughes, R. Eugene, Tomkiewicz, Joseph M. Discipline in Response to Unacceptable Performance: Barriers to Access in Academic Organizations [Abstract]. International Journal of Educational Management Volume: 6 Issue: 5 1992. DOI: 10.1108/09513549210015807 Retrieved March 21, 2011. http://www.emeraldinsight.com/journals.htm?articleid=838503 Jegadeesan G (2008, April 25). Employee Discipline [Review of the book Employee Discipline-Concepts and Issues]. Flipkart.com Retrieved from http://www.flipkart.com/employee-discipline-concepts-issues-jegadeesan-book-8131419045 Judge, Timoth A. and Martocchio, Joseph J. The role of fairness orientation and supervisor attributions in absence disciplinary decisions. Journal of Business and Psychology, 1995, Volume 10, Number 1, Pages 115-137. DOI: 10.1007/BF02249274 .Retrieved March 25, 2011 from http://www.springerlink.com/content/ykn712n0q742847l/ Klaas, Brian S and Wheeler Hoyt N. Managerial Decision making about employee discipline: A Policy Capturing Approach [Abstract]. Personal Psychology volume 43 issue 117-134, March 1990.Article first published online: 7 DEC 2006, DOI:ÂÂ  10.1111/j.1744-6570.1990.tb02009.x. Retrieved March 6, 2011 from http://onlinelibrary.wiley.com/doi/10.1111/j.1744-6570.1990.tb02009.x/abstract Klaas, Brian S. and Wheeler Hoyt N. Supervisors and their response to poor performance: A study of disciplinary decision making [Abstract]. Employee Responsibilities and Rights Journal Volume 5, Number 4, 339-355, 1992. DOI: 10.1007/BF01388309. Retrieved March 24, 2011. http://www.springerlink.com/content/tk761l0717636750/ Noe, D.P. The Role of Managers in Initiating Disciplinary Actions to Employees: Helium General Management. March 24, 2010. Retrieved March 21, 2011 from http://www.helium.com/items/1782898-management-and-disciplinary-action-with-employees Rollinson, Derek, Handley, Janet, Hook, Caroline, Foot Margaret. The Disciplinary Experience and its Effects on Behavior: An Exploratory Study [Abstract]. Work Employment Society June 1997 vol. 11 no. 2 283-311 doi: 10.1177/0950017097112005. Retrieved March 12, 2011. http://wes.sagepub.com/content/11/2/283.abstract

Black Magic vs. White Magic in Shakespeare’s The Tempest Essays

Black Magic vs. White Magic in Shakespeare’s The Tempest â€Å"A man who governs his passions is â€Å"truly wise†Ã¢â‚¬ ¦. The heavens have not seen nor has the earth borne a more glorious person than the man who always obeys reason. Not all the crowns of the world can adorn his head fittingly; only eternity can recompense one of such high virtue. To have a quiet soul is the only pleasure of the world† (Anderson 173-4). Where is the line drawn between good and bad magic? Who decides which form of magic is evil and which is not. Why was there a Glenda the good witch and the wicked witch of the west (Wizard of Oz)? According to Robert S. Ellwood, Magic is widely practiced in primal and traditional societies. In such contexts magic is not simply a pre-scientific way of attaining practical ends- it may also involve at least a partial symbolic recognition of the society’s spiritual worldview and of its gods and myths. In this respect magic often merges with religion, and indeed the line between the two is frequently blurred (Ellwood, Encarta). Prospero definitely exposes the gray ...

Marxist Theory in Hard Times (Coketown) and Watercress Girl :: hard Coketown Watercress

Marxist Theory in Hard Times (Coketown) and Watercress Girl      Ã‚   These two works may both be looked at from a Marxist point of view in finding explanation for the authors' purpose in putting pen to paper. When using a Marxist approach to analyzing literature we must bear in mind several key terms. As we look at these texts we must bear in mind what the bourgeoisie is; this is the upper or ruling class of a society. They are in place to rule due to their control over the "base, or the economic means of production" (Bressler 212). Because the have control over the base the bourgeoisie will, "consciously and unconsciously force" their "ideology" on the proletariat, or working class. The ideology referred to is the beliefs, values, and art of a society. When analyzing Coketown and Watercress Girl we can see definite influence on the ideologies of the proletariat by the bourgeoisie conveyed in the text.    In Watercress Girl we have several excellent examples of the forced ideologies. When interviewing the young girl, Henry Mayhew, recorded statements like, "although only eight years of age, had entirely lost all childish ways, and was, indeed, in thoughts and manner, a woman" (1838). In this case we have an eight-year-old girl forced into womanhood because of the economic conditions of the time. Even though this child lived with her mother who was a seamstress she was still forced to work as a street vendor of "watercress" (1339). Evidence of this life missing state of the young girl can be seen in the statement, "We children never play down there, cos [because] we're thinking of our living"(Mayhew 1389). Here we have a statement made by a young girl admitting that she cannot play because of the necessity or her working to live.    One might ask what does that have to do with the bourgeoisie and its control over ideology? If we look at the young girls statements closely we may see underlying meanings. This young girl is missing out on her childhood; a time when she is supposed to be learning values that only her parents can supply. These values that she should be learning at home from her parents are now being instilled by values learned on the street attempting to make a living. When the girl says, "we never goes [go] home to breakfast till we've sold out" (Mayhew 1839).

Difference Between Coe and Ece

CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Some of the entering college students have the misconception that Computer Engineering and Electronics and Communication Engineering are only the same. But these are definitely different. This research will specify the differences between COE and ECE. It will give information in choosing their career and it will also use as a guide for incoming freshmen. Basically Electronics and Communication Engineering, deals in the study of communication and signals. It is a combination of electronics and communication. Communication like what we have nowadays; radio waves, spectrum, etc.It requires also a study in electronics, which deals with circuits. It deals more with hardware like integrated circuits. Logically it is also interlinked with computers. Computer Engineering is about the whole understanding of the concepts of computer. Such as operating system, programming, database, networks, software, hardware, etc. as this concept are esse ntial for who will take this course. Based on the definition of the two mentioned course, the differences between can be seen. It only means that they are not the same because they differ on field of study.In terms of job they can get, of course they also differ. As this research continues, it will cite more differences of ECE and COE. This research will help the incoming freshmen to their toughest decision in choosing in their career. Statement of the Problems/Objectives What is the distinction between the courses of Computer Engineering and the Electronics and Communication Engineering? †¢ Why is that most of the students considered that the Computer Engineering course is under the Electronics and Communications Engineering? †¢ Why is Computer Engineering course does not have its own board examination? What are the differences of their fields, duties and specialization? †¢ Is it true that COE came from the concept of ECE? Significance of the Study The researchers co nduct this research for the benefits of the: †¢ Incoming first year students of Computer Engineering in Bulacan State University to give them the vision of what COE is and how it is differ from ECE. †¢ The current second year students of the university to help them to choose between COE and ECE, and decide in third year either to stay in COE or shift to other courses of Engineering like ECE. Readers of this research to give them knowledge about the COE and ECE courses of College of Engineering in Bulacan State University. Scope and Delimitation The research is about the comparison of the courses of COE and ECE in terms of citing some of their differences and the details of each course and to prove that Computer Engineering is not under Electronics and Communication Engineering. The research also resolves the problem of COE being recognized as a major or course under ECE.

The Importance of Extracurricular Activities Camry

â€Å"The Importance of Extracurricular Activities† Academics are an important part of every student's high school years. This is because academics play a big role in college acceptance. Students are encouraged by teachers and/or parents everyday to study. Every parent want their child to attend college but only want to pay less; that's one reason why they encourage their child to study more. However, there is one more other thing students can do other than academic relations I. E. Extracurricular activities. Extracurricular activities include basketball, baseball, tennis, student government, drama, choir and there things.Besides being fun and socializing with peers, extracurricular activities can enhance their time management skills. Extracurricular activities increase your chances in getting accepted for colleges. When students are involved in activities, they learn how to work in groups. Their communication skills improve. These things cross over to real life. College admis sion committees want to see students doing more than just book work. The privilege to even play on a team comes with certain requirements. Students may have to meet and maintain a minimum grade point average to play any ports or be in any clubs.Some extracurricular activities are made to help at risk teenagers. They begin to have an increased sense of self-worth, and it increases their' health. They develop life-long relationships with their peers and learn how to lead others. These activities help you stand out from the crowd. Getting involved in too many activities can have negative effects. Students involved in too many activities usually end up having academic problems. Students should pick out their favorite activities and make sure they can handle them.They shouldn't try to do it all even though it shows their passion ND commitment to activities, which builds character. These activities that students are involved in reveals a lot more about them. To put it briefly, students wh o participate in extracurricular activities will see an improvement in their academic and life skills. They will be disciplined, gain goal-setting skills, accountability and responsibility. They will also be better prepared for college. Students may even distinguish the lessons they learned outside the classroom. Extracurricular activities will help them survive in the future workplace.