Feminism and its impact on society

Feminism and its impact on society Feminism is one of the basic movements for human liberty (Schneir, 1996: xi) a feminist role in society is to actively recognize the need for, and work towards creating equality for all women. Feminism is purely a movement which intends to enlighten people with a goal of improving gender equality and strengthening womens status in society. Geographers began to study feminism in the late 1970s as a resistance against sexism. Since the late 1970s to 90s, the work of many feminist geographers have explored the connections between gender and geography, and has challenged gender inequalities in both geographical discourse and knowledge about the world (Blunt, A Wills J 2000. Pg 91). Feminist geography is a more advanced approach within human geography, it addresses the various ways in which genders and geographies are mutually constituted (Pratt, 1994: 94). Feminist geography questions the patriarchal and hierarchical assumptions on which geography is based, and highlights the oppression and difficulty women face through gender inequality. The Feminist theory is concerned with analysing and explaining as well as changing gendered power relations. Our society is characterized by differences in power and status of two groups: men and women. Men inevitably have more power and status than women; this results in their interests being reinforced by patriarchy. We live in a patriarchal society that accepts as essentially unproblematic the routine beating, raping, and murder of women. (Batzell, R 2009) Feminist theories has inspired critical work across the humanities, social sciences and natural sciences that seeks to disrupt the gender imbalance of power that exists both within and beyond the academy (Alison, Blunt 2000). Feminists also claim that many cultural beliefs in contemporary society benefit men and ultimately disadvantage women. Therefore their fundamental aim is to reverse this disadvantaged role women play in society. Feminism spans all ideologies, activities, and policies whose goal it is to remove discrimination against women and to break down the male domination of society (Lovenduski and Randall, 1993: 2) Associations between gender and geography as a discipline will be further explored, illustrating how production of geographical knowledge has been gendered. Gender represents differences between womens and mens attitudes, behaviour and opportunities that depend upon socially constructed views of femininity and masculinity. The term gender is preferred to that of sex, which is restricted to the anatomical distinction between the sexes rather than social differences. (McDowell, 1986: 170) Gender is a social relation that positions men and women differently in society. Feminists may argue that there is a hierarchy of power held directly by men who are in a more advantageous position in society, because of their gender. Gender is a part of an individuals identity; it influences what we think about ourselves, people and also our relationship with other people (Blunt, A Wills, J 2000 Pg 92). To be born male or female does not imply masculinity and femininity; rather ideologies about masculinity and femininity are socially constructed. This is further supported by (de Beauvoir, 1949) One is not born but rather becomes a woman. These social constructions are very crucial in shaping the everyday lives of men and women. Socialist feminist geographers (also known as Marxist feminists) look at the way in which the structuring of space creates and continues to maintain traditional gender roles and relationships in society and how spatial variations in gender impact where an industry locates. Employers locate to areas where there is an availability of cheap female labour, and the quantity of this type of labour. However this can vary over regions and nations. Their message also emphasizes that true equality cannot be achieved and will be difficult to attain without a major revolution, in particular an economic one, as power and capital are distributed unevenly in the capitalist society we have today. Women are often stereotyped as domestic workers, consumers and care workers and these ideas are mostly associated with femininity. This type of employment is often seen to be less worthy and deserving of a high pay and less respected than traditional masculine roles. There seems to be a tendency to value and remunerate women less for their work as they enter a profession. It is not fair for women to individually work so that they can rise to powerful positions in society. It is acceptable to say that power needs to be redistributed throughout society. In contrast, ideas about full-time employment and citizenship beyond the home are often shaped by ideas of masculinity; this is reflected by the notion of men to be suitable to certain spheres of work and participation in public life rather than women. (Massey 1996, cited in Blunt Wills 1993). Gender inequality can be witnessed everywhere through the masculine spaces of mines and city workers, down to the feminized spaces of garment factories and primary teaching. However these gender roles and relations are ever changing, and to reiterate they are socially constructed as well as dynamic rather than permanent and static from birth. Inequality also lays heavily in the difference in pay between men and women. As a recent study found that simply being a woman was the most serious impediment to women in the workplace (reportageonline.com), women working full-time earn on average 16.4% less per hour than men working full-time. Other figures show women working part-time earn on average 35.3% less per hour than men working full-time (based on mean hourly pay in 2009; data from EHRC, 2010). The difference in earnings is created through the gender segregation of occupations and women being discriminated against. Furthermore the lower paid work is usually carried out by the females as there is a gender stereotype for women to take responsibility of certain jobs. There is also an under-representation of women in vocational work and in large firms. Nevertheless, Gender has come a long way, and in recent years has dynamically changed as now more women are paid fairly in employment Feminism on a whole has had a positive impact on society it has been a dramatically successful social movement. It has changed womens expectations and perspectives on their lives. In the past, women would have to marry to gain financial security and stability. Women are now working and more independent than ever, by earning their own living, they do not need to rely on a man for stability. Sue Sharpe (1976, 1994) has conducted research into this area and in the first edition of her book Just Like A Girl (1976) she interviewed girls and asked them about their future plans, which were to get married and have children. A career was not seen as important neither a high priority. She later repeated her research in the 1990s and found that the girls priorities had changed; their careers came first and marriage and children were not as important anymore. Women now have far more choice, variety and opportunities compared to the past. Feminism has also transformed what men expect from sharing their lives with women and how they will behave towards women. Children growing up now simply take for granted feminisms messages about sexual equality and justice when only 30 years ago such messages were widely opposed as extremist and threatening to the social order. No other movement has so rapidly revolutionized such deeply held patterns of behaviour (Coward, 1999: 194) Finally, in response to wider social shifts, the aspirations of girls may have also increased. Thus girls now may have their sights set on university and a career and this may translate into increased engagement with school. Recent reforms have opened opportunities to women most notably the Sex Discrimination Act 1975, which made gender discrimination in employment illegal. women still suffer many injustices, discriminations and sometimes even outrages but there is no longer a coherent picture of male advantage and female disadvantage à ¢Ã¢â€š ¬Ã‚ ¦ Gender remains a crucial division in society but in a much more fractured and inconsistent way (Coward, 1999: 192-3) The key message of feminism in the 21st century society should highlight choice in bringing a personal meaning to feminism is to recognise others right to do the exact same thing. Women all over the world nationally, regionally and globally should be able to embrace this powerful message of feminism and be able to create a positive meaning of their own womanhood and femininity. However, despite feminism being a strong successful movement, inequality and exploitation of women still exist and sadly there are women today, who are trapped in a society which doesnt value them and leaves them neither choice nor freedom to express their views and rights.

Contribution of Community Development Programs Essay

DESCRIPTION The main target of this research is to determine the contribution of Community Development Programs of Multi-Purpose Cooperatives through defining the assets which people needs for the means of living in terms of six capitals namely: human, natural, financial, physical, social and political. Furthermore, to measure the efficiency of Community Development Programs of Multi-Purpose cooperatives in the way of life of its members. OBJECTIVES * To determine the contributions of Community Development Program that the MPC implemented to its members and community. * To discuss the different determinants used in implementing community development programs of MPC in selected Barangays of San Miguel Bulacan. * To find out how does community development program affects the development and daily transaction of cooperatives with the members. * To measure the impact of community development programs of Multi-Purpose Cooperatives in selected barangays of San Miguel, Bulacan. * To determine the impact of Community Development Programs of Multi-Purpose Cooperative to the socio economic development of its communities. * To discover the uniqueness of cooperative existence that put them on the top of success in the near future. * To contribute techniques, skills and knowledge for Cooperative development. QUESTIONS * What are the contributions of community development program of Multi-Purpose Cooperative in developing the livelihood of its members and the communities engage to it? * How do the community development programs contribute to the development of Cooperatives? * What are the determinants used in the process of implementing the community development program of Multi-Purpose Cooperatives in selected barangays of San Miguel Bulacan? * How effective do the Community Development Program of Multi-purpose Cooperatives to the way of life of its members in terms of six capital asset, namely: human capital, financial, social, physical, political and  natural? * What is the impact of community development program of multi-purpose cooperatives in the socio economic development of its communities that is engage to it? * How effective do the Community Development Programs for the stability of Cooperative to the industry? * What is the uniqueness of the Community Development Programs of Multi-Purpose cooperative among other Cooperatives and other business entities that makes them successful? Mechanics of Program Implementation of Farmer’s Cooperative in San Miguel, Bulacan Brief Description The research focuses on the mechanics on how programs are being implemented. Cooperators are widely aware about the programs, its rules and regulations, and people involved. But how are those programs are formed? The main target of this research is to sustain quality information in doing keen mechanics. Furthermore, the group will give emphasis in identifying and explaining the process, factors, agenda, decision making and coverage of the program implementation. OBJECTIVES * To define the meaning of Farmer’s Cooperative.  * To give the possible issues that gave birth to a certain program. * To indicate the factors affecting the program planning. * To determine how the coop starts the program planning. * To identify who are the decision makers of the program that will be implemented. * To examine how are those mechanics being systematized by the coop. * To understand their perception why they think a certain program should undergo a systematized process before being approved. * To enumerate the problems they encountered in doing the mechanics. * To know when the program proper should be implemented. QUESTIONS * What is farmer’s cooperative? * What are the possible issues who gave birth to a certain program? * What are the factors affecting the program planning? * How the coop starts the planning of such program? * Who are the decision makers of the program that will be implemented? * How long are those mechanics systematized by the coop? * Why they think a certain program should undergo a systematized process before being approved? * What are the problems they encountered in doing the mechanics? * When should be the program proper implemented? Does it require a certain period? EFFECTIVENESS OF EDUCATION AND TRAINING PROGRAMS IN COOPERATIVES IN SELECTED AREAS BRIEF DESCRIPTION The research is appertained with the Effectiveness of Education and Training Programs provided by the selected cooperatives in San Miguel, Bulacan. Education, Training and Information is the fifth of the Rochdale Principles, it states that co-operative societies must provide education and training to their members and the public. The researchers focus on the promotion of the empowerment of the members. Thus, will be able to express the importance and its impact to them. Other questions to ask include: if and how the does the training of co-operatives provide increase members’ skill, how and does this help individuals, did the members’ financial literacy increase; and did members’ use new skills in other areas of their life. It aims to strengthen the individuality so they can contribute effectively to the development of their co-operatives and to uplift the economic status of their lives. OBJECTIVES * To identify the roles of Education & Training Programs * To determine the importance and impact of Education & Training Programs to cooperatives and to its members * To know the different Education & Training Programs offered by the cooperatives and to be able to enhance the cooperative members’ knowledge. * To enumerate the requirements of CDA in implementing the Education & Training Programs. * To understand the nature of its procedures of Education & Training Programs being implemented by the Cooperative. * To know the profiles and assess if the selected cooperatives meet the requirements of the CDA effectively and efficiently. QUESTIONS This research has the following statement of the problems: * What roles do Education & Training programs in cooperative? * What are the importance of Education & Training Programs of Cooperatives? * What are the Education & Training Programs offered by the selected cooperatives in San Miguel, Bulacan? * What are the requirements of CDA in providing the Education & Training Programs of the Cooperatives? * What are the process/procedures of Education & Training Programs implemented by the selected cooperatives?

Analysis on Two ways of seeing a river by Mark twain

Now when I had mastered the language of this water and had come to know every trifling feature that bordered the great river as familiarly as I knew the letters of the alphabet, I had made a valuable acquisition. But I had lost something, too. I had lost something which could never be restored to me while I lived. All the grace, the beauty, the poetry had gone out of the majestic river! I still keep in mind a certain wonderful sunset which I witnessed when steamboating was new to me. A broad expanse of the river was turned to blood; in the middle distance the red hue brightened into gold, through which a solitary log came floating, black and conspicuous; in one place a long, slanting mark lay sparkling upon the water; in another the surface was broken by boiling, tumbling rings, that were as many-tinted as an opal; where the ruddy flush was faintest, was a smooth spot that was covered with graceful circles and radiating lines, ever so delicately traced; the shore on our left was densely wooded, and the sombre shadow that fell from this forest was broken in one place by a long, ruffled trail that shone like silver; and high above the forest wall a clean-stemmed dead tree waved a single leafy bough that glowed like a flame in the unobstructed splendor that was flowing from the sun. There were graceful curves, reflected images, woody heights, soft distances; and over the whole scene, far and near, the dissolving lights drifted steadily, enriching it, every passing moment, with new marvels of coloring. 2 I stood like one bewitched. I drank it in, in a speechless rapture. The world was new to me, and I had never seen anything like this at home. But as I have said, a day came when I began to cease from noting the glories and the charms which the moon and the sun and the twilight wrought upon the river's face; another day came when I ceased altogether to note them. Then, if that sunset scene had been repeated, I should have looked upon it without rapture, and should have commented upon it, inwardly, in this fashion: â€Å"This sun means that we are going to have wind to-morrow; that floating log means that the river is rising, small thanks to it; that slanting mark on the water refers to a bluff reef which is going to kill somebody's steamboat one of these nights, if it keeps on stretching out like that; those tumbling ‘boils' show a dissolving bar and a changing channel there; the lines and circles in the slick water over yonder are a warning that that troublesome place is shoaling up dangerously; that silver streak in the shadow of the forest is the ‘break' from a new snag, and he has located himself in the very best place he could have found to fish for steamboats; that tall dead tree, with a single living branch, is not going to last long, and then how is a body ever going to get through this blind place at night without the fr iendly old landmark? † 3 No, the romance and the beauty were all gone from the river. All the value any feature of it had for me now was the amount of usefulness it could furnish toward compassing the safe piloting of a steamboat. Since those days, I have pitied doctors from my heart. What does the lovely flush in a beauty's cheek mean to a doctor but a â€Å"break† that ripples above some deadly disease? Are not all her visible charms sown thick with what are to him the signs and symbols of hidden decay? Does he ever see her beauty at all, or doesn't he simply view her professionally, and comment upon her unwholesome condition all to himself? And doesn't he sometimes wonder whether he has gained most or lost most by learning his trade?

How to Find Time to Exercise in College

Finding time to exercise in college can be a challenge for even the most diligent of students. At the same time, however, being physically active can be an important part of staying healthy during your time in school. So how can you find the time and energy to make sure you exercise in college? Go to class in your gym clothes. Keep it appropriate for class, of course, but if youre already in comfy shoes, running shorts/pants, and a t-shirt, youll be much more likely to pop into the gym after class.Walk to class the long way. Sure, you could take the campus shuttle, catch a ride with a friend, or cut through that creepy grove of trees behind the library, but taking the long way to class is a great way to sneak in a 20-minute workout during an otherwise busy day.Bike to class. You dont have to treat your rides like they to have it be productive. But riding your bike to and from class is a good way to get a little exercise in -- and help the environment, too.Hit the gym between classes. You know that hour you usually use to chat with friends, grab a coffee, and generally just mosey around? Mosey to the gym, catch up with your friends while on the treadmills, and grab a coffee en route to your next class. Youll still get your regular between-class activities in while also sneak ing in a quick workout.Exercise with a friend. One of the best tricks for making sure you get your workout in is to do it with a friend -- at the gym, in a pick-up game, playing touch football. No matter what you do, you can hold each other accountable, motivate each other, and make the time go quickly once you do start your workouts.Do your homework at the gym. Have some less-than-exciting reading you just need to get through? Set yourself up on a bike at the gym, put in some headphones, and get through your reading while also getting through your workout.Sign up for an exercise class and treat it like an academic class. Sign up for a yoga or other exercise class and treat it just like a real class. Make sure you show up every week and do what youre required to do each session. Added bonus: A scheduled class means you dont always have to feel like you should be going to the gym, since you know youll be going every Monday, Wednesday, and Friday at 3:30.Sign up for an exercise class that is a real class. Many universities offer exercise classes that you can get credit for. True, they may be harder than your normal whenever-I-feel-like-it workouts, but they may make you more likely to work out.Make a reward system. Consider setting something up, like a Google shared a calendar or even something you hang up in your room, where your friend and you keep track of your workouts. At the end of the month, for example, whoever was most consistent, worked out the most, etc., gets treated by the others to something fun (dinner out? pedicure? iTunes gift card?).Join an intramural sports team. Intramural teams are a great way to get exercise while in school. The workouts are fun and you can meet a lot of new people, learn more about a sport, and generally have a great time that doesnt feel nearly as dreary as running laps alone.