Studying Peter Hunts Motivation To Children English Literature Essay

Studying Peter Hunts Motivation To Children English Literature Essay Peter Hunt writes that some idea of a child or childhood motivates writers and determines both the form and content of what they write (2009a, p13). Prompting that an authors choice of book type and content stems from their image of the child they are writing for, elements of which come from their own ideology of society and childhood often shaped by their own lifestyles. It is arguable however if the authors idea of childhood is indeed their motivation or if there are other factors in their writing that point to an additional agenda. In considering Hunts statement we will see the changing childhood ideologies of Victorian and postmodern realism in Louisa May Alcotts, Little Women (1868), and Melvin Burgesss Junk (1996), and also the differing concept of childhood in fantasy literature with Phil Pullmans, Northern Lights (2004). It is also significant to discover what constitutes the authors notion of childhood in their books, and if there are external elements which can shape the co ntent and form of childrens books such as mass marketing and the commodifying of children. Early childrens literature was highly didactic and as Zipes (2009) suggests even the earliest renderings of fairytales were designed to turn children into the type of adults their societies would prefer. Its First Golden Age from the later half of the nineteenth century introduced a change in how we viewed children, we began to celebrate the joys of childhood, (Carpenter, 2009) the most notable books entertained and also gave their readers a sense of empowerment and individuality. An example of such a novel is Louisa May Alcotts Little Women, following the narrative tradition of domestic and informative stories for girls such as Sarah Fieldings The Governess (1749), and ostensibly remaining within the conservative restrictions of her era, Alcott presents the contemporary life of four sisters growing up during the American civil war. Her book, written as a request by her publisher to fill a niche in the market, is to all appearances moralistic and patriarchal. The title, as phrased by the childrens father little women'(Alcott,1868, p12)  [1]  exemplifies the Victorian ideal of childhood, where children were seen as miniature adults and taught the puritan morals to be dutiful , obedient , hard-working and God-fearing (Styles,2009), puritan John Bunyans Pilgrims Progress(1678) is used extensively throughout the book . Little Womens third person omniscient narration is also in quite a condescending adult voice effecting to keep the March girls as children who need guidance, even when they mature, Amys lecture did Laurie good, though, of course, he did not own it till long afterward (LW, p384).The narrators frequent interjections with opinions and views guides the readers into making the required conclusions, thereby giving instruction to its girl readership on how to be good wives and mothers. Arguably however as Fetterley (2009) suggests there are statements within the novel that portray an undercurrent of ambivalence, showing Alcotts perhaps true feelings to opportunities available according to gender and class, depicted primarily in her portrayal of Jo an antagonistic of the submissive young girl of the times. Alcott herself was rather an oddity of her time, a spinster, woman activist and the family breadwinner, her motivation to write was often purely financial (Alderson, 2008). Accordingly Jo is often seen as based on Alcott, portrayed as a talented headstrong writer, Beths words You are the gull, Jo, strong and wild, fond of the storm and the wind, flying far out to sea, and happy all alone.'(LW, p361), echo Alcotts own lifestyle, yet could also be seen as advice to her girl readers to embrace their freedom, rather than their expected domesticity. Even the outwardly repressive marmee, and her ideas of marriage the sweetest chapter in the romance of womanhood (LW, p95), also states better be happy old maids than unhappy wives'(LW, p95). She also occasionally shows her ambivalence to her life, Mother isnt sick, only very tired, (LW, p 109), as Hannah their housemaid points out housekeeping aint no joke (LW, p109) and as Alcott is perhaps trying highlight, domesticity is not so wonderful a role to aspire to. Alcott quite understandably given her precincts denied any subversion in her novel yet it is arguable that it contains many instances of her own childhood. In her journal she recalls the daily drudgery and struggle of her mother as she strived to sustain her family while her father as in LW gave little help (Alderson, 2008). Alcott used the then accepted ideal of the quintessential patriarchal Victorian family childhood and her own family memories to give form and content to her book. The March girls are lost in their own wonderful family plays and games, a loving safe playful family unit that nurtured and trained the child, giving much needed stability to a society shaken by war. This was not however Alcotts only motivation, she disliked her own novel as she says I do not enjoy writing moral tales for the you ng, I do it because it pays well (Alcott cited in Alderson, 2008, pxxiii), and her covert messages of rebellion, portray distaste in the directives which shape the young, especially girls, to be compliant adults. Her novel is also motivated and shaped by her social stance on opportunities available to the gender, class and race of her time, Little Women represents childhood as preparing for future roles, yet covertly it also uses its representation with the potential to disturb societal expectations. Over a century later Melvin Burgess again fills a publisher recognised niche in the teenage market also focusing on the adolescent experience, Junk is unrestrained from nineteenth century conservatism in its graphic depiction of the fall of two runaways into prostitution and drugs. Burgess states children or young people should read about their lives not idealistically but as they really are, his characters are not invented but based on his memories of real people, he also does not preach to his readers yet allows them to evolve their own conclusions, (Burgess, 2009). It has been said Junk neither glamorises nor demonises drug addiction (Falconer, 2009, p375), yet Junk conceals a strong sense of morality within its text, its principles obscured so the book appears to be non didactic or opinionated and so appeal to Burgesses idea of the modern teenager. Junks individual character narration lends to a documentary style of neutrality, yet textual guides bring the reader to the required conclusions, as Tar says If you dont mind not reaching twenty theres no argument against heroin, is there?'(Burgess, 1996, p166)  [2]  , Gemma is the spoilt little runaway child How do you think her parents feel? asked Vonny. They were just keeping her in. Its not like Tar is it?'(Junk, p75). The events have a moralistic ending, Gemma recognises they have all been deceiving themselves and condemns them all to their fate; her own is to be a single mother. Such reality based writing lends itself as Tucker(2009) says to the authors belief that childhood is primarily a transitional stage leading to adulthood giving readers the truth is seen as providing them with an important aid to their own eventual better understanding of themselves and others (p190). Junk follows this form well, Burgess gives his child readers autonomy in interpretation, viewing them not as innocents, but inexperienced young people, who need empowerment and guidance to make the right decisions. As we have seen i t is impossible to read Junk and come out defending heroin or the runaway, it could be said that Burgess brings Alcotts moral tale for the young into todays modern world. Yet in challenging the ideology of the innocent child, Junks view of childhood is at the opposite end of the spectrum to that of Little Women, he dispels the nostalgic innocence critics connect with childhood. His explicitness Lily said, Ive been a little prossie for half an hour (Junk, p158) foregrounds how altering conceptions of the childà ¢Ã¢â€š ¬Ã‚ ¦can cause both controversy and anxiety among consumers (Squires, 2009, p189), leading to Burgess having to defend his authorial intent over the charge of sensationalism. In response to criticism from Anne Fines, and defending the explicit nature of his books, Burgess says Underneath Annes whole article is that same nasty sneer I remember from when I was small How revolting. Arent you a dirty little boy? the same attitude which was exactly what made me want to write the thing in the first place (Burgess, 2004). It could then be suggested that part of his motivation was indeed to rebel against as he calls it the moral majority (Burg ess, 2009, p317), and stretch the boundaries of appropriate childhood reading matter. Nevertheless saying that drugs and underage sex are what teenagers want to read about could perhaps show that Burgess himself has a distorted idea of todays childhood. An idea he needed to uphold in order to construct his model of the non-reading (conceivably moronic) teenager and defend the sensationalism of his novel, he is perhaps modelling his child to suit the aspirations of his book. Junks content worked as a hook for his teenage audience and also generated him much publicity, conceivably showing another aspect of his motivation, content and form set to shock the critics, produce an outcry and gain him notoriety, all in addition to providing teenagers realistic age related literature. His post modern realism , takes the assumption that children are not innocent, but they still need guidance, also that in order to connect with todays child , this guidance must be hidden allowing the reader per ceived autonomy in their decisions. Burgess also shows a sad irony in the loss of childhood, Gemma wanted a slice of life'(Junk, p161) but could only find this in leaving home, unlike the March girls, in Junk childhood was something to be quickly left behind in order to really live. An authors understanding of childhood as Hunt says can influence the form of their writing , those who see childhood more as an end to itself may prefer literature that is clearly more fantasy based (Tucker, 2009, p190). Phil Pullmans Northern Lights conforms to this ideology using a fantasy world to rewrite the biblical story of creation. Eighteenth century philosopher Rousseau stated that Nature wants children to be children before they are men (Jenks, cited in Hunt, 2009, p23), he believed childhood should be a time of innocence , with children allowed to grow at their own pace not forced into civilisation. Pullmans similar view on childhood freedom is apparent in Northern Lights , Lyra is safe and happy in the freedom of Jordon College, What she liked best was clambering over the college roofs'(Pullman, 2004, p36)  [3]  , as she grows her freedom is stifled by the intervention of her mother, state and church . Poet William Blake also used Rousseaus concept of natural innocence, corrupted by adult intervention, and Pullman uses Blakes contraries and commentary on Miltons Paradise Lost to reverse the morality of the biblical fall to celebrate knowledge (Squires, 2009, p278). He advocates the co-existence of good and evil (body and soul) and free will, which the church refuses to, acknowledge (Bird, 2009, p264). As such Northern Lights, casts an unfavourable light on how religious fundamentalism suppresses knowledge, the Magisterium symbolising the church is shown as repression and death, killing the children whose souls or daemons it removes as it endeavors to preserve innocence all that happens is a little cut, and then everythings peaceful .For Ever!at the age we call pubertyà ¢Ã¢â€š ¬Ã‚ ¦daemons bring all sorts of troublesome thoughts and feelings (NL, p283). Pullmans idea of the child is shown in Lyra, her innocence and freedom of mind give her the ability, unlike adults, to easily read the alethiometer, Lyras childlike state'(Squires,2009, p281) when reading makes her feel like a young bird learning to fly'(NL, p152). Which is a suitable metaphor for how she represents Pullmans main concepts of innocence and experience, seeing similar attributes in young people giving them the ability to deal with significant issues free from outside influence; as he says he hopes that young readers will finish à ¢Ã¢â€š ¬Ã‚ ¦having gained the understanding that trusting ones own thoughts and feelings is an essential part of self-discovery and growing up (Travis, 2010). Through his use of the fantasy form Pullman is able to transgress difficult subject areas normally out of bounds within a childrens book, capturing his young readers imaginations while keeping the stark realities of his metaphors at bay. He insists on realism and the real implications of his fantasy stories (Wood, 2009, p274), exhorting his readers to take an activist role in creating the world that they want. So saying If I write fantasy, its only because by using the mechanisms of fantasy I can say something a little more vividly about, for example the business of growing up (Rustin and Rustin , 2003 ,cited in Montgomery, 2009, p255). Within Northern Lights, Pullman shows Lyras growth from innocence, he demonstrates the malleability of childhood with the changing form of the childrens daemons that represent their character , which set at puberty into the type of person they are, for example he was a servant , so she [the daemon] , was a dog (NL, p7). Pullman promotes childhood as an innocent time when children are impressionable and make the important decisions that mould their moral fibre, he follows the traditional pattern of childhood freedom, as seen in the like of Ransomes Swallows and Amazons() as the children create their own idyllic morally responsible world (Squires, 2009, p282). Northern Lights uses the Magisterium to establish anti-religious ideology and shows the infallibility of religion in that Lyras saviours are those marginalised and demonised by society; the non religious gyptians (gypsies), risk all to rescue the children, and the witches save their lives in the final battle. Such radical views may seem better placed in adult literature yet as Reynolds (2009) informs avoiding cultural spotlight is one reason why writers may find themselves drawn to write for children (p109). Pullman may be using childrens literature as a vehicle to publicly air his opinions on religious fundamentalism safely hidden within childrens fantasy, to a less judgmental audience. It could be that Pullman simply finds this medium more liberating; however Northern Lights also manipulates its readers opinions in line with Pullmans, ultimately, as with Junks evils of heroin, the reader cannot fail to see the Magisterium as the evil villain. Pullmans use of fantasy fiction proves he can more succinctly air his own opinions, and he could be seen as using the medium of childrens literature in the same way. As he states there are some themes, some subjects too large for adult fiction; they can only be dealt with adequately in a childrens book (Pullman, cited in Falconer, 2009, p378). His view on how we underestimate the potential of the young in order to maintain our own nostalgic view of childhood has certainly shaped the form and content of his book. Reynolds (2009) informs that childhood is a time to negotiate and find a place in society, yet more so with Northern Lights it is also about developing individual potential suited to a future in which societies could be different in some significant ways'(p100). It could perhaps then also be said that Alcott, Burgess and Pullmans motivation to write for children is also their aspiration to create a better society, So Lyra and her daemon turned away from the world they were born in, and looked towards the sun, and walked into the sky (NL, 397). As authors draw on their ideals to write for their audience, it is the book publishers who set the market trends and decide what children would like to read and subsequently influence what an author writes, an area touched upon with LW and Junk. Twenty first century novels show a commodification of childrens literature (Squires, 2009), in which we also see the decline of the individual author with publishers such as Working Partners, where a storyline is created by a conglomerate of author /editors then given to a writer to create the book (EA300, DVD2). Thus providing a quick turnaround and commercial sense but little scope for individual ingenuity and signifying that as Hunt (2009b) says, the cart of marketing, is driving the horse of creativity (p81). A further consideration on external influence is the competition from digital media, which as Burgess (2009) says also has a great impact on what children are exposed to, compounding the difficulty in producing literature that appeal s to the modern child ,a fact he uses to support his hard hitting realism. Childrens literature has been seen to catalogue social, economical and political changes, embolic of societys view of childhood (Hunt, 2009b, p71), a view set as the gate keeping adult world considers what children need to read, putting additional pressure for authors to produce the right book. In conclusion to Hunts statement, it would seem that in order to write a childrens book, the author must indeed have an idea of the child they are writing for, and this determines the form and content of their novel. Yet as we have seen they are also motivated by their own additional agendas, and this can lead to their constructed child being modified for their own purposes and also manipulated by the forces of modern media and marketing. This contributes to the complexity and often popularity of a novel that can then be read on many levels, Pullman could be seen as writing a religious allegory, propaganda or an adolescence adventure story. Authors still have their own view of what childhood should be, and incorporate this into how they believe it is or wish it to be seen. Our realistic view of the modern child is radically different from earlier popular books, such as Little Women, or Swallows and Amazons and as contemporary writers make efforts to loose the nostalgic view of childh ood innocence, there is also the concern that we are now ending childhood too soon, and as Jacqueline Wilson says forcing children to conform to societys teenage image (EA300, DVD2). Yet from Little Womens childish carefree plays to Junks depiction that children are now living real life adventures, we find that, as Lyra does, there is still always hope in childrens books. Childrens literature as Hunt (2009a) says shows what society thinks of childhood, and also what the author and we as adults need to believe it represents.

El Chapo Biography Essay

El Chapo was born in the small Sinaloa town of La Tuna and is the oldest of seven children. Guzmà ¡n grew up surrounded by marijuana and poppy crops — plants that were cultivated by his father, Emilio Guzmà ¡n Bustillo. The elder Guzmà ¡n was a violent man who beat his children. El Chapo likely earned the ire of his father by trying to stop him from hitting his siblings. Whereas his father was a source of punishment, his mother Consuelo Loera served as his fountain of emotional support. She still lives in La Tuna and is said to be the only person in the world who can change her son’s mind on anything. Guzmà ¡n entered the narcotics industry at the age of 15 when, along with his cousins, he planted his own marijuana. It was during his adolescence that he was given the nickname of â€Å"El Chapo,† a reference to his miniscule stature he was a farmer growing beans and corn  when he escaped prison in 2001 he is to said to walked out in a wig a skirt and high heels As a child, Guzmà ¡n sold oranges, and dropped out of school in six grade to work with his father early life Joaquà ­n Archivaldo Guzmà ¡n Loera was born into a poor family in the rural community of La Tuna, Badiraguato, Sinaloa, Mexico.[21][22]Sources disagree on the date of his birth, with some stating he was born on 25 December 1954,[23] while others report he was born on 4 April 1957.[24] His parents were Emilio Guzmà ¡n Bustillos and Marà ­a Consuelo Loera Pà ©rez.[25] His paternal grandparents were Juan Guzmà ¡n and Otilia Bustillos, and his maternal grandparents were Ovidio Loera Cobret and Pomposa Pà ©rez Uriarte. For many generations, his family lived and died at La Tuna.[26] His father was officially a cattle rancher, as were most in the area where Guzmà ¡n grew up; according to some sources, however, he may have possibly also been a gomero, a Sinaloan word for opium poppy farmer.[27] Guzmà ¡n has two younger sisters, Armida and Bernarda, and four younger brothers: Miguel à ngel, Aureliano, Arturo and Emilio. He had three unnamed older brothers who reportedly died of natural causes when he was very young.[26] Few details are known of Guzmà ¡n’s upbringing. As a child, Guzmà ¡n sold oranges, and dropped out of school in third grade to work with his father.[17] Guzmà ¡n was  regularly beaten and sometimes fled to his maternal grandmother’s house to escape such treatment. However, when he was home, Guzmà ¡n stood up to his father to protect his younger siblings from being beaten.[28][29] It is possible that Guzmà ¡n incurred his father’s wrath for trying to stop him from beating them. His mother, however, was the â€Å"foundation of [his] emotional support†.[30] As the nearest school to his home was about 60 mi (95.6 km) away, Guzmà ¡n was taught by traveling teachers during his early years, just like the rest of his brothers. The teachers stayed for a few months before moving to other areas.[29] With few opportunities for employment in his hometown, he tu rned to the cultivation of opium poppy, a common practice among local residents.[31] During harvest season, Guzmà ¡n and his brothers hiked the hills of Badiraguato to cut the bud of the poppy. Once the plant was stacked in kilos, his father sold the harvest to other suppliers in Culiacà ¡n and Guamà ºchil.[32] He sold marijuana at commercial centers near the area while accompanied by Guzmà ¡n. His father spent most of the profits on liquor and women and often returned home with no money. Tired of his mismanagement, Guzmà ¡n, at the age of 15, cultivated his own marijuana plantation with four distant cousins (Arturo, Alfredo, Carlos, and Hà ©ctor), who lived nearby. With his first marijuana productions, Guzmà ¡n supported his family financially.[28] When he was a teenager, however, his father kicked him out of his house, and he went to live with his grandfather.[33] It was during his adolescence that Guzmà ¡n earned the nickname El Chapo, Mexican slang for â€Å"Shorty†, for his 1.68 m (5 ft., 6 in.) stature and stocky physical appearance.[34][35] Though most people in Badiraguato worked in the poppy fields of the Sierra Madre Occidental throughout most of their lives, Guzmà ¡n left his hometown in search of greater opportunities; through his uncle Pedro Avilà ©s Pà ©rez, one of the pioneers of Mexican drug trafficking, he left Badiraguato in his 20s and joined organized crime Guzmà ¡n was captured in 1993 in Guatemala, extradited and sentenced to 20 years in prison in Mexico for murder and drug trafficking.[1][17] After bribing prison guards, he was able to escape from a federal maximum-security prison in 2001.[1] He was wanted by the governments of Mexico, the United States and by INTERPOL.[18] The U.S. offered a US$5 million reward for information leading to his capture, and the Mexican government offered a  reward of 30 million pesos (approximately US$2 million) for information on Guzmà ¡n.[1] Guzmà ¡n was arrested again by Mexican authorities in Mexico on February 22, 2014. He was found inside his 4th floor condo at 608 Av del Mar in the beachfront Miramar condominium in Mazatlà ¡n, Sinaloa,[19] and was captured without a gunshot being fired.

Online Tracert Study of BS in Information Management and Information Technology

One way of assessing the success of a school or university is by looking at how many graduates it has produced that have become famed figures – celebrities, politicians, executives, business owners, artists, entertainers, NGO founders, or prime movers of their own rights. Analytically, If one has to investigate the contributing factors that lead to the formation of topnotch graduates, one would notice that not all of these factors have to be present to produce such graduates.Some schools boast of the discipline that makes determination and success possible. Other schools highlight the pool of intellectual candidates who had been prequalified, preselected, and therefore belong to the elite group and the cream of the crop. Others exalt their line of curricula and multi-faceted training programs that are claimed to be able to produce topnotch graduates without the need for pre-selection. In any case, any matching combination of these factors is guaranteed to produce success if ex ecuted with consistency, good planning, and monitoring.Background of the StudyPhilippine State College of Aeronautics (PhilSCA), dubbed as the number one performing Aeronautical School in the country, once again PhilSCA reached another milestone as it undergoes Accreditation. Being the only state college of aeronautics, PhilSCA is proud to say that it passed the level one accreditation conducted by the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) last November 2012 and take note it is the only aeronautical school that is accredited. Dr. Bernard R. Ramirez, College President stated that the institution is already subjected for Level 2 Accreditation. This means that a much better PhilSCA will soon be rising, making our institution the center of excellence and development in aeronautics.Its vision stated that â€Å"PhilSCA is a leader institution of higher learning committed to the scientific and  technological advancement of aeronautical sci ences responsive to the dynamic and emerging demands for world – class professionals of the industry and a mission to prepare world – class Aeronautics professionals who are imbued with commitment, excellence, responsibility and integrity through advance level of instruction and research.† One strong factor that springs out here is the high morale of its workers, employees, and faculty members. This high morale boosts the teachers’ self esteem and drives them to perform to an excellent level. A working atmosphere created in such manner naturally ascends from progress to progress, and one criterion of progress is creating stricter standards.One of the standards PhilSCA maintains is the continuous refinement of its curricula for all offered courses. Refinement is a dynamic effort of upgrading every curriculum to be able to produce topnotch graduates who will excel in their chosen career or endeavor. It entails not only monitoring of its products, which are t he graduates, but also of the trends and requirements in the field of career or industry where the graduates go. By way of this pioneering tracer study, the researching intends to locate where the graduates are and how well they are doing in their chosen career.Statement of the ProblemThis study aims to locate and identify the work status and professional development of PhilSCA graduates under the Institute of Computer Studies within the last five years.Objectives of the StudyThis study aims to track down the graduates of PhilSCA under the ICS programs, to wit: 1. Bachelor of Science in Information Management Major in Airline Operation and Procedures (BSIM-AOP) 2. Bachelor of Science in Aviation Information Technology (BSAIT) For the following objectives:To establish the location of our graduates,  To determine the connections or relations of the work they now occupy with the education they obtained in PhilSCA and To identify the levels of accountabilities or responsibilities atta ined by the graduates.Significance of the StudyThis investigation will be the first concrete tracer study of PhilSCA graduates, particularly under ICS Department. Its conduct will initiate succeeding tracers of the same programs as well as other programs in ICS, Department. The study will help strengthen the alumni program of the school by providing the Alumni Office with a database of all PhilSCA graduates which the office can use in corresponding with alumni for the school events and possible employment. Strengthening the alumni program would serve the school in the future by successful alumni giving back to the institution.Conceptual Framework INPUTPROCESS OUTPUTFigure 1.1 Conceptual frameworkThe researcher use Microsoft access visual basic 6.0 to make a system of Employability of Graduates students in the field of Information Management and Information Technology, The more the higher education expands, the more the knowledge becomes a key factor of productivity as a means of imp roving the professional and work development of graduates. The study will identify the demographic profile of PhilSCA graduates and determine their work and professional developments based on their individual profiles. Determining their work and professional developments will update their profile as ICS professionals. The researcher gathered the student information through the used of questionnaires or through the used of social networking site by means of immediate response . Scope and DelimitationsThis study covers selected representatives of the graduates of the Philippine State College of Aeronautics from the year 2012 until 2013, in the following programs: 1. Bachelor of Science in Information Management Major in Airline Operation and Procedures (BSIM-AOP) 2. Bachelor of Science in Aviation Information Technology (BSAIT)Their whereabouts, contact numbers, and email addresses will be located initial dissemination of the Tracer Study Survey form will be by email. Those who fail t o respond by email will be followed up by phone, fax, snail mail, relatives, friends or contacts, which ever mode is available and most feasible. The study will be limited to determining current work status of ICS alumni, but will not cover assessment or evaluation of the school’s curriculum based on alumni’s performance in the workplace.Definitions of Terms ICS Graduates – refers to students of Philippine State College of Aeronautics under the Institute of Computer Studies who have completed a degree course (i.e., Bachelor of Science in Information Management Major in  Airline Operation and Procedures , Bachelor of Science in Aviation Information Technology ) from the year 2008 to 2013, regardless of years of residencyICS Professionals – refers to alumni students of Philippine State College of Aeronautics who are presently employed or self – employedProfessional Development – refers to any career – related trainings, workshops, sho rt – term courses, or further studies undergone for self – improvement and promotion.Profile – refers to characteristics and attributes of respondents in terms of demographics (i.e., age, sex, statics, educational attainment, etc.)Programs – refers to the courses under the ICS, INET and ILAS Department. Tracer Study – refers to the investigation undertaken with an attempt to locate the desired sample, monitor or oversee their developments in terms of the connections of the work they now occupy with the education they obtained in PhilSCA, and identify the levels of accountabilities and responsibilities they have attained. Work status – refers to the previous and present work handled by the respondents in this study, whether employed or self employed, with the following specifications: work position or designation, classification or ranking of work position or designation, length of stay in work, average gross monthly income, and reasons for c hoosing the work.

New Media And Political Communication - 1078 Words

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