Incidences of Sexual Harassment in Northern Cyprus

Incidences of Sexual Harassment in Northern Cyprus Free Online Research Papers Sexual harassment is not a new phenomenon. It has probably existed as long as both sexes have been in existence. Sexual harassment is harassment or unwelcome attention of a sexual nature. It includes a variety of behaviors, including mild transgressions and annoyances to serious abuses, which also involves forced sexual activity (Boland, 2002). Males as harassers and females as victims are the most common types of sexual harassment (O’Donohue et al, 1998). Research on sexual harassment usually falls into two categories: (1) investigating the dimensions of sexual harassment, and (2) investigating the factors that influence an individual’s perception of sexual harassment (Tata, 1993, cited in LaRocca, 1999). These factors include severity of the behavior, context in which the behavior occurs i.e., power differentials, and incidental attributes of the persons involved i.e., physical attractiveness. Rubin and Borges (cited in LaRocca, 1999) found that about 70 % of the women they surveyed reported some form of sexual harassment while attending classes at a university, and that majority of these sexual harassment incidents went unreported. Sexual harassment has been acknowledged to be a widespread and recurring problem in employment as well as educational settings (LaRocca, 1999). Sexual harassment in schools is recognized as a public health problem detrimental to students’ psychosomatic health (Gadin, 2002, cited in Witkowski, 2005). Awareness of harassment in an organization gives rise to psychological distress among individuals who have not been directly victimized (Schneider, 2001, cited in Witkowska, 2005). Studies have usually examined harassment and abuse in isolation rather than in the context of the total academic experience (Carr et al, 2006). Financial loss is a major consequence of sexual harassment to organizations (Worsfold and McCann, 2000), and it is more expensive to ignore the problem of sexual harassment than to provide training to the employees and employers, or students as the case may be. Sexual harassment has negative repercussions on the individual, the organization, and the community in general (O’Donohue, Downs, and Yeater, 1998). Headaches, backaches, nausea, weight loss or gain, sleep disturbance, neck pain, tiredness and psychological reactions, such as depression, anxiety, fear, anger, shame, guilt, helplessness, isolation, lowered self-esteem, lowered self-confidence, and nervousness are common for both working women and female college students who fall prey to sexual harassment (American Association of University Women, 2002). College students are known to have forfeited work, research, education comfort and even future career, due to sexual harassment (American Association of University Women, 2002). Thacker (1996), further states that formal education is an important factor in an individual’s career and personal development, and so stunting or obstructing a person’s educational accomplishment can have severe consequences. Formerly, sexual harassment has been seen largely as an instance of regular males’ sex pursuit of women in the workplace or classroom. However, researchers have begun to turn from studying sexual harassment as a problem between individuals, to a problem of organizational climate (www.de2.psu.edu/harssment/generalinfo.html). Thus, this study hopes to shed light on the nature of the organizational climate of E.M.U. This is because studying the perception of students on their understanding of what construes sexual behavior will provide an avenue for E.M.U to create and implement sexual harassment policies that will provide a sexual harassment-free studying environment for students. It also creates a foundation for further research. Schools may be considered as workplaces for students, just as they are for adult employees (Witkowska and Menckel, 2005). The school is an arena for students’ first contact with working life, and a place where they spend a large proportion of th eir time. 1.1 Rationale for the Study In the course of carrying out a study on the incidences of sexual harassment of trainees in the tourism and hospitality industry of North Cyprus, the researcher found out that there was no clear cut definition of what sexual harassment means to these students. It is essential that we reformulate our focus to identify what sexual harassment means for students of E.M.U. The study hopes to provide data and theoretical evidence on the context in which E.M.U students perceive sexual harassment. To be successful in today’s competitive organizational environment, it is important for the administration of Eastern Mediterranean University to realize the significance of a sexual harassment-free school environment. It is also important to understand how students feel about the issue. Without a clear-cut definition of what constitutes sexual harassment, it will be difficult for the university to identify and deal with it. Because of the increase in incidences of sexual harassment in high er learning institutions (American Association of University Women, 2006), the negative psychological effects it has on students, e.g., anxiety, tension, irritability, depression, headaches, lower morale, and the costs of lawsuit settlements increasing all over the world, it is with a pro-active view that this research looks at the perspective of sexual harassment by students in E.MU. Previous studies have contended that the best way to reduce sexual harassment is through prevention (Newman, 2000, cited in Wanthanee et al, 2006). Most of the studies that have examined sexual harassment have been conducted in the United States and other Western countries, thus; the findings from these studies may not be applicable in North Cyprus, given the difference in values and culture between countries. Social-sexual behaviors that may constitute sexual harassment in some countries may be perceived as acceptable in another (Hardman and Heidelberg, 1996, cited in Limpaphayom et al, 2006). Organizations need to establish effective sexual harassment policies and procedures, interventions and training programs to combat the problem (Newman, 2000, cited in Witowska, 2005). However, without a commonly accepted, behavioral –based definition of what constitutes sexual harassment, the degree to which the problem exists cannot be accurately assessed, an understanding of complaint s and reactions cannot be reached, and organizations cannot accurately address the problem through policies or training (Nielson, 1996). More research is needed in terms of the effect of gender difference on sexual harassment perceptions and reactions. Current literature based on the United States sample shows no clear consensus whether males and females agree on what behaviors constitute sexual harassment. Perceived gender difference on sexual harassment perceptions in other countries or cultures remain largely unexplored (Wanthanee et al, 2006). 1.2 Aims of the Study Despite recent interest in sexual harassment in schools around the globe, research in North Cyprus and other European countries remains limited. Therefore, the main objective of this study is to investigate the perception of male and female students of E.M.U in North Cyprus on sexual harassment. Thereby, the study aims to examine whether the sexual harassment construct varies across two specific genders, comparing male and female samples as to what behaviors may be perceived as sexual harassment. The present study builds on previous exploratory studies on sexual harassment and attempts to add to the development of a commonly accepted, behavioral based definition of a hostile work or school environment by identifying specific behaviors perceived by students to create a hostile school environment. Therefore, the aims of this study are: 1. To identify specific sexual behaviors perceived by students as contributing to the creation of differing levels of a hostile work environment. 2. Identify how these perceptions vary across selected demographic factors. 3. Identify how these perceptions are formed. 4. Provide recommendations to E. M. U. concerning the development and implementation of sexual harassment policies and procedures. 1.4 Scope Of The Study The study will discuss the definition, theories and effects of sexual harassment, with emphasis on perceived differences of male and female gender. It will also give details of the classifications and categories of sexual harassment, with in-depth review of past research on the topic. Further, the study will focus on students who are registered full time in E.M.U. Based on the findings of the study and previous research, results will be analyzed and concluded. 1.5 Outline of the Thesis The thesis has four chapters will comprise of 5 Chapters. Chapter One gives a background of the entire study, outlining a brief background of the topic, and stating the aims and objectives of the study. It also states the rationale as to why the subject of sexual harassment was chosen for the study. Chapter Two presents a review of the literature. It discusses what previous researches have concluded about the definition, classification, effects and incidences of sexual harassment, placing emphasis on the perceived differences of males and females on sexual harassment. It will also give information about Eastern Mediterranean University, North Cyprus, where the sample will be taken. Chapter Three gives detailed information about how the data set for the study are collected. Data for the study were collected through survey of the students, with questions asked based on the 5 categories of sexual harassment. Thus, the research will use quantitative methodology, using target sampling method to collect primary data. Chapter Four presents the findings. This section presents a detailed report on the perception of the respondents on the context of sexual harassment, supported by the researcher’s conclusions based on past literature and research. Respondents are categorized based on how they report their perceptions, experiences, and how they feel about it. Chapter Five presents a discussion of the findings, limitations faced in collecting data, and the conclusion. In this final chapter, suggestions are proffered to the University administration on how to educate students on issues and policies of sexual harassment. Finally, future research areas are proposed. CHAPTER 2 REVIEW OF LITERATURE 2.1 Defining Sexual Harassment The definition of sexual harassment adopted by the European Commission in 1991 refers to unwanted conduct of a sexual nature, or other conduct based on sex affecting the dignity of women or men at work. This includes unwelcome physical, verbal or non-verbal conduct (Witkowska, 2005). According to Dziech et al (1990), sexual harassment is harassment or unwelcome attention of a sexual nature. It includes a variety of behaviors that include mild transgressions, serious abuses, and can involve forced sexual activity. EEOC (Equal Employment Opportunity Commission) in the United States, defines sexual harassment as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature, when submission to or rejection of such conduct is used as the basis for employment decisions affecting an individual, or where such conduct has the purpose or effect of interfering unreasonably with the individual’s work performance, or creates an offensive, hostile or intimidating working environment. (US Equal Employment Opportunity Commission, 1992, cited in Limpaphayom et al, 2006). One chief difficulty in defining sexual harassment is that people with different demographic and/or social backgrounds have different perceptions of what sexual harassment consists of (Foulis and McCabe, 1997, cited in Lin, 2004). Inconsistencies and disagreements on what actually constitutes a hostile working environment and the degree to which sexual harassment is present in the workplace may be the result of two important factors: first, sampling differences found in previous research, and second, lack of a commonly accepted, behavioral based definition of sexual harassment (Nielson, 1996). In November 1993, the Supreme court handed down a decision in Harris versus Forklift Systems Inc, that no longer required complainants to prove that a hostile or abusive environment caused them psychological injury- the complainant needed to simply show that the defendant’s behavior was either physically threatening or humiliating or unreasonably interfered with his or her work (Reynolds , 1994, cited in Nielson, 1996). Based on the above decision, it is clear that there is still no accepted definition of sexual harassment. Individual interpretation is inherent in the identification of a hostile work environment. Behavior that is considered harassing by one individual may not be harassment to someone else, and the reason for these differences in perceptions remain unclear. Sexual harassment seems to be in the eyes of the person being harassed, and it is left to the courts to decide what constitutes acceptable or unacceptable behavior. Although the researcher realizes that it is difficult to define the exact boundaries of sexual harassment, for the purpose of this study, sexual harassment is defined as unacceptable conduct of a sexual nature, or other conduct based on sex that interferes with a student’s right to a supportive, respectful and safe learning environment in school, or that affects a student’s dignity in a negative way. This definition includes both the quid pro quo and hostile work environment types of harassment listed by the European Commission, which captures a broad range of behaviors so as to better describe the nature of sexual harassment in school. Also, because schools are mainly educational institutions, it is necessary to evaluate standards of school behavior related to sexual harassment in a broader learning context than is the case for working adults. 2.2 Theories of Sexual Harassment. 1. Sociobiology- This perspective argues that males are biologically programmed to be sexual aggressors and that sexual behavior in the workplace is an aspect of biological inheritance (www.de2.psu.edu/harssment/generalinfo.html). Proponents of this theory agree that though sexual behavior in the workplace is inappropriate, it is however, unavoidable, and argue that acting in accordance with one’s biological impulses should not be considered offensive or illegal ( Murrey, 2000). 2. Patriarchy- This perspective holds that men have social, political and economic power over women, and women are defined by the system as sexual in nature (www.de2.psu.edu/harssment/generalinfo.html). In some cultures, women are confined to the home as wives and mothers and female children are not formally educated. In other cultures (such as that of the researcher of the present survey, in Nigeria), women are not confined to the home, but, stereotypes about appropriate male and female behavior assign women a subordinate sexualized identity. Proponents of this theory believe that social structure must change before harassment can be eliminated. This can be done if both men and women are taught about the nature of stereotyping, and there are no links between power and sexuality (Barth and Raymon, 1995). 3. Culture- This perspective maintains that men and women are socialized into different cultures, different beliefs, values and ways of communication (www.de2.psu.edu/harssment/generalinfo.html). Proponents here believe that traditionally, the workplace has been a male culture where men joke and tease each other, and talk about women in a not too respectful manner, so, women who want to enter this scene should not expect men to change their culture in a minute; however men must learn to work along with women in the workplace (Taylor, J. K, 1999). Another argument here is that, suggesting that comments about sex are more offensive to women than men is stereotyping and it is gender discrimination, so the culture of the workplace should be a culture of respect towards all persons. 4. Discourse-The discursive perspective holds that communication creates and shapes social reality, so that communicative practices create assumptions about the nature of the world, which influence our opinions and behavior (www.de2.psu.edu/harssment/generalinfo.html). This means that feelings and emotions are defined and taught so that people who harass and people who are harassed come to feel these behaviors are normal. Until recently, incidences of sexual harassment were not seen as inappropriate, but instead seen as normal in men’s conduct towards women (Wood, J, 1994). 2.3 Classification of Sexual Harassment Hadjifotou (1983) classified sexual harassment into 5 categories: 1. Sexual remarks, jokes, catcalls, whistling and teasing, or personal remarks about parts of the body, particularly legs, breast and hair. These forms of harassment are the hardest to identify and tackle. 2. Suggestive look and gestures, staring and leering. Such unwanted behavior is threatening because there is no immediate escape at work. Ignoring this behavior carries the risk of the harasser increasing his actions; acknowledging the harasser’s interest may be taken as acceptance; and complaining may be difficult if the harasser has power over the woman’s job. For example, a lady narrated how her boss will stand with his hands in his pockets as if rubbing his genitals. (Farley, p.116, cited in Hadjifotu, 1983). 3. Persistent demands for dates and sexual favors either from a supervisor or co-worker. Direct questions and comments of the sort cannot be easily ignored. Two scenarios may result from this: rejection or avoidance of the harasser may fuel the myth that women ‘like to play hard to get’, and/or it may be difficult to persuade the harasser that his attentions are unwanted. An example is given of a woman whose boss visited her at odd hours during her night shift, asking her to have an affair with him, a night out, an afternoon, or just half an hour. (Night Nurse p.44, cited in Hadjifotou, 1983). 4. Touching, pinching, caressing and hugging. A familiar excuse for this type of behavior is that it demonstrates friendship, but when the action is unwanted and repeated, it cannot be mistaken for genuine concern for a person’s well-being. (Kitchen Helper, p.67, cited in Hadjifotou, 1983.) 5. Violent sexual assault, rape or attempted rape. Such cases account for a very small proportion of sexual harassment at work. Fitzgerald et al (1988), using Till’s (1980) study on sexual harassment of college women, identified how sexual harassment progresses. This study describes 5 categories of sexual harassment which are all similar to that of Hadjifotou (1983) above to describe the 5 levels of sexual harassment: 1 -gender harassment: generalized sexist remarks and behavior. 2 -seductive behavior: inappropriate and offensive, but essentially sanction-free, sexual advances. 3 -sexual bribery: solicitation of sex activity or other sex linked behavior by promise of rewards. 4 -sexual coercion: coercion of sex activity by threat of punishment. 5 -sexual assault: gross sexual imposition Fitzgerald et al (1988) believe that gender harassment is perceived as the least serious behavior of sexual harassment, while sexual assault is perceived as the most serious of all the behaviors of sexual harassment. This means that the 5 levels of sexual harassment that have been identified is on a 1 to 5 scale where 1 is equal to less severe and 5 is equal to most severe. However, it is believed that gender harassment often leads to eventual sexual assault. Pattinson (1991) states that though sexual harassment does not just involve having sexual intercourse, it is more often than not the prime motivation. 2.4 Effects Of Sexual Harassment on University Students It is difficult to assess the actual extent of the effects of sexual harassment as a whole. Though many studies indicate the issue to be widespread and take a serious toll on the victim, critics say that many studies get response only from people who have experienced sexual harassment, and such experiences might be exaggerated (www.de2.psu.edu/harssment/generalinfo.html). In schools however, many scholars complain that sexual harassment remains an unspoken secret, with teachers and administrators refusing to admit the problem exists in their schools, thereby, not accepting their legal and ethical responsibilities to deal with it. (Dziech and Weiner, 1990). A 2002 study of students in the 8th to 11th grade, undertaken by the American Association of University Women (AAUW), revealed that 83% of girls have been sexually harassed and 28% of boys have been sexually harassed, by teachers and colleagues, (AAUW, 2002). Also in the association’s study, it was reported that 62% of female college students and 61% of male college students have been sexually harassed in their universities, with 80% of the reported harassments being peer-to-peer (AAUW, 2006). Headaches, backaches, nausea, weight loss or gain, sleep disturbance, neck pain, tiredness and psychological reactions, such as depression, anxiety, fear, anger, shame, guilt, helplessness, isolation, lowered self-esteem, lowered self-confidence, and nervousness are common for university students who fall prey to sexual harassment (AAUW, 2002). College students are known to have forfeited work, research, education comfort and even future career, due to sexual harassment (AAUW, 2002). Thacker, (1996) argues that formal education is an important factor in an individual’s career and personal development, and so stunting or obstructing a person’s educational accomplishment can have severe consequences. Further negative effects include lower morale, decreased job satisfaction, and poor time-keeping (Stanford and Gardiner, 1993). Previous researches have shown that over a period of time, even low level frequent sexual harassment can lead to significant negative consequences f or student victims. (Schneider et al, 1997). According to Hadjifotou (1983), common effects on the college victims are: Decreased work or school performance, and increased absenteeism. Loss of job or career, which in turn leads to loss of income. Having to drop courses, change academic plans. Defamation of character and reputation. Loss of reference and/or recommendations. In addition to the above, a survey of 903 female students conducted by Fitzgerald et al in 1988 (cited in Lin, 2006), at a University in the US Midwest, reported that victims of sexual harassment did not report their experiences because of 3 reasons: 1. They felt they might not be believed. 2. They did not want to cause trouble or be labeled as trouble makers. 3. They rather dealt with the problem themselves or, they had not perceived it as serious enough to be reported. 2.5 Effects of Sexual Harassment on the Organization and the Community Sexual harassment is a widespread and continuing problem in workplaces and schools that cuts through occupational and professional categories, age groups, educational backgrounds, racial and ethnic groups and affects everybody (www.de2.psu.edu/harssment/generalinfo.html). On October 6, 1991, Anita Hill, a University Law Professor, notified the United States Judiciary Commission that she had been repeatedly harassed by Judge Clarence Thomas, a Washington DC Circuit Judge nominated to sit on the US Supreme court by President Bush. This incidence, Anita reported, occurred a decade earlier when they both worked at the US Equal Employment Opportunity Commission (Barton and Eichelberger, 1994). The U.S. Equal Employment Opportunity Commission (EEOC) reported a $1 million settlement of a class action lawsuit against Grace Culinary Systems, Inc. and Townsend Culinary, Inc. alleging egregious sexual harassment of 22 Hispanic women at a food processing plant in Laurel, Maryland. The suit charged the companies with routinely subjecting the female workers, all recent immigrants from Central America who spoke limited English, to unwanted groping and explicit requests for sexual favors by male managers and co-workers over several years (www.de2.psu.edu/harssment/generalinfo.html). The governor of Osaka was ordered to pay $ 107,000 to a university student in Japans largest sexual harassment verdict, a ruling described as revolutionary in the size of the award and one that is expected to lead to more court cases. Japan has seen a growing number of lawsuits since a revised labor law prohibiting sexual harassment and sex discrimination took effect last April. In July, a court awarded $87,000 to a woman who said she was harassed and forced into a sexual relationship by a piano teacher while she was a university student (www.de2.psu.edu/harssment/generalinfo.html). WR Grace Co agreed to a $1 million settlement in a sexual harassment suit. Managers at a food processing facility in Maryland were charged by the US Equal Employment Opportunity Commission with the harassment of 22 female workers from Central America. The violations included the demanding of oral sex, touching of the women and exposing themselves to the women. According to commission officials, two pregnant women who refused the mens advances were fired (www.de2.psu.edu/harssment/generalinfo.html). As is seen in the examples above, financial loss is a major consequence of sexual harassment to organizations (Worsfold and McCann, 2000), and it is more expensive to ignore the problem of sexual harassment than to provide training to the employees and employers. Government officials are not left out in the criticisms and lawsuits levied against them on sexual harassment matters. In a 1990 survey of employees of the US Defense Department (Barton and Eichelberger, 1994), 64 percent of the findings in the military reported that they had endured sexual harassment while in service. Also surveyed are the cases of at least a dozen Senior Naval Officers who had been reassigned or demoted over charges of them harassing female Officers at a Las Vegas convention in the summer of 1991 (Barton and Eichelberger, 1994). O’Donohue et al (1998), summarize some of the effects of sexual harassment on the organizations as follows: -Decreased productivity: when sexual harassment occurs in the workplace, the individuals involved will be psychologically affected and may not perform as well as they ought. -Increased absenteeism of staff: staff that experience sexual harassment behaviors in the workplace tend to make excuses for not showing up for work. -Increased healthcare costs and sick pay costs: in organizations where sexual harassment behaviors are prevalent, staff will incur more healthcare and sick pay costs during post harassment treatment. -Decreased ethical standards and discipline in the organization: organizations that condone sexual harassment behaviors and do not do anything about it will find a decrease in their ethical standards and discipline because employees will act in anyway they like knowing there will be no consequences. This is also bad for victims as they will feel no one cares about their predicament. -Legal costs if complainants take issue to court: when victims file lawsuits against organizations, costs are incurred in settling the complainants or paying for the services of attorneys. 2.6 Effects of Sexual Harassment on the Individual Rubenstein (1992) identifies anxiety, tension, irritability, depression, headaches, sleeplessness, fatigue and deterioration of personal relationships as stress related consequences of sexual harassment. Further negative effects on the individual include lower morale, decreased job satisfaction, and poor time-keeping (Stanford and Gardiner, 1993). Previous researches have shown that over a period of time, even low level frequent sexual harassment can lead to significant negative consequences for the victim (Schneider et al, 1997). 2.7 Gender Differences In Sexual Harassment Sensitivity Gender has been a dominant aspect of sexual harassment research and has been shown to be a predictor of sexual harassment sensitivity (Crow et al, 1995). Research by Crow et al also suggests that males and females, do, in fact, differ in sensitivity to harassment. Major differences were found in the reaction to harassment of a non-sexual nature where women were more likely than men to perceive a given incident as harassment. As human beings, we grow up to be aware of who we are through being exposed to particular interpretations of what it is to be human- in this case, either male or female, masculine or feminine (Linstead et al, 2005). Traditionally, sexual harassment sensitivity has been looked at in terms of social-sexual behaviors based on gender (Crow et al, 1995). The traditional view from research is that gender has a significant impact on sex-role behaviors and sexual behaviors. It has become apparent that men and women automatically have different orientations towards sexually-related behaviors, which in turn results in different perceptions to sexual harassment (Reilly et al, 1986, cited in Crow et al, 1995). Tangri et al in their 1982 study (cited in Lin, 2006), state that females are more sexually attractive and so are more socially disadvantaged than their male counterparts. Therefore, Lin (2006) argues that females are more vulnerable to harassment than the males. Males as harassers and females as victims is the most common type of sexual harassment (O’Donohue et al, 1998). Men seem to be more tolerant of sexual harassment than women and tend to rate hypothetical scenarios and specific social behaviors as less harassing than women (Gutek, 1985 cited in Crow et al, 1995). Women are assumed to resent sexual overtures at work and tend to react more negatively to sexual harassment scenarios than men. Gender differences occur because men and women weigh information about the victim and the harasser differently (Carr et al, 1999). Men tend to be more influenced by incidental behaviors of the victim. For example, Pryor and Day, in their 1988 research (cited in Carr et al, 1999), foun d that men were more influenced than women by the information of how the victim dressed, thereby, attributing more blame to the victim than the harasser. Researchers of past surveys have had difficulty in defining sexual harassment and have attempted to identify behaviors that constitute sexual harassment by respondents of their survey (Worsfold and McCann, 2000). However, the most commonly reported forms of sexual harassment are gender related derogatory remarks, suggestive looks, and sexual comments ( Stanford and Gardiner, 1983). CHAPTER 3 METHODOLOGY 1. Introduction This chapter outlines the research method, research design, and the research sample. The research method gives detailed information about the type of research that was utilized for this study and gives reasons why it was used. It also gives information on the kind of data that will be collected and which sources will be used. The research design gives information on the survey instrument used for the study, explaining the questions and their source. The research sample provides the reader with the population used for this survey and the reason why it was used for this study. 2. Research Methodology This research is an inquiry into the perceived differences on sexual harassment between male and female students of EMU, examining the size of the gender difference within specific behavioral categories in an attempt to identify those behaviors that produce the largest difference and provide accurate information about the actual size of the gender difference. Thus, this study uses the quantitative approach to test the hypotheses. The aim for using this method is to determine whether the predictive generalizations of the hypotheses hold true. The researcher uses questionnaires to collect data, and remains objectively separated from the subject matter of the research. 3. Survey A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Questionnaires were chosen for this research because this research involves a large sample, thereby making data entry and tabulation easier to analyze. Also, questionnaire surveys are familiar to most people, and generally do not make people apprehensive in answering questions. In addition, the researcher’s own opinions will not influence the respondent to answer questions in a certain manner, reducing bias, and also are less intrusive than telephone or face-to-face surveys, as the respondent is free to complete the questionnaire on his/her own time-table. 3.1 Questionnaire Design This survey is designed to provide information distinguishing between reactions to both pervasiveness and severity of particular behaviors, as well as to provide information distinguishing between reactions to gender harassment, seductive behavior and sexual imposition. The questionnaire design used for this research was adopted from Nielson (1996). Nielson (1996) examined the perception of sexual harassment, focusing on the female office professional’s perspective. Self administered questionnaires will be given to respondents with assurance that data will only be used for this thesis research and not for any other purpose. The items of the survey instrument will be prepared in English and then translated into Turkish by using the back translation method. There will be a pilot study of students who will be given questionnaires to complete, so that the researcher could confirm if the questionnaire was well understood by the respondents. After confirming the questions were understood, the researcher will hand out the questionnaires to students in various classrooms after taking permission from the University administration. Questionnaires returned by the respondents will be analyzed using Windows SPSS 0.8 and used according to the respective ob jectives and occasions. 300 questionnaires will be distributed. Demographic explanations for differing perceptions of sexual harassment will be tested based on the following research and proposed hypothesis. Based on the assumption that females are inclined to find social sexual behavior (dating and flirting) as more severe than boys, this study proposes that: H1- Female students will perceive potentially harassing behavior as more severe than male students. Research found that men were more influenced than women by the information of how the victim dressed, thereby, attributing more blame to the victim than the harasser. Based on this information, the study proposes that: H2- male students will judge the victim more harshly than female students. Research shows that a person’s previous experience with regard to sexual harassment influences gender difference in perceptions of sexual harassment (Blakely et al, 1992, cited in Nielson, 1996). This means that if one has experienced sexual harassment behaviors, he/she will be more conscious and less tolerant of behavior considered as harassment. Based on this, this study proposes that: H3- students who respond to having been sexually harassed will perceive potentially harassing behavior as more severe than those who respond to not having been sexually harassed. Previous research shows that studies investigating sexual harassment has tended to exclude behaviors which are perceived to have a low potential to harass and have also provided respondents with limited responses. In attempting to deal with these issues, this survey utilized in this study is designed to measure students’ perceptions of a wide range of actual workplace behaviors which create varying levels of a hostile work environment. Within this variety of behaviors, both severity and frequency of the behavior will be manipulated. Therefore, the continuum to be used for this study is as follows: 1. Likely to consider it a compliment 2. Socially acceptable behavior 3. Annoying, but not likely to affect my studies 4. Disturbing to the point of affecting my studies, but no formal complaint 5. Basis for formal complaint, but not a lawsuit. 6. Basis for a lawsuit. The use of response options beyond formal complaint is to enhance the identification of behaviors that create a hostile work environment. Though such behaviors are typically not reported, they may have an adverse effect on the victim’s productivity, moral absenteeism and turnover. 3.2 Survey Items. 1. Comment: â€Å"your hair looks nice† 2. Comment: â€Å"have you lost weight?† 3. Comment: â€Å" you have nice legs† 4. Comment: â€Å"your skirt is very short† 5. Comment: â€Å"your neckline is very low’ 6. Comment: â€Å"your clothes fit like a glove† 7. Comment: â€Å"you have an attractive build† 8. Opposite sex touches your hands 9. Opposite sex touches your arms/shoulder 10. Opposite sex asking for a date 11. Opposite sex touches your back 12. Opposite sex telling off-color jokes 13. Student forced into sex in school 14. Opposite sex asking for sexual favors 15. Opposite sex touches your breasts 16. Hugs with caresses from opposite sex 17. Opposite sex touches your buttock 18. Opposite sex describing sexual abilities 19. Opposite sex staring, persistently 20. Observing peers having sex in the school environment 21. Peers discussing sexually related stories 22. magazines with pictures of people scantily clothed 23. Opposite sex touches your face 4. Research Sample The questionnaire survey will focus on students of E. M. U. in North Cyprus, who are registered as full time students. Purposive sampling is a sampling method in which elements are chosen based on purpose of the study. Purposive sampling may involve studying the entire population of some limited group (example, sociology faculty at Bilkent University) or a subset of a population (example, EMU faculty who has won a Nobel Prizes). As with other non-probability sampling methods, purposive sampling does not produce a sample that is representative of a larger population, but it can be exactly what is needed in some cases study of organization, community, or some other clearly defined and relatively limited group. In this study, purposive sampling method was used, as the researcher decided to focus on students whose profiles are given above to get the specific information for the research. Table 3.1 Questionnaire This questionnaire survey aims to investigate the perception of male and female students of EMU on sexual harassment. The researcher wishes to find out from you, whether the sexual harassment construct varies across two specific genders, comparing male and female samples as to what behaviors may be perceived as sexual harassment. Due to the sensitivity of the topic, be assured that whatever you say or write is strictly confidential and cannot be traced back to you, as you are not requested to write your name or any other personal information. Please answer the questions honestly and sincerely, as it is important for the output of this research. 1. What is your gender? a. Male b. Female 2. What age group are you? a. 16-20 b. 20-24 c. 25-28 3. What is your educational level at EMU? a. Year 1 b. Year 2 c. Year 3 d. Year 4 e. Graduate student. 4. What is your nationality? 5. For each of the scenarios depicted below, how would you rate such behavior? (In reference to the school environment). Kindly mark ‘X’ in boxes 1, 2, 3, 4, 5 or 6 (as applicable to you). Where; 1= Likely to consider it a compliment. 2= Socially acceptable behavior. 3= Annoying, but not likely to affect my studies. 4= Disturbing to the point of affecting my studies, but no formal complaint 5= Basis for formal complaint, but not a lawsuit. 6= Basis for a lawsuit. 1 2 3 4 5 6 1. Comment: â€Å"your hair looks nice† 2. Comment: â€Å"have you lost weight?† 3. Comment: â€Å" you have nice legs† 4. comment: â€Å"your skirt is very short† 5. Comment: â€Å"your neckline is very low’ 6. Comment: â€Å"your clothes fit like a glove† 7. Comment: â€Å"you have an attractive build† 8. Opposite sex touches your hands 9. Opposite sex touches your arms/shoulders 10. Opposite sex asking for a date 11. Opposite sex touches your back 12. Opposite sex telling off-color jokes 13. Student forced into sex in school 14. Opposite sex asking for sexual favors 15. Opposite sex touches your breasts 16. Hugs with caresses from opposite sex 17. Opposite sex touches your buttocks 18. Opposite sex describes sexual abilities 19. Opposite sex staring, persistently 20. Observing peers having sex in the school environment 21. magazines with pictures of people scantily clothed 22. Peers discussing sexually related stories 23. Opposite sex touches your face 6. Please define what sexual harassment means to you- Reference: AAUW (2002) â€Å"Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School†, Research by Harris Interactive: American Association of University Women Educational Foundation, 11 11 Sixteenth street, Washington D.C. ISBN: 1-879922-28-2. AAUW (2006) â€Å"Drawing the Line: Sexual Harassment on Campus†, National Conference for College Women Student Leaders’ Summit on Sexual harassment, American Association of University Women, Washington D.C., 20036. Anderson, J and Poole, M. (1994), Assignment Thesis Writing, John Wiley and sons, New York. Pp24-30. Barth, A. J., and Raymon, P. (1995), ‘The Naà ¯ve misuse of power: Non-conscious Sources of Sexual Harassment, Journal of Social Issues, 51 (1) pp 85-95. Barton, L., Eichelberger, J. (1994) ‘Sexual Harassment: Assessing the need for corporate policies in the workplace. Volume 7, Number 1, pp 24-28, MCB Press, 095 3-3230. Boland, M. L. (2002), Sexual harassment: Your Guide to Legal Action, Naperville, Illinois, Sphinx Publishing, 2002. Fitzgerald, L. F., Shullman, S. L., Bailey, N., Richards, M., Swecker, J., Gold, Y., Ormerod, M., and Weitzman, J. (1988), ‘The Incidence and Dimensions of Sexual Harassment in Academia and the Workplace’, Journal of Vocational Behavior, 32, 152-175. Hadjifotiou, N. (1983), ‘Women and Harassment at Work’, Pluto Press Limited, Australia and London. Lin, Y. H. (2006), ‘The incidence of Sexual Harassment of students while undergoing practicum training experience in the Taiwanese hospitality industry: Individuals reaction and relationships to perpetrators’, Journal of Tourism Management, 27, 51-68. O’Donohue, W., Downs, K., and Yeater, E. A. (1998), â€Å"Sexual harassment: A review of the literature†, Aggression and Violent Behavior, 3 (2), 111-128. Pahlavan, N. (2006), Investigation of sources of funds in Restaurants in T.R.N.C. Masters thesis, september 2006, gazimagusa, North Cyprus. pp30-44. Reyner, C., Sheehan, M. and Barker, M. (1999), â€Å"Theoretical approaches to the study of Bullying at Work†, International Journal of Manpower, Vol. 20, No.  ½ , pp11-15. Rubenstein, M. (1992), ‘Preventing and Remedying Sexual harassment at work: A Resource Manual, Eclipse, London. Schneider, K. T., Swan, S., and Fitzgerald, L. F. (1997), ‘Job related and Psychological effects of Sexual Harassment in the Workplace: Empirical Evidence from 2 Origins’, Journal of applied Psychology, Volume 82, Number 3, pp 401-410. Stanford, J., and Gardiner, J. (1993), ‘Sexual Harassment: how it happens and how to beat it’, The Industrial Society, London. Taylor, J.K. (1999), ‘What to do when you don’t want to call the Cops’, New York: NY University books, p 8. Thacker, R. A. (1996), â€Å"A Descriptive Study of Situational and Individual Influences upon Individual’s Responses to Sexual Harassment†, Human Relations, 49 (8), 1105-1122. Thomas, M. (2005), â€Å"Bullying among support staff in a higher education institution†, Journal of Health Education, Vol. 105, No. 4. pp 273-288. Worsfold, P., and McCann, C. (2000), â€Å"Supervised Work Experience and Sexual Harassment†, International Journal of Contemporary Hospitality Management, Volume 12, Number 4, pp 249-255. Woods, J. (1994), ‘Saying it makes it so: The Discursive Construction of Sexual Harassment’, in Shereen Bingham (Ed.) ‘conceptualizing Sexual Harassment as Discursive Practice. Westpoint, CN: Preager, p 19. www.de2.psu.edu/harssment/generalinfo.html en.wikipedia.org/wiki/sex.h Research Papers on Incidences of Sexual Harassment in Northern CyprusInfluences of Socio-Economic Status of Married MalesPersonal Experience with Teen PregnancyResearch Process Part OneThe Relationship Between Delinquency and Drug UseStandardized TestingRelationship between Media Coverage and Social andThree Concepts of PsychodynamicCapital PunishmentAnalysis Of A Cosmetics Advertisement19 Century Society: A Deeply Divided Era

Japan waste pollution Research Paper Example | Topics and Well Written Essays - 1000 words

Japan waste pollution - Research Paper Example Japan has been focused on economic development and has primarily given importance to its re-establishment in the global scenario. When we consider the economic and industrial grown, Japan has taken large strides after the World War II in an effort to become a sustainable nation, indulging in industrialization and modernization of all facilities. However, waste pollution became an issue that required to be addressed with the lapse of time. As far as agriculture is concerned, the night soil which used to be disposed into rivers were not much of a problem earlier, but became a threat after the introduction of chemical fertilizers and such. Eventually, the effects of pollution became evident and the people of Japan, who had moved to the cities, began to see the effects of pollution. The development in waste pollution treatment, including the sewerage facilities has always been slow until recent years. Now people have realized the importance of waste pollution treatment. In the past, Japan has suffered considerable loss as a result of waste pollution, including copper poisoning and cadmium poisoning through water sources, Sulphur di-oxide and Nitrogen di-oxide pollution through air. Another important form of poisoning that affected the people was arsenic poisoning which was caused by the arsenic dust from the mines, causing breathing illnesses such as asthma and bronchitis. With the increase in the number of waste pollution issues, the government decided to make some drastic changes, making strict efforts to curb pollution.

Bullying and the longterm effects Thesis Example | Topics and Well Written Essays - 750 words

Bullying and the longterm effects - Thesis Example Bullying Statistics (2009) asserts that Internet has invented quite a few new forms of bullying techniques through chat programs, email, or on social media sites. Cell phones are the newest form for bullying someone. All these forms are equally applicable to the present generation children studying in schools. Colorado Trust (2012) argues that the effects of bullying can prevail lifetime. Victims of bullying may have more health issues, low self-esteem, weaker social interactions and high chance of academic failures. At the same time, those who are involved in bullying develop a criminal record before age 24. The perceptions, attitudes and behaviors of teachers, parents, and other adults contribute a lot in reinforcing bullying. Many adults deal with the issue of bullying as a normal way of growing up and even instill bullying behavior themselves. It is such a serious issue that 30 states have enacted anti bullying laws so as to control and eradicate bullying from their states. State laws either define bullying or ask state boards of education to do so. Colorados law, for example, defines bullying as "any physical act, or verbal or written provocation, that may cause distress to anyone in the school or at any school related places including school grounds, school vehicles or at designated bus stop. In a state like Georgia, any district that fails to make anti bullying policy does not get state funding. Several states have integrated bullying prevention programs into the curriculum. In Virginia, every school needs to address the inappropriateness of bullying in their schools character program. Bully Police USA is an organization that scrutinizes state policy laws on bullying and grants rating to them. Oklahoma state education department spearheads research-based programs for the prevention of intimidation, harassment and bully ing of students at every public school in the state (State Policy Trends

The Structure Of Personality Psychology Essay

The Structure Of Personality Psychology Essay Everyone is created unique and special in their own way. Everyone has a personality of their own that is developed throughout ones life. To effectively and efficiently teach and ensure that each learner grasp the concepts, the teacher needs to understand each student and their personality. Personality can be defined as the pattern of behaviour that is enduring, distinctive thoughts, emotions and behaviours that differs from every individual and is used to adapt to the world. The personality of a person is forms with nature and nurture playing an integral role. With reference to the work of Child Dennis (2007:410), posited that personality involves knowledge of the total organization of humans A classroom is not just a cognitive habitat but consist of intricate personal interactions which deeply affect the learning and teaching processes. In classroom there are so many different personalities and characters that one must understand personality so as not to discourage the students because they are different. According to Buskist William (1990:496), personality is a particular pattern of behavior and thinking prevailing across time and situations that differentiates one individual from another.  [1]  No two persons think alike, everyone is different in attitudes, interest, learning abilities as well as thoughts. The personality of each individual develops though their genetics composition as well as their interaction with the environment. Plomin et al (2002:392) stated that from a sample of 24,000 twins his evidence points to genetic factors accounting for 40 percent of the variance and environment factors the remaining 60 percent. This means that the influential environmental factors are experienced by the twins independently of each other.  [2]   The researchers intent to highlight the structure of personality, personality theories, big five factors of personality, personality and the school environment and type A behaviour of students and teachers so that the researchers can emphasis the need to promote education on personality in schools and in the society so that everyone can accept each other with their differences. THE STRUCTURE OF PERSONALITY Personality according to Freud is made up of the Id, ego and superego. They involve in the process of shaping the individuals mind. According to Buskist William (1990:505), the unconscious mind is a perceptual battleground in which the Id, ego and superego are engaged in unending conflict. The result form the battle cause everyone to behave or react differently forming and showing a different personality. According to Freud the Id is the pleasure principal that seeks gratification and the instincts are: food, sexual pleasure and aggression.  [3]  The adolescents are often hungry and teachers would find them eating in class, fighting to get justice they think they deserve rather than complaining to the teachers. To deal with these behaviour teachers need to understand the students personalities. The ego involves cognitive thinking which allows reasoning, reality and process information about the environment. The ego links the individual and the environment and self awareness. According to Santrock (1994:31), Freud states that the Id is an absolute ruler, owed complete obedience; it is spoiled, willful, impatient and self-centered. The ego has the job of getting things done; it is tuned into reality and is responsive to societys demands. The superego is concerned with right and wrong; its role is to tell the greedy Id that nobler purposes should be pursued. The superego is the moral part of the self.  [4]   According to Santrock (1994:33)  [5]  Defense Mechanisms which are unconscious methods by which the ego distorts reality to protect itself from anxiety are: Repression is a powerful and pervasive defense mechanism since it works to push unacceptable Id impulses out of awareness and back into the unconscious mind. Rationalization is the psychoanalytic defense mechanism that occurs when the real motive for an individuals behaviour is not accepted by the ego and is replaced by a sort of convert motive. Displacement occurs when the involvement of unacceptable feelings from one object to another, more acceptable object. Sublimation occur when a useful course of action replaces and unacceptable one. Projection occurs when we attribute our own shorting, and faults to others. Reaction formation occur when we express an unacceptable impulse by transforming it into its opposite. Regression occur when we behave in a way characteristic of a previous developmental level. COMPARING PERSONALITY THEORIES INNATE VS. LEARNED FACTORS The question is; which factors affect the personality more innate or learned? Both of these factors are important in the development in an individuals personality. In the study of fraternal twin who were separated at birth proves that both twin were very different. They had the same genetic composition but their environment was different. One of the twins was in a wealthy environment with everything and the other in a poorer environment and they both turned out so different all because of the environment they were exposed to. The environment or society you belong to will influence your personality since your will be groomed and taught what that society feel is right or wrong. The richer family will provide moral, emotional support, financial security which all human beings need as stipulated by Abraham Maslow in the theory of hierarchy of needs. However, a different society or a poor society will think differently and react differently. If your change the persons environment they wil l adapt to the new environment and change their personality to adapt to their present environment. It is simply our human nature of survival. According to Santrock (1994), Skinner and social learning theorist believe personality is behaviour that is environmentally determined. However, humanistic theories believe that personality is influences by experience and can be changed and people have innate ability to self actualized.  [6]  It can be seen that both heredity and environment plays and important part in an individuals personality development. CONSCIOUS VS. UNCONSCIOUS According to Freud in Buskist William (1990:505), personalities are determined by both conscious and unconscious powers, with the unconscious exerting considerable influence on the conscious.  [7]  Therefore repressed ideas, thoughts and wished influence our conscious way of thinking and behaviour. Also repressed ideas and thoughts can surface in dreams and mistakes of speech known as Freudian Slips. The Conscious mind hold things we are fully aware of, that we can think and rationalize while the unconscious mind is the bulk of the mind. The mind suppresses the things we dont want to remember like pain, hurt, conflict, abuse and things we hid from the world that we hid it so far we ourselves do not remember. According to Freud, our deeply repressed experiences in infancy and early childhood determined what our personality will be in adulthood. While psychoanalytical theorist argues that individuals are unaware of our personality development.  [8]  Students are different and they all have different personality and to understand their needs teachers need to understand personality. Students in our classroom have pain and hurt deep within them causing them to behave reserved or misbehave and the teacher without studying the child plaster a label as indiscipline, pest, dunce without understanding or thinking about what is causing this child to behave this way. INTERNAL VS. EXTERNAL DETERMINANTS The internal dimensions of personality according to Freud are the Id, ego and superego whiles the external determinants being cognitive and social learning. People are prisoners of their past since the problem may have hurt the persons ego before when a similar problem arise the individual struggles with low self esteem and low self confidence. Also the cognitive development, social learning and moral guidance help to make decisions rather than overacting with the Id but the superego controls all the extreme actions and it helps both the internal and external determinants to harmonize. According to Freud (1933:69): The poor egoà ¢Ã¢â€š ¬Ã‚ ¦feels hemmed in on here sides, threatened by three kinds of danger to which, if it is hard pressed it reacts by generating anxietyà ¢Ã¢â€š ¬Ã‚ ¦Thus the ego, driven by id, confined by the superego, repulsed by reality, struggles to master it economic talk of bringing about harmony among the forces and influences working in and upon it, and we can understand how it s that so often we cannot suppress a cry: Life is not easy!  [9]   THE BIG FIVE FACTORS OF PERSONALITY Some individual have a high level of intellect or gifted while some students are slow learners. Some students are social and interact while others are reserved and quiet, some are funny and jolly while some are sad and depress and these are all personalities of people. Everyone deal with situation differently since everyone is being guided differently by their superego. Everyone is taught different values depending on their culture. According to Child (1998), Eysencks big five are Neuroticism-Emotional Stability, Introversion-Extraversion, Openness-Convergence, Agreeableness-Antagonism and Conscientiousness-Undirectedness.  [10]   Extroversion Agreeableness Conscientiousness Neuroticism Openness to experience Low Scorers Loner Quiet Passive Reserved High Scorers Joiner Talkative Active Affectionate Low Scorers Suspicious Critical Ruthless Irritable High Scorers Trusting Lenient Soft hearted Good-natured Low Scorers Negligent Lazy Disorganized Late High Scorers Conscientious Hard-working Well-organized Punctual Low Scorers Calm Even-tempered Comfortable Unemotional High Scorers Worried Temperamental Self-conscious Emotional Low Scorers Down-to-earth Uncreative Conventional Uncurious High Scorers Imaginative Creative Original Curious Table 1:1 The dimensions of personality according to Eysencks (1916)  [11]   http://alleydog.com/images/eysenek-wheel.gif Figure 1.1 Eysencks Wheel of Personality http://alleydog.com/images/eysenek-wheel.gif Temperament according to Galambos and Costigan (2003) as citied by Santrock (2005:192), is an individuals behavioral style and characteristic way of responding and it is the foundation of personality. There are three types of temperament: Easy Child: this child is generally in positive mood, quickly establishes regular routines, and adapts easily to new experiences. Difficult Child: this child reacts negatively to man situation and is slow to accept new experience. Slow-to-warm-up child: this child has a low activity level, is somewhat negative and displays a low intensity of mood.  [12]   With reference to the table and the wheel the researchers have experience with students who behave in all these ways. However, it is seen that not all the time the trouble students are poor performers but sometime the more privilege students have greater pain from pressure and high expectations that they behave differently at home and in school. They can be stable at home and at school the complete opposite and need love and attention. Students when away from home they want to be themselves and live a little and teachers need to help them by showing them how to behave an help them understand life during the period of Adolescence, that they are going through. At this point, students are forming an identity and developing a personality that will define who they are as individual. It is important that teachers understand personality, their own personality so that they can tolerate others so the students will imitate them and tolerate their peers in the classroom and this knowledge about personality can help students to avoid conflict and confrontation among peer because they will understand that everyone is different and is part of our society. PERSONALITY AND SCHOOL ENVIRONMENT A classroom is not just a cognitive habitat, but consists of intricate personal interactions which deeply affect the learning and teaching process. Personality characteristics play an important role when it comes to the learning process and the attitudes and perceptions of learning. Every student views learning differently since their parents and teachers would try to convenience them that learning is beneficial to them in the future. Some students are interested in learning one way while others are not motivated by when teachers utilize multiple intelligence methods students will find what stimulates their interest and will become interests. According to Child and Smithers (1971) reviewed and cited by Child (2007:403): Variations in performance are not entirely a question of intellect, motivation or thinking skills, but may depend on the personal attributes which can enhance or inhibit the quality of that performance. In the classroom and in the teaching profession there are individuals with Type A behaviour personality and they can be difficult individual so that is why it is often a problem that some students and teachers just cannot get along because they dont understand each other personality or even realize they have a Type A behaviour. After the work of two American Heart Specialist Friedman and Rosenman 1974 was reviewed, endorsed and cited in Child (2007:403) the characteristics of Types A behaviour are: Tries to do or think of two or more things at once, (b) Cannot sit doing nothing-feels guilty when not working, (c) Develops ticks, facial movement (eyebrow raising), (d) has a thing about punctuality, (e) gets impatient watching others doing a job he or she thinks can be done better, (f) plays to win- even when playing with children, (g) drums fingers impatiently, (h) does lots of arm waving when talking, (i) hurries others along who are speaking, (j) tries to steer conversations to her or his own interests, (k) tries to pack a lot of work into little time, (l) shows no interest in aesthetic aspect of surroundings (m) gets very cross in queues, (n) has the motto if you want something done properly, do it yourself and (o) pushes other people hard at work Students with this kind of behaviour do not usually get along with their peers since they want everything perfect and bossy. If the students are aggressive and dominant then they will be fidgety and argue with the teachers and be disruptive to prove their points. Also, it is can be very alarming if teachers have that types of behaviour since they can be cold, detach and no-nonsense person with no lenience who the students will fear and this can cause students to underperform since they do not understand what is requires of them from the teacher. These persons will have a high self-esteem and confidence and will work hard and be professions. The students will be hard working striving for only A. This type of behaviour cause stress, frustration and aggression that is not good for the students or the teachers health. Summary Personality can be defined as the pattern of behaviour that is enduring, distinctive thoughts, emotions and behaviours that differs from every individual and is used to adapt to the world. A classroom is not just a cognitive habitat, but consists of intricate personal interactions which deeply affect the learning and teaching process. The unconscious mind is a perceptual battleground in which the Id, ego and superego are engaged in unending conflict. Defense Mechanisms which are unconscious methods by which the ego distorts reality to protect itself from anxiety are: Repression, Rationalization, Displacement, Sublimation, Projection, Reaction and Regression Both heredity and environment plays and important part in an individuals personality development. The cognitive development and social learning and moral guidance help to make decisions rather than overacting with the egos but the superego controls all the extreme actions and it helps both the internal and external determinants to harmonize. Eysencks big five are: Neuroticism-Emotional Stability, Introversion-Extraversion, Openness-Convergence, Agreeableness-Antagonism and Conscientiousness-Undirectedness. Three types of temperament: Easy Child, Difficult Child and Slow-to-warm-up child. Variations in performance are not entirely a question of intellect, motivation or thinking skills, but may depend on the personal attributes which can enhance or inhibit the quality of that performance Type A behaviour personality can cause a person to be difficult to deal with and understand. Conclusion The researchers can confidently conclude that this was the most informative and beneficial researcher that they have ever pursued: understanding personality From the readings the researchers believe that there is still so much yet to uncover about personality. Understanding personality opens the eyes of an individual to accept and tolerate the behaviours, attitudes and cultures of others. The researchers being teachers looked at how the concept of personality can influence their attitudes and behaviours when dealing with the adolescents. Understanding the personalities and difference will help teachers to interact better with the students and also they are better able to counsel the students into tolerating each other and to help students and teacher to better deal with situations. Personality studies will never come to an end because each person is different, complex and sophisticated in their own way.

Macbeths Demise in Shakespeares Macbeth :: essays research papers

â€Å"Macbeth† is an age-old tragedy by, William Shakespeare, that tells the story of the disastrous down fall of Scotland and it’s Kings. The protagonist, Macbeth, starts out as a thriving Thane in Scotland, but ends up destroying his own prosperity as well as Scotland’s. Certain witches who tell people their fate convince Macbeth that he will be King and that his dear friend Banquo’s children will be kings. In an effort to be sure his prophecy is true and with some encouragement from his rash wife, he kills King Duncan, the current king of Scotland. To continue on this path of destruction Macbeth, acts on impulse and has his friend Banquo killed, because he is afraid that he killed Duncan for someone else’s fortune. Throughout the play Macbeth’s degeneration continues until the tragic ending when the country turns against him and seizes his castle. Macbeth’s demise can be attributed to his abandoning his belief in fate for a ne ed to prove his masculinity. Macbeth’s doubt in fate is not realized until later in the play. When he first meets the â€Å"weird sisters† they make prophecies that he finds impossible to be true. â€Å"But how of Cawdor? The thane of Cawdor lives, A prosperous gentleman, and to be king Stands not within the prospect of belief, No more than to be Cawdor.†(1.3.73-75). Macbeth doesn’t believe this because he knows that the Thane of Cawdor is still alive and that King Duncan’s sons are the heirs to the throne. His need to be masculine has not yet effected his belief in fate. Once Macbeth becomes Thane of Cawdor he is completely convinced that the predictions of the fate sisters are true â€Å"I chance will have be King, why chance may crown me. Without My Stir†¦Come what may, time and the hour runs through the roughest day†(1.3.145-150). This is the most trust in faith he will ever have. Shortly after Macbeth puts all his trust in fate, Lady Macbeth challenges his masculinity. â€Å" What beast wasn’t, then, that made you break this enterprise to me? When you durst do it, then you were a man,† (1.7.49-51). This is Lady Macbeth’s response when Macbeth tries to back out of killing King Duncan. Almost immediately Macbeth’s personality changes, he decides to go ahead with the crime as if that will make him a man. Macbeth's Demise in Shakespeare's Macbeth :: essays research papers â€Å"Macbeth† is an age-old tragedy by, William Shakespeare, that tells the story of the disastrous down fall of Scotland and it’s Kings. The protagonist, Macbeth, starts out as a thriving Thane in Scotland, but ends up destroying his own prosperity as well as Scotland’s. Certain witches who tell people their fate convince Macbeth that he will be King and that his dear friend Banquo’s children will be kings. In an effort to be sure his prophecy is true and with some encouragement from his rash wife, he kills King Duncan, the current king of Scotland. To continue on this path of destruction Macbeth, acts on impulse and has his friend Banquo killed, because he is afraid that he killed Duncan for someone else’s fortune. Throughout the play Macbeth’s degeneration continues until the tragic ending when the country turns against him and seizes his castle. Macbeth’s demise can be attributed to his abandoning his belief in fate for a ne ed to prove his masculinity. Macbeth’s doubt in fate is not realized until later in the play. When he first meets the â€Å"weird sisters† they make prophecies that he finds impossible to be true. â€Å"But how of Cawdor? The thane of Cawdor lives, A prosperous gentleman, and to be king Stands not within the prospect of belief, No more than to be Cawdor.†(1.3.73-75). Macbeth doesn’t believe this because he knows that the Thane of Cawdor is still alive and that King Duncan’s sons are the heirs to the throne. His need to be masculine has not yet effected his belief in fate. Once Macbeth becomes Thane of Cawdor he is completely convinced that the predictions of the fate sisters are true â€Å"I chance will have be King, why chance may crown me. Without My Stir†¦Come what may, time and the hour runs through the roughest day†(1.3.145-150). This is the most trust in faith he will ever have. Shortly after Macbeth puts all his trust in fate, Lady Macbeth challenges his masculinity. â€Å" What beast wasn’t, then, that made you break this enterprise to me? When you durst do it, then you were a man,† (1.7.49-51). This is Lady Macbeth’s response when Macbeth tries to back out of killing King Duncan. Almost immediately Macbeth’s personality changes, he decides to go ahead with the crime as if that will make him a man.

Frank Mccourt: Angela’s Ashes

In this hard world where winning is more important than participating you would sometimes almost forget to be generous from time to time. But when I read Angela’s Ashes by Frank McCourt I got a completely different view on generosity and the importance of it. This memoir is about the miserable Irish Catholic childhood of the writer. And I think that after this essay you will see that acts of generosity can make the lives of the poor better and that those people afterwards can also help other poor people. Firstly, it were rough times for the McCourt family.Dad -Malachy- was drinking the dole, the family lived in a bad house and children kept dying. The only way the McCourt’s could keep their heads above water was getting help from others. One thing that helped them in their struggle for survival was the St. Vincent the Paul Society. On page 79 they get help for the first time. I quote â€Å"The man in the middle says he’s giving Mam a docket to get a week’ s groceries at McGrath’s shop on Parnell Street. There will be tea, sugar, flour, milk, butter and a separate docket for a bag of coal from Sutton’s coal yard on the Dock road. In my opinion this is generous because I think that generosity means to help someone without gaining profit from it yourself and the St. Vincent de Paul Society doesn’t get anything back for this. That this gift of the St. Vincent de Paul Society is very helpful for the McCourt’s is confirmed by this â€Å"Mam wipes her face at the back of her sleeve and takes the docket. She tells the men, God bless you for your kindness†(page 79). Even though they get some support from the St. Vincent de Paul Society the McCourt family didn’t have enough to be very happy or to not have hunger.Therefore it is very good that others also helped the family sometimes. Another gift that I found generous was that some shopkeepers also gave food to the family for free. â€Å"A few shopkeep ers give bread, potatoes, tins of beans†¦ † (page 90). This, in my opinion, is very generous because those shops are there to make profit and handing out food isn’t profitable for them at all. It’s however very helpful for the McCourt’s. Further on in the book you can also read that Angela could also get credit at Kathleen O’Connell’s shop. Mam says she can now pay off the few pounds that she owes at Kathleen O’Connell’s shop†¦ † (page 133). Of course you could say this isn’t real generosity because Mam has to pay the money back, but I think it is quite generous to give credit to a family that doesn’t have a steady income. Secondly, when Frank is a little older –at the age when he can start working- you can discover a different kind of generosity. The kind of generosity that is more like giving a fishing rod instead of a fish.The first time when you will encounter this type of generosity is w hen Aunt Aggie buys the new clothes for Frank for his job as a telegram boy. â€Å"She takes me to Roche’s Stores and buys me a shirt, a gansey, a pair of short pants, two pairs of stockings and a pair of summer shoes on sale. She gives me two shillings to have tea and a bun for my birthday. She gets on the bus to go back up O’Connell Street too fat and lazy to walk. Fat and lazy, no son of her own, and still she buys me the clothes for my new job† (page 392).I think this is generosity because he now has a suit in which he of course will make a better impression at his new job and he can start making money of his own. In my interpretation Frank appreciated this gift very much because he even cries from happiness â€Å"I turn towards Arthur’s Quay with the package of new clothes under my arm and I have to stand at the edge of the River Shannon so that the whole world won’t see the tears of a man the day he’s fourteen† (page 392). Then after a while he gets fired because he has to deliver a telegram to Mr.Harrington, but he gets falsely accused for stealing ham and sherry. Because of a generous deed of the parish priest he gets his job back. â€Å"She gets a letter from the parish priest. Take the boy back, says the parish priest. Oh, yes father, indeed, says the post office† (page 416). Then when he delivers a telegram to Mrs. Brigid Finucane she asked Frank if he can write letters to her costumers to give her back the money she had leant them. This job yielded him some extra money, so his trip to America came closer and closer. She says, I’ll give you threepence for every letter you write and another threepence if it brings a payment† (page 418). I think it’s very generous from Mrs. Finucane to give this job because it brings Frank closer to his target, going to America. Because of all these acts of generosity towards the McCourt’s and especially Frank McCourt they aren’t the poorest of the poorest. Because they aren’t you can discover some acts of generosity from Frank himself. One generous gesture by him was that he gave his raisin away. I wanted the raisin for myself but I saw Paddy Clohessy standing in the corner with no shoes and the room was freezing and he was shivering like a dog that had been kicked and I always felt sad over kicked dogs so I walked over and gave Paddy the raisin† (page 148). I think it’s very generous to give your food away to someone that has it even worse than you even if you don’t have much yourself. The quote says that Paddy has no shoes. Without acts of generosity towards Frank he probably wouldn’t have them either, so he would have probably eaten the raisin himself.Something else happens much later in the book and that is that Frank throws Mrs. Finucanes’ ledger in the Shannon. This means that a lot of people don’t have to pay her back. †Aunt Aggie’s name i s in the ledger. She owes nine pounds. It might have the money she spent on my clothes a long time ago but now she’ll never have to pay it because I heave the ledger into the river† In my opinion this is a very clear act of generosity because he helps a lot of poor people with this. This is maybe a bit like Robin Hood even.Finally, now we have had a look at how acts of generosity changes the course of events and of lives I think we can conclude that generosity can really change the life of some people. Wouldn’t the McCourt family have died from starvation without generosity? Would Frank McCourt have ever gone to America without generosity? Would Frank have ever been generous to others without generosity from others? I would answer no on all these questions. I also think that generosity leads to more generosity. I hope you will understand this when you look at the last paragraph, because Frank is generous because others have been generous to him.

Nian, the Chinese Spring or New Years Day Festival

The Spring Festival is the grandest festival for the Chinese. The Spring Festival is also called Nian, but who knows the term, Nian, was once the name of a furious monster that lived on human beings in the ancient time. How the festival has some relationship with the monster lies in a story about the origin and development of the Spring Festival. The legend says, long ago, there was a monster called Nian. It was born to be very ugly and ferocious, which looked like either dragons or unicorns. On the first and the 15th of each lunar month, the monster would come down from the mountains to hunt people. So people were very much afraid of it and locked their doors early before sunset on the days of its coming. There lived an old wise man in a village. He thought it was the panic in people that made the monster so bold and furious. Thus the old man asked people to organize together and to conquer the monster by means of beating drums and gongs, burning bamboo, and lighting fireworks for the purpose of making large noises to threaten the hateful monster. When he told people about the idea, everybody agreed on it. On a moonless and freezing cold night, the monster, Nian, appeared again. The moment it opened its mouth to people, burst out the frightening noises and fire made by people, and wherever the monster went, it was forced to back off by the terrible noises. The monster couldnt stop running until he fell down with exhaustion. Then people jumped up and killed the evil monster. Savage as the monster was, he lost in the end under the efforts from the cooperation of people. Since then, people have kept the tradition by beating drums and gongs, and lighting fireworks at the coldest day in winter to drive the imagined monsters away and to celebrate the victory over it. Today, Nian refers to the New Years Day or the Spring Festival. People often say Guo Nian, which means live the festival. Furthermore, Nian also means the year. For example, the Chinese often greet each other by saying Xin Nian Hao, which means Happy New Year! Xin means new and Hao means good.