The Prayer Should Be Allowed At Public Universities,...

Dear Editor, I am writing to you in response to your article that stated â€Å"at public universities, organized team prayer before and after game violates the separation of church and state and should not be allowed, although private and devotionals are permissible.† I think it is important to go back to the history of the law and how it relates to today’s society before we distinguish whether or not prayer should be allowed in sport. Before the 1980’s athletes rarely ever discussed their beliefs or prayed during sport participation. Some sport psychologists feel that this may be because in the past other players and the media ridiculed a religious athlete. Throughout the years researchers, sport psychologists and coaches have noticed the importance of spirituality in sport. Because there are often confusions about the definitions of spirituality it is important to note up to date definitions. Religion is defined as the belief in and worship of a superhuman cont rolling power, especially a personal God or gods. Some example religions are Christianity, Judaism, Islam and Buddhism. Spirituality involves much more than what a humanistic perspective sees, it is a personal meaning that comes from what a person values. Prayer is an extension of one’s religion. Prayer is defined as an earnest hope or wish. It can also be defined as a request for help or expression of thanks to God or an object of worship. The use of prayer during sporting events is a recent topic for research. AShow MoreRelatedSda Manual Essay101191 Words   |  405 PagesAmerican Standard Bible, copyright  © 1960, 1962, 1963, 1968, 1971, 1972, 1973, 1975, 1977, 1995 by The Lockman Foundation. Used by permission. Texts credited to NEB are from The New English Bible.  © The Delegates of the Oxford University Press and the Syndics of the Cambridge University Press 1961, 1970. Reprinted by permission. Texts credited to NIV are from the Holy Bible, New International Versio n. Copyright  © 1973, 1978, 1984, International Bible Society. Used by permission of Zondervan Bible PublishersRead More Athletic Biography of James Frances Thorpe Essay examples5324 Words   |  22 PagesNo-ten-o-quah, and Indian member of the Thunder Clan of Chief Black Hawk, better known as Charlotte Thorpe. It was a customary tradition for Native Americans to name their children after something seen just before giving birth or even just after giving birth. Since the first thing Wa-tho-huck’s mother saw, shortly after giving birth at 6:30 in the morning, was the Sun rising over a walkway leading to the cabin, hence the name Bright Path. Because Hiram Thorpe wasn’t a full-blooded Indian, Wa-tho-huckRead MoreComparative Study of Pakistan Chinese Cultures13385 Words   |  54 Pagestwo friendly boarder countries. 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Golden Age Of The Chinese Education Market â€Myassignmenthelp.Com

Question: Discuss About The Golden Age Of The Chinese Education Market? Answer: Introducation Education is probably the best thing that can ever happen in people's lives. Countries all over the world have developed an education system that would compete with other nations in the industry. China, the most populated country in the world, is probably the one with the greatest education system. The country has developed regarding technology. Being the most populated country with adequate labour, it necessitates the idea to look at the education system in details and understand its marketing to the rest of the world. Countries across the world have been at the forefront in marketing their education. The significant economic growth in China makes it more suitable for the introduction of a more flexible education system. According to Benji (2017), the education market of China is vast, and the Government has plans to expand it even further in the near future as most families in China prepare their children for the global competitive economy that is dynamic in nature. The education m arket in China was reported to be US$ 240 billion in 2015, and it is predicted to double to US$450 in 2020 (Benji 2017). Chinese families give education a priority to assist their children to cope with the modern China. This presents an opportunity for private investors who would wish to introduce a learning institution that recognizes diversity. As at now, it is reported that the Chinas education industry is leading globally (China Education Industry Report 2016). The cases of investment are reported to have risen from 190 in 2014 to 270 in 2015 (China Education Industry Report 2016). The demand for foreign education services is high since competitive customers value the proficiency and quality of expatriates (Lu 2014). The demand for foreign education services presents an opportunity for us to introduce a service aimed at providing consultation services in China. Currently based in India, there is a plan to expand services in China in order to exploit the opportunities currently p resent. This report is aimed at analyzing the education industry in China with a view of to come up with effective entry strategies to the China market. A learning institution that teaches English and recognizes diversity can be a lucrative business. Methodology The methodology used in developing the report is a mixed-methods approach. The research utilized both quantitative and qualitative approaches. Under qualitative approach, industry reports from certified websites such as IBISWorld were used to determine the current trend in the industry. Direct interviews with renowned companies staff and some students and people had prior experience with the education system in China were also utilized. The data collected was then analyzed and combined into a report to guide in making investment decisions. Industry Analysis Education consulting in China can be classified as one of the products in the management consulting industry. According to IBISWorld report (2017), the industry was established just two decades ago; hence, it is still on a small scale as compared to other countries globally. According to IBISWorld Report (2017), the industry has experienced a revenue increase for the last five years at a rate of 11.1% annually to $25.3 billion. The industry revenue is projected to increase annually at a rate of 7.1% for the next five years to reach $35.6 billion in 2022 (IBISWorld Report 2017). The robust growth of the national economy of several businesses is expected to raise the demand for professional consulting services. Industry Outlook Education consulting services, according to IBISWorld Report (2017), contributes to 7% of the overall revenue in the management consulting industry. The primary services offered in this segment are overseas consulting and agency services. The potential customers are graduate schools and students seeking to further their studies who need assistance in their applications. The consulting firms charge a fee to assist students in their applications to overseas universities. They assist students in finding the best undergraduate and graduate programs which best fit them and guide them through the entire application process. The application can involve passing an English test which most of the Chinese students find it hard. These challenges have led to a fast-growing client base in China. According to Luk (2013), China is leading in sending students to study abroad. The number has been growing annually at a rate of 20% (Luk 2013). The Institute of International Education report (2016) confi rmed that China and India are the leading countries in exporting students to the U.S., accounting for 84% of the overall growth between 2015 and 2016. Demand for Educational Consulting Services The main drivers of the education consulting services in China are the increasing level of globalization and the standards of living. The revenue in the education consulting services in China is expected to grow in the future due to the increasing number of students applying to study abroad (Export.gov 2017). The major drivers of this segment are China's increasing globalization level and living standards. As more students apply for foreign schools, the share of revenue contributed by education consulting is expected to increase in future years (Export.gov 2017). According to 11E Report (2010), most Chinese students value the quality of U.S degrees. Several students are attracted to the U.S. by the liberal arts culture which gives students opportunities to study in different subjects (Export.gov 2017). The desire for Chinese students to enroll in the U.S. learning institutions is increasing day by day and, according to the Institute of International Education (2016), the demand is in spired by the increase in disposable incomes and the prestige that comes from attending top-rated U.S higher learning institutions. The increasing demand for overseas education by Chinese students confirms that educational consulting services are, indeed, a lucrative venture. As reported by Fischer (2011), 53% of respondents in a survey done by Zinch China showed that they could afford up to $40,000 per year on tuition. The survey also showed the willingness of Chinese students to spend money to secure admission in the U.S. learning institutions (Fischer 2011). Opportunities The education consulting service sector is currently facing a number of challenges in China. According to Zhang (2017), a wide gap exists between spending power and the education quality; thus, providing an opportunity for foreign investors to acquire a market share. Cavanagh (2013) observed that several China families have resorted to supplementing the Chinese curriculum in order to prepare their children for studies abroad. Although the business is booming in China, the industry is currently facing a challenge of credibility. Most families in China express doubts of who to be trusted in the sector (Luk 2013). As reported by Carmicha (2012), there is an instance where a Hong Kong family spent $2 million to an educational firm to offer tutorials and funnel donations in order to secure a place in Harvard University, but the student did not succeed. The family decided to sue the firm when their child did not get admitted. In some cases, consulting firms write admission essays for stude nts with no input from the students themselves, while others have been reported to charge students recruiting fees, a practice that is prohibited in the U.S. (Luk 2013). There exist education agencies in China which lack strong academic background. The industry has, therefore, lost reputation and most of the customers do not trust some of the existing firms. This further presents an operations for a professional company with personnel who are well-educated. Concerning government support, the China policies on education have demonstrated strong determination to offer support to the development of the education sector. The education market in China is expected to increase to RMB 3 trillion by 2020 (Luk 2013). English tutoring has also been encouraged in order to send more Chinese professionals to overseas job opportunities and education. There are currently very few education consulting firms in China which does not meet the market demand. The well-known domestic education consulting firms are Hiall, New Oriental, and Bebeyond (IBISWorld Report 2017). Market Analysis Understanding of the market for the product being offered is essential for any business venture. This helps in determining the most appropriate target segment. According to Atsmon and Magni (2012), the economic profiles of the Chinese consumers are the most crucial determinant of the market. China is seen as a potential market that will spur the growth of many companies. There are significant consumer trends that will define the market in the future. Demographic Segmentation There are rapid changes in the China market due to rising income, desire for better education, and greater mobility. Other factors that define the market are the economic imbalances among the Chinese regions. The consumer landscape is mainly shaped by the economic profiles. According to Atsmon and Magni (2012) in the McKenzie quarterly report 2012, Chinese are becoming richer at a fast rate as evidenced by the increase in household disposable income. According to the report, the disposable income for urban consumers is expected to double up by 2020, from $4,000 to $8,000 (Atsmon Magni 2012). Currently, a large proportion of the population comprises of the value consumers whose annual disposable income ranges from $6,000 to $16,000 (Atsmon Magni 2012). The other proportion is comprised of the Mainstream consumers whose disposable income is higher than their counterparts and is estimated to be $16,000 to $34,000. Few people in the Chinese population fall under the mainstream consumer s. Another small group form the "Affluent" Consumers and their household incomes are above $34,000. This segment makes up only 2% of the overall urban population (Atsmon Magni 2012). The summary of the demographic segments is shown in the figure below. Figure 1: Source: https://www.mckinsey.com/global-themes/asia-pacific/meet-the-chinese-consumer-of-2020 Based on the analysis, it is imperative to note that consumers with higher disposable income are likely to be interested and ready to study abroad. The affluent segment comprises of people with high income, although they form a small percentage of the market. The value segment forms the biggest percentage of the market. However, they prefer cheaper services. However, the consumers are expected trend is expected to change. It is projected that with the rise in wealth of consumers, the value category will join the mainstream segment by 2020 (Atsmon Magni 2012). The mainstream segment will form 51% of the overall urban population. Geographic Segmentation Geography is another important criterion to analyze the market. There are cities believed to be wealthy while others are poor. According to Atsmon Magni (2012), about eighty-five percent of the mainstream segment lives in a hundred wealthiest cities in China. In another category of wealthy cities, ten percent of the clients are Mainstream in 300 wealthiest China cities (Atsmon Magni 2012). The families living in these cities will be able to afford a broad range of services. Such cities are likely to attract more companies. The wealthiest cities in China are Shanghai and Shenzhen. The figure below shows a detailed analysis of the cities in China. Figure 2: Source: https://www.mckinsey.com/global-themes/asia-pacific/meet-the-chinese-consumer-of-2020 Target Segment The business will target the Mainstream and affluent segments. The value segment makes up the largest percentage of the entire market in China, but they will not be willing to spend money on overseas education. This group is likely to be conservative and would only be willing to study in China. They are not likely to be interested in prestige. The mainstream and the affluent segments are people who value quality and have great propensity to spend. This becomes essential to target them because they are the ones who are likely to be willing to travel abroad. These groups comprise of families who can afford luxurious goods and associate themselves with the West. Competitor Analysis The education consulting market in China has attracted several investors due to the rising demand for overseas education among the Chinese students. According to IBISWorld Report (2017), the major domestic consulting firms in China are New Oriental, Hiall, and Bebeyond. New Oriental Education Technology New Oriental Education and Technology is one of the leading companies in the education consulting sectors. According to Yang (2015), New Oriental is the largest comprehensive educational consulting service provider in China. As described in Ft.com (2017), the company provides private educational services in China. The companys services are divided into seven segments. The segments include Primary and Secondary education, language training and test preparation, online education, pre-school education, content development and distribution, study tours and overseas education consulting services (Ft.com 2017). The company trains English and other foreign languages. It offers courses for test preparations for securing U.S. learning institutions admissions, admissions to the China schools and Commonwealth countries (Ft.com 2017). It also offers online education. The company applies the strategy of diversification. Its products are well diversified to capture a big market share. New Oriental also employs highly talented professionals in their field. The company has gained positive reputation and is currently the leading company in the sector. As reported by Ft.com market (2017), the companys revenue in 2016 was US$ 1.8 billion with a net income of US $ 274.46 million. Figure 3: Source: https://markets.ft.com/data/equities/tearsheet/financials?s=EDU:NYQ Hiall Group Ltd The second largest company after New Oriental is HiAll Group Ltd. The company offers a wide range of services and has a broad range of clientele. Its main business segment is employer branding consultancy services (Bloomberg 2017). The company provides analysis of big data, media operations, and mobile internet platforms, and integrated marketing communication services in the Peoples Republic of China for foreign and local companies to recruit and provide training to fresh graduates and job seekers (Bloomberg 2017). The company also offers educational consulting services for people seeking to study overseas. Its offices are located in the wealthy cities of China such as Shanghai, Chengdu, and Shenzhen (Bloomberg 2017). Bebeyond Training Centre Bebeyond is the other competitor in the market. The company is relatively small and has not expanded its services in the market. The company offers training services to students who want to join overseas institutions and local institutions. Bebeyond Training Centre usually conducts graduate workshops to educate fresh graduates seeking overseas education. It is aimed at helping students secure admissions overseas and provides personal development training services (Bebeyond 2017). The company does not offer many threats to incoming investors. Key Success Factors The key success factors in this particular sector as identified by IBISWorld (2017) include having a high profile in the market. When a company has a high profile, it is likely to attract more clients. Another key factor is access to a highly skilled labor. It is essential to recruit highly competent employees because the sector is highly skill-intensive. The other factor is having well-developed internal processes. The employees should have the ability to ensure that there are necessary cost and time-management systems for easy monitoring of the processes. The last key success factor is the ability to quickly adapt to new technologies. Since technology is ever-changing, it is essential for companies to ensure up-to-date usage of technology. SWOT Analysis Positive Negative Internal Factors Strength The firm is highly diversified, offering a wide range of educational consulting services The company has highly trained professionals with experience in the field The company has established good relationship with clients in India It offers affordable services Weaknesses The company is not known to many in the Indian market. The company has not dealt with any foreign clients before This might include high cost of establishing an office in China There are currently no employees who can speak Chinese, hence, creating a possibility of language barrier in China External Factors Opportunities Increased disposable income in China will increase demand for overseas education Growing middle classes will create a wider market in China Increased interest in overseas education will increase demand for overseas education consulting services Government support will also boost the sector Threats There is pressure from large consulting firms such New Oriental. The growing use of agencies who offer the same services at lower prices poses a threat A possibility of increased government regulations is likely to emerge due to cases of fraud reported in the industry The Companys Entry Strategy The economic growth in Chinas Tier 2 cities makes them attractive to foreign investors (Hedley 2017). The cost of setting up a company in these cities is low. There is also an increased spending power of consumers due to the changing economic trends among the consumers. The increasing spending power increases the demand for foreign services (Hedley 2017). The Tier 2 cities in China are Tianjin, Wuhan, Chongqing, Nanjing, Chengdu, Qingdao, Suzhou, and Hangzhou (Hedley 2017). The company will include both Tier 2 and 3 cities in order to gain a first-mover advantage. Government regulation is another factor to consider since it impacts significantly on the costs of market entry. There has been a rising concern about the education consulting services firms in China which has caused the government to put stringent measures. Considering the language barrier that may arise because of few Chinese being able to speak English, a joint venture business model will be advantageous and is likely to be a low-risk strategy. One of the advantages of a joint venture is that the company will be able to use an existing sales network and customer base (Hedley 2017). Another advantage is that the company will be able to access the existing partners' resources. The setup cost and operations costs are also likely to be low. The hiring of employees will be much easier, and it will also have the advantage of representing the local community. It is, therefore, imperative for the company to look for a reputable company and negotiate wisely on the terms. Future Plans The company seeks to achieve a larger market share in the country. Starting with educational consulting services, it will also form other segments such as English training, education curriculum development, foreign language training, the establishment of vocational training, pre-school training and will partner with overseas learning institution to offer overseas curriculum in the Country. This is aimed at attracting large clientele base and increase revenue. Conclusion China is a potential market for educational consulting firms. It is imperative to note that the China education market is expected to grow rapidly in the coming as evidenced by the various industry reports discussed. There is currently, a challenge of English language in China which makes education consulting firms more viable. Although there are a number of firms currently operating in China, the market demand is still not met. List of References Atsmon, Y., and Magni, M. 2012. Mckinsey Quarterly: Management the Chinese consumer of 2020. [Online]. Available at: https://www.mckinsey.com/global-themes/asia-pacific/meet-the-chinese-consumer-of-2020 Bebeyond. 2017. Bebeyond [Online]. Available at: https://www.bebeyond.com/ Benji. 2017. The Chinese education market is projected to double to $450 billion by 2020 [Online]. Available at: https://www.marketingtochina.com/chinese-education-market-projected-double-450-billion-2020/ Bloomberg. 2017. Company Overview of HiAll Group Ltd.[Online]. Available at: https://www.bloomberg.com/research/stocks/private/snapshot.asp?privcapid=345484327 Carmichael, M., 2012. Quest for Harvard entry ends in $2m tangle [Online]. Available at: https://www.bostonglobe.com/metro/2012/10/09/chinese-family-lawsuit-former-harvard-professor-promised-admissions-help-took-million/7tfbug9YlmW5LR4EqumIFN/story.html Cavanagh, S., 2013. U.S. Companies Finding Success in China's Education Market [Online]. Available at: https://www.edweek.org/ew/articles/2013/12/11/14china_ep.h33.html China Education Industry Report: 2016 Edition - Research and Markets. Business Wire [Online]. Available at: https://www.businesswire.com/news/home/20160217006485/en/China-Education-Industry-Report-2016-Edition-- Export.gov. 2017. China - Education and Training [Online]. Available at: https://www.export.gov/article?id=China-Education-and-Training Fischer, K., 2011. Many Chinese Students Could Pay U.S. College Costs but Lack the Language Skills, Survey Finds. Chronicle. [Online]. Available at: https://www.chronicle.com/article/Many-Chinese-Students-Could/129855 Ft.com. 2017. New Oriental Education Technology Group Inc [Online] Available at: https://markets.ft.com/data/equities/tearsheet/profile?s=EDU:NYQ Hedley, M., 2017. Entering Chinese Business-to-Business Markets: The Challenges Opportunities [Online] Available at: https://www.b2binternational.com/publications/china-market-entry/ IEE. 2016. IIE Releases Open Doors 2016 Data [Online]. Retrieved from https://www.iie.org/Why-IIE/Announcements/2016-11-14-Open-Doors-Data Lu, C., 2014. Report on the Diversification of Chinas Education Industry 2014 [Online]. Available at: https://www2.deloitte.com/content/dam/Deloitte/cn/Documents/technology-media-telecommunications/deloitte-cn-tmt-deloitte2014educationindustryreport-en-220514.pdf Luk, J., 2013. Educational Consulting Faces Credibility Challenges in China [Online]. Available at: https://www.chinabusinessreview.com/educational-consulting-faces-credibility-challenges-in-china/ Yang, L., 2015. Marketing Analysis for New Oriental Education Technology Group Inc. [Online] Available at: https://www.theseus.fi/handle/10024/94166 Zhang, J., 2017. The Golden Age of the Chinese Education Market [Online]. Available at: https://astreem.com/golden-age-chinese-education-market/

Oedipus Rex Essay Example Blinded by Fate

Oedipus Rex: Blinded by Fate In Oedipus Rex the theme of blindness and vision refers to the knowledge and insight or lack of it that the characters suffer.   Fate is another strong theme.   In attempting to escape his fate, Oedipus only becomes more deeply entwined with it – he is blind to and bound by his own fate. In contrast, the narrator in Truth Unwanted feels able to reject the constraints of fate, because he has instead decided to follow his heart. Oedipus Rex contains many instances of tragic irony, in scenes where the audience is shown the true circumstances of the situation, and can clearly see that tragedy will result when the characters find out as well. For example, there are several instances where Oedipus â€Å"dooms himself† by announcing what will happen when the king’s murderer is discovered: â€Å"And on the murderer this curse I lay (On him and all the partners in his guilt): Wretch, may he pine in utter wretchedness!† Another example of this is how Oedipus runs from the prophecy he is given, not knowing that he is in fact running straight to the only place where the prophecy can be fulfilled.   Believing Polybus to be his natural father, he leaves his house, and then encounters and kills King Laius, who is of course his natural father, although he has no way of knowing this at the time. Not only is Oedipus bound to his fate, he is also blind to it. Oedipus is said to be clear-sighted, but circumstances have blinded to the truth of his birth.   Even after hearing that King Laius was murdered at the same crossroads where he murdered an unknown man, and then that Polybus is not his natural father, Oedipus still does not recognize the truth.   When, after hearing testimony from the shepherd, he finally does understand, he physically blinds himself so that he doesn’t have to face it. Sean Quinlan’s poem Truth Unwanted also explores the concept of fate and how one can feel trapped by such a concept.   However, unlike Oedipus, who is bound by fate and cannot escape it, the narrator in Truth Unwanted has decided that his fate is â€Å"still to be decided†. The narrator seems to be making a choice between the dictates of fate, and the freedom of choosing to love, of the â€Å"pursuit of heart†, and says that choosing love is a kind of rejection of the bounds of fate.  Ã‚   The narrator feels that his heart is â€Å"choosing its own path† and that while fate may perhaps be written already, how he gets there is up to him.   Relating this to Oedipus is interesting, because Oedipus himself was unable to separate fate from the actions that brought him to his fate, because they were one and the same. In addition, it was his fate to marry his own mother, and it seems from the play itself that this was a political marriage rather than anything else. If love was the thing that would set Oedipus free of fate, it seems he did not get the opportunity to find it. Oedipus is unable to escape his fate.   As shown, he has tried to escape it, but only ends up becoming more firmly enmeshed in it.   Eventually, he tries to escape his fate by blinding himself to the truth.   When ultimately he is forced to realize that the prophecy has been fulfilled despite his efforts to prevent it, he responds by taking an action which symbolically blinds him to it permanently. References Quinlan, Sean.   Truth Unwanted. Sophocles.   Oedipus Rex. Retrieved April 21, 2006 from http://classics.mit.edu/Sophocles/oedipus.html. SparkNotes. The Oedipus Plays.   Retrieved April 21, 2006 from http://www.sparknotes.com/drama/oedipus/index.html Buy That Research Paper Nail that paper you’ve been trying so hard to write yourself, but couldn’t. So many students are buying research papers from us on a regular basis. Many of them get their papers even published in high impact journals. So you really have no reason to keep thinking. Start the process here.

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

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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.

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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.