Biography of Amedeo Modigliani, Modernist Artist

Biography of Amedeo Modigliani, Modernist Artist The Italian artist Amadeo Modigliani  (July 12, 1884–January 24, 1920) is best known for his portraits and nudes, which featured elongated faces, necks, and bodies. The distinctly modernist works were not celebrated during Modiglianis lifetime, but after his death, he achieved great acclaim. Today, Modigliani is considered a crucial figure in the development of modern painting and sculpture. Fast Facts: Amadeo Modigliani Occupation:  ArtistBorn:  July 12, 1884 in Livorno, ItalyDied:  Ã‚  January 24, 1920 in Paris, FranceEducation:  Accademia di Belle Arti, Florence, ItalySelected Works:  The Jewess  (1907),  Jacques and Berthe Lipchitz  (1916),  Ã‚  Portrait of Jeanne Hebuterne  (1918)Famous Quote:  When I know your soul, I will paint your eyes. Early Life and Training Born into a Sephardic Jewish family in Italy, Modigliani grew up in Livorno, a port city known as a safe haven for those fleeing religious persecution. His family suffered financial ruin at the time of his birth, but they eventually recovered. A sickly childhood prevented the young Modigliani from receiving a traditional formal education. He battled pleurisy and typhoid fever. However, he began drawing and painting at an early age, and his mother supported his interests. At age 14, Modigliani enrolled in formal training with local Livorno master Guglielmo Micheli. Modigliani often rejected the ideas of classical painting, but instead of disciplining his pupil, Micheli encouraged Amedeos experimentation with different styles. After two years of success as a student, Modigliani contracted tuberculosis, which disrupted his artistic education and perhaps his entire lifes trajectory: a mere 19 years later, the disease would claim his life. Parisian Artist In 1906, Modigliani moved to Paris, the center of artistic experimentation. He settled in an apartment in Le Bateau-Lavoir, a commune for poor, struggling artists. Modiglianis lifestyle was raucous and arguably self-destructive: he became addicted to drugs and alcohol and engaged in numerous affairs. Biographers have speculated that Modiglianis ongoing struggle with tuberculosis spurred his self-destructive lifestyle. In the early 1900s, tuberculosis was a leading cause of death, and the disease was contagious. Perhaps by burying his struggles under the influence of substances and hard-partying, Modigliani shielded himself from potential social rejection as well as the suffering caused by his illness. Painting Modigliani produced new work at a furious pace, creating as many as 100 drawings a day. Most of these drawings no longer exist, however, as Modigliani typically destroyed or discarded them during his frequent moves. In 1907, Modigliani met Paul Alexandre, a young physician and patron of the arts, who became one of his first steady customers.  The Jewess, painted in 1907, was the first Modigliani painting purchased by Alexandre, and is considered one of the prime examples of Modiglianis work during the period. A few years later, Modiglianis most productive period began. In 1917, with the patronage of Polish art dealer and friend Leopold Zborowski, Modigliani started work on a series of 30 nudes that became some of the most celebrated work of his career. The nudes were featured in Modiglianis first and only solo show, and it became a sensation. Police tried to close the exhibition down on the first day due to charges of public obscenity. With the removal of some of the nudes from a storefront window, the show continued a few  days later.   A photograph depicting Portrait of Jeanne Hebuteme on display in a gallery. Ben A. Pruchnie / Getty Images Modigliani created a series of portraits of fellow artists including  Pablo Picasso  while World War I raged in Europe. Among the most famous of these works is a portrait of the artist Jacques Lipchitz and his wife, Berthe. After beginning a relationship with Jeanne Hebuterne in the spring of 1917, Modigliani entered the final stage of his work. Hebuterne was a frequent subject for his portraits, and they are marked by the use of more subtle colors and elegant lines. Modiglianis portraits of Jeanne Hebuterne are considered some of his most relaxed, peaceful paintings.  Ã‚   Sculpture In 1909, Amedeo Modigliani met the Romanian sculptor Constantin Brancusi.  The meeting inspired Modigliani to pursue his lifelong interest in sculpture.  For the next five years, he focused on sculpting. A 1912 Paris exhibition at the Salon dAutomne featured eight stone heads by Modigliani. They demonstrate his ability to translate ideas from his paintings to a three-dimensional form. They also reveal strong influences from African sculpture.   Laura Lezza / Getty Images At some point in 1914, at least partially influenced by the rarity of sculpting materials with the outbreak of World War I, Modigliani abandoned sculpture for good. Later Life and Death Modigliani suffered from the progression of tuberculosis throughout most of his adult life. After a series of affairs and relationships, including one with Russian poet Anna Akhmatova in 1910, he appeared to live a life of relative contentment with 19-year-old Jeanne Hebuterne beginning in 1917. She gave birth to a daughter, Jeanne, in 1918. In 1920, a neighbor checked on the young couple after not hearing from them for several days. They found Modigliani in the final stages of tubercular meningitis. He succumbed to the disease in a local hospital on January 24, 1920. At the time of Modiglianis death, Hebuterne was eight months pregnant with the couples second child; she did by suicide the following day. Legacy and Influence During his lifetime, Modigliani was stubbornly idiosyncratic, refusing to associate himself with the art movements of his era, such as  Cubism,  Surrealism, and Futurism. Today, however, his work is considered pivotal to the development of modern art. Sources Meyers, Jeffrey. Modigliani: A Life. Houghton, Mifflin, Harcourt, 2014.Secrest, Meryle. Modigliani. Random House, 2011.

How to Write a Persuasive Essay Step-by-Step Guide - Paperell.com

How to Write a Persuasive Essay Step-by-Step Guide How To Write A Persuasive Essay: Step-By-Step Guide Academic writing assignments come in all shapes and sizes – there are certain standards like uniqueness or structure to keep in mind when completing such tasks but besides, each assignment also has an individual set of requirements that have to be met. These tasks are what causes the biggest confusion and stress among college students. Many students never stop struggling with their papers.One of the most widespread assignments learners from all around the globe face at all stages of their lives is an essay. This short paper is often assigned at school, college, university, and is also an integral part of many examinations, contests, and even applications for jobs or educational institutions. Thus, an essay and all its forms are something we deal with on the daily basis. There are four main types of this paper and in this post, we are going to define one of the most popular and also the most challenging type – a persuasive essay.Definition Of A Persuasive EssayWriting a persuasive essay, you are supposed to define a particular topic (it can be a problem, event, subject or another), give your opinion on the stated problem, and the ultimate goal of your paper is to convince the audience in the validity of your perspective on a topic. This essay is much different from all the others. Such texts have to provide a logical, valid, and compelling opinion on a particular topic that you have shaped in the course of conducting research and it has to support your opinion with some strong arguments. Thus, persuasion is the main goal of this task.Step-By-Step Guide On How To Write A Persuasive EssayThere are several key steps to take to create a high-quality paper:Defining a topicMany students get stuck on this step because they do not know where to look for good persuasive essay topics and how to choose one. There are a few tips that can help you out in this matter – look for a list of interesting topics related to the subject you study online and find something you are interested in. Also, make sure you have enough knowledge on a particular subject. The last tip is to adjust the topic in accordance to your needs. You can rephrase it however you want but most important is to ensure it is not too simple or complicated, and also ensure that its focus is not too broad or narrow – try to keep a fine line here.Getting familiar with the basic requirementsEvery academic paper has a number of specific requirements in addition to some universal rules of writing, which is why you have to get familiar with these requirements. Also, note that a particular university or teacher may also have some additional, unique demands that also have to be taken into account – thus, if you were given a guide or a set of rules, make sure you read and comprehend them.Conducting researchUnlike other essays, a persuasive paper always requires conducting extensive research to collect the required facts and arguments for the text. How to do researc h? You are free to use any resources you can find on the Internet or in a library including:Scholarly or non-scholarly books;Surveys;Articles published in trusted scientific or non-scholarly journals or magazines;Articles from technical or scholarly journals;Statistical databases;Interviews with experts;Government websites, etc.However, use them wisely. If you take sources from the Internet, make sure they are valid and trustworthy – the wisest way is to take information from official scientific databases or government websites. Keep in mind that your paper’s purpose is both to make a particular topic clear for the audience and to provide a number of valid arguments to support your personal opinion.Creating a persuasive essay outlineWriting an outline is a must because even the most experienced students can’t write the whole paper at once without missing something or making mistakes. Thus, it simply saves time on editing and proofreading. Besides, an outline hel ps you to adhere to the right persuasive essay format and structure. Before going on to this step, we recommend finding a high-quality outline sample to ensure you are on the right track.Write your paperOnce you have collected all the data for your text and have a detailed outline, it is time to move to the most important stage of your work – writing. This process should not take too much time if you have created a good outline. However, it is one of the most responsible steps you have to make, which is why we have prepared a list of the most effective writing tips you can find as you continue reading this article.Polish the textThe last step consists of two important actions – proofreading and editing your final draft, which is done to detect and eliminate any mistakes you have made.Tips On Writing A Top-Notch Persuasive EssayIf you are not sure how to write an essay of high quality or simply lack experience in this matter, the tips below should come in handy and make this process simpler for you.Write a strong and arguable thesis statementIn this paper, a good thesis statement is as important as ever as it is the main component of your text – it is your opinion that you are going to prove. For this paper, make a thesis statement that defines your strong, active position regarding a particular topic – it has to be clear, logical, and you have to ensure you can find enough materials to defend it.Make a good persuasive essay introductionThe intro is one of the most important parts of every paper because its goal is to attract the reader’s attention and make the reader want to continue reading your work. However, a poorly written intro loses the readers’ attention and negatively influences the perception of your text, which is why writing a good introductory paragraph is important. How to make a good intro? Here are a few tips:Start with a hook to attract attention;Provide an insight into your topic;Add a clear thesis st atement.Write the body paragraphsAs a rule, you will be required to create a minimum three body paragraphs, each should be devoted to a single point related to your main argument. The body paragraphs aim to justify your thesis and present your arguments for its support. Here are a few considerations to keep in mind:Open each paragraph with a clear and logical topic sentence that specifies the main point of the paragraph;Provide valid, clear, and accurate evidence;Use facts, examples, statistics, and other valid sources as your main arguments;Make your paragraphs look like harmonic pieces;Add counterarguments and rebuttals;Make logical transitions between paragraphs.Write a logical persuasive essay conclusionYour goal is to make a conclusion that brings together all of the arguments you have provided in your essay and to leave a long-lasting impression. As a rule, you have to restate your main ideas and thesis here. Also, it is a good idea to answer the following questions in your co nclusion:What are the ways to apply your argument to a broader context?Why do you believe the described issue matters (quick tip: here you can also explain why a particular opinion or argument means something to you)?What other questions have arisen after the research?Final WordsA step-by-step guide and tips provided in this article should help you create a high-quality persuasive paper easily and avoid making some of the most common mistakes. Writing it is not too difficult if you choose the right approach. However, sometimes, if you have no time to finish the work or face any major difficulties with it, it is better to ask for some help, for example, to find an assistant at a reliable persuasive essay writing service.

The changing interaction of finance information and technology Essay

The changing interaction of finance information and technology - Essay Example The test life cycle of the system is divided in different scenarios from 1 through 11. The significant feature of the system is that it validates the data at every step. The process is completed by following scenarios which are defined below (Dan Lemus, April 13, 2011): Scenario 1 starts by creating a new project or working on the existing project. System assigns a unique user name for the user and stored it in the database of the system for later validation. To start a project we first define a project and system assigns a unique project code following with the details of Project principal, description and initiator of the project. When the project is formally initiated we move to Scenario 2. This phase of system is wholly related to the transfers funding for the project initiated. In this phase all accounting credentials are added against project initiated. Accounting information includes the accounting numbers â€Å"From Accounting Number† from which the fund will be transferred and the â€Å"To Account Number†. In this phase an important feature is also available to import accounting line information from a Comma Separated Value (CSV) file. Then final step is to submit the eDoc of transfer fund for routing to get approvals from the concerned. While proceeding to Scenario 3 the approvals will see the eDoc routed in their â€Å"Action List†. The approvers can approve/reject the document. They can leave remarks, if needed. When all the approvers have approved the eDoc the initiator will be able to see the Final status of the document in â€Å"Document Search† option at the top of the page. In Scenario 4 we can check the General Ledger Balance to see the current balance of the company. This detail can further be evaluated to monthly financial information. This information can help the managers to have a bigger picture of the funds available that could be consumed for a project. Next scenario (Scenario 5) is to make disbursement voucher in

Case Study Example | Topics and Well Written Essays - 500 words - 19

Case Study Example The separation of the Lakeberg twins put forward a number of ethical issues related to saving lives at the slimmest chance of survival. When Reitha was observed to be carrying Siamese twins, doctors recommended an abortion due to the limited chances of survival for the babies. This recommendation poses an ethical issue relative to the doctors’ choice that seemed to highly influence the parents. This situation was worsened by the underlying financial challenges that the couple was going through at the time the doctors made the recommendation. The doctors failed to assess the couple’s family situation, given that their consent to abortion may have been forced by their financial situation. On the abortion issue, a critical dilemma emerges. Both Ken and Reitha had a difficult decision to make. This decision would consequently measure their ethics and respect for human life. Although Reitha never undertook the abortion, her ordeal was not set to end at that point. Seven weeks after she delivered, the couple took its chance to have the Siamese twins separated. With slim chances of one baby surviving, if not both, the move to separate the twins puts medical ethics on the spot. A combination of high medical costs and slimmest survival chances in cases of medical practice might present doctors as money-oriented and patients as medically irrational (Snyder, 2005). However, doctors have a duty to save lives, attend to patient needs, and satisfy patients’ will. The dilemma in this case lies in deciding the point at which such provisions fail to hold. Given that the Siamese twins had a fused liver and a shared heart, it was medically obvious that one of the babies would be sacrificed to save the other. In this case, Amy would be saved subject to the doctors’ medical decision. The parents were provided with an already made decision, an aspect that questions whether it was ethical to make that decision on behalf of the couple. Notably,

Sustainability in Armenia as an Ethnographic Problem Case Study

Sustainability in Armenia as an Ethnographic Problem - Case Study Example Cultures and the lifestyles that people in a location practice leads to sustainability issues. For instance, a normal environmentally conscious citizen of the United Kingdom leaves a carbon foot print of over 6 tons of CO2 and an ecological footprint of 3.4 global hectares. This is the case with most of the western countries. The US for instance has a higher footprint on an average. This indicates the usage of more fossil and non-renewable energy sources causing more of environmental problems (WWF 2004). Sustainability is not only scientific or engineering related; it is also related to the cultural and ethical values of the community. Any community that does not have a tendency to protect its own environment and is interested more in commercialization of its own resources would end up denuding the environment faster; reducing sustainability. Sustainability reflects in many of the performance indexes of the country. While the gross domestic product (GDP) of a country could indicate the amount of money the country has spend or has earned over the period in consideration, other indexes take into consideration various parameters including the overall development of the country. Demographic and ethnographic factors hurt the performance of the country as a voter for sustained development. In the case of Armenia, it is ranked at 83rd position in 2005 with a Human Development Index of 0.775. This has increased from 0.701 in 1995, according to UNDP (UNDP 2008). At the same time, the percentage of people living below the national poverty line is well over 50%. This indicates that the wealth is not distributed uniformly across the population resulting in increased poverty at one end and extremely rich people at the other. This is one of the factors that will affect sustainable development in the Armenian Society. The Happy Planet Index is a measure of the long and happy lives people lead in that country or place. In the case of Armenia, it was found to be 36.1 out of 100 and the country was ranked at 130 out of 178 countries. This is a measure of the long lives people live and indicates how happy people are (nef 2006). As Aristotle says, the purpose of social living is to be happy. The same is supported by the US constitution when it says that every individual has the right to pursue his own happiness. This indicates that Armenia has a long way to go before it can turn into a happier place to lead human life. The Environmental Sustainability Index is produced out of 25 different factors in six policy categories. Multiple happenings in a country, including large corporate and social projects, affect the performance of a country when this index is measured. The index is a measure of the environmental health, air and water pollution levels, Productive natural resources, Biodiversity and habitat and finally, climate change contribution by the country. Environmental sustainability is an important criterion while looking for sustainable development. In case of Armenia, the ESI released in 2005 ranked it at 44 (CIESIN 2005). With the changes made in the factors estimated, the Environmental Performance Index was produced in 2008 where Armenia was ranked at 62 a substantial loss of position. There had been a number of factors that affect the

Theory Of Child Development Children And Young People Essay

Theory Of Child Development Children And Young People Essay Urie Bronfenbrenner ecological system theory was created to focus on the quality and satisfaction of the childs environment. He believed that as a child grow and develop the way he/she interact with the environment becomes more complex. His theory was created to answer the question How does the environment helps or stops the development of a child? (Paquette, Ryan, 2001) The Urie Bronfenbrenner ecological system theory of child development has 5 systems that greatly impact the development of children. These systems consist of rules, norms and roles that is responsible for the shaping in childrens development. The names of these systems are microsystem, mesosystem, exosystem, macrosystem and chronosystem. (schoolworkhelper- St. Rosemary Educational Institution. Growth and Development Theory: URIE BRONFENBRENNER (1917-2005), n.d). Microsystem is define as the direct environment a child lives in, including the childs interaction with any immediate relationship or organisation. The immediate relationship will be family members, peer groups, neighbourhood and the immediate organisation will be school or day-care. The way that these groups, schools and organisation interact with the child will play a major role in the childs development. The more warming, comfortable, encouraging, and nurturing the relationship and organisation are the better the child will develop and grow. (Oswalt, 2008). Also the impact of the relationship occurs in two directions; away from the child and toward the child. An example will be a childs parent may affect his/her behaviour but the child can also affect the behaviour of the parents. Urie Bronfenbrenner refers to this mechanism as bi-directional influences. (schoolworkhelper- St. Rosemary Educational Institution. Growth and Development Theory: URIE BRONFENBRENNER (1917-2005), n.d). A n example of bi-directional influence will be A friendly, attentive child is likely to evoke positive and patient reactions from parents, whereas an irritable or distractible child is more likely to be a target of parental impatience, restriction and punishment. (Collins etal. 2000; Crockenberg Leekers, 2003a). Mesosystem is use to describes the different parts of the microsystem such as home, school, neighbourhood and day-care working together for the benefit of the child (Oswalt, 2008). The way a parent and a child will interact with each other at home is likely to affect the way that child interacts with the caregiver in child care settings and vice versa. (Brek, 2000 ). An example of mesosytem will be if a childs caregiver plays an active role in school, such as volunteering to be a part of activities, attend parent teacher meetings, year level meetings, class meetings and even watching the child play games like soccer, basketball, tennis etc will help ensure the growth and development of the child. (Oswalt, 2008). This is because a childs academic process does not only depend on what goes on in the classrooms but the involvement of the parents or caregiver (Epstein Sanders, 2002), and as long as the parents or caregiver show interest in what the child is doing then the child will be w illing to do and achieve more which will result in proper growth and development. Another way to show how the mesosystem works in shaping the development of a child is by family-neighbourhood connections. For example a child that has an economic disadvantage can benefit greatly from family-neighbourhood relationship. You see, rich families do not depend on their immediate surroundings for social support or education. Therefore they can afford to take their children to lessons and better quality schools in other communities. ( Elliott etal. 1996). Now a poor family will depend on their immediate surroundings for social support and education. After school programmes that offer child care to families and art, music, sports, scouting, dancing, singing etc to the child are linked to improve the performance in school in middle age childhood and psychological adjustment.( Posner vandell,1994; Vandell posner, 1999). Religious youth groups and special interest clubs like circle K that is p rovided by neighbourhood organisation will help the development in adolescence, by raising their self-esteem, enhancing their performance and achievement at school and giving them the knowledge on how to behave responsibly in society. (Gonzales etal., 1996; Kerestes Youniss,2003). Exosystem refers to the places and people that the child may not interact with regularly but plays an important role in the child growth and development. These places and people will be the parents workplace, the neighbourhood, extended family members etc. An example of exosystem will be if a childs parent is fired or laid off from work then the household will only have one set of income or no income at all. This will result in the parent not being able to pay rent, buy groceries or even send the child to school which will negatively impact the child development and growth (Oswalt, 2008). In fact research confirms the negative impact of a break down in exosystem show an increase rates of conflict and child abuse.( Emery Laumann-billings, 1998). However if that child parent receives a promotion or a raise at work, then the parent can provide a proper home, satisfy the child needs when the child is hungry and send he/she to school which will positively impact the child development (Os walt, 2008). Macrosystem consist of all systems mention above, the cultures, the general beliefs, written and unwritten principles that governs everyone on society behaviours. These principles can either be legal, political, economic, religious or educational (schoolworkhelper- St. Rosemary Educational Institution. Growth and Development Theory: URIE BRONFENBRENNER (1917-2005), n.d). The macrosystem can be defined as the effect of larger principles having a cascading influence throughout the interactions of all other layers (Paquette, Ryan, 2001). For example: If in a particular culture the belief is that parents should have full responsibility of raising their child, it is highly unlikely that the culture will provide any resources to assist the parent. As a result the structures at which the parent functions will be affected. The parent ability or inability to handle the responsibility toward their child within the childs microsystem is affected (Paquette, Ryan, 2001). Chronosystem is refered to by Urie Bronfenbrenner as the temporal dimension of his model. The environment is always changing. Important events that may occur throughout a childs life like birth of a sibling, going to school for the first time, parents being divorce are able to alter existing relationships between that child and the environment resulting in new conditions that can affect development. Also the timing of environmental change affects the impact. For example: A toodler having a brother or sister will experience different consequence than a schhol-age child with activities and relationships beyond the family. As a child gets older they have the ability to select, modify and create many of their own settings and experiences. This ability depends on the child physical, intellectual, personal characteristics and their environmental opportunities. Children are both products and producers of their environment therefore both the child and the environment form a network of interd ependent effects in ecological system theory (Brek, 2000). So far we have outline Urie Bronfenbrenner ecological systems theory of child development. Now we will discuss how this theory informs the socialization agents that influence growth and development. Before we get into the discussion we will first define what a socialization agent is. A socialization agent is people like parents, family members, peers, teachers, social institutions like school, community centers and religious institutions that assist with incorporating an individual with society. There are 4 major agents of socialization in society; family, school, community culture and peers. The other agents will be mass media, gender and work. All the agents mentioned above are further divided into socialization groups. The groups are primary agents, secondary agents and social class. Primary agents of socialization are made up of people that are very close to the individual like family, teachers and friends. The most important primary agent of socialisation will be the family because they help shape the life, development and behaviour of an individual with in the society. Secondary agents of socialization are institutions that assist the individual in finding their place within the society. Secondary socialization agents include religious instutions, schools, community centers, work places etc. Schools are responsible for improving a child social skill which helps him/ her incorporate well with the surrounding society. Social classes will be the lower class, working middle class and higher elite class. In other words social class is dividing an individual within the society (Baxamusa, 2011). Now there is a better understand of what socialization agents are we can discuss how Urie Bronfenbrenner theory informs them. However the focus will only be on the socialization agents that influence growth and development. There are family, educators, schools and community centres. Urie Bronfenbrenner ecological theory informed educators in how to handle and analysis situation that may occur in schools whether it is pre-school, primary or secondary school. For example: Akelia is sitting in an art class using markers to draw pictures. Henderson joins her at the table and begins to cut scrap paper with a scissors. Akelia place a piece of paper in the centre of the desk, now Henderson thought that it was scrap paper and begin to cut it in pieces. Akelia looks over to what Henderson is doing, when she realise the paper Henderson was cutting was the piece she place in the centre, she jump up and shouted NO!!!!!! That is moms!! while pulling the paper out of Henderson hands. Suddenly Akelia punch Henderson in the ribs before the teacher can arrive at the desk. In this scenario an educator that is informed by Urie Bronfenbrenner ecological theory will conclude that Akelias mesosystem is aggressive or forceful and the way Akelias family members, neighbours or parents i nteract with her is violent or hostile resulting in Akelia developing that way towards others. So instead of punishing Akelia the educator will talk to her parents about her behaviour towards other and try to come to an agreement on how to deal with the situation so Akelia can grow and develop in a more positive way. This approach will be better than punishment because if Akelia is punish it will only make her more hostil. This is because Akelia thinks that her behaviour is right because that is what she knows from home and that is how she developed. Therefore she will not understand the reason she is being punish and will exhibit very hostile behaviour towards the educator and nothing will be resolved. Also the educator informed by Urie Bronfenbrenner theory will reflect on her class room environment or school environment to make sure that Akelias microsystem is not interacting with her in any violent or hostile way to make her respond to the situation the way she did. If the mesos ystem interaction with Akelia is violent or hostile then the educator will go to higher authorities to talk on how the school is interacting with students and how it is impacting the growth and development of students in a negative way. Urie Bronfenbrenner ecological theory informed programmes that are put in place in schools and communities centers. For example:The school may have sports programmes, social worker programmes, donation programmes and guidance counsellors to work with students who microsystem and mesosystem is broken where the parents or family members, home and neighbourhood are very aggressive, forceful, hostile violent towards the child resulting in the child being emotional scared and growing and developing into a very angry person. When this occur the guidance counsellor of the school will interact with the child, place the child in afterschool programs like sports to help release tension and violent energy, the guidance counsellor may also alert social workers to interact with the parents and try to make better environment for the child so the child can have great growth and development. Also students who exosystem may be broken or breaking down. For instance the mother might lost her job or sal ary has been cut and the child may be not attending school for long periods of time because the parents do not have sufficient funds to send him. When the child does attend school he is in fights because of the broken exosystem the parents are constantly fighting and on the verge to getting a divorce. This then leads to the child undergoing a life changing event which hinders his growth and development because he do not want to socialize or be a part of school activities or school. The school will have a guidance counsellor interact with the child and be there through the stages the help the child cope with the life changing events without hindering the growth and development. Also students who are in a particular culture that believe that parents should take full responsibility for raising their child and no resources are given to the parent. If the parents do not have the ability to take on that responsibility because one parent is handicap and the other addicted to drugs then the school donation programme will be able to provide for the child so the broken macrosystem will not hinder the child growth or development or cause the child to grow and develop in a negative way. Urie Bronfenbrenner

Fate and the Deaths of Romeo and Juliet in William Shakespeares Play E

Fate and the Deaths of Romeo and Juliet in William Shakespeare's Play Before judging to what extent Fate was responsible for the deaths of Romeo and Juliet, we must first answer the question: what is fate? According to the Oxford English Dictionary, fate is the 'inevitable destiny or necessity destined term of life; doom.' On a more basic level, fate can be described as a preplanned sequence of events influencing one's life. In Shakespeare's Romeo and Juliet, is it true to say that Fate was the sole contributor to the deaths of the young couple, or was their demise brought about by the mistakes of others? In the modern world, most people choose to believe that they have a sense of responsibility and can control their own lives. They suppose that their problems are caused by the actions of themselves or those influencing them. From one viewpoint, it is true to say that the deaths of Romeo and Juliet were caused by the mistakes made by themselves and others: the influence of fate was almost nonexistent. Four characters in the play intensely manipulate the tragic path of the young couple: (apart from Romeo and Juliet themselves) Mercutio, the Nurse, Tybalt and the Friar. Mercutio, one of Romeo's friends and a supporter of the Montague household, changed the course of events by encouraging Romeo to go the Capulet's masquerade and duelling with Tybalt in town. If Mercutio had not encouraged Romeo to go to the Capulet's dance, the couple would never have met and their deaths would have been averted. But was Romeo destined to meet Juliet, regardless of the actions of others? If Mercutio had not taunted Tybalt in town whilst out with Ro... ...tement does not make Juliet feel any better however, as she promptly commits suicide! Shakespeare again chooses to place the blame on a higher power rather than an individual, signifying his desire to make the audience believe that no one person or thing was responsible for the deaths of the young couple but fate. After looking at the two viewpoints as to who was to blame for the deaths of the young couple, the countless references to fortune and fate make it easy to conclude that Fate was to a great extent responsible. It seems apparent that Shakespeare meant for his audience to interpret the happenings of the play as influenced by some higher power, and if fate really does control everything about our lives then it would be sensible to assume that the actions of all the characters in the play were also fated.

Financial Planning Essay

|Topic: â€Å"Describe the essential element to be a successful financial planner in Hong Kong and China. Explain the challenges of | |practicing ethical financial planning in Hong Kong and China. † | The financial climate is changing constantly with the changing of numerous influential factors. Financial planning is one of the financial industries which gradually developed from a vague concept to a recognized specialty.However, this industry is still in a young stage so that there are some problematic issues concerned especially in some Asian districts like Hong Kong and China. It can be reflected particularly in the remuneration system and professionalization of financial planners as well as public recognition for this industry. To reach a mature level, the first step is establishing a public confidence. Therefore it is emergent for financial planners to think about how to become successful. As the role of helping clients makes some most important decisions of their lives, f inancial planners are required to satisfy a specific set of essential elements.The first and also the most basic requirement for them is strong professional knowledge. Financial planners should be able to implement a comprehensive process when help clients create financial plans and evaluate financial products packages independently to satisfy clients’ need. Well-rounded professional knowledge in varied fields is crucial at the moment which including not only the financial related areas such as economics, business management, and investment, insurance but also some other non-financial related areas such as psychology and sociology.Having the general base knowledge is the start but not the end in the career so that many financial planners are expected to have an expertise in particular field which can help them directly take an advantage position in satisfying some specific clients’ need. Take the insurance planning as an example; a financial planner who is expertise in the insurance industry as well as having the basic all round knowledge will be most likely to gain the clients’ trust.In addition, the ongoing learning is also essential since the financial environment is changing every day and all the decisions should be made according to the particular background environment. The Mainstay’s survey in 2006 shows that 85 percent of the population wants financial planners who are knowledgeable, skilled, and actually care beyond the transaction. And there are also other researches and evidences indicate that interpersonal skills are more important than technical expertise at most times.In this sense, the ability to have emotional resonance with clients and show one’s sincere and caring attitude would be crucial to attract new clients and establish a long term relationship with existing clients. Also it is applicable in making financial plans and implementing related strategies because clients’ assistances and cooperation p lay a significant role in the process. This implication can be obviously reflected in the second step of a formal personal financial planning process, gathering client data and determining goals.When communicating with clients, an excellent financial planner would be able to extract useful information to understand the client’s motivation as well as manage their expectations. It is no doubt that a good reputation is the most valuable thing for financial planners. In addition to professional knowledge and strong interpersonal skills, ethical behavior is a great concern. Proposed ethical behavior standards are based on principle of integrity, objectivity, competence, fairness, confidentiality, professionalism and diligence.These principles given by CFP Board aim to encourage public confidence to financial planning industry as well as explicitly identify practitioners’ responsibilities and obligations to different stakeholders. However, practicing these ethical principles in real world may not an easy task. The following part of the essay will examine the challenges of practicing ethical financial planning in Hong Kong and China. With rapid wealth accumulation and increasing investor demand in Hong Kong and China, a higher potential development opportunity for financial planning services had been witnessed.But at the same time, a higher expectation for quality financial planning with insufficient confidence from the pubic becomes a source of challenges for this industry. It appears to be tougher when considering the implementation of ethical financial planning since the nature of the industry is based on trust between clients and planners. These challenges are reflected particularly in the following aspects. Firstly, fee-based financial planning barely exists in Asia due to the low consumer acceptance degree, which most likely to lead to an issue of interest conflicts.A financial planner is commonly compensated by commissions from selling product qu otas given by their companies and the selection of product may not be the best choice for clients. It also matters when considering the risk tolerance for financial planners’ income. Only commission-based compensation may result in unethical behavior practiced by financial planners to survive because of sharp drop in income during the business recession. Secondly, it is challengeable for financial planners to offer high quality services without sufficient confidence and trust from clients.Financial planners must have deep understanding about their client’s financial status, needs and concerns in order to give desirable advices. However, most Chinese consumers are not willing to offer their private information to people whom they are not familiar with, which make it difficult to decide the initial plan and identify the expected outcomes. It is true that an excellent financial planner should have the interpersonal skills of encouraging clients to provide related informat ion as much as possible.The contention about what degree an planner should pursue discovery conversations and how to justify the ethical position when making effort to gain the consumer information is concerned. Finally, the level of knowledge and education of financial services to the public are relatively low in districts for some undeveloped cities in mainland China, which may become a kind of misguided incentive of unethical behavior to financial planning services providers affected by the poor review mechanism and lapses of checks.It can be strongly reflected in the fairness issue such as disclose of information between planners and clients It will take long for this industry to develop mutually, some improvement measures can be practiced now. Efforts could be focused on several aspects including the closely supervise of cooperate governance, adequate training for practitioners’ competence and professionalism, as well as the education for the public.

How to Make Polite Requests in Spanish

How to Make Polite Requests in Spanish Telling someone what to do can sound rude or impolite. So in Spanish, just as in English, there are a variety of ways of asking people to do something or of making what might be called mellow commands. For example, in English, instead of telling someone, give me a cup of coffee, it would be far more polite to say something like I would like a cup of coffee. Add a please to that with a friendly tone of voice, and nobody will be able to call you rude! Following are some of the most common ways of making polite requests, the equivalent of something such as I would like, in Spanish. Any of these ways will likely be understood wherever you go in the Spanish-speaking world, although usage varies with region. Querer (I Would Like) Although it may seem grammatically illogical, the imperfect subjunctive form of querer (usually translated in this context as I would like), quisiera, is a common colloquial way of stating wishes and making polite requests. The normal sequence of tenses applies, so when quisiera is followed by a conjugated verb, the following verb must be in an imperfect subjunctive form. Other forms of querer including the present and conditional tenses also can be used in either statement or question form. Quisiera unas manzanas. (I would like some apples.)Quisiera comer ahora. (I would like to eat now.)Quisiera que salieras. (I would like you to leave.)Quiero dos manzanas. (I want two apples.)Quiero comer ahora. (I want to eat now.)Quiero que salgas. (I want you to leave.) ¿Quieres darme dos manzanas? (Do you want to give me two apples?) ¿Querrà ­as darme dos manzanas? (Would you like to give me two apples?) Gustarà ­a in the Conditional Form The verb gustar (which can be translated as to be pleasing) can similarly be used in the conditional form, gustarà ­a, to make gently worded requests. Me gustarà ­a que estudiaras. (I would like you to study.)Me gustarà ­a que ambos observasen el comportamiento de su hijo. (I would like both of you to observe the behavior of your son.)Me gustarà ­an dos manzanas. (I would like two apples.) ¿Te gustarà ­a darme dos manzanas? (Would you like to give me two apples?) Note how in the first two examples the second verb (the one after gustarà ­a) is translated as an infinitive in English. Poder (To Be Able) This verb meaning to be able or the auxiliary verb can can be used as a question in the conditional or imperfect indicative tense.  ¿Podrà ­as darme dos manzanas? (Could you give me two apples?) A Ver Si as a Gentle Request The phrase a ver si, sometimes misspelled as haber si, which is identical in pronunciation, can be used to form the gentlest of requests. Although it is close in meaning to the English lets see if, it can be translated in a variety of ways. A ver si estudias ms. (Perhaps you could study more.)A ver si comamos juntos un dà ­a. (Lets eat together some day.)A ver si tocas el piano. (Lets see if you can play the piano.) Saying Please The most common ways of saying please are the adverbial phrase por favor and the verb phrase hgame el favor de (literally, do me the favor of). Although you are unlikely to be criticized for overusing por favor, its usage does vary with region. In some areas, its use is expected, while in others it might not commonly be used when asking someone to do something that he or she is expected to do, as when ordering a meal from a restaurant server. And remember, ​too, that tone of voice can have as much to do with how a request is received as its grammatical form can. Por favor usually is placed after a request, although it can also come before: Otra taza de tà ©, por favor. (Another cup of tea, please.)Quisiera un mapa, por favor. (I would like a map, please.)Por favor, no dejes escribirme. (Please, dont quit writing to me.)

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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