Why did presidents Ford and Carter lose public confidence Essay

Why did presidents Ford and Carter lose public confidence - Essay Example The main intention of the pardon by President Ford was to move on from the Watergate scandal (Greene, 276-283). However, the people had a different view as they felt this was just an everyday political move. On the other hand, Carter campaigned with the promise of honesty to the citizens, which was well accepted at first and gained him the presidential position. However, his leadership was poorly reflected by his inability Another reason why President Ford was unable to gain the confidence of the people is that he inherited the economic problems from Nixon’s era, and was also incapable of restoring economic stability in the country. The inflation continued to rise along with the level of unemployment (Greene, 276-283). Furthermore, there was an increment in the interest and regardless of the reduction in taxes; the people were still economically unstable. There was also problems in the foreign interests of the country as in Vietnam the North significantly defeated the South. As mentioned above, Carter gained the confidence of the people through his campaign policy of honesty (Rosenbaum, 331-337). However, there was still an economic crisis in the country. In the addition, there was also a rise in the oil costs which further worsened the situation. Carter made some progress in the form of pioneering many peace treaties; however, we failed to fix the Iranian hostage problem (Rosenbaum, 331-337). There were American hostages that were captured by Islamic terrorists in Iran, and Carter failed to free them, which led to the loss of confidence from the people. Hence, the reason the two presidents lost the confidence of the people is that they unable to resolve the pertaining situations that were affecting the country such as the economy and the high levels of unemployment. In addition, some of the decision making was poor by both presidents, for example, the pardoning of Nixon by Ford when he

SEN Autism and Learning Literature review Example | Topics and Well Written Essays - 2000 words

SEN Autism and Learning - Literature review Example The exact cause of Autism remains unknown, and is still under the purview of various ongoing scientific researches. From the previous researches conducted by different scientists there are suggestions that Autism may result from genetic mutations within the human body, but there are no clarifications, as of yet, whether this condition results from rare genetic mutations, or from the rare combinations of commonly occurring gene variants (Abrahams and Geschwind, 2008, 345).    There are also other researches that suggest that Autism may be caused by certain environmental  factors, like pesticides, vaccinations in children, and heavy metals  (Rutter, 2005); though the hypothesis in children’s vaccines has been strongly contended by other researchers, owing to a complete lack of any supporting  scientific material (Gerber and Offit, 2009, 256-261). Kestenbaum (2008), in his research papers suggested that Autism can be observed in a child even before he is 3 years of age, t hough the American Psychiatric Association (2000) states that the external manifestations of Autism during infancy, especially during the child’ first two years, are very subtle and almost esoteric in nature, thus making it extremely difficult to delineate and diagnose the disorder. Autism can be identified by certain clinically characteristics that can be broadly defined as â€Å"deficits in reciprocal social behaviour,  with accompanying delays in the development of language, and  by the emergence of stereotypic patterns of odd behaviour...that reflects a restricted range of interests. Reciprocal  social behaviour refers to the extent to which a child engages  in...social interaction with  others† (Constantino and Todd, 2000, 2043).... This essay approves that from a study of its symptoms and characteristics of the disorder, it is now quite evident that the diagnoses of Autism would be more behaviour based, and not dependent on the mechanism or cause of the disorder. The two most commonly used diagnoses tests for Autism are the Autism Diagnostic Interview-Revised which as a form of semi-structured parent interview; and the Autism Diagnostic Observation Schedule for observing and interacting with a child, in order to understand the nature of his impairments. This report makes a conclusion that autism is a form of developmental disorder that can be diagnosed as early as in a three year old child. However, one must take care that once a child is diagnosed as Autistic, the parents must go in for early intervention, so that the available support systems be started as early as possible, in order to give the child the maximum benefit as regards assistance in acquiring skills necessary for self-care, and social interactions which would help the child to integrate better into the society as he grows up. Counsellors working with autistic children should approach the child with a broader perspective, and include other service providers like psychiatrists, teachers, and other experts in the medical field. The teachers, within an inclusive model, must be well trained and given appropriate support so that they can effectively teach within an integrative classroom setting. Thus, the chief aim should be not in differentiating according to a childâ€⠄¢s disabilities, but more towards focussing on how to integrate a child with learning disabilities with the general children in a class, and the society at large.

Source based questions on the Vietnam war 1960 Essay Example for Free

Source based questions on the Vietnam war 1960 Essay According to source G, results of opinion polls in the USA in the 1960s Vietnam was one of the most important problems facing the USA. This also shows in source F because 64% of people said television coverage made them want to back the boys in Vietnam while 26% felt moved to oppose the war. The safer film made peoples opinions change because through television they could see what was really going on out there so peoples interests about the war increased. Increasing exposure to the war may have changed opinions about the war because like safers film it showed what was really going on because in safers film soldiers were shot by their own men and they were killing innocent Vietnamese people for no reason. Source H shows a letter written by a U. S soldier fighting in Vietnam in 1969 and he is saying about how fed up he is with the war and having to go to sleep and listen to rockets and mortars and artillery then having to wake up to fight and see soldiers at the age of 18 and 19 being killed and having their lives cut off. His attitude to the war is that he is sick of it all and when people hear about this back in the USA their opinions probably changed. I think this soldiers views are probably shared by a lot of other soldiers when they are writing home. The soldiers families probably felt scared for the soldier and worrying if he will survive and this will probably change their opinions about the war. Source I is about American troops going in and killing innocent Vietnamese people in My Lai. The event occurred in March 1968 but was not published until January 1970. There might have been a delay in publishing details of this event because if the article was published then Americans would have questioned the soldiers tactics and it probably would have changed a lot of American opinions. The authorities delayed the publication of the article because it would have reflected badly on the soldiers and Americans would have started to question American involvement in the war. Source J is a picture from the My Lai Massacre and it shows a thirteen-year-old girl hanging on to her mother after a soldier stripped her. The picture creates a disgraceful impression on the American army and people probably wonder why the soldier done it. I dont think this picture was likely to appear in an American newspaper or magazine because people would have been horrified and ashamed of the soldier. If it were published it would have changed peoples opinions of the war. Source K is an anti-war song written by Country Joe Mc Donald in 1967. Anti-war songs were popular in the late 1960s and early 1970s. I think anti-war songs were popular at this time, particularly among young people because they wanted the war to stop because there were so many people getting killed in Vietnam and it was the young people who were being called up to fight for the war and they didnt want to. Anti-war songs were heard by large numbers of people on radio stations, cassettes or at concerts so it might have influenced people to think more about the war. Source K is a bit like Source H because Source H reached large numbers of people like Source K, they both express attitudes of opposition towards the war and they both might have made people change their views about the war. Source L is a political cartoon published in the USA in 1969. The cartoonist is making a serious point but is trying to make the point in a funny way. People usually remember funny things so the cartoonist wants people to remember this point. In the cartoon you see a salesman wearing an American suit and trying to sell it to a Vietnamese man by telling him all about it but the Vietnamese man says it doesnt fit. The cartoonist is making points like Americans want the Vietnamese to be like them, Americans and Vietnamese are different from each other and America is a big rich country but Vietnam is a small poor country. I have now examined a variety of sources, G, H, I, J, K and L. All these sources give reasons why opinions changed during the war. I think the most important reason for peoples opinions changing during the war were television and things like safers film.

George Wickes, Silversmith: Artist and Works Analysis

George Wickes, Silversmith: Artist and Works Analysis Introduction In this essay I have chosen to analyse an 18th century British work of decorative art. The object I shall be closely looking at is a two handled silver cup and cover. The piece was produced by George Wickes in 1735 and is currently to be found in Gallery 53 in the Victoria Albert Museum in London.[1] In my essay I shall describe the piece and the artist and their place in the art movement of the time. My conclusions shall be drawn from my research and personal opinions. George Wickes and 18th Century Silver Art George Wickes was born in Suffolk in 1698. He moved to London to become an apprentice to silversmith Samuel Wastell in 1712. A decade later Wickes registered his first mark in 1722 while working in Threadneedle Street. During this period it is most probable that the young silversmith found regular work in the city from rich clients employing his skills as a repairer of items rather than a designer and producer of silverware: â€Å"†¦even extremely wealthy families spent regular sums [of money] over long periods on the repair of basic household items (candlesticks, punchbowls, etc.).†[2] In 1730 he went into partnership with John Craig and moved to Norris Street in Haymarket which was: â€Å"rapidly succeeding Cheapside as the jewellers’ quarter of London.†[3] When Craig died five years later Wickes opened his own workshop in Panton Street, Haymarket (this is when he produced the two handled silver cup and cover I am analysing). In 1747 he went into partnersh ip with Edward Wakelin and jeweller Samuel Netherton to create Wickes Wakelin; the company that were later to become Garrard Company Limited: â€Å"Crown jewellers and goldsmiths during six reigns and in three centuries.†[4] George Wickes eventually died in 1761 at the age of 63. It has been rumoured that Wickes tutored a young apprentice during his London years. This apprentice was perhaps one of the greatest British artists of all time; Thomas Gainsborough: â€Å"Legend has it that Gainsborough’s first teacher in London was a silversmith. Various suggestions have been made to the identity of the artisan in question. Two contenders are George Wickes and George Coyte, both Suffolk men.†[5] It is also interesting to note that Wickes himself was always trying to improve his knowledge and artistic abilities and frequently sought to learn new techniques from his peers and contemporaries: â€Å"Wickes achieved distinction in the craft as a close follower of [Paul] Crespin and [Paul de] Lamerie.†[6] The silver cup and cover I am analysing is approximately 25cm in height and 35cm in width and was most probably designed as an object of display rather than an actual drinking vessel. By the 1730s, covered cups were no longer primarily intended as drinking vessels, even though they may still have been drunk from on ceremonial occasions, but were now more important as objects for display and as fine gifts passed between gentlemen. The overt grandeur of the cup heralds a period in British history that applauded opulence and demonstrations of wealth. The new cultural practice of social etiquette was centred around the dining table: â€Å"The table was the centre of social activity in the 17th and 18th centuries and, as earlier in polite society, the silver with which it was dressed reflected the wealth and social standing of the host.†[7] With this in mind it is quite easy to imagine the cup perched proudly as the table’s centrepiece as the guests sit in wonder of the host ’s grandeur. The cup is shaped as if it were a trophy, and for all intents and purposes that is what it is; draped with ornate, elaborate cast and chased representations of flourishing vine leaves and bunches of tempting grapes; both exaggerating the images of sumptuousness and overflowing prosperity. The piece falls neatly into the early Rococo phase with its Bacchic theme, proudly pointing back to the original function of the ceremonial vessel in the hands of Bacchus, the god of wine. The vase-shaped two-handled cup was a popular design in English silver throughout the 18th century and this piece is perhaps one of the best representations of the style. The thing that literally caps it all is the regal crown sat on the very top. With this motif Wickes has undoubtedly demonstrated that he believes this piece to be one that should adorn the table of nobility. Conclusion I believe that this decorative work of art by Wickes is a superb representation of 18th century British design. The sheer magnificence of the cup is a testimony to a period when attention to lavish detail was paramount to the object’s design rather than the object’s function. It is a world poles apart than the one in which I live, in fact I do not think that a similar object would be produced today; the absurdity of a cup that was not meant to be drunk from would be too much for some! It is my opinion that Wickes was an extremely important figure in the British art movement who has been largely overshadowed by his contemporaries, in particular William Hogarth. The fact that Wickes’ cup has found a home in the Victoria Albert Museum is testimony both to the artist and the work of art. Bibliography Asfour, Amal Williamson, Paul (2000) Gainsborough’s Vision Liverpool University Press Barr, Elaine (1997) Gainsborough and the Silversmith Burlington Magazine CXIX Cock, Matthew (1996) The Arrival of the Dinner Service in Glanville, Philippa [ed.] (1996) Silver Victoria Albert Museum Evans, Joan (1989) A History of Jewellery 1100 – 1870 Courier Dover Productions Newman, Harold (2000) An Illustrated Dictionary of Silverware Thames and Hudson Pointon, Marica R. (1997) Strategies for Showing Oxford University Press Walford, Edward [ed.] (1915) Antiquary E. Stock Publishing Wolf, Lucien (1934) The Origins of the Provincial Communities Essays in Jewish History Victoria Albert Museum Website Footnotes [1] George Wickes: Two handled cup and cover silver 1735 (M.280-1975) [2] Pointon, Marica R. (1997) Strategies for Showing Oxford University Press (p32) [3] Evans, Joan (1989) A History of Jewellery 1100 – 1870 Courier Dover Productions (p151) [4] Walford, Edward [ed.] (1915) Antiquary E. Stock Publishing (p157) [5] Asfour, Amal Williamson, Paul (2000) Gainsborough’s Vision Liverpool University Press (p71) [6] Barr, Elaine (1997) Gainsborough and the Silversmith Burlington Magazine CXIX (p113) [7] Cock, Matthew (1996) The Arrival of the Dinner Service in Glanville, Philippa [ed.] (1996) Silver Victoria Albert Museum (p40)

Judge First: Bite Last Essay -- social issues

Judge First: Bite Last The soccer ball hit the grassy field with a minor thump, while screams centered attention near the goalie’s post. The child’s puny hands showing little resistance to the canine incisors planted deep within his pierced left arm. The Pit Bull only winced his eyes to squeeze the blood laden arm beyond the shattering point. The Pit Bull’s head shaking as a crocodile with morning’s breakfast, forced his meal to lifelessness on the soiled grass. The child’s lame arm dropped, signaling the lost battle. Why do we have a maligned image of the Pit Bull? Pit Bulls strike fear in the hearts of their onlookers. Their body features look similar to that of a Rottwieler, with a blocky head, square body, and clamp-like jaws. Separated only by a leash, an unknown Pit Bull would terrify me. For example, imagine walking down the street and seeing a gentleman walking his Pit Bull. The jingle of dog tags grows louder, revealing a shadow that moves. Its cold stare, combined with unpredictability would bring me to swiftly move to the furthest sidewalk from them. The ability of that dog to bring my body an unexplainable mess is far from what I want to tango with. The carelessness of owners is our greatest source of danger with the Pit Bull. Picture a jogger embarking on his daily exercise. The last of daylight leaves as the sun disappears over the horizon. The man’s body tires as he pushes on down the nearby neighborhood block. Suddenly stopping with large sweat drop...

Obesity in America Essay -- Health Diet Nutrition

Obesity is on the rise, and it is becoming more and more of a national health concern. It effects more than 1/3 of the population, and an additional 1/3 is overweight. With obesity becoming more and more of a problem each year, the American population is going to suffer from a catastrophic health emergency. What is obesity? Obesity is a heath condition where the subject has an abnormally large amount of fat for their height. A person who has a body mass index of over 30 is classified obese by the U.S. Dietary Guidelines. Who does obesity affect? Obesity affects 1/3 of all classes of Americans. However, the highest percentage of obese people per captain can be found in the lower class. The lower class typically eats more cheap, highly processed, high-calorie foods. What causes obesity? Overweight and obesity result from an energy imbalance. This involves eating too many calories and not getting enough physical activity. High calorie foods are more easily available today than ever before. Americans have also never had a less active lifestyle. What action can be taken? I b...

My Personal Philosophy of Education Essay -- Teaching Education Essays

My Personal Philosophy of Education Without education, society as we know it would cease to exist. Formal education is what has made our country and other industrialized nations great. Thus, as a future educator, I anticipate the opportunity to assist in the molding of future generations by imparting essential knowledge. The famous philosopher and educator, John Dewey, once said, "Education is the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities." Identifying with Dewey's pragmatist philosophy, I believe that children are ultimately shaped by their environmental experiences and must be taught how to use their knowledge as responsible, productive citizens. The educational process must begin with and emphasize the interests of the students, while focusing on their growth in all aspects of their beings. As a facilitating instructor, I plan to construct an eclectic blending of a student-centered, yet authoritative, classroom. In this respect, I will take both a demanding and responsive approach to teaching, while still allowing my students to remain actively involved in the learning process. My aim is to increase the motivation of children by providing them with reasonable choices regarding structure and materials. Focusing on problem solving activities, rather than mere rote learning and dogmatic instruction, I shall strive to develop students' abilities to think analytically and creatively. At the same time, however, I hope to improve their social skills by engaging them in real-world activities. I intend to take an idealistic a... ...provement of teaching and learning as well as the creation of reflective practitioners in the classroom. In fact, I look forward to the day when I can begin the national certification process and prove myself a sound and solid educator. Although the most important part of being an educator rests on focusing upon the needs of students when making classroom decisions, moreover, I consider the blend of philosophies which I advocate to be essential aspects of a school's curriculum. I believe that they will not only assist me in shaping the lives of my students when I begin teaching but will also aid me throughout the completion of my academic career. As I work toward a master's degree in the field of special education, after my graduation from Concord College, my educational philosophy will continue to grow. It will keep me grounded as a professional educator. My Personal Philosophy of Education Essay -- Teaching Education Essays My Personal Philosophy of Education Without education, society as we know it would cease to exist. Formal education is what has made our country and other industrialized nations great. Thus, as a future educator, I anticipate the opportunity to assist in the molding of future generations by imparting essential knowledge. The famous philosopher and educator, John Dewey, once said, "Education is the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities." Identifying with Dewey's pragmatist philosophy, I believe that children are ultimately shaped by their environmental experiences and must be taught how to use their knowledge as responsible, productive citizens. The educational process must begin with and emphasize the interests of the students, while focusing on their growth in all aspects of their beings. As a facilitating instructor, I plan to construct an eclectic blending of a student-centered, yet authoritative, classroom. In this respect, I will take both a demanding and responsive approach to teaching, while still allowing my students to remain actively involved in the learning process. My aim is to increase the motivation of children by providing them with reasonable choices regarding structure and materials. Focusing on problem solving activities, rather than mere rote learning and dogmatic instruction, I shall strive to develop students' abilities to think analytically and creatively. At the same time, however, I hope to improve their social skills by engaging them in real-world activities. I intend to take an idealistic a... ...provement of teaching and learning as well as the creation of reflective practitioners in the classroom. In fact, I look forward to the day when I can begin the national certification process and prove myself a sound and solid educator. Although the most important part of being an educator rests on focusing upon the needs of students when making classroom decisions, moreover, I consider the blend of philosophies which I advocate to be essential aspects of a school's curriculum. I believe that they will not only assist me in shaping the lives of my students when I begin teaching but will also aid me throughout the completion of my academic career. As I work toward a master's degree in the field of special education, after my graduation from Concord College, my educational philosophy will continue to grow. It will keep me grounded as a professional educator.

Self-Employment Is the Best Way to Make Money

Ladies and gentlemen, I'd like to thank you for giving me the chance to make a presentation here. My name is Yan. Today, I’m going to talk about self-employment. I plan to be brief, and I want to proof that self-employment is the best way for people to make money. Please interrupt me if there’s something unclear so that I can explain it for you. OK, let's think about some questions. Have you ever thought about your job in the future? Do you admire those young and successful company owners because they have both money and good reputation [U]?And do you want to be self-employed as well? Maybe we can start with a simple definition. What is self-employment? Self-employment is working for oneself. Self-employed people are always divided into 2 kinds——freelancers and entrepreneurs. By the way, entrepreneur means people who have their own companies. Freelancer means people who work for themselves as writers, painters, actors, and so on. Both of them can decide th eir schedules and enjoy the freedom. And they could make more money than employees for they don’t have the stable salary.It’s a fact that most of the richest people in the world are also the founders of their own enterprises or brilliant freelancers, such as Bill Gates and J. K. Rowling. Besides a changeable schedule and a considerable income, self-employment can also be a good chance to improve working skills. It is true that working for oneself can have many difficulties. Employees can get payments by just finishing their simple assignments while employers have to control the whole project and make it be successful, so there’s no doubt that they can learn much more than those employees.That’s why common workers always buy the biographies written by great self-employed leaders to learn their experience. Furthermore, the governments have introduced many policies to encourage people to create their self-employed career. Let me show you some examples. In Ca nada, if you are a young person, aged 18 – 34, ready to start your own business, the Canadian Youth Business Foundation (CYBF) can provide courses, learning resources and business start-up loans. And self-employed Canadians can access Employment Insurance (EI) if they cannot work because they are pregnant or have to take care of their babies.It’s really helpful. As for old people, self-employment is the best way to make money after they retired. According to a market research, there will be 14 million full-time, home-based freelancers and independent contractors in America by 2015, up from 12 million in 2010. Between 2008 and 2011, the number of self-employed Americans from age 55 to 64 rose by 5 percent. (data) All those facts and data show that self-employment has been the best way to make money, so why not choose to be your own boss from now? That are all my ideas. Thanks for listening, and I hope you have found this useful.

Incidences of Sexual Harassment: Cases from Nortern Cyprus

CHAPTER 1 INTRODUCTION 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 their 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 higher 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 complaints 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. tml). 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 pe rsonal 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). . 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. 4, 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 east 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 fe male 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 for 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. lleging 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 Japan's 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 men's 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), 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. 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 espondents will be analyzed using Windows SPSS 0. 8 and used according to the respective objectives 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- F emale 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† . 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 f avors 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. = 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 56 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——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————†”————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————â €”——————————————————————- Thank you very much for taking time out to help me in my research. For more information, or if you have problems filling out the questions, or if there’s anything you wish to talk about/discuss, please contact me: E-mail: [email  protected] com. 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 Naive misuse of power: Non-conscious Sources of Sexual Harassment, Journal of Social Issues, 51 (1) pp 85-95. Barton, L. , Eichelberger, J. (1994) Ã¢â‚¬Ë œSexual 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. ? , 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

An Inspector Calls Essay

I am writing to you about a film I would like you to play a part in. It’s called An Inspector Calls, it is set in Brumley, an industrial city in the north midlands, 1912. The play is about a young woman named Eva Smith who commits suicide after an unfortunate line of events. An inspector talks to the whole family one by one as they are all involved one way or another. Priestley was trying to show his audience that we can not go on being self obsessed and should think how our actions affect other people. He uses the Birling family as an example of a capitalistic family in the upper class in 1912, who had no care for other people. Shelia is a pretty girl 22 years old, she doesn’t have a job as her parents (Mr. Arthur Birling and Mrs. Sybil Birling) are quite well off. In act one Shelia beings the play as a self-centred and likes attention. She recently got engaged. When she is first shown the picture of Eva Smith she recognises her with a little cry and then runs out of the room, as she is upset that she played a part in an innocent girls death. Shelia first met Eva when she was at Milwards to try on some dresses for a party she was going to. As she tried on a gorgeous dress she caught sight of Eva ( who was working at Milwards at the time, as a shop assistant ) she saw Eva smiling at the other shop assistant as if to say † doesn’t it look awful â€Å". This just made Shelia loose her temper, as she was already in a bad mood that day, so she went straight to the manger and told him this girl had to be sacked otherwise her and her mother would close their account with them. She wouldn’t have cared, its just Eva was so pretty with her big dark eyes, and the dress looked perfect on her. She was just jealous of Eva and acted out of jealously and petty spite. Sheila almost respects the Inspector’s way of handling things and begins to see the world according to his values. She was rather concerned for Eva and couldn’t believe she partly caused her suicide also she was genuinely upset about the death of Eva and how she was involved. During the second act she learns of everyone else’s involvement in the case. When she sees Gerald’s reaction to the name Daisy Renton she knows straight away that Gerald had some history with the girl. Gerald says that Shelia only wants to watch him being asked questions so she can watch some one else go through it, this obviously offends her and she questions whether Gerald really knows her. She hears Gerald’s questioning and soon finds out that Gerald met Eva in the palace bar one night after going to watch a show. He went down and had a few drinks, and noticed Eva as they started talking she gave him a false name so he new her a Daisy Renton. After hearing all this she breaks of her relationship to Gerald as she thinks she doesn’t know him any more. When inspector Goole questions Mrs. Birling Shelia discovers that Eva went to her mother for help and appealed to Mrs. Birling’s charitable committee because she had now money and no place to stay and she was pregnant. Mrs. Birling used her power over the committee to have Eva’s case refused and when Shelia discovered that her mother had been so cold she was outraged. She thought what her mother did was cruel and vile, especially as Eva was pregnant. When she realised that Eric was the man who had got Eva pregnant and tried giving her stolen money she was quite understanding of his involvement. During this act you can see Shelia growing as a character and in a way changing. She has been quite helpful to the inspector and sort of looked up to him in a way by agreeing with everything he says and answering all questions even if they weren’t directed at her. In act three Shelia’s attitude has almost completely changed she says she’s behaved badly and she’s ashamed of it. When the inspector left Shelia was the first person to question whether he was a police inspector or not, she doesn’t seem to care if he was a fake because she believes it should have made them all realise what they had done wrong and change but the only people who did realise what had gone wrong and the only people who had actually changed where her and Eric. She believes that the truth came out that night and made everyone confess and that is the only important thing that happened that night, not whether or not the inspector was a police inspector or not. When Shelia talks to certain people she is a confident speak † I should jolly well think not†, this shows she’s not afraid to stand up 4 her self or against other people. She asks a lot of questions and had a great deal of curiosity about the case â€Å"What was she like?†, â€Å"Was she young?†, â€Å"What was her name?†, these quotations show that she is eager to know all the information that people will tell her and she wants to know everything. When you play Shelia when you talk about Eva you should sounds slightly distressed and concerned, â€Å"Sorry its just I can help thinking about this girl destroying herself so horribly†, she obviously is in a great deal of distress when she talks about Eva and thinks about her death and how she was a part of it. Also she questions her fathers decisions a lot â€Å"I think sacking her was a mean thing to do†, â€Å"These girls aren’t cheap labour they are people†. When your playing Shelia you must remember that during act 1 you should be quite snobby and self-centred as Shelia only thought about her self and she was a jealous character. During act 2 you can start the see the changes so don’t forget to start being more sympathetic towards other peoples stories involving Eva. In act 3 you can she that the change in her attitude is complete as she learns her responsibilities of others less fortunate and is sensitive towards others and their feelings. Also I think you should wear a dress of that period or something along those lines to do with the upper class fashion during 1912.

Back in the Kitchen essays

Back in the Kitchen essays The role of women in learning and education underwent a gradual change in the Afro-Eurasian world and the Americas between the 11th and 15th centuries. As societies in Africa, Middle East, India, China, Europe, and America grew more complex they created new rights and new restrictions for women. In all regions of the world but the Middle East, society allowed women to maintain education in order to support themselves and their occupations. Women slaves in the Middle East were, however, prized on their intelligence. In Africa, women were trained in culinary arts. In India, women learned how to read and write with the exception of the sacred verses of the Vedas. In China and India, Buddhism helped women gain ground in maintaining education in. Buddhism allowed and encouraged women to join religion and education as equal to men. While in China a few women were Buddhist scholars, the Neo-Confucianists excluded women from the politics and educational system to prevent the power of wo men in government. Upper class women commonly had more opportunities for higher education then the lower class. Women in Europe and America lived more freely and openly than in other societies. European upper class women were able to read and write, become apprentices in towns, and perform family medicine, and some were caught with English Bibles. Noble and urban women had better chances of education than the common and rural women. In America, likewise everyone attended school, and the aristocratic women schooled to be priestesses. On the other hand, upper class Muslim women in India were covered by veils and had less access to educational material than the commoners. Women began to dominate the professional working world in culinary works, textiles, arts, medicine, and as slaves in almost all six regions. Considered physically inferior to men in all societies, women never occupied areas of heavy work, military combat, or long distance trade, but the...

Anxiety Mother and Anxiety Attacks Essay

Anxiety Mother and Anxiety Attacks Essay Anxiety: Mother and Anxiety Attacks Essay I Believe in †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. I cannot believe this, what I am doing, this is just so crazy. After so many years of having and still learning to live with anxiety attacks, how do I put in words to describe how it feels to have one? I simply say to people if I could describe in words how or what I feel, I most definitely would not be suffering from this right now. Unless you have had one you cannot judge a person. I am living proof, and just looking at me you would never know anything was even different. It all started one day back in 1993, there I was a nineteen years old, entering that new place we adults call â€Å"Life† and you older teens call â€Å"Freedom†, as a single teen mother of a two and a half year old little boy, living at home with a overbearing mother and if that wasn’t enough I was about to enter my first year at the local community college, my stress was at a all-time high that I’d ever exhibited in my young life. It all started this one day, a day that seemed just like it was an ordinary Thursday, however, it ended up being a day that I would never forget or be able to change for the rest of my life! I remember it like it was yesterday. I believe this was the second worst day of my existence. It’s going to sound funny where I was of all places on a â€Å"night out† to relax with the girls, where else but at Bingo with 2 of my other â€Å"teen mom† friends. There we are setting up our bingo cards, and BOOM, out of nowhere, my chest starts to tighten, I can’t catch my breathe, my mind starts to race, my palms are all sweaty. I’m thinking to myself. â€Å"What is going on? Am I having a heart attack? Am I dying? I’m only nineteen I’m to young to die; please this cannot be happening. I still have my whole life ahead of me. My son needs me to raise him, I’m just starting college.† I tried to remain calm but that was not happening so I decided to tell my friends that something was wrong with me. They had noticed I wasn’t acting my usual bubbly self, but was not sure what was going on. I tried to explain but that only made it worse. I was so grateful that one of my friends had experience with my illness and knew exactly how to help me, as her sister suffered from the same thing. She told me to try and remain calm while she called my mother to come and get me. When I got home, I continued feeling ill, and to me, I just seemed to be getting sicker by the moment. My mother was being very uncompassionate which was making me feel even more vulnerable to my symptoms. After nearly two hours, I still was not getting any better so I decided it was time to go to the emergency room. When I arrived the doctors were familiar with what I was experiencing, which made me feel a little bit calmer at the time. They gave me some medication to help me with my situat ion and referred me to a doctor that could better help me for future care. When I did end up getting home from the hospital needless to say, it was a very long sleepless night; I could not wait to call the doctors to get help with my new found problem. Seeing as I did not get any sleep I was already wide awake when the office opened and after I explained to them what I had been through the night before they made an emergency appointment for me. I met with a psychologist named Connie Clark she was such a nice lady. I went into detail with her what had entailed the night before, she explained to me that what I went through was not uncommon, and to not feel weird or out of place. A lot of people go through this and considering all that I had going on in my life could be a good reasons why I suddenly starting getting these. People learn to live with them and cope, and then some people let them overcome their life, which one would I be is the question? On that day she prescribed me some medications that would help me cope and keep my mind focused for the ti me and made weekly follow up appointments with her. The next few days were crucial

6 Horrible Risks of Study Drugs

6 Horrible Risks of Study Drugs In this article we’re going to quickly go through the risks of taking study drugs, or smart drugs, to try and get ahead in college or pull through those all-nighter study sessions. We’re going to cover all 6 bases that you should be informed on as a student who is at least considering it. I mean, why else would you read this? By the time you’re done you’ll know the risks. Let’s begin. 1. Ummm†¦You’ll Get Addicted! This is a risk from a few different angles. Let’s say someone decided to â€Å"help themselves study† by using some type of drug†¦that typically includes methamphetamines. Okay, what if that first time or two it does help them study and their grades go up? That’s the worst thing that could happen because then they’ll be under the mistaken impression it can be sustained. â€Å"I can control it† they begin to tell themselves. Yet what they don’t know is these drugs are as addictive as cocaine. Pretty soon they start believing they can’t study without it. Then of course have to take into account the physical addiction. Some are much more addictive than others. Regardless, do you really want to get addicted to this drug? Is that a wise productive decision? No. 2. You’ll Completely Crash Burn It might work a couple times or for a little while without causing much trouble if you’re lucky. But sooner rather than later you’ll crash and burn. The wakeup call will be that first big bombed test. The first time the professor brings you into their office to talk about your sudden disappearance from class or the fact you’re falling asleep during lectures. No one, literally no one, can take these drugs over the long haul and expect to maintain a good GPA. Make no mistake, the vast majority of students abuse these drugs. If you have even a slight addictive personality you’re in for trouble. 3. You’ll Get a Bad Rep What happens when people in class start believing you’re on drugs all the time? What if you get the rep of a drug user? What if you get caught with them (we’ll touch on this more in a moment)? At first it might sound â€Å"cool† to take them to study, but pay close attention to those that are now tricking themselves into believing they need it to study. How are they perceived by the people around them? What sort of crowd do they run with? Ask yourself if this is really what you’re all about and think again. 4. You’ll Get Arrested It’s a federal crime dude. And, make no mistake, your university and the law enforcement where you are will take it seriously. Having pills without prescription is a big no no these days due to the mind-boggling amount of overdoses and deaths that are happening. Don’t get this on your record. It’s not worth it. Don’t get caught up in the jail system or have to call home to explain to your parents why you’ve been kicked out altogether or temporarily from classes (and you’ll lose any and all scholarship money probably). 5. The Potential Side Effects Suck Here’s a quote about student life and the types of smart drug side effects students can look forward to if they get involved in this sort of thing: â€Å"Anxiety, depression, dependency, extreme anxiety levels, nervous breakdowns, sleep disorders, suicidal thoughts, psychosis nervousness, jitters, stomach problems, headaches, sleeplessness and a decrease in appetite.† (Elizabeth Hoyt) Are you willing to risk all that nonsense just to try and inch your GPA up without doing it the old school way? Is it really that hard to just crack open the books and study? How about join a study group? Honestly, no educational goal is worth ruining your life over. That’s a bit too oxymoron. 6. You’ll Go Completely Insane No joke. Maybe not clinically insane where you need to wear a straightjacket all day, but you won’t be your normal self. You’ll be sleep deprived, anxious paranoid or possibly incarnated in jail around some real odd characters. What’s the point? No, it’s not normal to abuse drugs in college. It’s not. Maybe it is among the packs of students with low GPAs who are really just there to avoid the real world, but not the serious students. It’s completely abnormal and leads to completely abnormal behavior. This is a serious subject so we would love to get your input. What’s the atmosphere around smart drugs like at your school and what do you think of them and the risks of usage?

The significance of Martin Luther and the protestant reformation in history of western civilization

The significance of Martin Luther and the protestant reformation in history of western civilization Introduction Martin Luther is one of the greatest men known in history for the many developments he made. Among these developments is the protestant reformation (Bainton 44). In this reformation, Martin Luther strongly opposed the notion that people could free themselves from sin by exchanging God’s punishment with money.Advertising We will write a custom essay sample on The significance of Martin Luther and the protestant reformation in history of western civilization specifically for you for only $16.05 $11/page Learn More In his attempts to reform the protestant church, Luther wrote several letters to the leaders of the church such as Bishops and the clergy. Nevertheless, after the struggle that proved difficult at times, Martin Luther succeeded in the protestant reformation. This paper therefore seeks to explore the major significance of Martin Luther and the protestant reformation in the history of western civilization. This will be effectively a chieved by addressing the questions that follow. What was the basic chronology of Luther’s breaking with the roman church? Martin Luther protested on October 31, 1517, reacting to several debates, which he thought were of great significance (Mackinnon 204). He thus sparked a lot of debate from different interest groups and people, particularly with respect to the so-called doctrines. Although his reaction or revolt was not against the church itself, it can clearly be depicted that it was mainly geared towards the general reform in the Church. Nevertheless, by 1519 he openly reacted to those doctrines he had earlier on regarded as implicit and even denied the mandate of the church in certain religious issues. In 1520, the pope excommunicated him at the time. He defied these religious leaders and particularly rallied against the papacy and the Eucharist. Why did he do so and what societal factors facilitated the acceptance of his message? From the proceedings of the events, it is depicted that the significant social factors, which facilitated the acceptance of Martin Luther’s ideas were mainly two-fold. The first one is that there were already some elements of dissatisfaction or resentments coming mainly from the city governments regarding the various clerical privileges and immunities given. They, for instance, were exempted from tax and even undertaking some civil responsibilities. An example of the latter is their exemption from defending the city despite the fact that religious orders held a big proportion of urban property. These people were therefore keen to eliminate the aforementioned privileges and take the general civil responsibility like everybody else. In addition, they were also reacting to the poor quality of sermon at the time. Consequently, they established preacherships where men with some good level of education were considered, and where such men were given the mandate of delivering or reading the sermons. This really attracted the protestant style of worship that emphasized more on sermons, and formed the main part of the service as opposed to Catholic orientation of Eucharist.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More What were the key principles of his critique of Catholicism and what were the principle writings by which he spread his message? His major critique was directed at the Papacy. According to Luther, the whole idea of Papacy was just but a beautiful false front, and a misleadingly holiness under which most of the evil was hidden. He therefore called for an urgent reform in the Church. Luther advocated that the papacy be converted to simplicity as well as humble fashion of the former days of St. Peter, and called for reconsideration in the way the finance was managed. He actually demanded that all finances and estate property be taken care of by the national churches instead of the pope. He also de manded for the complete eradication of clerical celibacy, which the Germans had rejected earlier on. With respect to the Eucharist, Martin Luther was particularly concerned about the nature of the sacramental doctrine in the Church. He particularly objected the idea of the many sacraments, which the church adopted at the time. The Church acknowledged seven sacraments while Luther advocated for those that were mainly comprised of baptism and the Lords Supper under the Authority of Jesus Christ. According to Luther, the catholic Mass was not a true reflection of the Lord’s Supper. Further, he argued that the whole idea of Eurcharist was not a repetition of the sacrifice of Christ. He believed that wine and bread should only be given to the laity and the clergy. Again, the view commonly held by the Church doctrine, was that during celebration of the Eucharist, bread and wine are changed to the body and blood of Christ respectively, and that only the physical appearances of the b read and wine remained (Mackinnon 204). According to Luther, this was based on the principal of Aristotle, with whom he actually differed. He suggested for a more real doctrine that of the actual presence that followed the consecration of the body and blood of Christ in their corresponding form of the bread and wine. He argued that the priest never caused any miracle, but instead Jesus Christ was omnipresent and that he opens the eyes of every believer to ChristAdvertising We will write a custom essay sample on The significance of Martin Luther and the protestant reformation in history of western civilization specifically for you for only $16.05 $11/page Learn More In respect to the Christian Freedom, he advocated for freedom from all priest crafts, with the priest being the only one responsible for carrying out what he had been called upon to perform in a specific office. Luther mainly employed the use of Hymns, Psalmist and his catechism to propagate his teachings or ideas. These writings entailed mainly basic religious knowledge. A case in print is Hymn‘s Almighty Fortress is our God which was generally easy to remember and evoked strong human feelings. This was particularly important, as it was able to have a significant imprint of Martin Luther’s central or key points in his doctrines. His catechism contained brief sermons on the main articles of faith and presented succinct explanation of doctrines in form of questions and answers. What is the most effective means used by the Roman Catholic Church to the protestant challenge and why. From my own point of view, I could say that one of the most effective and appropriate means the Catholic Church used in reaction to the various challenges was the Protestant formation of ecumenical council. This is because it significantly helped in fostering unity and accommodation from the opposing religions. That way, the two religions were no longer in conflict, but united in most o f their doctrines and culture. The legacy of the reformation and Counter Reformation The main legacy out of all these is linked to a series of religious wars that eventually resulted in a long civil strife, which had a negative impact on the German economy thus leading to the death of several Germans (Bainton 45). As a result, this meant that the religious believes in Europe had been outweighed by the political and national convictions. Bainton, Roland. Here I Stand: a Life of Martin Luther. New York: Penguin, 1995. Print. Mackinnon, James. Luther and the Reformation. New York: Russell Russell, 1962. Print.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Teen smoking essays

Teen smoking essays Teen smoking. Those two words mean a lot of things to a lot of different people. To some it means nothing. They are just two meaningless words found under T and S in the dictionary. To others it is as if these words symbolize some sort of treason or crime against society. Yet to others it is just another stereotype to be placed under. And to some it is a salvation. An escape. Unfortunately I am writing this paper so you will get my positions on teen smoking rather than other peoples. Teen smoking gathers a lot of emotions when I think about it. It makes me very angry sometimes. My first draft of this was good but I saw myself getting angry and lashing out on everyone, so I revised it. But enough of that, I find teen smoking to be a very controversial subject. To be completely honest with you I am smoking right now as I am writing this. Obviously I am a smoker. I am 17 years old and I am a smoker. In the late 1990s, the statistics showed that approximately 25% of teens smoke. Thats one out of every four teenagers. High school is a tough time for teens. These years are critical to a teens future. This explains why a vast majority of smokers start at 16 years or younger with the most common age being 14 years old(freshman). It has also been proven also that teens who score lower in school smoke more than higher scoring students do. It seems that everyone smokes in our school. Our school is overrun with smokers. It is right now at least 50% smokers and 65% if you count the people who will smoke before their high school career is up. We practically encourage it. I mean Firemans Field practically condones teen smoking. Teen smoking is defiantly a problem in our school, as well as schools all over the United States. I feel that teen smoking is a huge problem. I feel that too many teenagers smoke cigarettes. It is something that needs to get dealt with. But before I get into that I should probably start with the causes ...