Psychology

This study identified specific sexual behaviors and practices of the youth with regard to HIV/AIDS among secondary school students in Rift Valley, Nyanza and Western provinces of Kenya. The provinces were selected because of their high HIV/AIDS prevalence rates. A cross-sectional survey design was used. A self-administered questionnaire was used for data collection. Quantitative data were analyzed using descriptive statistics, while qualitative information was thematically summarized. Of the 3,650 students sampled from a population of 9,000, 3,645 participated in the survey. Boys accounted for 56.2%, while girls represented 43.8%. Their ages ranged between 12 and 22 years, with a mean of 16.4 years. Nearly all the students (98.9%) had heard of HIV/AIDS and were aware of how it is transmitted. Mass media was the most widely reported first source of information. Forty percent of the students had had sexual intercourse before the survey, with more boys (55.7%) than girls (21.6%) reporting ever having sex. The first sexual encounter took place mainly at home. Only 37.2% had used a condom. Peer pressure (43.0%) was reported to be the main reason for having the first sexual encounter. In conclusion, the results indicate high levels of knowledge on HIV and AIDS among the youth. However, this knowledge seems not to translate effectively into behavior change. It is recommended that appropriate communication programs be developed with precise messages on HIV and AIDS.

Teachers elavuate their roles in their school environment by what they feel as they go to work everyday. The ability of workers to adapt to the work environment is often associated with job satisfaction. Job satisfaction is urgently needed to provide comfort in performing tasks that have been entrusted to the teachers. It would be achieved if all requirement are met and it would indirectly increase the motivate the teachers. Nowdays there are few signs which indicate that job satisfaction has occured degradation. The stages of adaptation at the workplace often vary which will result in job dissatisfaction and thus the job performance is affected. Apart from that, findings of several studies has found that the key factors affecting job satisfaction to teachers is the development of motivation, attitude and behavior of an individual and the emotional stress due to workload and their internal problem. Job satisfaction is also closely related to the working-class pressure. The working pressure is always identified as factors leading to low production yield, absenteeism, resignations and poor health of workers. An individual who has high job satisfaction will focus on his career, will be not easily tired, hardworking, highly motivated and will strive to improve work performance. Aspects of job satisfaction is also associated with the psychological aspects inseparable from the concept of motivation. The emphasis on job satisfaction is very important because it will indirectly affect individual performance and contribution to the organization. Someone who do not get job satisfaction will be tempted to neglect their duty and does not carry out the mandate that was given to him.

This paper is examined status of madheshi women in Nepal. In Nepalese context, the madheshi women as being on the lowest rung of caste hierarchy are deprived from the accessibility of different types of capital, symbolic, economic, and cultural except the social capital. They have low partake in different part of development activities of the country. Madheshi women are backward than Pahadi women communities women because of restricted equality and discrimination recognition due to deficiency of literacy..

One psychological factor which has recently gained importance in translation studies is the concept of willingness to translate (WTT). As a new notion, this willingness has not been probed regarding its relationship with translators' personality. Therefore, the present study, at first, focused on the analysis of the relationship between MA students’ three levels of WTT and their personality types, and then in the second step it tried to test this relationship between students’ WTT levels and their eight personality dichotomies. The quantitative data of this study were gathered through the administration of two questionnaires: willingness to translate (WTT) and the Persian version of the Myers Briggs type indicator (MBTI). The first hypothesized relationship was examined via One-Way ANOVA Test. The result demonstrated no relationship between these two variables. On the other hand, for testing this relationship between students’ WTT levels and eight personality dichotomies, a correlation test was applied. The results indicated a weak and positive correlation between Thinking and WTT and a weak and negative correlation between Feeling and WTT. Based on the results, it can be concluded that students’ personality types and dichotomies can have no effect on their three levels of WTT.

The study examined the nature and characteristics of locus of control across three critical phases of the life span such as young adulthood (20-25 yrs.), middle age (40-45 yrs.), and old age (65-70 yrs.) among both males and females. The sample consisted of 90 subjects, 30 from each of the age categories. Equal number of males and females from each of the categories were randomly selected. All the subjects were individually administered Rotter’s ‘Internal-External Locus of Control Scale. The results were analyzed for observing age-related and sex-related effects and changes in locus of control. Major findings of the study are summarized below. Both males and females are highly internals during the middle age, while they are externals at young and old age. Females show relatively more of external locus of control than males. However, the male-female difference was not found to be statistically significant across any of the three age groups. The interaction effect between age and sex was also not found to be significant suggesting that these two are independent factors with respect to locus of control.

Full time television viewing may contribute significantly to children's acquisition of stereotypic perceptions of behavior and psychological characteristics associated with males and females. There has been research interest in how children might be effected by the sex role stereotypes. The trend has always been such that female characters are attributed to certain feminine acts in contrast with males whose stereotypes portrayed in children media are expected to be major and masculine. Children in particular spend a great amount of time watching TV and are related to the content of what they watch which shapes their perception. Contrary to traditional portrayal of sex-roles in animated films in which male characters are more likely to demonstrate physical aggression and leadership roles whereas female characters are more apt to demonstrate affection, romance, and supportive roles than are male, it has recently been observed a change occurring in the way sex-roles are represented in animated movies. To realize if this change also appears in the Persian dubbed version of animated films, this study is an attempt to analyze popular television cartoons produces from 1990 to 2012, comparing the original with the dubbed version and the way their portrayals of gender stereotypes undergo change across the two languages. To this end, instances extracted of sex-role stereotypes were extracted and subjected to comparison. It must be mentioned that the present article is a small part of the researcher’s MA thesis in which over one hundred animated movies were reviewed and analyzed completely (see the Appendix ). Only two of the analyzed animated movies, Shrek 2 and Ice Age 2, are discussed here.The results indicated that differences in the way the two versions portray sex-role stereotypes could be clearly indexed and categorized. The Persian dubbed version tended to ignore the worldwide occurring changes in portraying sex-roles.

The study investigated time management practices and job effectiveness among university lecturers in Rivers State. A 29 item questionnaire was designed, validated and administered on a sample of 150 lecturers drawn from a population of 260 (57.6%) Lecturers from Faculty of Educations University of Port Harcourt and Faculty of Education Ignatius Ajuru University Rivers State. The result of the data analysis revealed that university lecturers indicated minimal level of time management practice which reflected in ranking their priorities daily; establishing time frame to achieve personal career goals; limiting the amount of time spent on TV and internet; completing important task when energetic and working on the most important task before the less important one. They equally indicated high level of job effectiveness which reflected in prompt planning of lectures, being regular in class, timely completion of course outline, timely assessment of students and grading of their scores, available for consultation, attending academic conferences and timely met requirements for their next promotion. The result also revealed a significant positive relationship between time management practice and job effectiveness. The study recommended among others that planning of schedules, prioritization of activities, resistance to unrewarding activities, avoiding time wasting habits etc were important time management techniques that needed to be imbibed by lecturers for individual and organizational goal attainment.

In this article the researcher seeks to provoke discussions on the unseen curriculum and its role on students’ learning of professionalism. The article draws educators’ attention to the formation of professional values through the concealed curriculum via examination of issues like how the veiled curriculum functions within education as a countervailing force to educations’ push for professionalism. The article defines expert values as standards for specialized practice, which are based on the agreement of expert groups of people. Professional values like competence, honesty, confidentiality and appropriate language among other virtues, provide a framework for appraising the ideas and viewpoints that influence success at work place. The researcher responds to key concerns about pervasive calls emanating from unprofessional and academic onlookers alike to strengthen the teaching of professional values within the formal curriculum. She employed exploratory mixed methods design. She distributed 498 closed-ended questionnaires to randomly selected respondents at different times and interviewed ten key informants. The results revealed that it is possible to teach information about professional values, ethical reasoning, or improve understanding of professional language and ethical concepts, but course material or the formal curriculum is very limited in decisively influencing students’ personality or ensuring moral conduct. The results also revealed that students learning of professional values takes place not within the formal curriculum but in a more subtle, less officially recognized curriculum. The researcher maintains that any attempt to develop a comprehensive professionalism curriculum must acknowledge the broader cultural milieu (the humanistic climate) within which that curriculum functions. The researcher concludes by proposing thorough exploration of the humanistic climate (the hidden curriculum) in which professionalism is caught rather than taught, which if made positive is likely to allow expertise principles to blossom among young workers

The magnificent and painful experience of falling in love is unforgettable for the most of the young people. This article describes young adults’ (N=55) experiences of falling in love: where love begins, what happens when you fall in love, what kind of phases the process of falling in love comprises, and what are the problems that falling in love causes like. Falling in love turned out to be a fascinating temporary metamorphosis that responds to the (partly taught and predetermined) dreams but provides painful disappointments as well. The models and images given in public can be spuriously unbalanced: falling in love is not just happiness and joy. Instead, falling in love is a learning experience that moulds the young people’s identity and self-esteem.

The suggestion and the hypnosis has been used since ancient times, both magical - religious and curative purposes. Considering that the disease creates a weakness, anguish and uncertainty, the patient is experiencing a period of regression and resignation which will increase the sensitivity to suggestion. To increase the effectiveness of psychotherapy, which is used in the treatment of mental disorders, it is necessary that between therapist and patient to be a reciprocal respect and consideration. The patient must believe that the therapist understands his problems, accept difficulties as being usual and solvable, this fact is generated him a sense of support and hope. Without trust curing the disease becomes almost impossible. Besides the direct approach of problems, even the non – verbal behavior of the therapist is very important, because it may be the vehicle of both positive and negative suggestions. The expectations of the patient have also a highly suggestive potential, either negative or positive. This relationship between therapist and patient has great importance also concerning the placebo effect. The therapeutic effect is based on faith, suggestion, motivation, expectancy and the prestige of the therapist. The responsibility of the therapeutically act favor the appearance of knowledge and influence suggestive strategies.