Hills Like White Elephants by Ernest Hemingway
The hills across the valley of the Ebro were long and white. On this side there was no shade and no trees and the station was between two lines of rails in the sun. Close against the side of the station there was the warm shadow of the building and a curtain, made of strings of bamboo beads, hung across the open door into the bar, to keep out flies. The American and the girl with him sat at a table in the shade, outside the building. It was very hot and the express from Barcelona would come in forty minutes. It stopped at this junction for two minutes and went to Madrid.
'What should we drink?' the girl asked. She had taken off her hat and put it on the table.
'It's pretty hot,' the man said.
'Let's drink beer.'
'Dos cervezas,' the man said into the curtain.
'Big ones?' a woman asked from the doorway.
'Yes. Two big ones.'
The woman brought two glasses of beer and two felt pads. She put the felt pads and the beer glass on the table and looked at the man and the girl. The girl was looking off at the line of hills. They were white in the sun and the country was brown and dry.
'They look like white elephants,' she said.
'I've never seen one,' the man drank his beer.
'No, you wouldn't have.'
'I might have,' the man said. 'Just because you say I wouldn't have doesn't prove anything.'
The girl looked at the bead curtain. 'They've painted something on it,' she said. 'What does it say?'
'Anis del Toro. It's a drink.'
'Could we try it?'
The man called 'Listen' through the curtain. The woman came out from the bar.
'Four reales.' 'We want two Anis del Toro.'
'With water?'
'Do you want it with water?'
'I don't know,' the girl said. 'Is it good with water?'
'It's all right.'
'You want them with water?' asked the woman.
'Yes, with water.'
'It tastes like liquorice,' the girl said and put the glass down.
'That's the way with everything.'
'Yes,' said the girl. 'Everything tastes of liquorice. Especially all the things you've waited so long for, like absinthe.'
'Oh, cut it out.'
'You started it,' the girl said. 'I was being amused. I was having a fine time.'
'Well, let's try and have a fine time.'
'All right. I was trying. I said the mountains looked like white elephants. Wasn't that bright?'
'That was bright.'
'I wanted to try this new drink. That's all we do, isn't it - look at things and try new drinks?'
'I guess so.'
The girl looked across at the hills.
'They're lovely hills,' she said. 'They don't really look like white elephants. I just meant the colouring of their skin through the trees.'
'Should we have another drink?'
'All right.'
The warm wind blew the bead curtain against the table.
'The beer's nice and cool,' the man said.
'It's lovely,' the girl said.
'It's really an awfully simple operation, Jig,' the man said. 'It's not really an operation at all.'
The girl looked at the ground the table legs rested on.
'I know you wouldn't mind it, Jig. It's really not anything. It's just to let the air in.'
The girl did not say anything.
'I'll go with you and I'll stay with you all the time. They just let the air in and then it's all perfectly natural.'
'Then what will we do afterwards?'
'We'll be fine afterwards. Just like we were before.'
'What makes you think so?'
'That's the only thing that bothers us. It's the only thing that's made us unhappy.'
The girl looked at the bead curtain, put her hand out and took hold of two of the strings of beads.
'And you think then we'll be all right and be happy.'
'I know we will. Yon don't have to be afraid. I've known lots of people that have done it.'
'So have I,' said the girl. 'And afterwards they were all so happy.'
'Well,' the man said, 'if you don't want to you don't have to. I wouldn't have you do it if you didn't want to. But I know it's perfectly simple.'
'And you really want to?'
'I think it's the best thing to do. But I don't want you to do it if you don't really want to.'
'And if I do it you'll be happy and things will be like they were and you'll love me?'
'I love you now. You know I love you.'
'I know. But if I do it, then it will be nice again if I say things are like white elephants, and you'll like it?'
'I'll love it. I love it now but I just can't think about it. You know how I get when I worry.'
'If I do it you won't ever worry?'
'I won't worry about that because it's perfectly simple.'
'Then I'll do it. Because I don't care about me.'
'What do you mean?'
'I don't care about me.'
'Well, I care about you.'
'Oh, yes. But I don't care about me. And I'll do it and then everything will be fine.'
'I don't want you to do it if you feel that way.'
The girl stood up and walked to the end of the station. Across, on the other side, were fields of grain and trees along the banks of the Ebro. Far away, beyond the river, were mountains. The shadow of a cloud moved across the field of grain and she saw the river through the trees.
'And we could have all this,' she said. 'And we could have everything and every day we make it more impossible.'
'What did you say?'
'I said we could have everything.'
'No, we can't.'
'We can have the whole world.'
'No, we can't.'
'We can go everywhere.'
'No, we can't. It isn't ours any more.'
'It's ours.'
'No, it isn't. And once they take it away, you never get it back.'
'But they haven't taken it away.'
'We'll wait and see.'
'Come on back in the shade,' he said. 'You mustn't feel that way.'
'I don't feel any way,' the girl said. 'I just know things.'
'I don't want you to do anything that you don't want to do -'
'Nor that isn't good for me,' she said. 'I know. Could we have another beer?'
'All right. But you've got to realize - '
'I realize,' the girl said. 'Can't we maybe stop talking?'
They sat down at the table and the girl looked across at the hills on the dry side of the valley and the man looked at her and at the table.
'You've got to realize,' he said, ' that I don't want you to do it if you don't want to. I'm perfectly willing to go through with it if it means anything to you.'
'Doesn't it mean anything to you? We could get along.'
'Of course it does. But I don't want anybody but you. I don't want anyone else. And I know it's perfectly simple.'
'Yes, you know it's perfectly simple.'
'It's all right for you to say that, but I do know it.'
'Would you do something for me now?'
'I'd do anything for you.'
'Would you please please please please please please please stop talking?'
He did not say anything but looked at the bags against the wall of the station. There were labels on them from all the hotels where they had spent nights.
'But I don't want you to,' he said, 'I don't care anything about it.'
'I'll scream,' the girl siad.
The woman came out through the curtains with two glasses of beer and put them down on the damp felt pads. 'The train comes in five minutes,' she said.
'What did she say?' asked the girl.
'That the train is coming in five minutes.'
The girl smiled brightly at the woman, to thank her.
'I'd better take the bags over to the other side of the station,' the man said. She smiled at him.
'All right. Then come back and we'll finish the beer.'

As is the case with most short stories, character development tends to be expressed with actions and dialogue rather than descriptions and anecdotes. Hills Like White Elephants is no exception. Hills Like White Elephants is a short story by Ernest Hemingway. This story takes place in a very short period of time, but yet tells a tale that is much bigger than itself. Even a conversation can say a great deal about the people involved.
The setting of this story is a bar at a train station in Spain. The time period is never explicitly stated but it can be assumed to be around 1927, as that is the date the story was written. To put it simply, the plot of this story is a conversation between the two main characters, a man and a woman. It occurs while they are having drinks at the bar. Although the topic is never clearly stated, it is fairly clear that the discussion is on abortion for the girl. This is clear from the man's statement that "it's to let the air in" as well as the basic gravity of the conversation. The conversation makes up the majority of the story, other than some general observations on the environment. There is a third character, the waitress, but she is a minor figure. Overall, nothing is clearly or obviously stated in the conversation. The vast majority of what is going on is left to the reader to surmise, which is what makes the story so elegant.
There is very powerful imagery in Hills Like White Elephants. This is expressed both in the title and the dialogue. The mountains in Spain make the girl think of white elephants. A white elephant is a metaphor for an expensive possession that is a financial burden to maintain. This expression originated in Thailand, where albino (white) elephants were considered sacred, and were not permitted to be forced into work. Therefore, a white elephant was only a burden to its owner, consuming food without providing any useful service to its owner. A white elephant might be a privilege to own and pleasing to look at, but in having it you could become destitute.
The woman is named Jig, whereas the man is simply "a man" or "The American". The relationship between them is uncertain. They are clearly not married, but they have consummated a relationship which resulted in the girl becoming pregnant. It seems like they are travelers, who stop in different locales before moving on to the next. To the reader, their relationship seems shallow. They have a childish exchange where the man tells Jig to "cut it out" and Jig replies that "you started it". It doesn't appear that they are capable of having a meaningful discussion, and it does seem like a lot of things go unsaid. They both seem to be fairly well-off, as is evidenced by their taste in drinks.
The protagonist of this story is in question, as there are only two main characters, Jig and the man. The protagonist, in my opinion, is clearly Jig.There is a good amount of evidence for this. She has the first spoken line in the story. She did not initiate the discussion on the topic of abortion. The man initiates it with his comment of "It's really an awfully simple operation, Jig," so in essence, she is on the defensive. Also, the girl is the only character to be given a name, "Jig".

Jig is a young woman who is pregnant. It can be assumed she is under thirty years old, as she is referred to as a "girl" in the story. The entire focus of this story is Jig being pregnant, and the topic of an abortion, which can be assumed to be the man's suggestion. Jig seems like she would like to keep the child, and is not at all comfortable with an abortion. However, she is going along with the man's wishes despite what her personal feelings may be. It seems like Jig has feelings that she won't or can't vocalize to the man.
Jig seems very disillusioned with her life. She leads a lifestyle which to her is nothing more than to "look at things and try new drinks", which is something she used to enjoy. However, becoming pregnant opened her eyes. It changed her view on life, and "looking at things and trying new drinks" doesn't satisfy her anymore. She would like to have her child, and her interest in their current lifestyle has waned. Their lifestyle would not be possible with a baby, or at least it would be difficult to continue in its current form. Therefore, the man thinks an abortion is the best solution. This is clear due to his general affirmations of an abortion being an "easy" and "simple" process, and that things will be as they were after it is carried out. Jig has obvious doubts, but she goes along with it for the sake of continuing their lifestyle that they are accustomed to. She seems to care a great deal about the man, to the point where she as a character, is torn between these two decisions.
The man, otherwise known as "The American", is the only logical antagonist in the story. Hemingway's portrayal of him is distinctly less flattering than his portrayal of Jig. He comes off as being insensitive to Jig's feelings, despite his kind words.
The abortion was undoubtedly his idea. The reader gets the feeling that while he would like Jig to be happy, he prefers to keep his own status quo over all else. He wishes that a discussion would not even be necessary, that no tears are shed and she simply has the operation. The reader sees him as someone who is putting his own needs first. He is also not given a proper first name in the story, while Jig is. It is made abundantly clear what his preference is on the matter. His comments of "I don't want anyone but you" and "I don't want anyone else" illustrate his personal desire to keep their relationship as it is by not introducing a child into their life.
Jig's conflict isn't really resolved in the story. She realizes that she will not be able to have the child, and at the same time she will not be able to enjoy life the way it was. She tries to get reaffirmation from the man that the abortion would make her enjoy their lifestyle again, make things "like they were" but after a point, she sees that it is hopeless for her. An abortion will not make things like they were; their lifestyle will never gratify her again. She recognizes that talking any more will only make it worse, and attempts to end the conversation by asking him if he would "please please please please please please please stop talking". When he tries to reinitiate the conversation she threatens to scream. Then the train is due to arrive in five minutes and they are ready to leave. The man asks her if she is feeling any better. She smiles and says she feels fine. From what we have witnessed this is not the case.
It is definitely not a happy ending, but the story resolves itself in a way that is typical of the character. She chooses to shut out her feelings, and simply go through with the abortion. It's open to speculation what happened after that. It's unknown whether this resolution is a positive or negative one. However, I don't find it satisfying because she has decided to ignore her feelings and do something that she feels miserable about. In most stories, the conflict is either resolved in a way that is clearly positive for the protagonist, or clearly negative. In this case, you have to consider the possibility that Jig's feelings might not have been correct. Maybe the man is right, and their lives will return to the same way they were. She may have forgotten about her feelings and went back to enjoying her life as she had heard others had after getting abortions. Or she may have felt empty and unfulfilled for the rest of her life. The real "ending" is in question.
I feel that Hemingway's purpose in creating the character of Jig was probably reflective on his feelings on abortion to an extent. More so, however, it seems like a look at human nature, about how we go against ourselves and do something undesired just to please someone else or maintain the status quo. Jig's story has many parallels in real life, abortion-related and otherwise. It is sobering to consider what we would do in her position. Would you accept the white elephant to make yourself happy while having to abandon your way of living, or would you reject the white elephant to keep things "the way they were" even if "how things were" is no longer what you want?

location: sta. ruz, naga, cam sur mood: rushed music: crazy for you (rock version) tags: hills, literature, story

Terms in Volleyball
ACE - A serve that is not passable and results immediately in a point.
ANTENNA - The vertical rods (normally white and red) mounted near the edges of the net. The antennas are mounted directly above the sidelines and are not-in-play. Antennas are not usually used on outdoor nets.
APPROACH - Fast stride toward the net by a spiker before he jumps in the air.
ASSIST - Passing or setting the ball to a teammate who attacks the ball for a kill. This stat is normally only logged for high school, college, and National/Olympic team play.
ATTACK - The offensive action of hitting the ball. The attempt by one team to terminate the play by hitting the ball to the floor on the opponent's side.
ATTACK BLOCK - Receiving players' aggressive attempt to block a spiked ball before it crosses the net.
ATTACK ERROR - An unsuccessful attack which does one of the following: 1) the ball lands out of bounds, 2) the ball goes into the net and terminates play or goes into the net on the third hit, 3)the ball is blocked by the opposition for a point or sideout, 4) the attacker is called for a center line violation, or 5) the attacker is called for illegal contact (lift, double hit...) on the attack.
ATTACKER - Also "hitter" or "spiker." A player who attempts to hit a ball offensively with the purpose of terminating play in his or her team's favor.
ATTACK LINE - A line 3m from the net that separates the front row players from the back row players. Commonly referred to as the "10-foot line."
BACKCOURT - The area from the endline to the attack line.
BACK SET - A set delivered behind the setter’s back, which is subsequently hit by an attacker.
BACK ROW ATTACK – When a back row player attacks the ball by jumping from behind the 3m line before hitting the ball. If the back row player steps on or past the 3m line during take-off, the attack is illegal.
BEACH DIG - An open hand receive of the ball, also called a "Deep Dish"
BLOCK - A defensive play by one or more players meant to deflect a spiked ball back to the hitter’s court. It may be a combination of one, two or three players jumping in front of the opposing spiker and contacting the spiked ball with the hands.
BUMP – a common term for forearm passing.
BALL HANDLING ERROR - Any time the official calls a double hit, a thrown ball or a lift (except on a serve reception or attack). For our purposes, this category also includes any blocking errors (when an official calls a blocker for a violation such as going into the net, centerline violation, reaching over the net, etc.).
BUMP PASS - The use of joined forearms to pass or set a ball in an underhand manner.
CAMPFIRE - A ball that falls to the floor in an area that's surrounded by two, three, four or more players. At the instant after the ball hits the floor, it appears as if the players are encircling and staring at a campfire.
CENTER LINE - The boundary that runs directly under the net and divides the court into two equal halves.
CLOSING THE BLOCK - The responsibility of the assisting blocker(s) to join the primary blocker and create an impenetrable block in which a ball cannot fit between the two individual blockers.
CROSS COURT SHOT - An individual attack directed at an angle from one end of the offensive team's side of the net to the opposite sideline of the defensive team's court.
CUT SHOT - A spike from the hitter's strong side that travels at a sharp angle across the net.
DECOY - An offensive play meant to disguise the spiker who will receive the set.
DEEP SET - Set to be hit away from the net to confuse or disrupt the timing of the blockers.
DIG - Passing a spiked or rapidly hit ball. Slang for the art of passing an attacked ball close to the floor.
DINK - A legal push of the ball around or over blockers.
DOUBLE BLOCK - Two players working in unison to deflect an attacked ball at the net back to the hitter’s side.
DOUBLE HIT - Successive hits or contacts by the same player. (Illegal)
DOUBLE QUICK - Two hitters approaching the setter for a quick inside hit.
DOUBLES - A game with two players on each side, most commonly played on a sand court.
DOWN BALL - A ball the blockers elect not to attempt to block because it has been set too far from the net or the hitter is not under control. A "Down Ball" is hit overhand and driven over the net with topspin while the player remains standing. "Down Ball," is usually called aloud by the defense when it becomes apparent the attacker has no chance of hitting a powerful spike.
FIVE-ONE – A 6-player offensive system that uses five hitters and one setter.
FIVE SET – A back set to the right front hitter.
FLARE – Inside-out path of an outside spiker who hid behind a quick hitter.
FLOATER - A serve which does not spin or rotate and therefore moves in an erratic path. This is similar to a "knuckle ball" pitch in baseball.
FOREARM PASS - Join your arms from the elbows to the wrists and strike the ball with the fleshy part of your forearms in an underhand motion.
FOUL - A violation of the rules.
FOUR SET - A set 1' from the sideline, and 1’ to 2' above the net.
FOUR-TWO - A 6-player offensive system using four hitters and two setters.
FREE BALL - A ball that will be returned by a pass rather than a spike. This is usually called aloud by the defense instructing players to move into serve receive positions.
HELD BALL - A ball that comes to rest during contact resulting in a foul.
HIT - To jump and strike the ball with an overhand, forceful shot.
HITTER - Also "spiker" or "attacker"
HITTING PERCENTAGE - kills vs. attempts
INSIDE SHOOT - A playset or a 33.
ISOLATION PLAY - Designed to isolate the attacker on a specific defender, normally to exploit a weakness or give a hitter a chance to hit against a single block.
JUNGLE BALL - Any volleyball game with people who don't really know how to play volleyball. A common euphemism for this type of game is "Picnic Volleyball."
JUMP SERVE - A serve that is started by the server tossing the ball into the air and jumping into and hitting the ball in its downward motion.
JOUST – When 2 opposing players are simultaneously attempting to play a ball above the net.
KEY - To predict a team's next play by observation of patterns or habits.
KILL - An attack that results in an immediate point or side out.
LINE - The marks that serve as boundaries of a court.
LINE SHOT - A ball spiked down an opponent's sideline, closest to the hitter and outside the block.
LET SERVE - A serve that contacts the net. If the ball dribbles over, it's playable just like any other ball that contacts the net on the way over. If the ball fails to clear the net, it will become dead when it either hits the serving team's court, or is contacted by a player on the serving team.
MIDDLE-BACK - A defensive system that uses the middle back player to cover deep spikes.
MIDDLE-UP - A defensive system that uses the middle back player to cover dinks or short shots.
MINTONETTE - The original name of the game of volleyball, created by William Morgan.
MULTIPLE OFFENSE - A system of play using different types of sets other than just normal outside sets.
OFFSIDE BLOCK - Player at the net, which is on the side away from the opponent's attack.
OFF-SPEED HIT - Any ball spiked with less than maximum force but with spin.
OUTSIDE HITTER – a left-front or right-front attacker normally taking an approach which starts from outside the court
OVERHAND PASS - A pass executed with both hands open, controlled by the fingers and thumbs, played just above the forehead.
OVERHAND SERVE - Serving the ball and striking it with the hand above the shoulder.
OVERLAP – refers to the positions of the players in the rotation prior to the contact of the ball when serving.
PANCAKE - A one-handed defensive technique where the hand is extended and the palm is slid along the floor as the player dives or extension rolls, and timed so that the ball bounces off the back of the hand.
PASS – see "Forearm Pass"
PENETRATION – The act of reaching across and breaking the plane of the net during blocking.
POINT OF SERVICE - A serve that results in a point (an ace by NCAA standards) as the serve is not returnable due to a bad pass by the receiver, this number includes aces.
POWER ALLEY - A cross-court hit traveling away from the spiker to the farthest point of the court.
POWER TIP – A ball that is pushed or directed with force by an attacking team.
POWER VOLLEYBALL - A competitive style of volleyball started by the Japanese.
QUICK – a player approaching the setter for a quick inside hit
QUICK SET – a set (usually 2’ above the net) in which the hitter is approaching the setter, and may even be in the air, before the setter delivers the ball. This type of set requires precise timing between the setter and hitter.
READY POSITION - The flexed, yet comfortable, posture a player assumes before moving to contact the ball.
RECEPTION ERROR - A serve that a player should have been able to return, but results in an ace (and only in the case of an ace). If it is a "husband/wife" play (where the ball splits the two receivers), the receiving team is given the reception error instead of an individual.
RED CARD – a severe penalty in which an official displays a red card. The result of a red card may be a player is disqualified, the team loses the serve, or the team loses a point. A red card may be given with or without a prior yellow card as a warning; it is up to the official’s discretion.
ROLL - a certain way to pass a ball in which the digger, or passer lays out an arm, passes the ball, and rolls over the shoulder (over the shoulder roll) or back (barrel roll) after passing the ball. This is a quick way to return to action after the play.
ROOF - A ball that when spiked is blocked by a defensive player such that the ball deflects straight to the floor on the attacker’s side.
ROTATION - The clockwise movement of players around the court and through the serving position following a side out.
SERVE - One of the six basic skills; used to put the ball into play. It is the only skill controlled exclusively by one player.
SERVER - The player who puts the ball into play.
SERVICE ERROR - An unsuccessful serve in which one or more of the following occurs: 1) the ball hits the net or fails to clear the net, 2) the ball lands out of bounds, or 3) the server commits a foot fault.
SERVICE WINNER - A point the serving team scores when this player has served the ball. The point can be an immediate (in the case of an ace) or delayed (a kill or opponent attack error after a long rally). Therefore, the sum of the team's service winners equals their score.
SET - The tactical skill in which a ball is directed to a point where a player can spike it into the opponent's court.
SETTER – the player who has the 2nd of 3 contacts of the ball who "sets" the ball with an "Overhand Pass" for a teammate to hit. The setter normally runs the offense.
SIDE OUT - Occurs when the receiving team successfully puts the ball away against the serving team, or when the serving team commits an unforced error, and the receiving team thus gains the right to serve.
SIX PACK – Occurs when a blocker gets hit in the head or face by a spiked ball.
SIX-TWO – A 6-player offense using 2 setters opposite one another in the rotation. Setter 1 becomes a hitter upon rotating into the front row as setter 2 rotates into the back row and becomes the setter.
SPIKE - Also hit or attack. A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent's floor or off the opponent's blocker.
STRONG SIDE - When a right-handed hitter is hitting from the left-front position or when a left-handed hitter is hitting from the right-front position.
STUFF - A ball that is deflected back to the attacking team's floor by the opponent's blockers. A slang term for "block."
TURNING IN – the act of an outside blocker turning his/her body into the court so as to ensure the blocked ball is deflected into the court and lands in-bounds.
UNDERHAND SERVE – a serve in which the ball is given a slight under-hand toss from about waist high and then struck with the opposite closed fist in an "underhand pitching" motion.
WEAK SIDE – When a right-handed player is hitting from right-front position or when a left-handed player is hitting from the left-front position.
WIPE – when a hitter pushes the ball off of the opposing block so it lands out of bounds
YELLOW CARD – a warning from an official indicated by the display of a yellow card. Any player or coach who receives two yellow cards in a match is disqualified. A single yellow card does not result in loss of point or serve.
History
Origin of volleyball
On February 9, 1895, in Holyoke, Massachusetts (USA), William G Morgan, a YMCA physical education director, created a new game called Mintonette as a pastime to be played preferably indoors and by any number of players. The game took some of its characteristics from tennis and handball. Another indoor sport, basketball, was catching on in the area, having been invented just ten miles (sixteen kilometers) away in the city of Springfield, Massachusetts, only four years before. Mintonette was designed to be an indoor sport less rough than basketball for older members of the YMCA, while still requiring a bit of athletic effort.
The first rules, written down by William G Morgan, called for a net 6 ft 6 in (1.98 m) high, a 25×50 ft (7.6×15.2 m) court, and any number of players. A match was composed of nine innings with three serves for each team in each inning, and no limit to the number of ball contacts for each team before sending the ball to the opponents’ court. In case of a serving error, a second try was allowed. Hitting the ball into the net was considered a foul (with loss of the point or a side-out)—except in the case of the first-try serve.
After an observer, Alfred Halstead, noticed the volleying nature of the game at its first exhibition match in 1896, played at the International YMCA Training School (now called Springfield College), the game quickly became known as volleyball (it was originally spelled as two words: "volley ball"). Volleyball rules were slightly modified by the International YMCA Training School and the game spread around the country to various YMCAs.[2][3]
Refinements and later developments
The first official ball used in volleyball is disputed; some sources say that Spalding created the first official ball in 1896, while others claim it was created in 1900.[4][5][6] The rules have evolved over time; In Philippines by 1916, the skill and power of the set and spike had been introduced, and four years later a "three hits" rule and a rule against hitting from the back row were established. In 1917, the game was changed from 21 to 15 points. In 1919, about 16,000 volleyballs were distributed by the American Expeditionary Forces to their troops and allies, which sparked the growth of volleyball in new countries.[4]
The first country outside the United States to adopt volleyball was Canada in 1900.[4] An international federation, the Fédération Internationale de Volleyball (FIVB), was founded in 1947, and the first World Championships were held in 1949 for men and 1952 for women.[7] The sport is now popular in Brazil, in Europe (where especially Italy, the Netherlands, and countries from Eastern Europe have been major forces since the late 1980s), in Russia, and in other countries including China and the rest of Asia, as well in as the United States.[2][3][7]
Beach volleyball, a variation of the game played on sand and with only two players per team, became a FIVB-endorsed variation in 1987 and was added to the Olympic program at the 1996 Summer Olympics.[4][7] Volleyball is also a sport at the Paralympics managed by the World Organisation Volleyball for Disabled
Volleyball in the Olympics
Main article: Volleyball at the Summer Olympics
The history of Olympic volleyball traces back to the 1924 Summer Olympics in Paris, where volleyball was played as part of an American sports demonstration event.[8] After the foundation of FIVB and some continental confederations, it began to be considered for official inclusion. In 1957, a special tournament was held at the 53rd IOC session in Sofia, Bulgaria to support such request. The competition was a success, and the sport was officially included in the program for the 1964 Summer Olympics.[4]
The Olympic volleyball tournament was originally a simple competition, whose format paralleled the one still employed in the World Cup: all teams played against each other team and then were ranked by wins, set average, and point average. One disadvantage of this round-robin system is that medal winners could be determined before the end of the games, making the audience lose interest in the outcome of the remaining matches. To cope with this situation, the competition was split into two phases with the addition of a "final round" elimination tournament consisting of quarterfinals, semifinals, and finals matches in 1972. The number of teams involved in the Olympic tournament has grown steadily since 1964. Since 1996, both men's and women's events count twelve participant nations. Each of the five continental volleyball confederations has at least one affiliated national federation involved in the Olympic Games.
The U.S.S.R. won men's gold in both 1964 and 1968. After taking bronze in 1964 and silver in 1968, Japan finally won the gold for men's volleyball in 1972. Women's gold went to Japan in 1964 and again in 1976. That year, the introduction of a new offensive skill, the backrow attack, allowed Poland to win the men's competition over the Soviets in a very tight five-set match. Since the strongest teams in men's volleyball at the time belonged to the Eastern Bloc, the American-led boycott of the 1980 Summer Olympics did not have as great an effect on these events as it had on the women's. The U.S.S.R. collected their third Olympic Gold Medal in men's volleyball with a 3-1 victory over Bulgaria (the Soviet women won that year as well, their third gold as well). With the U.S.S.R. boycotting the 1984 Olympic Games in Los Angeles, the U.S. was able to sweep Brazil in the finals to win the men's gold medal. Italy won its first medal (bronze in the men's competition) in 1984, foreshadowing a rise in prominence for their volleyball teams.
At the 1988 Games, Karch Kiraly and Steve Timmons led the U.S. men's team to a second straight gold medal. In 1992, underrated Brazil upset favourites C.I.S., Netherlands, and Italy in the men's competition for the country's first Olympic gold medal. Runner-up Netherlands, men's silver medalist in 1992, came back under team leaders Ron Zwerver and Olof van der Meulen in the 1996 Games for a five-set win over Italy. A men's bronze medalist in 1996, Serbia and Montenegro (playing in 1996 and 2000 as the Federal Republic of Yugoslavia) beat Russia in the gold medal match in 2000, winning their first gold medal ever. In 2004, Brazil won its second men's volleyball gold medal beating Italy in the finals. In the 2008 Games, the USA beat Brazil in the men's volleyball final.

location: adnu, naga, cam sur tags: history, pedsoo4, tems, volleyball

Literature is the art of written works. Literally translated, the word means "acquaintance with letters" (from Latin littera letter), and therefore the academic study of literature is known as Letters (as in the phrase "Arts and Letters"). In Western culture the most basic written literary types include fiction and nonfiction.
Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.
Definitions
People may perceive a difference between "literature" and some popular forms of written work. The terms "literary fiction" and "literary merit" often serve to distinguish between individual works. Critics may exclude works from the classification "literature," for example, on the grounds of a poor standard of grammar and syntax, of an unbelievable or disjointed story-line, or of inconsistent or unconvincing characters. Genre fiction (for example: romance, crime, or science fiction) may also become excluded from consideration as "literature."

Why do we read literature?

Literature represents a language or a people: culture and tradition. But, literature is more important than just a historical or cultural artifact. Literature introduces us to new worlds of experience. We learn about books and literature; we enjoy the comedies and the tragedies of poems, stories, and plays; and we may even grow and evolve through our literary journey with books.

Ultimately, we may discover meaning in literature by looking at what the author says and how he/she says it. We may interpret the author's message. In academic circles, this decoding of the text is often carried out through the use of literary theory, using a mythological, sociological, psychological, historical, or other approach.

Whatever critical paradigm we use to discuss and alyalyze literature, there is still an artistic quality to the works. Literature is important to us because it speaks to us, it is universal, and it affects us. Even when it is ugly, literature is beautiful.
One of the earliest known literary works is the Sumerian Epic of Gilgamesh, an epic poem dated around 2100 B.C., which deals with themes of heroism, friendship, loss, and the quest for eternal life. Different historical periods have emphasized various characteristics of literature. Early works often had an overt or covert religious or didactic purpose. Moralizing or prescriptive literature stems from such sources. The exotic nature of romance flourished from the Middle Ages onwards, whereas the Age of Reason manufactured nationalistic epics and philosophical tracts. Romanticism emphasized the popular folk literature and emotive involvement, but gave way in the 19th-century West to a phase of realism and naturalism, investigations into what is real. The 20th century brought demands for symbolism or psychological insight in the delineation and development of character.
Poetry
A poem is a composition written in verse (although verse has been equally used for epic and dramatic fiction). Poems rely heavily on imagery, precise word choice, and metaphor; they may take the form of measures consisting of patterns of stresses (metric feet) or of patterns of different-length syllables (as in classical prosody); and they may or may not utilize rhyme. One cannot readily characterize poetry precisely. Typically though, poetry as a form of literature makes some significant use of the formal properties of the words it uses – the properties of the written or spoken form of the words, independent of their meaning. Meter depends on syllables and on rhythms of speech; rhyme and alliteration depend on the sounds of words.
Poetry perhaps pre-dates other forms of literature: early known examples include the Sumerian Epic of Gilgamesh (dated from around 2700 B.C.), parts of the Bible, the surviving works of Homer (the Iliad and the Odyssey), and the Indian epics Ramayana and Mahabharata. In cultures based primarily on oral traditions the formal characteristics of poetry often have a mnemonic function, and important texts: legal, genealogical or moral, for example, may appear first in verse form.
Some poetry uses specific forms: the haiku, the limerick, or the sonnet, for example. A traditional haiku written in Japanese must have something to do with nature, contain seventeen onji (syllables), distributed over three lines in groups of five, seven, and five, and should also have a kigo, a specific word indicating a season. A limerick has five lines, with a rhyme scheme of AABBA, and line lengths of 3,3,2,2,3 stressed syllables. It traditionally has a less reverent attitude towards nature. Poetry not adhering to a formal poetic structure is called "free verse"
Language and tradition dictate some poetic norms: Persian poetry always rhymes, Greek poetry rarely rhymes, Italian or French poetry often does, English and German poetry can go either way. Perhaps the most paradigmatic style of English poetry, blank verse, as exemplified in works by Shakespeare and Milton, consists of unrhymed iambic pentameters. Some languages prefer longer lines; some shorter ones. Some of these conventions result from the ease of fitting a specific language's vocabulary and grammar into certain structures, rather than into others; for example, some languages contain more rhyming words than others, or typically have longer words. Other structural conventions come about as the result of historical accidents, where many speakers of a language associate good poetry with a verse form preferred by a particular skilled or popular poet.
Works for theatre (see below) traditionally took verse form. This has now become rare outside opera and musicals, although many would argue that the language of drama remains intrinsically poetic.
In recent years, digital poetry has arisen that takes advantage of the artistic, publishing, and synthetic qualities of digital media.
Prose
Prose consists of writing that does not adhere to any particular formal structures (other than simple grammar); "non-poetic" writing, perhaps. The term sometimes appears pejoratively, but prosaic writing simply says something without necessarily trying to say it in a beautiful way, or using beautiful words. Prose writing can of course take beautiful form; but less by virtue of the formal features of words (rhymes, alliteration, metre) but rather by style, placement, or inclusion of graphics. But one need not mark the distinction precisely, and perhaps cannot do so. One area of overlap is "prose poetry", which attempts to convey using only prose, the aesthetic richness typical of poetry.
Essays
An essay consists of a discussion of a topic from an author's personal point of view, exemplified by works by Michel de Montaigne or by Charles Lamb.
'Essay' in English derives from the French 'essai', meaning 'attempt'. Thus one can find open-ended, provocative and/or inconclusive essays. The term "essays" first applied to the self-reflective musings of Michel de Montaigne, and even today he has a reputation as the father of this literary form.
Genres related to the essay may include:
the memoir, telling the story of an author's life from the author's personal point of view
the epistle: usually a formal, didactic, or elegant letter.
Fiction
Narrative fiction (narrative prose) generally favours prose for the writing of novels, short stories, graphic novels, and the like. Singular examples of these exist throughout history, but they did not develop into systematic and discrete literary forms until relatively recent centuries. Length often serves to categorize works of prose fiction. Although limits remain somewhat arbitrary, modern publishing conventions dictate the following:
A mini saga is a short story of exactly 50 words.
Flash fiction is generally defined as a piece of prose under a thousand words.
A short story is prose of between 1000 and 20,000 words (but typically more than 5000 words), which may or may not have a narrative arc.
A story containing between 20,000 and 50,000 words falls into the novella category.
A work of fiction containing more than 50,000 words falls squarely into the realm of the novel.
A novel consists simply of a long story written in prose, yet the form developed comparatively recently. Icelandic prose sagas dating from about the 11th century bridge the gap between traditional national verse epics and the modern psychological novel. In mainland Europe, the Spaniard Cervantes wrote perhaps the first influential novel: Don Quixote, the first part of which was published in 1605 and the second in 1615. Earlier collections of tales, such as the One Thousand and One Nights, Giovanni Bocaccio's Decameron and Chaucer's The Canterbury Tales, have comparable forms and would classify as novels if written today. Other works written in classical Asian and Arabic literature resemble even more strongly the novel as we now think of it—for example, works such as the Japanese Tale of Genji by Lady Murasaki, the Arabic Hayy ibn Yaqdhan by Ibn Tufail, the Arabic Theologus Autodidactus by Ibn al-Nafis, and the Chinese Romance of the Three Kingdoms by Luo Guanzhong.
Early novels in Europe did not, at the time, count as significant literature, perhaps because "mere" prose writing seemed easy and unimportant. It has become clear, however, that prose writing can provide aesthetic pleasure without adhering to poetic forms. Additionally, the freedom authors gain in not having to concern themselves with verse structure translates often into a more complex plot or into one richer in precise detail than one typically finds even in narrative poetry. This freedom also allows an author to experiment with many different literary and presentation styles—including poetry—in the scope of a single novel.
Other prose literature
Philosophy, history, journalism, and legal and scientific writings traditionally ranked as literature. They offer some of the oldest prose writings in existence; novels and prose stories earned the names "fiction" to distinguish them from factual writing or nonfiction, which writers historically have crafted in prose.
The "literary" nature of science writing has become less pronounced over the last two centuries, as advances and specialization have made new scientific research inaccessible to most audiences; science now appears mostly in journals. Scientific works of Euclid, Aristotle, Copernicus, and Newton still possess great value; but since the science in them has largely become outdated, they no longer serve for scientific instruction, yet they remain too technical to sit well in most programmes of literary study. Outside of "history of science" programmes students rarely read such works. Many books "popularizing" science might still deserve the title "literature"; history will tell.
Philosophy, too, has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history—Plato, Aristotle, Augustine, Descartes, Nietzsche—have become as canonical as any writers. Some recent philosophy works are argued to merit the title "literature", such as some of the works by Simon Blackburn; but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.
A great deal of historical writing can still rank as literature, particularly the genre known as creative nonfiction. So can a great deal of journalism, such as literary journalism. However these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result the writing in these fields often lacks a literary quality, although it often and in its better moments has that quality. Major "literary" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.
Law offers a less clear case. Some writings of Plato and Aristotle, or even the early parts of the Bible, might count as legal literature. The law tables of Hammurabi of Babylon might count. Roman civil law as codified in the Corpus Juris Civilis during the reign of Justinian I of the Byzantine Empire has a reputation as significant literature. The founding documents of many countries, including the United States Constitution, can count as literature; however legal writing now rarely exhibits literary merit.
Game design scripts are never seen by the player of a game and only by the developers and/or publishers to help them understand, visualize and maintain consistency while collaborating in creating a game, the audience for these pieces is usually very small. Still, many game scripts contain immersive stories and detailed worlds making them a hidden literary genre.
Most of these fields, then, through specialization or proliferation, no longer generally constitute "literature" in the sense under discussion. They may sometimes count as "literary literature"; more often they produce what one might call "technical literature" or "professional literature".
Drama
A play or drama offers another classical literary form that has continued to evolve over the years. It generally comprises chiefly dialogue between characters, and usually aims at dramatic / theatrical performance (see theatre) rather than at reading. During the eighteenth and nineteenth centuries, opera developed as a combination of poetry, drama, and music. Nearly all drama took verse form until comparatively recently. Shakespeare could be considered drama. Romeo and Juliet, for example, is a classic romantic drama generally accepted as literature.
Greek drama exemplifies the earliest form of drama of which we have substantial knowledge. Tragedy, as a dramatic genre, developed as a performance associated with religious and civic festivals, typically enacting or developing upon well-known historical or mythological themes. Tragedies generally presented very serious themes. With the advent of newer technologies, scripts written for non-stage media have been added to this form. War of the Worlds (radio) in 1938 saw the advent of literature written for radio broadcast, and many works of Drama have been adapted for film or television. Conversely, television, film, and radio literature have been adapted to printed or electronic media.
Oral literature
The term oral literature refers not to written, but to oral traditions, which includes different types of epic, poetry and drama, folktales, ballads, legends, jokes, and other genres of folklore. It exists in every society, whether literate or not. It is generally studied by folklorists, or by scholars committed to cultural studies and ethnopoetics, including linguists, anthropologists, and even sociologists.
Other narrative forms
Electronic literature is a literary genre consisting of works which originate in digital environments.
Films, videos and broadcast soap operas have carved out a niche which often parallels the functionality of prose fiction.
Graphic novels and comic books present stories told in a combination of sequential artwork, dialogue and text.
Genres of literature
A literary genre refers to the traditional divisions of literature of various kinds according to a particular criterion of writing. See the list of literary genres.
List of literary genres
Autobiography, Memoir, Spiritual autobiography
Biography
Diaries and Journals
Electronic literature
Erotic literature
Slave narrative
Thoughts, Proverbs
Fiction
Adventure novel
Children's literature
Comic novel
Crime fiction
Detective fiction
Fable, Fairy tale, Folklore
Fantasy (for more details see Fantasy subgenres; fantasy literature)
Gothic fiction (initially synonymous with horror)
Historical fiction
Horror
Medical novel
Mystery fiction
Philosophical novel
Political fiction
Romance novel
Historical romance
Saga, Family Saga
Satire
Science fiction (for more details see Science fiction genre)
Thriller
Conspiracy fiction
Legal thriller
Psychological thriller
Spy fiction/Political thriller
Tragedy
Literary techniques
Main article: Literary technique
A literary technique or literary device can be used by works of literature in order to produce a specific effect on the reader. Literary technique is distinguished from literary genre as military tactics are from military strategy. Thus, though David Copperfield employs satire at certain moments, it belongs to the genre of comic novel, not that of satire. By contrast, Bleak House employs satire so consistently as to belong to the genre of satirical novel. In this way, use of a technique can lead to the development of a new genre, as was the case with one of the first modern novels, Pamela by Samuel Richardson, which by using the epistolary technique strengthened the tradition of the epistolary novel, a genre which had been practiced for some time already but without the same acclaim.
Literary criticism
Literary criticism implies a critique and evaluation of a piece of literature and in some cases is used to improve a work in progress or classical piece. There are many types of literary criticism and each can be used to critique a piece in a different way or critique a different aspect of a piece.
Legal status
UK
Literary works have been protected by copyright law from unauthorised reproduction since at least 1710. Literary works are defined by copyright law to mean any work, other than a dramatic or musical work, which is written, spoken or sung, and accordingly includes (a) a table or compilation (other than a database), (b) a computer program, (c) preparatory design material for a computer program, and (d) a database.
It should be noted that literary works are not limited to works of literature, but include all works expressed in print or writing (other than dramatic or musical works).

location: adnu, naga, cam sur mood: annoyed tags: basmayor, fri sat class, literature

Many things has happened during the past few weeks and so I cannot find time to update this journal. Just drop by to my friendster account because that is most likely I used this time. But I'll promise to update this one. Some glimpse for the happenings are the enrollment and opening of class, my schedule, my 18th birthday, the incoming play in eagles and of course our quarrels with my girlfriend. My new motto anyway is "TOMORROW IS ANOTHER DAY". I know it's very old but it is timeless for me and gives me meaning.

location: student internet center, ateneo de naga university, N, C. S. mood: contemplative tags: ateneo, birthday, enrollment, girlfriend, update

I think this is the right time to give ourselves time and space for our personal matters. “Away-bati session” is so very tiring. I know she is also tired of this kind of relationship. I know we’ll be okay. We just need some ample time. She will always be my fiance whatever happens. I love her so much.

mood: tired tags: break muna, cool off, tired

Yesterday I had attended the general assembly of Ateneo Eagles. We are only 9 who had attended the said meeting. As an applicant, I was more inspired than dissapointed. I felt this because I think I can do something to change this current problem when I will become a regular member and hopefully to become an officer. But still the reason does’nt change on why I am joining this kind of organizations. I know for many it was “mababaw” but for me it mean a lot.

location: sta cruz, naga, camarines sur mood: jubilant tags: ateneo, calling, eagles

Woah! After I had decided to shift my course from Accountancy to Entrepreneurship here's comes again the confusion. I was so worried with this circumtances because I know it will have a great effect to my studies, my parents and most especially to myself. I am not anymore happy with my present course but still some force encourage me to think it again. I just hope this confusion will turn to answer.

location: sta cruz, naga, camarines sur mood: confused tags: accountancy, entrepreneurship

di ba nga sabi ko sayo ikaw lang yung rason kung bakit sumasama ako sa mga ganyang activity, ngaung wala ka na, wala na ring rason para sumali pa ko.

location: sta cruz, naga, cam sur mood: sore tags: reason, this is it

ayoko ng paulit ulit! ayoko laging may nagdodoubt sakin! ayoko na! mahal na mahal kita kaya lang narealize ko na hindi pa yon sapat para magtiwala ka ng lubos sa kin. ayoko ng idefend ang sarili ko kung parehong script lang naman ang sasabihin ko! i love you so much, ang hirap na isipin na wala na. ang hirap. parang bumagsak yung mundo mo.

location: sta cruz, naga, cam sur mood: restless tags: break

Personal traits of Education Majors of
Ateneo de Naga University School Year
2009-2010




A term paper presented to
Mrs. Howard of Business Administration Department
Ateneo de Naga






In partial fulfillment of the
Requirements for the course subject of
Organizational behavior




By;
Reveza,Sheena C.
Miranda, Jerson P.
Tayas, Ma. Cristina L.
Chua, Colin
















September 9, 2009


Dearest professor in organizational behavior accept the term paper entitled: Personal trait of education major Ateneo de Naga University school year 200-2010

Submitted by:
Reveza,Sheena C.
Miranda, Jerson P.
Tayas, Ma. Cristina L.
Chua, Colin

In partial fulfillment of the requirements of the subject course of Organizational Behavior




.
Mrs Howard
Professor, Organizational. Behavior


Grade:
Date:

Acknowledgment


This paper must have to be finished for more than three months. We had to go through a lot of challenges and wrong decision which caused the long delayed completion. But nevertheless, we would like to thank the following for everything;

To all the respondents who have agreed to participate in this study. We extent our deepest gratitude for your trust and cooperation.

To our dearest professor who helped and guide us throughout this study. We salute you for all the moral support you had expressed to us.

To our parents, the reason why this had to be completed. Although we should be in dependent, you continue to love us and allow us to be a part of to your budget.

To our friends, companions,girlfriends,boyfriends who keep our self confidence constant. Thank you for being an inspiration to us.

And to the lord almighty, despite big taken for granted and our shortcomings, yo still manage to be understanding and generous father.

To all, thank you so much!! We will cherish all of these all our life.


Table of contents

page
Approval sheet ….. …… .. ...................................................................................… ..iii
Acknowledgment ……………....................................................................................…..iv
Table of Contents ……….... … …. .. .......................................................................... .. v

I-INTRODUCTION

1.)Background of the Study................................................................................pg 1
2.)Statement of the Problem...............................................................................pg 3
3.) Significance of the Study..............................................................................pg 4
4) Definition of Terms........................................................................................pg 4
II-REVIEW ON RELATED LITERATURE AND STUDY
1.) Related Literature........................................................................................pg 7
2.) Relates Study...............................................................................................pg 11
III-METHODOLOGY
1.) Sampling Procedure.....................................................................................pg 11
2.) Research Instruments...................................................................................pg 11
3.,) Data Gathering Procedures.........................................................................pg 12
IV-ANALYSIS AND INTERPRETATIONS...............................................pg 14
V- SUMMARY, CONCLUSION, AND RECOMMENDATIONS............pg 17

Appendices A...................................................................................................pg 18

I- INTRODUCTION
1.) Background of the Study:
Almost everyday we describe and assess the personalities of the people around us. Whether we realize it or not, these daily musings on how and why people behave as they do are similar to what personality psychologists do. While our informal assessments of personality tend to focus more on individuals, personality psychologists instead use conceptions of personality that can apply to everyone. Personality research has led to the development of a number of theories that help explain how and why certain personality traits develop.
While there are many different theories of personality, the first step is to understand exactly what is meant by the term personality. A brief definition would be that personality is made up the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life.
There is generally a recognizable order and regularity to behaviors. Essentially, people act in the same ways or similar ways in a variety of situations. Personality is a psychological construct, but research suggests that it is also influenced by biological processes and needs. Furthermore, it does not just influence how we move and respond in our environment; it also causes us to act in certain ways. It is displayed in more than just behavior. It can also be seen in out thoughts, feelings, close relationships, and other social interactions.
The study about man’s personality has been a hard task for psychologists and humanists with such a complex world where different aspects of human activity diverge, attempts to isolate man as a unique being had been a good focus of study. Personality is defined as “the part of the individual that is most representative of the person, not only that it differentiates the individual from others, more importantly because it is what he/she actually is.” This definition proves that each individual has his own personality which represents his disposition and his like to assume that every man is unique from the other and that in the process, and there can never be a chance that this personality can be changed totally.
People are different in many fundamental ways. They want different things; they have different motives, purposes, aims, and values, needs, drives, impulses, urges. They believe, think, cognize, conceptualize, perceive, understand, comprehend and cogitate differently in the process, manners of acting and emoting, governed as they are by wants and beliefs, follow suit and differ radically among people.
Personality is not as easy to define and measure as intelligence, or musical talent, or knowledge of geography. As Royce (1954) pointed out, personality corresponds to one simple power of characteristic, but depends on the interrelation and practically all the traits and potencies of an individual. Each individual is unique, so to measure individual characteristics seems arbitrary.
Link (1939) defined personality as the extend to which the individual has developed habits and skills, which interest and serve other people, while Porteus (1977) suggest that it is a complex entity to which manifest itself in the form of value orientations, social attitudes, intellectual ability, dispositions and other personality traits. Personality comprises the natural and acquired impulses, and habits, interests, and complexes, the sentiments and ideals, the opinions and beliefs of the individual, as suggested by Drever (1964).
Growth of interest in the personality assessment has arisen. Personality assessment is important because it provides help to a person in developing impressions and images towards another person’s pattern of behavior in relation with the environment. Personality assessment also helps in individual became aware of his/her potentials and inclinations. This interesting fact has inspired the researchers to pursue an investigation that would lead us to findings how important personality traits are to one’s self-concept.
It is in this light, that a study on personality traits has been conducted. The results would show which specific traits among the traits considered in this study are dominant among education majors of Ateneo de Naga University School Year 2009-2010.

2.) Statement of the Problem:
This study aims to determine the personality of Education majors of Ateneo de Naga University School Year 2009-2010.
Specifically, it sought to answer the following questions

1.) Where do Education majors rely and get their energy? Extrovert/ Introvert.
2.) How do Education majors gather information in their daily living? Sensing/ Intuiting.
3.) How do Education majors prefer to make decisions? Thinking/ Feeling.
4.) What is their orientation to the outer world? Judging/ Perceiving.

3.) Significance of the Study
  The findings of this study will help whether or not one’s personality type can be related with the academic success of Ateneo de Naga University. The information provided  will help the following.
Student-This study is very much beneficial to the student in the way that it can make them realize the value of individuality and respect for individual differences
Parents –The finding of this study may provide them ideas of seeing the orientation to their children.
Educators- This study can help in comprehending further complexity of the personality and could help in understanding their student better personality wise.
Guidance officer- They may be able to asses and understanding how personality type can affect the academic performance of the student and come up with programs to enhance student personality.
Future researcher-this study will serve as a guide in conversing and doing forth
4.) Definition of Terms
The Myers –Briggs type indicators
1. Extraversion/introversion- this represent where you get your energy. The extravert is energized by interaction with other people. The introvert is energized by time alone. extravert typically have a wide social network, whereas introvert have a more narrow range of relationship s. in work settings, extravert prefer variety, and they do not mind working on a project for a long time and are careful with details.
2. Sensing/intuiting perforce represents perception or how we prefer tp gather information. This reflects what we pay attention to. The sensor pays attention to information gathered through the five senses and to what actually exist .the initiator p[pays attention to a “sixth senses” and to what could be rather than to what actually exist.
3. Thinking/feeling preference represents the way we prefer to make decisions. The thinker makes decisions in a logical, objective fashions whereas the feeler makes decisions I a personal, value-oriented ways
4. Judging/perceiving preference reflects ones orientation to the outer world. The judger loves closure. Judger prefers to lead a planned, organized life and like making decisions. The perceiver prefers a more flexible and spontaneous life and wants to keep options open.

II-REVIEW ON RELATED LITERATURE AND STUDY
1.) Related Literature
Personality is made up the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life. According to Silver, Strong, and Hanson (2000), the typical classroom contains many types of personalities and learning styles   they suggest that each student comes to school with unique gifts needs, skills, attitudes, and preferred ways of learning. Because of this, today's classroom teachers, regardless of their students' ages   or the subjects taught, are confronted with this diversity of student needs and potentials and must teach each student equally well.
    This study proposes that understanding and applying personality type and learning style concepts in our educational endeavors can be  significant in addressing the learning needs of students and eventually helping them become more successful in their chosen careers. Hanson and Silver (1996) believe that “understanding and accepting our personality types is important for reaching our potential and for having a fulfilling life Helping students find out who they really are- and what they are good at and what they love to do-is the most important way of maintaining natural curiosity and eagerness to learn (Pelullo Wills & Kindle-Hodson, 1999).
It needs to be recognized that individual differences in terms of personality type and learning style are normal and to be viewed as a challenge rather than a liability. By addressing students' personality type and learning style and planning instruction accordingly, teachers will be able to meet more of their educational needs and will be more successful in attaining their educational goals.
The Concept of Personality Type
The most prominent figure in the development of the modern personality type concept based on mental functions is Carl Jung (1875-1961). In his book Psychological Types, he presented the concept of personality consisting of two attitudes, extraversion and introversion and four functions, thinking, feeling, sensation, and intuition, making eight types of personality in all (Hall & Nordby, 1973; Hanson & Silver, 1996). Myers and Briggs (cited in Myers & Myers, 1989) extended this theory by making the original eight types of personality into sixteen personality types. Jung (1923) postulated two basic bi-polar mental processes (Sensing-Intuition and Thinking-Feeling) and two fundamental orientations to life (Extraversion and Introversion). Myers and Briggs add the fourth dimension.
  The purpose of the Myers-Briggs Type Indicator (MBTI) personality inventory is to make the theory of psychological types described by C. G. Jung understandable and useful in people’s lives. The essence of the theory is that much seemingly random variation in the behavior is actually quite orderly and consistent, being due to basic differences in the ways individuals prefer to use their perception and judgment. "Perception involves all the ways of becoming aware of things, people, happenings, or ideas. 
1, The Extraversion-Introversion (E-I) dimension provides information on or about how people tend to focus their attention and get their energy
2 .The Sensing-Intuition (S-N) dimension suggests how people take in information and ways that they become aware of things, people, events, or ideas
3. The Thinking-Feeling (T-F) dimension explains the ways people evaluate and come  to conclusions about information and how they make decisions
4. The last dimension which is Judging-Perception (J-P), suggests the type of lifestyle and work habits people prefer.
The resulting instrument to measure sixteen personality types has become popularly known as Myers-Briggs Type Indicator (MBTI) (see Bayne,1995, Hilliard, 2001; Myers & Myers, 1989).
2.) Related Study
Based on Carl Jung's theory of psychological types, Champagne and Hogan (1985) classify people into the following personality types:
1. Extraverted (E) types-people who tend to focus on the outer world of people, things, and activity and are energized by interaction with others. They love to talk, participate, organize, and socialize.
2. Introverted  (I) types-people who are energized by the inner world   of reflection, thought, and contemplation. They direct their energy and attention inward and receive energy from reflecting on their thoughts, memories and feelings. 
3. Sensing (S) types-people who realy heavily on their five senses to take in information. They take in information that is real and tangible–what is actually happening. They are observant about the specifics of what is going on around them and are especially attuned to practical realities, and therefore they are practical and realistic.
4. Intuitive (N) types- people who seek out patterns and relationships among the facts they have gathered. They trust their hunches and intuition and look for the “big picture.” Their focus is on conceptual information.
5. Thinking (T) types-  people who look at the logical consequences of a choice or action and decide on the basis of logic, analysis,and reason. They follow their head rather than their heart, value truth over tact, and sometimes appear blunt and uncaring about the feelings of others.
6. Feeling (F) types- people who when making decisions, like to consider what is important to them and to others involved. Appreciating and supporting others and looking for qualities to praise energizes them. They strive to create harmony and treat each person as a unique individual.
7. Judging (J) types- people who like to live in a planned, orderly way, seeking to regulate and manage their lives. They want to make decisions, come to closure, and move on. They tend to be structured and organized and like to have things settled.
8. Perceiving (P) types-people who are spontaneous and don't like to be boxed in by deadlines or plans. They like to postpone action and seek more data, gathering more information before making a decision. Detailed plans and final decisions feel confining to them; they prefer to stay open to new information and last-minute options.
One of the aims of education, according to Myers and McCaulley (1985), should be to facilitate the achievement of all types in the classroom. They suggests that the importance of knowledge about student typologies lies in aiding students to plan their learning and in aiding teachers to plan instruction to maximize the aptitude and interest of all types. Friedman (1995) stresses that instructors need to be aware of the learning needs of students based on their personality types in order to provide the appropriate kinds of reinforcement that are needed for their learning style. Hilliard (2001) gives the following descriptions of each personality type. Extraverts thrive when they are allowed time to think things through by talking, such as in classroom discussions, or when working with another student. They excel with learning activities that have visible results and involve interaction with people. On the other hand, introverts excel when they can work independently with their own thoughts, through listening, observing, reading, writing, and independent lab work. They need sufficient time to complete their work and to think before answering a question. They need instructors to allow a moment of silence, if necessary, for this thought process and to process their experiences at their own pace. They are more comfortable if they are not required to speak in class but are allowed to voluntarily contribute. Sensing types are best with instruction that allows them to use their senses to hear, touch and see what they are learning. They enjoy hands-on activities, computer-assisted instructions, materials that can be handled and audio-visual materials, provided they are relevant. Sensing types will learn easier if facts and skills presented have relevance to their present lives. They want teachers to make clear exactly what is expected of them. They are best able to create possibilities if a foundation of facts and the concrete is presented first. Conversely, intuitive students thrive when they have opportunities to be inventive and original and to find ways to solve problems. They want choices in the ways they work out their assignments. They do well with opportunities for self-instruction, both individually and with a group.
Thinking students will understand best when material is presented in a logical, orderly fashion. When dealing with the abstract, they need to have the logic in the material pointed out. They enjoy instructor and student feedback that shows them their specific, objective achievements. They expect all students to be treated fairly and objectively by instructors, and with respect. On the contrary, feeling students will work harder when they have developed personal relationships with their instructors and other students. They need specific, positive feedback with corrective instructions from their instructors, and they want instructors to also show appreciation for students. They understand best when they can see the relationship of the material to people and/or human values. Judging students thrive on structure, clear instructions and consistency. A clear, detailed outline with specific grading procedures is desirable. They do best with advanced plans without surprises. They expect their instructors to follow their outlines and return assignments when they say they will. In contrast, perceiving students like some choices in aspects of assignments. They work best when they understand the reasons for assignments and when assignments make sense to them. They enjoy variety and spontaneity (adapted from Hilliard, 2001).

III- METHODOLOGY
1.) Sampling Procedure:
The needed respondents for the study were chosen through convenience non-random sampling. This sampling technique was chosen due to constraints on the part of the researchers. The respondents of this study were the Education majors of Ateneo de Naga University, enrolled during the first semester of School Year 2009-2010. We gather 50 students as the respondents of this study.

2.) Research Instruments:
The instrument used in this study was the Myers Briggs Type Indicator (Appendices A) which was composed of 32 questions of 8 major personality traits namely: Extraversion, Introversion, Sensing, Intuiting, Thinking, Feeling, Judging and Perceiving. We also added four more traits for the benefits of those who have both traits in each criterion. Example for those respondents who both got Extraversion and Introversion, are considered in the part of both traits. To measure the said personality traits, we used the scoring system (Appendices B) of Myers Briggs Type Indicator as our reference.

3.)Data Gathering Procedure:
We gathered 50 Education Majors students as our respondents in our survey. This was chosen through random sampling. The survey questionnaire was based from MBTI ( Myers Briggs Type Indicator). We also used the scoring system of the survey. After which, the results are tallied and the data are interpreted.

IV- ANALYSIS AND INTERPRETATION

1.) Analysis

This chapter present the data gathered about the personalities of the respondents. frequencies, percentages and means are given with their corresponding interpretations and explanations after each table.

Table I.
extraversion-introversion factor
Sensation intuition factor
Thinking feeling factor
Fudging-perceiving factor
E
I
B
S
N
B
T
F
B
J
P
B
15
23
12
22
14
14
17
20
13
19
18
13
30%
30%
46%
44%
28%
28%
34%
40%
26%
26%
36%
26%
Legend:

E-extraversion
I-introversion
B-balance of E and I factor
S- sensation
N-initiation
B-balance of s and I factor
T-thinking
F-feeling
B-balance of T and S
P-perceiving
J-judging
B-both

Table 1 show the distribution o respondent s to recording to personality tendencies/ temperament. It show that I the extroversion-introversion factor, respondent tend to prefer the introversion factor with 23 respondents as against 15 respondent, for the extroversion factor while 12 respondents preferred to be in between the E and I factor. For the sensation intuiting factor, 22 respondent preferred the sensation factor,14 respondent for the intuition factor and 14 respondents preferred to be in between s and n factor it is shown that in the thinking - feeling factor, respondents tend to preferred the feeling fac5or with 20 respondents as against 17 respondent for the thinking factor while 13 respondents preferred to be in between the T and F. finally, for the judging perceiving factor ,19 respondent preferred the judging factor,18 respondents for the perceiving factor and 13 respondents preferred to be in between T and P factor .
2.) Interpretations
Basing from the result presented in the previous chapter, this chapter discusses in detail the connotations of the results which is the basis for necessary conclusions and/ or generalizations. This chapter has been subdivided in to different sub topic to facilitate in the proper presentation of results in relation to the problems of the study.
Extraversion-Introversion factor
Having a high score in the introversion factor would mean that the person is an introvert. Introverts, with their need for private seems to draw their energies form a different source that do extraverts. Pursuing solitary activities, working quietly alone,reading,meditating, participating activities which involve few or no other people these seem to change their batteries. The desires space, private places in the mind and private environmental place. Thus, if an extreme introvert home. For him,m the party is over. They tend to stay at home than being outside socializing with other people.
Extraverts, with their need for sociability,appear to be energized or”tuned up” by people. Talking to people, playing with people, and working with people is what charges their batteries. Extraverts experience loneliness when they are not in contact with people. When an extreme extravert leaves a party at two o'clock in the morning, he/she may well be ready to go to another one. His/her batteries are almost over charged having receiving so much energy from the interaction.
Intuition-sensation factor
Respondent who have natural preference for the sensation factor probably describes themselves as practical. The sensation-preferring or “sensible” person wants facts, trust facts and remembers them. He believes on experience and knows through experience, both personal and global. He might be describe as earth-bound, as grounded firmly in reality. When a sensible person talks to people, he is interested in their experience,. The sensation types notice the actual and want to deal with it. They focus on what is actually happening rather that worrying about the future, they are the peopled who tend to value experiences and the wisdom of the past and want to be realistic, they depend on perspiration in doing things and words such as actual down-to-earth, no-nonsense, facts,practical and sensible appeal to them.
Having a high tendency for the sensation factor would mean being intuitive. An intuitive kind of person find appeal in the metaphor and enjoys vivid imaginary. He often daydreams, read poetry, enjoys fiction and fantasy and finds the study of dreams fascinating none. He tend to be speculatively. words like possible,fascinating,fantasy,fiction,ingenious and imaginative appeal to him. his minds are very much future-oriented and value haunches. He is likely to depend on inspiration when doing things.
Thinking feeling factor
Those who preferred the thinking factor are sold to be mind-persons. These are the type of persons who preferred impersonal choice as a way of making decision and tend to respond positively to such words as objective,principles, policy,laws,criteria and firmness. They tend to use impersonal approach in dealing with people and tends to give priority to objective criteria, and is apt to be good at arguments, attempting to win over people to hi point of view through logic rather that appealing to emotions.
People who have a high tendency for the feeling factor are said to be hearth persons. These are the people who tend to choice in the context of the effects of the choice to to themselves and others and react positively with words such as subjective, values,social values,extenuating circumstances,intimacy and persuasion. they tend to be personal in approach in dealing with people and is very good persuasion. he makes his choices in the context of the personal impact of the decision on the people around him.
Judging-perceiving factor
The judging types or those who prefer the judgment factor have a working ethic which goes that there should be no play until work has been accomplished. He values his work so much that he gives proper attention and care to it before trying to relax and rest. They tend stably deadlines and to be take them seriously. Expressions which sound good to these kind of people are words such as settled,decided,fixed,plan a head, run ones life, closure,decision making,planned complete,decisive,”wrap it up”,urgency, deadlines and “get the show on the road”.
People who prefer the perceiving factor tend more to look upon deadlines as more alarm clocks which buzz at a certain point in time, easily turned off and can be ignored-expressions which sound good to these kinds of people are such as pending, gather moire data, flexible adopt as you go, let life happen, keep options open,”treasure hunting”, open-ended, emerge, tentative,”something will turn-up”, there is plenty of time, “what deadlines?”, lets wait and see.
The balance factor
The balance factor shows that a respondent is in between any of the given factors started above. this prove that a personality does not extremely tend to prefer a certain factor. In fact, it also proves that each individual, although he may have a high tendency score on a certain factor, for example the extraversion factor,he still has an opposite self of the introverted self. The preferred attitude, whether it may be any of the factor stated (e.g. extraversion,introversion,intuition,sensation.),will have the most potency and the other will be the “suppressed minority”. An example would if one respondent prefers the thinking factor over the feeling factor, the potent factor is the conscious personality and will reflect the aim,will and achieve of the conspicuous personality. The suppressed minority is only curtly in consciousness and reflects”what happens to one”. This less favored side of a person's temperament is less differentiated and is less energized, and is apt to be more primitive and underdeveloped
Hall(1978) defines personality as the part of the individual that is most representative of the person, not only that if differentiates of the person, not only that is differentiated the individual from other, more importantly because it is what he or she actually is. This definition gives an idea that human beings are fundamentally exists. The difference in the personalities of men are caused by very many factors. The findings on each particular factors shows that this statement is the true and that variance between personalities of individuals
V- SUMMARY, CONCLUSION AND RECOMMENDATION

1.Summary and Conclusions

This description research determined the dominant personality of education mojors of Ateneo de Naga university school year 2009-2010. the respondents were male and female from the college of education. It consisted of 30 females and 20 males chosen through random sampling technique. The Myer Briggs type indicator was used as the instrument of this study the statistical analysis used was the infrequences and percentage distribution and ranking.
Based on the results of the study, most education majors are introverts in the introvert and extrovert factor , sensing in terms of sensation-intuition factor,feeling in terms of thinking-feeling factor and judging in terms of judging-perceiving factor. It is concluded that education majors get their energy by being private and self studying basis. They prefer to gather information by sensing which they pays attention to information gather through to what actually exists. They used their feeling in making decisions which is more personal and value-oriented. Lastly, their oriented to the outer world is by being judgmental which means they love closure and prefer to led a planned,organized life,and like making decisions.
2.)Recommendations
This study recommends to the following:
To the respondent, that they must be honest in answering survey questioner and place more time in discovering their true personality.
To the parents,that they give their children quality time for them to understand and discovering their personality since they are the first to build their children's personality.
To the teachers, that they encourage their student to know themselves to the school administration,that they must establish more extracurricular activities that will help to improve the personality of students.
To the future researchers, that they further investigate on other reasons for students individual personality and other personality questions that will deepen more the study.

APPENDICES A

Dear respondents,
We are students of Mrs. Howard in her Human Behavior class. As part of our requirements, we are asked to submit a thesis about the personality of education students. With this, we would like to ask a little of your time to answer a survey questionnaire about the topic. We assure you that all of the information that you will give to us will be kept confidential and will only be use in our research. We hope for your honest and full participation. Thank you and God bless!
−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−
Name:_______________________________ Course/ Year: ______________________
Gender: ________________________ Age: _______________
Encircle the letter that best describe your personality. Please be honest as possible.
1.) I would rather
a. Solve a new and complicated problem.
b. Work on something I have done before.
2.) I like to
a. Work alone in a quiet place.
b. Be where the action is.
3.) I want a boss who
a. Establishes and applies criteria in decisions.
b. Considers individual needs and makes exceptions.
4.) When I work on a project, I
a. Like to finish it and get some closure.
b. Often leave it open for possible changes.
5.) When making a decision, the most important considerations are
a. Rational thoughts, ideas and data.

b. People’s feelings and values.
6.) On a project, I tend to

a. Think it over and over before deciding how to proceed.
b. Start working on it right away, thinking about it as I go along.
7.) When working on a project, I prefer to
a. Maintain as much control as possible.
b. Explore various options.
8.) In my work, I prefer to
a. Work in several projects at a time, and learn as much as possible about each one.
b. Have one project that is challenging and keeps me busy.
9.) I often.
a. Make lists and plans whenever I start something and may hate to seriously alter my plans.
b. Avoid plans and just let things progress as I work in them
10.) When discussing a problem with colleagues, it is easy for me to
a. See the “big picture”.

b. Grasp the specifics of the situation.
11.) When the phone rings in my office or at home, I usually
a. Consider it an interruption.

b. Do not mind answering it.
12.) Which word best describe you better?
a. Analytical.

b. Empathetic.
13.) When I am working on an assignment, I tend to

a. Work steadily and consistently.

b. Work in bursts if energy with “down time” in between.
14.) When I listen to someone talk on a subject, I usually try to
a. Relate it to my own experience and see if it fits.

b. Assess and analyze the message.
15.) When I come up with new ideas, I generally
a. “Go for it.”

b. Like to contemplate the ideas some more.
16.) When working on a project, I prefer to
a. Narrow the scope so it is clearly defined.
b. Broaden the scope to included related aspects.
17.) When I read something, I usually

a. Confine my thoughts to what is written there.

b. Read between the lines and relate the words to other ideas.
18.) When I have to make a decision in a hurry, I often
a. Feel uncomfortable and wish I had more information.

b. Am able to do so with available data.
19.) In a meeting, I tend to

a. Continue formatting my ideas as I talk about them.

b. Only speak out after I have carefully thought the issue through.
20.) In work, I prefer spending a great deal of time on issues of
a. Ideas.

b. People.
21.) In meetings, I am most often annoyed with people who
a. Come up with many sketchy ideas.

b. Lengthen meetings with many practical details.
22.) I am a
a. Morning person.
b. Night owl.
23.) What is your style in preparing for a meeting?

a. I am willing to go in and be responsive.

b. I like to be fully prepared and usually sketch an outline of the meeting.
24.) In a meeting, I would prefer for people to
a. Display a fuller range of emotions.
b. Be more task-oriented
25.) I would rather work for an organization where
a. My job was intellectually stimulating.
b. I was committed to its goals and mission.
26.) On weekends, I tend to
a. Plan what I will do.

b. Just see what happens and decide as I go along.
27.) I am more
a. Outgoing.
b. Contemplative.
28.) I would rather work for a boss who is
a. Full of new ideas.

b. Practical.
In the following, choose the word in each pair that appeals to you more:
29.)
a. Social.
b. Theoretical.
30.)
a. Ingenuity.
b. Practicality.
31.)
a. Organized
b. Adaptable.
32.)
a. Active.
b. Concentration.

References:

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A review of the literature on personality as compiled by Adelson, Dahlstrom, Fiske and Pearson suggests that personality theory is a "swamp" through which one must tread carefully. The author recommends these cautions: (1) view carefully personality constructs and polarities from one experimenter which are reported with little regard for their predictive power or construct network; (2) remember the meaning of construct, concurrent, and predictive validity; (3) fixed-stage theories of human development may not be as useful in the management of human behavior as trait theories based on extensive reports of a few longitudinal studies in the research literature; and (4) genetic, developmental, and environmental correlates of "personality" are still largely unknowns in the broad reaches of human development, and thus the extent of change to be effected in an individual by counseling must be carefully considered. Finally, the author supports the understanding of: (1) ability and achievement measures as relatively unchanging; (2) situational factors that modulate individual behavior in its totality, i.e., evidence on performance of individuals from minority groups; (3) the few longitudinal studies about a few crucial personality traits; and (4) the relative effectiveness of intervention procedures. (MA)

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Background of the Study:
Almost everyday we describe and assess the personalities of the people around us. Whether we realize it or not, these daily musings on how and why people behave as they do are similar to what personality psychologists do. While our informal assessments of personality tend to focus more on individuals, personality psychologists instead use conceptions of personality that can apply to everyone. Personality research has led to the development of a number of theories that help explain how and why certain personality traits develop.
While there are many different theories of personality, the first step is to understand exactly what is meant by the term personality. A brief definition would be that personality is made up the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life.
There is generally a recognizable order and regularity to behaviors. Essentially, people act in the same ways or similar ways in a variety of situations. Personality is a psychological construct, but research suggests that it is also influenced by biological processes and needs. Furthermore, it does not just influence how we move and respond in our environment; it also causes us to act in certain ways. It is displayed in more than just behavior. It can also be seen in out thoughts, feelings, close relationships, and other social interactions.
The study about man’s personality has been a hard task for psychologists and humanists with such a complex world where different aspects of human activity diverge, attempts to isolate man as a unique being had been a good focus of study. Personality is defined as “the part of the individual that is most representative of the person, not only that it differentiates the individual from others, more importantly because it is what he/she actually is.” This definition proves that each individual has his own personality which represents his disposition and his like to assume that every man is unique from the other and that in the process, and there can never be a chance that this personality can be changed totally.
People are different in many fundamental ways. They want different things; they have different motives, purposes, aims, and values, needs, drives, impulses, urges. They believe, think, cognize, conceptualize, perceive, understand, comprehend and cogitate differently in the process, manners of acting and emoting, governed as they are by wants and beliefs, follow suit and differ radically among people.
Personality is not as easy to define and measure as intelligence, or musical talent, or knowledge of geography. As Royce (1954) pointed out, personality corresponds to one simple power of characteristic, but depends on the interrelation and practically all the traits and potencies of an individual. Each individual is unique, so to measure individual characteristics seems arbitrary.
Link (1939) defined personality as the extend to which the individual has developed habits and skills, which interest and serve other people, while Porteus (1977) suggest that it is a complex entity to which manifest itself in the form of value orientations, social attitudes, intellectual ability, dispositions and other personality traits. Personality comprises the natural and acquired impulses, and habits, interests, and complexes, the sentiments and ideals, the opinions and beliefs of the individual, as suggested by Drever (1964).
Growth of interest in the personality assessment has arisen. Personality assessment is important because it provides help to a person in developing impressions and images towards another person’s pattern of behavior in relation with the environment. Personality assessment also helps in individual became aware of his/her potentials and inclinations. This interesting fact has inspired the researchers to pursue an investigation that would lead us to findings how important personality traits are to one’s self-concept.
It is in this light, that a study on personality traits has been conducted. The results would show which specific traits among the traits considered in this study are dominant among education majors of Ateneo de Naga University School Year 2009-2010.

Statement of the Problem:
This study aims to determine the personality of Education majors of Ateneo de Naga University School Year 2009-2010.
Specifically, it sought to answer the following questions
1.) Where do Education majors rely and get their energy? Extrovert/ Introvert.
2.) How do Education majors gather information in their daily living? Sensing/ Intuiting.
3.) How do Education majors prefer to make decisions? Thinking/ Feeling.
4.) What is their orientation to the outer world? Judging/ Perceiving.

Sampling Procedure:
The needed respondents for the study were chosen through convenience non-random sampling. This sampling technique was chosen due to constraints on the part of the researchers. The respondents of this study were the Education majors of Ateneo de Naga University, enrolled during the first semester of School Year 2009-2010. We gather 50 students as the respondents of this study.
Research Instruments:
The instrument used in this study was the Myers Briggs Type Indicator (Appendices A) which was composed of 32 questions of 8 major personality traits namely: Extraversion, Introversion, Sensing, Intuiting, Thinking, Feeling, Judging and Perceiving. We also added four more traits for the benefits of those who have both traits in each criterion. Example for those respondents who both got Extraversion and Introversion, are considered in the part of both traits. To measure the said personality traits, we used the scoring system (Appendices B) of Myers Briggs Type Indicator as our reference.
Data Gathering Procedure:
Conceptual Framework:




http://psychology.about.com/od/overviewofpersonality/a/persondef.htm

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Election 2010
Miranda, Jerson P.
Philosophy of Man

“I thank God for making me a Filipino.”
The previous statement came from a great leader and a mother of democracy- Corazon Aquino. That is my favorite line that touched me among all the words of wisdom she shared to us. In that statement, it can be conclude that Cory is so proud that she became a Filipino. I don’t know in particular from which event or interview it came from. I just heard from the news during her funeral service. I thank God for making me a Filipino. It sounds so idealistic. Even I cannot totally say it. Thinking of it was like an impossible dream. A dream which is so hard to achieve. With the entire crucial problem that she faced during her presidency, she still managed to say those words within her heart. She is considered as a strong woman. She survived the 9 coudetas which her critics and enemies gave to her. But how did really Corazon Aquino became the person she is? Who is she before she was elected as the first woman president not only in the Philippines but in the whole continent of Asia? It was Marcos dictatorship whom she and her husband became popular. During those times, the governance of Marcos was questionable. Democracy was not practice and rights have been prohibited. It belongs only to those who are rich, with power, and has a connection to the government. Filipinos became slaves in short. Meanwhile, Ninoy Aquino, a senator and a popular critic of Marcos, made a stand. He opposed every wrong moves of Marcos dictatorship. He practiced the freedom of speech even though that time it was prohibited. He became brave to fight for the rights of every Filipino. Because his enemies were the government, he was placed in a very crucial situation. His enemies called him as a criminal. He was imprisoned for three years. It was so hard for her family to live without him so they just decided that he will stop protesting the government given the condition that he will be set free. Because of death threats, Ninoy moved to America. Consequently, he made up his mind to go back in the Philippines. He exclaimed that he has nothing to hide because he is innocent. Again, death threats warned him. Knowing the possibility that his life is in danger, he continue his plan to go back to our country. And so history made it happen. He was shot in the head when he reached the airport. An interesting thought came out of my mind. He announced before his death that there is a sign that he will be shot in the head and not to his body so he said that bullet proof dress might not help a lot. The whole Philippines mourned for that incident. Until now, no one knows who is the head of the execution of Ninoy Aquino. No ne paid the crime but only the one who did it. Then here came the role of Corazon Aquino. She asked Marcos for a snap election. She was so determined to end the dictatorship of Marcos. With her bravery and courage, she won the presidency together with the help of the Filipino nation. She reigned for about eight years. After that, she didn’t plan again to go back to presidency because she said that her role is finished. Her plan is to bring back the democracy to our country so she resigned a soon as she knew that she achieved that goal. But her service to the Filipino didn’t stop there. She still continues to serve her people thru building foundations that will benefit the poor. The foundations are still operating in the service of the Filipino. Then this recent first of August, Cory Aquino died because of her one year battle with her colon cancer. Again the whole nation mourned for the death of a sign of democracy. Tears came out of every eyes of the crowd when they heard the eulogy session of her daughter, Miss Kris Aquino. History repeated itself. Roads crossing the coffin of Cory Aquino was filled of yellow confetti and balloons. The scene on which Ninoy Aquino had seen was exactly the scene that people seen in the Cory Aquino’s funeral procession. The 26th death of Ninoy Aquino was celebrated last 21st of August. It was entitled “Araw ng Dilaw” (Day of the Yellow). One puzzling fact about why yellow is the symbol of Aquino’s family was that it came from a song. It came from the song ‘Tie a Yellow Ribbon” which is said to be one of Ninoy Aquino’s favorite. Yellow gave a different meaning to the world. It made us proud to be a Filipino.
Tie a Yellow Ribbon
by Orlando Tony

I'm comin' home, I've done my time
Now I've got to know what is and isn't mine
If you received my letter telin' you I'd soon be free
Then you'll know just what to do if you still want me
If you still want me

CHORUS:
Tie a yellow ribbon 'round the old oak tree
It's been three long years
Do you still want me?
If I don't see a yellow ribbon round the old oak tree
I'll stay on the bus
Forget about us
Put the blame on me
If I don't see a yellow ribbon round the old oak tree

Bus driver, please look for me
'Cause I couldn't bear to see what I might see
I'm really still in prison, and my love she holds the key
A simple yellow ribbon's what I need to set me free
I wrote and told her please:

REPEAT CHORUS

Now the whole damn bus is cheering
And I can't believe I see
A hundred yellow ribbons 'round the old oak tree
I'm comin' home
Those history starts from a very important event on which 18 years old and above brings out a very special participation. Ferdinad Marcos and Corazon Aquino became the president because the people trusted them. They casted their vote to them. Know already what event it is? Election! These are the time when people go out to their house and elect the officials whom they will govern their respected place. From a specific point of view, it is a voting procedure to select the winner of a position or political office. It is the act of selecting someone or something and the exercise of deliberate choice. According to Calvinists, it is the predestination of some individuals as objects of divine mercy. The status or fact of being elected. For General Public : Elections for general public means to elect a candidate of available leaders whom they think can make a difference in their day to day life. A normal man or woman will always look out for a leader who promises to solve their day to day problems and make their life’s easy. They Judge the person by the promises he makes and the good or bad deeds that he has done. For Political Party’s : Elections for Political Party’s is all about winning by any means available. Political Party’s are always interested in getting votes rather than winning hearts of voters. They are more behind collecting Party funds than making or creating some new law or strategy that would help the Nation.For Leader or Candidates : Elections for Standing Candidates are the most fruitful period. They get their share of the Party fund and are independent to spend it as and when they want to promote themselves. They won’t spend it for public service but to lure people into their traps and to make them vote in their favor. For Party Members : Elections for Party Members is the actual time when they have to work for the party. They also earn good in this period and enjoy this period a lot as their leader motivates them by throwing parties etc. Organising “Bhandara” and “Holi Fest” etc. not for the sake of helping people but to please people and to show that they care about people.The highest place that an official can attain in a country is to be the president. Meanwhile the lowest in the Philippines is to be a captain and a baranggay tanod. For teens, the lowest is to be a SK councilor.
The 2010 Election in the Philippines is fast approaching. It will happen on June 11, 2010 to different towns and municipalities in our country. A lot of advertisement from medias come to asked people to register and check their name if they were still in the list of voters. It sounds so inspiring that people moved for the good of our country! Television networks are a big help to awaken the people to go out and practice their rights since most of people spend their life watching TV programs.
With the boom of technology, there is a plan to make our 2010 Election be computerized. It is called poll automation. Having this kind of technology will made COMELEC (Commission on Election) work more easily. Aside from that, dirty tactics to win the election will be avoided since all the people must do is to choose and click the one they want to vote and then their vote will be counted automatically. No manual counting of votes will be applied. It sounds good in the ears, didn’t it? Controversies go hand on hand upon applying this concept. It took so long to debate on which company should handle the computerization of the election. The agency finds it hard to decide the computerization since the companies commits errors. In that point, there could still be a problem in counting the votes. The agency took a long time, but they had finally decided on one company to be the one to computerize the election. It is not perfect but they think it is the best company.
Since Filipinos are already spread all over the world, it became a problem for all those who live and work abroad to spend one day here in the Philippines just to vote. So there proposed an absentee voting wherein people from abroad can cast their vote the day before the actual election date. From the past experience of absentee voting, it seems like there’s only few who participates. Filipinos abroad cannot give time to it even though in some country it is offer for one week. There is again an issue to just stop operating absentee voting not only because there is a low participation but also it adds up to the expense of the election. COMELEC said that it was so expensive to continue this movement. Like those time, it will more costful because we will be using poll automation. Technology will be produced for them and it is more expensive because of its shipping payment. I think at least just once this time to give it a chance to apply the absentee voting. If it is again made a low participation from the people abroad then it must be carefully studied and acknowledge some proposition to make it more alive. But if it really didn’t work, I think it must be stop. It is just an expense to us. If we stopped it, then it could help more by spending the money to which could be used for other important matter.
Another issue that has been faced to the COMELEC is the media voting. Medias include news reporters, newspaper writers and radio anchor. They might not be present during the Election Day because they will work for the news that will happen in the day of the election. It will be so hard for them to leave their job and cast their vote. Like for example the giant network ABS-CBN, they said that they will be there to report whatever anomalies will happen in the election. So most probably, anchors and reporters cannot go to their respective precinct to vote. The media proposed to have a media voting in the 2010 Election so that they could also have chance to express their freedom to vote.
Less than a year from now, the election will take place. We know that to have a large number of votes, candidates should campaign and be known by a lot of people. Filing of candidacy will start at the end of the year and next to it was the campaign period. As early as now, there are known person whom declared that hey will run for a specific position especially for president and vice-president. This issue has been a hot topic in the news. Some of which whom declared that they will run for president are three religious leaders. They are Bro. Mike Velarde of El Shaddai movement, Bro. Eddie Villanueva of Jesus is Lord, and priest and Pampanga Governor Ed Panlilio. A lot of advertisement flooded the television shows explaining about people and what they did well in the country. It sounds like they are conditioning their reputation to people and they are trying to give a good impression. It is a sign of early campaigning. Politicians like Mar Roxas, Manny Villar and Jejomar Binay have already their own unique and eye-catching advertisement. If we could think it more deepen, for what is this advertisement? Did they pay just to get our attention or to convince us to remember them in the 2010 Election? Didn’t it look unfair? People with less money cannot afford to pay for that million project to be known by people. I am very against to those people who used their money just to be advertised and be popularized. If they truly care for people, they must think that those millions of money that they spend for socialization and advertising could help a lot to people. It means a lot to them, to us! It can be bought for our basic needs such as food and shelter for the homeless. They could also become popular by helping needy people. They will be remembered for the good things that they did and not for just socializing and spraying their identity with a sweet perfume. Other forms of advertisement cannot only be seen in television but also in posters, billboards, radio announcements, and newspapers. If I will go for a position by the near future, I will never think of my money to spend on that way. It is I think a form of corruption because it only pertains for the good of oneself. While others are hungry, one wastes his/her money for self-interest.
GMA’s presidency will end next year. Unlike other presidents, she attained her position because Joseph Estrada, the former president was exiled and was convicted as a corrupt official. So as a consequence, she became the president. But last 2004, she won again the presidency over her close rival Fernando Poe Jr. or FPJ. Many said that it was a dirty election. Many said that FPJ should win that time. A lot of protest and quarrels happened during that time. It seems like it again repeats the history. But not to close. GMA still reigned the presidency. Her governance is filled with controversies which maybe one of the causes that made our country connotes as the most corrupt country in Asia. Some of the fresh anomalies that Arroyo’s government has took are the ZTE Broadband Deal, Fertilizer Fund Scam and the recent expensive dinner of Arroyo together with her cabinet member in America. According to reports and interviews, Filipinos gets poorer and more of them became it. Now, we expect a real and constant change this coming election. We hope for an official who will make a good stand for truth and will be able to operate justice among the rich and the poor. The one who is willing to offer his/her service to the common good of the Filipino people. The one who will again show democracy in terms of practicing the freedom of speech, the mother of all freedom. The one who can give most of his/her life to people, the one who is selfless. I just hope for that person. I hope for his/her honesty and integrity. That he/she will promise to become a good leader of his/her nation. That he/she will not be involved in any bad controversies that will destroy nation’s name. I hope for his/her love for God first, love for the country and love for his/herself. That he/she will do his/her action within God’s providence and willingness. That he/she will do it for the prosperity of his/her nation and not for his/her interests. I hope for his/her bravery and self-confidence. That whatever problems our country may encounter, he/she will become strong and will be the one to lead the unity among people. He/she will ne brave to face typhoon and disaster that might occur in our country. And lastly I hope for his/her humbleness and simplicity. That he/she will be ready to ask forgiveness and will be humble to admit that he/she has committed mistakes. That he/she is not so materialistic. He/she just dress and lead the country in a simple way spending only what is the allocated budget for a certain project.
I want a unique leader! I know you want it too! We want it! So let us start this wanting by electing the best candidate that we think is worthy to served us and worthy to be served by our money. We may not feel the effect of the election right now. But I assured you it will in the near future! So come to think of it! Think twice, thrice, a hundred times until you are 200 % sure of your decision. We must remember that we are the one who made our destiny, not anybody else so we must not give our unluckiness to others. The change must start with our own self. It must start with the way we think, hear, feel, smell, and see things. Just like what Barack Obama said, “Yes, we can!”.
Magkaisa
by Virna Lisa

Ngayon ganap ang hirap sa mundo
Unawa ang kailangan ng tao
Ang pagmamahal sa kapwa'y ilaan
Isa lang ang ugat na ating pinagmulan
Tayong lahat ay magkakalahi
Sa unos at agos ay huwag padadala

Chorus
Panahon na (may pag-asa kang matatanaw)
Ng pagkakaisa (bagong umaga, bagong araw)
Kahit ito (sa atin Siya'y nagmamahal)
Ay hirap at dusa
Magkaisa (may pag-asa kang matatanaw)
At magsama (bagong umaga, bagong araw)
Kapit-kamay (sa atin Siya'y nagmamahal)
Sa bagong pag-asa

Ngayon may pag-asang natatanaw
May bagong araw, bagong umaga
Pagmamahal ng Diyos, isipin mo tuwina

(Repeat Chorus)

Magkaisa (may pag-asa kang matatanaw)
At magsama (bagong umaga, bagong araw)
Kapit-kamay (sa atin Siya'y nagmamahal)
Sa bagong pag-asa

Did you know that “Magkaisa” was composed by Tito Sotto and performed by Virna Lisa? The became popular during the 1986 People Power Edsa Revolution.A lot of people are wondering where Virna Lisa is? She is now in the US. In an interview by manila bulletin, she said“I remember Marcos fleeing on the 26th of February, receiving a call on the 27th that Tito Sotto had composed a song for me, getting the cassette demo at noon on the 28th to learn the song, and then being asked to go to the recording studio that same day at 10 in the evening. That’s when we started putting them on tracks. By March 1, it was already playing in every radio station and the video was being shown on every channel on TV,’’ recalls Virna, who is the daughter of Aura Aurea, an actress in the early ‘60s.During former president Cory Aquino’s death, the song was sung by Sarah Geronimo.
I know I will see all of you in the precinct. Having your own decision and you choice of change. Yeah, that’s right! Don’t be apathetic! Every single vote counts. Every single voice will be heard if we decide carefully. Lets us choose the worthy candidate and vote him/her. Yes, we can! But before that, let us register first. Even I still not registered. Oh, sorry! I was saying all these words and yet I, myself is not a registered voter. The registration process will end on October 31, 2009. Don’t worry, I assure you that I will register. Just mind you own business. Ok!

location: sta cruz, naga, cam sur mood: tired tags: change, election 2010, philippines

Dear respondents,


We are a students of Mrs. Howard in her Human Behavior class. As part of our requirements, we are asked to submit a thesis about the personality of education students. With this, we would like to ask a little of your time to answer a survey questionnaire about the topic. We assure you that all of the information that you will give to us will be kept confidential and will only be use in our research. We hope for your honest and full participation. Thank you and God bless!

Sincerely yours;

location: sta cruz mood: chipper music: ewan tags: letter, respondents

1.) I would rather
a. Solve a new and complicated problem.
b. Work on something I have done before.
2.) I like to
a. Work alone in a quiet place.
b. Be where the action is.
3.) I want a boss who
a. Establishes and applies criteria in decisions.
b. Considers individual needs and makes exceptions.
4.) When I work on a project, I
a. Like to finish it and get some closure.
b. Often leave it open for possible changes.
5.) When making a decision, the most important considerations are
a. Rational thoughts, ideas and data.
b. People’s feelings and values.
6.) On a project, I tend to
a. Think it over and over before deciding how to proceed.
b. Start working on it right away, thinking about it as I go along.
7.) When working on a project, I prefer to
a. Maintain as much control as possible.
b. Explore various options.
8.) In my work, I prefer to
a. Work in several projects at a time, and learn as much as possible about each one.
b. Have one project that is challenging and keeps me busy.
9.) I often
a. Make lists and plans whenever I start something and may hate to seriously alter my plans.
b. Avoid plans and just let things progress as I work in them.
10.) When discussing a problem with colleagues, it is easy for me to
a. See the “big picture”.
b. Grasp the specifics of the situation.
11.) When the phone rings in my office or at home, I usually
a. Consider it an interruption.
b. Do not mind answering it.
12.) Which word best describe you better?
a. Analytical.
b. Empathetic.
13.) When I am working on an assignment, I tend to
a. Work steadily and consistently.
b. Work in bursts if energy with “down time” in between.
14.) When I listen to someone talk on a subject, I usually try to
a. Relate it to my own experience and see if it fits.
b. Assess and analyze the message.
15.) When I come up with new ideas, I generally
a. “Go for it.”
b. Like to contemplate the ideas some more.
16.) When working on a project, I prefer to
a. Narrow the scope so it is clearly defined.
b. Broaden the scope to included related aspects.
17.) When I read something, I usually
a. Confine my thoughts to what is written there.
b. Read between the lines and relate the words to other ideas.
18.) When I have to make a decision in a hurry, I often
a. Feel uncomfortable and wish I had more information.
b. Am able to do so with available data.
19.) In a meeting, I tend to
a. Continue formatting my ideas as I talk about them.
b. Only speak out after I have carefully thought the issue through.
20.) In work, I prefer spending a great deal of time on issues of
a. Ideas.
b. People.
21.) In meetings, I am most often annoyed with people who
a. Come up with many sketchy ideas.
b. Lengthen meetings with many practical details.
22.) I am a
a. Morning person.
b. Night owl.
23.) What is your style in preparing for a meeting?
a. I am willing to go in and be responsive.
b. I like to be fully prepared and usually sketch an outline of the meeting.
24.) In a meeting, I would prefer for people to
a. Display a fuller range of emotions.
b. Be more task-oriented.
25.) I would rather work for an organization where
a. My job was intellectually stimulating.
b. I was committed to its goals and mission.
26.) On weekends, I tend to
a. Plan what I will do.
b. Just see what happens and decide as a go along.
27.) I am more
a. Outgoing.
b. Contemplative.
28.) I would rather work for a boss who is
a. Full of new ideas.
b. Practical.
In the following, choose the word in each pair that appeals to you more:
29.) a. Social. b. Theoretical.
30.) a. Ingenuity. b. Practicality.
31.) a. Organized. b. Adaptable.
32.) a. Active. b. Concentration.

location: sta cruz mood: anxious music: haha tags: mbti, personality

"when i met you for the first time i found a very special love that made my life changed!"

location: sic, ateneo de naga university mood: loved music: >keyboard typing tags: first note livejournal, love

Miranda, Jerson P. THESOO3-N5
The Clash of Culture and the Care for Penafrancia Devotion


The Tricentennial celebration of the devotion to Our Lady of Penafrancia is fast approaching. Bikolanos are faithful in their observance of devotional practices; we can observe it especially during the celebration for we are all in one, for God and for Ina. The city of Naga was chosen by God to be the sanctuary to Ina. God did not choose any other place, but by his providence he has chosen Naga city. Because of our devotion, Ina has become part of our identity. In relation for this, we should make communal discernment by renewing our faith thru Ina. Communal discernment cultivates sensitivity to God’s presence, recognizes what God desires, sees things from God perspective, listens to the magisterium of the Holy Spirit and prays in communion with the whole community.

Maybe we’ll wonder why we should have this, this is for two reasons. First is for the preservation of the culture and care for Penafrancia devotion. As we can observe now, the true meaning of the celebration of Penafrancia is being tarnished by those activities which are not related to this celebration. Also our devotion is being stained by selfishness and ignorance. We should always be reminded that we all have the responsibility to ensure the true purpose of the devotion to Our Lady of Penafrancia.

We should be sensitive because our culture is also our identity. We really need the renewal for the reason that, for the past years there is less and less and more of commercialization which is obviously does not promote the devotion to Ina. We need to purify the devotion from the abuses and wrong way of doing it. We need to strengthen the positive aspects of our devotion so that we may deepen our understanding about it and live it out authentically. The care of Ina is not limited to the care of externals such as the care of statues, the upkeep of the churches, the order of the processions as well as the liturgy. It encompasses the true purpose and meaning of the devotion, preservation of the tradition and characteristics of the religious feast. To protect the devotion we must be vigilant about the changes that de-Christianizes our devotion. As devotees, we are called to strengthen our devotion so it may bring us closer to God.

reference by someone special to me- Anna Maria B. Beldad

location: sta cruz mood: tired music: ewan tags: culture, devotion

shet!its a bad day!

location: ateneo ave sta cruz mood: angry music: lalalal tags: bad day, shet!