The aim of this research is to analyze the influence of the teacher's code of ethics on the student learning process. The research used quantitative research methods with a sample of 100 secondary school teachers and 200 students. The research results show that a teacher's code of ethics has a significant impact on the learning process, especially on improving the quality of teaching, developing students' self-confidence, and creating a positive learning environment. A teacher's code of ethics also influences students' learning motivation and academic achievement. Therefore, there is a need to increase awareness and practice of teachers' codes of ethics in the learning process. The Teacher Code of Ethics provides guidelines for teachers in carrying out their duties as educators, community members and citizens. This Code of Ethics is designed to ensure that teachers act and behave in accordance with high moral and professional standards. The influence of a teacher's code of ethics on the learning process can be studied from various aspects, such as: B. Teacher behavior in the classroom, teacher-student relationships, and teacher professional development efforts. The Teacher Code of Ethics emphasizes the importance of developing positive professional relationships with students. Teachers who adhere to a code of ethics tend to care more about students' welfare, respect differences, and create an inclusive learning environment. Additionally, students' personal data will be treated as confidential and data breaches will be prevented.
This research explores the influence of financial literacy, self-confidence in managing personal finances, and the use of fintech payments on the personal financial management of Sharia Financial Management students at UIN Sayyid Ali Rahmatullah Tulungagung. This research is motivated by students' lack of understanding regarding personal financial management, which has the potential to affect their readiness to face financial challenges in the future. Through good financial literacy and self-confidence in managing finances, students are expected to be able to manage their finances more wisely. On the other hand, the use of fintech payments is also thought to have an influence on students' financial management behavior. This research uses a quantitative approach with associative methods and purposive sampling techniques, involving 86 students from the class of 2020-2022. Data was collected via questionnaire, then analyzed using multiple linear regression via SPSS-26. The research results show that financial literacy, financial self-efficacy, and payment fintech together have a positive and significant influence on personal financial management, financial literacy has a positive and significant influence, financial self-efficacy has a positive and significant influence, and payment fintech also has an influence positive and significant on students' personal financial management.
Honesty is one of the core values in Islamic education that serves as a foundation for shaping individual character, particularly in Islamic boarding schools (pesantren). This study aims to explore honesty as a fundamental value in Islam, its implementation strategies in pesantren, and its impact on the character development of students (santri). Using a qualitative approach, this research utilizes literature analysis and field observations to understand how honesty is taught, practiced, and internalized in the daily lives of students. The findings reveal that honesty is implemented through the reinforcement of religious values in daily activities, fostering truthful behavior in the teaching-learning process, and role modeling by caregivers and educators. Implementation strategies include an ethics-based educational approach, strict supervision, and continuous evaluation. The impact is evident in the increased self-confidence of students, strengthened integrity, and their ability to face life challenges in alignment with Islamic principles. Thus, honesty is not only a critical element in shaping the character of students but also a foundation for developing individuals who are responsible, trustworthy, and morally upright. This study recommends the consistent application of honesty-based learning methods as a pillar of character education in pesantren.
Understanding professional ethics in the workplace is a crucial aspect for students in Vocational High Schools (SMK) to prepare themselves for entering the workforce. This ethics is not only related to technical skills but also encompasses attitudes, behavior, and the ability to interact professionally. One of the most critical aspects is interview etiquette, as a student’s success is often determined by how they behave and communicate during the interview. An interview is not just about answering questions, but also an opportunity to present a positive self-image. Therefore, students need to understand how to use appropriate body language, manage facial expressions, and answer questions confidently. To address this need, the community service team from the D-III English Language Study Program at Politeknik Negeri Madiun conducted an interview etiquette training at SMK Widjaya Ngoro, Jombang. The training was delivered through interactive discussions and hands-on practice. In the discussion session, students learned preparation strategies, interview etiquette, and follow-up actions after the interview. Furthermore, through simulations, students were able to practice communication skills, improve their attitudes, and build confidence. This activity proved to be beneficial as it enriched knowledge and provided practical experience that is relevant for facing job selection processes in the future.
To achieve progress and development based on the standards that are used as references, the education process is carried out. Education can help people grow into people with character and are productive every day. But in the world of education, a problem arises such as bullying that can threaten students in education. This study aims to reveal the negative impacts of bullying and find a way out of the problem in order to prepare the golden Indonesian nation. The method of implementing anti-bullying socialization is carried out in three stages: planning, implementation, and evaluation. At the planning stage, several things have been determined, including the location and date of the activity, namely at SDN 1 Kumpulrejo, Kumpulrejo Village, Patebon District, Kendal Regency. In addition, a one-day schedule has been made for socialization, material on physical violence to the presentation of material on the language of the impact of bullying. At the implementation stage, socialization is carried out by showing anti-bullying animation videos, presenting material on bullying behavior, verbal violence, and physical. The results of this study indicate that bullying is an act of intimidating and forcing a weaker person or group to do something against their will with the intention of causing physical or mental harm through delivery and attack. Bullying itself has a negative impact on students because it can make victims lose their confidence and feel traumatized. So that with the existence of anti-bullying socialization, bullying behavior in the world of education can be overcome.
Student behavior is the actions of students which are influenced by their attitudes and responsibilities at school. Student behavior is a very important factor in determining student achievement in learning. Students who have personalities that improve skills, knowledge, attitudes, habits, understanding, skills, thinking power and other abilities will more easily increase their concentration in learning, and it will be easier to achieve the students' goals. At SDN 053960 MARYKE there are still students who do not know that student behavior greatly influences their level of achievement. Therefore, it is necessary to educate students from an early age so that students can be more responsible for the rules given by teachers at school, and students must understand that the attitude they carry out at school is assessed in improving their achievement, as well as their presence is very influential. his level of achievement at school. Therefore, there is a need for a solution to overcome the problems that exist at SDN 053960 MARYKE by utilizing data mining to collect data and then it will be processed using the a priori method with variables contained in the correlation between student behavior and student achievement levels. The a priori algorithm is able to determine min support and confidence in these variables will later show the relationship between student behavior and student achievement levels, so that researchers will get the best best rules and be able to produce the latest information..
Smoking becomes a common phenomenon among teenagers because due to internal and external factors affecting smoking behavior. Efficacy of self, confidence of one of his abilities, affects the smoking habits and efforts to stop. FGD (Focus Group Discussion) is an effective method of collecting information and troubleshooting through group discussions. FGD can increase the knowledge and efficacy of the participants' sourcing, including students at school. This study aims to determine how health promotion interventions can cultivate self effecty so that teens still do not smoke using the health promotion intervention method of FGD (Focus Group Discussion) and to know the success of self efficacy based on 3 aspects: (Level, Strenght, and Generality). This research uses a Quasi Experimental method with a type of quantitative research that uses a pre-test group post-test approach. The sample in this study were 10 students in class X and XI from SMK Igntaius Slamet Riyadi Surakarta. The sampling technique uses a purposive sampling method. Data collection techniques use interviews. The data analysis technique uses the non-parametric Wilcoxon Signed Ranks Test. The results of this study show that there is no influence of self-efficacy on the behavior of maintaining not smoking among students at SMK Igntaius Slamet Riyadi Surakarta. Indicates because there is no influence between the FGD variable and the self efficacy of maintaining behavior to remain non-smoking.
Verbal bullying, namely bullying that is carried out by mocking or throwing words that lead to excessive humiliation which causes excessive fear and a decrease in self-confidence in the victim. The purpose of this study was to determine the description of the self-confidence of MAN 3 Sleman verbal bullying victims. The method used in this research is descriptive qualitative. The subjects in this study amounted to 7 students who were victims of verbal bullying and 21 students as observers as observers of the validity of verbal bullying events and see the self-confidence of victims of bullying. The results of this study indicate that verbal bullying behavior has an impact on the self-confidence of victims of bullying, namely there are victims of bullying who experience a decrease in self-confidence, such as when doing activities or learning at school, victims become afraid to express their opinions or arguments, prefer to be alone, quiet, and even dare not go to school, but there are also victims of verbal bullying who experience increased self-confidence because the bullying behavior becomes motivation. The benefits of this research are to provide an overview and also knowledge about the description of the self-confidence of victims of verbal bullying MAN 3 Sleman so as to add theoretical references regarding the impact, anticipation and efforts regarding verbal bullying.
This study explores teacher-student relationships (TSR) and their impact on students' emotional well-being, learning motivation, and academic performance. Through a literature review, this study identified that positive teacher-student relationships, involving empathy, emotional support, and effective communication, play a significant role in creating an inclusive and supportive learning environment. Good emotional connections between teachers and students can reduce emotional distress, increase intrinsic motivation, and promote students' academic success. The results of the analysis showed that TSR contributed to improving emotional well-being, encouraging prosocial behavior, and strengthening students' self-confidence and engagement in learning. The study also highlights the challenges faced in building positive TSR, including less inclusive teaching approaches and differences in student characteristics. As a solution, the study recommends training for teachers in managing emotions and empathy, as well as implementing learning strategies that support active student engagement. By understanding the importance of TSR, it is hoped that educators can create more holistic and inclusive educational policies and practices, which ultimately contribute to better quality education in Indonesia.
Bullying is any form of bullying or violence that is intentionally perpetrated by a stronger individual or group of people with the aim of inflicting physical, emotional, or psychological harm on others. Bullying can occur anywhere, including at school, and can be carried out by teachers, students, or adults in the school environment. Many cases of bullying today attract the attention of practitioners to intervene with victims of bullying. One of them is MR, a junior high school student who is a victim of bullying at his school. He often received treatment that indicated bullying from classmates. Through this activity, practitioners are interested in intervening with MR (client) regarding the bullying case he experienced. The purpose of this activity is to examine the causes of bullying against clients and help make behavioral changes in clients such as communication skills and increased self-confidence. The method used is casework intervention in identifying client problems. The results showed that the client became more confident when communicating with others and speaking in front of people and began to dare to defend himself if he received treatment that indicated bullying.
The aim of this research is to find out that Individual Counseling with a Reality Approach can Develop Self-Confidence in Students at SMP Negeri 8 Denpasar. This research was planned for 2 cycles, each cycle with 1 meeting. This research uses a cyclical classroom action research design. This effort is made to foster students' courage and enthusiasm because essentially a feeling of lack of self-confidence is born because of feelings of fear, whether it is fear of failure or because they are not confident in their abilities and all of this is the influence of the wrong mindset. The results of the research show that the results of services for students at SMP Negeri 8 Denpasar in cycle 1 to increase self-confidence using the Behavior Contract obtained an average score for cycle 1 of 68.0 with the highest score being 90, there were 4 people and the lowest score was 70, there were 11 people. Meanwhile, in cycle II, the average score for cycle II was 79.0, with the highest score being 90, there were 7 people and the lowest score was 70, there were 8 people. Students who did not complete both in cycle I and cycle II were the same students, this was because these students basically had no intention of learning. Based on data on student learning outcomes from cycle I and cycle II, it showed that there was an increase in student learning outcomes at SMP Negeri 8 Denpasar shows the results of increasing compliance with self-confidence using Behavioral Contracts. Individual Counseling with a Reality Approach can Increase the Self-Confidence of Students at SMP Negeri 8 Denpasar.
Problems that occur in children with mental retardation are weakness or inability in children accompanied by limited ability to fulfill independence. Support and acceptance from each family member will provide energy and confidence in mentally retarded children to make more efforts to improve every ability they have. Based on data obtained from the Social Service of West Sumatra Province (2020) there were 10,390 people with mental retardation. The purpose of the study was to determine the factors related to the independence of mentally retarded children at SLBN 1 Padang in 2024. The type of research is descriptive analytical with a cross sectional study design carried out at SLBN 1 Padang from Januari to April 2024. The population in this study were parents who cared for mentally retarded children at SLB N 1 Padang totaling 70 parents. The data is processed by editing, entry, coding and cleaning steps. Univariate analysis with frequency distribution and bivariate analysis with Chi Square statistical test with 95% confidence level. The results showed that 52.5% of children with mental retardation with less independence, 37.5% with poor knowledge, 56.3% with poor attitudes, 55.0% with poor family support. There is a significant relationship between attitude and children's independence (p-value = 0.000), between family support and children's independence (p-value = 0.048), and there is no relationship between parental knowledge and children's independence. (p-value = 0.083 ). Someone with a high attitude, knowledge, and family support will be more successful in dealing with and overcoming the problem compared to someone who receives a low attitude, knowledge, and family support. It is hoped that teachers and families will be able to provide examples of independent behavior that can be applied by students, both at home and at school.
Bullying refers to deviant behavior that is often carried out consciously or unconsciously. Bullying is repeated aggressive and negative behavior towards someone with the aim of hurting him. Bullying is defined as negative actions carried out by a stronger party against a weaker party through the use or non-use of tools with the aim of creating physical and emotional pressure on the weaker party. The increase in bullying cases in schools shows how worrying the current condition of education in Indonesia is. The aim of this research is to find out whether bullying behavior has a significant influence on students' learning motivation and enthusiasm for learning. We hope this can help schools know how big the impact of bullying is at school and help victims overcome the problems and risks of bullying. The method used is the Systematic Literature Review or SRL method, namely selecting each journal or previous research and getting results in the form of references for models/ideas that will be developed in the future. The results of this research show that bullying has a big influence on students' learning motivation, this is characterized by not having the courage to participate actively in the learning process and showing low interest in lessons. Bullying behavior significantly affects elementary school students' learning motivation. Students who experience bullying tend to show lower levels of motivation, loss of interest in learning, and lack of confidence in their academic abilities.
This study investigates the efficacy of dynamic assignment strategies in enhancing English language proficiency, engagement, and motivation among learners compared to traditional assignment methods. Through a mixed-methods approach, involving quantitative analyses of language proficiency scores and engagement levels, as well as qualitative insights from student perspectives and teacher observations, the research highlights the significant advantages of integrating dynamic assignments in English language learning. Results indicate that students participating in the dynamic assignment group showed statistically significant improvements in overall language proficiency, particularly in speaking and writing skills (p < 0.05). Additionally, these students reported higher levels of cognitive, emotional, and behavioral engagement (p < 0.05), which were positively correlated with their language proficiency improvements (r = 0.62, p < 0.01). This suggests that the more engaged students are in their learning process, the better their language learning outcomes. From the qualitative data, students expressed a greater motivation and interest in learning English, attributing this to the real-world relevance and applicability of the dynamic assignments. Teachers corroborated these findings, noting enhanced active participation, collaboration, and improvements in students’ communication skills and confidence. However, both students and teachers identified challenges, including increased preparation time and the need for clearer guidelines to maximize the benefits of dynamic assignments. The study concludes that dynamic assignment strategies significantly contribute to improving language proficiency and engagement among English language learners. It suggests that addressing the identified challenges could further optimize the effectiveness of these strategies. This research advocates for a shift towards more interactive, relevant, and engaging teaching methodologies in language education to better prepare learners for real-world communication.
The importance of mastering English for students is something that needs to be considered, both by teaching staff and students themselves. This is because the ever-growing advances in science and technology require individuals to be able to master English language skills. This Community Service activity aims to provide training so that students can increase learning motivation, self-confidence, hone skills, increase knowledge and improve integrated abilities in English. Activities were carried out at the Muhammadiyah University of Jambi. This activity is aimed at students who are interested and want to improve their English language skills as many as 23 students. This English training received a positive response from students. It can also be concluded that this activity was successful and successful. This can be seen from changes in students' behavior and attitudes in dealing with English. Students begin to be confident and attractive in communicating using English.
This research aims to: 1) determine the effect of bullying behavior on student learning achievement; 2) Analyze the impact of bullying behavior apart from its impact on learning achievement. This type of research includes ex post facto research which is carried out on the basis of events or phenomena that occur to find bullying behavior on student learning achievement. The approach taken is a descriptive quantitative approach and a literature review method. This method is used to collect, identify, evaluate and interpret articles that focus on describing the impact of bullying behavior in elementary schools. The research results show that bullying behavior has an impact on students' learning achievement. shows that 15.4% of students' learning achievement in elementary schools is influenced by bullying behavior and the remaining 84.6% is influenced by other causes. Through the literature review method, it was found that bullying behavior can have an impact on poor socialization, low self-confidence, decreased self-esteem in the future, low social skills of students, inability to communicate with other people, experiencing depression, anxiety, and the possibility of hurting themselves.
This research aims to assess the effect of employing cognitive behavior therapy (CBT) counseling on enhancing the self-assurance levels among 19-25-year-old students enrolled at the Faculty of Psychology, Bhayangkara University of Greater Jakarta. The study utilized a quantitative methodology, employing questionnaires for data collection. The collected data revealed that among 30 students, 4 exhibited low self-confidence levels. These four individuals were chosen as subjects for the research, receiving CBT-based counseling to address their self-confidence issues. The focus of the researchers was solely on interventions targeting self-confidence problems through CBT counseling techniques. The counseling sessions uncovered that these students faced challenges in feeling confident when interacting with groups of people, experiencing worry and a lack of assurance in such situations. While the outcomes of the counseling using CBT did not achieve a complete 100% enhancement in the self-confidence levels of the students at the Faculty of Psychology, Bhayangkara University of Greater Jakarta, there were observable positive changes in the students' perspectives and their ability to manage their thoughts. The efficacy of the counseling could be deemed successful with a 70% success rate.
Adolescents should aware of leucorrhea symptoms. Continuous pathological vaginal discharge will disrupt the function of the female reproductive organs, especially in the ovarian tract, which can cause infertility. Women who lack knowledge and information about genital hygiene will also have an impact on their behavior in maintaining genital hygiene, because knowledge and good care behavior are determining factors in maintaining genital hygiene. This study aimed to determine and analyze the factors that influence leucorrhea in female students. This is quantitative and qualitative mixed methods research. The research was conducted at SMA Harapan Mekar Medan. The population was all class XII female students totaling 33 people. The sampling used was total sampling. Data analysis used univariate and bivariate analysis with chi-square test, and multivariate analysis with multiple logistic regression test at 95% confidence level (?=0.05). The results showed that the factors influencing leucorrhea in class XII female students at the School were knowledge (p=0.005), attitude (p=0.016), behavior (p=0.005), and source of information (p=0.006) and there was no effect of the adolescent care health program on leucorrhea (p=1.000). The conclusion shows that knowledge of personal hygiene is the most dominant variable affecting leucorrhea in female students. It is suggested to the School to pay attention to facilities such as clean water sanitation and toilets and cooperate with the Health Center to organize health counseling and demonstrate how to take care of genital hygiene using a phantom of external reproductive organs so that students can directly practice genital hygiene actions
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Keywords: Implementation, Social Studies Learning, Character education
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Keywords: Implementation, Social Studies Learning, Character education
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Keywords: Implementation, Social Studies Learning, Character education
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Keywords: Implementation, Social Studies Learning, Character education
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Keywords: Implementation, Social Studies Learning, Character education
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Keywords: Implementation, Social Studies Learning, Character education
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
This study aims to explore the impact of bullying on student behavior at SMA Negeri 3 Payakumbuh. Verbal bullying is an aggressive act in the form of speech that is done intentionally and repeatedly with the aim of dominating, showing strength, hurting, terrorizing, or just for fun. This research is a qualitative research in the form of descriptive. Data collection techniques used are observation and interviews. The results of the study showed the impact of verbal bullying that occurred at SMA Negeri 3 Payakumbuh on student behavior, namely decreased self-confidence, became gloomy, decreased socialization levels, and decreased academic grades. Verbal bullying occurs during empty class hours, recess hours, sports hours, and school hours. The reason for the perpetrators of verbal bullying is the habit in the place where they come from as normal, they think they are the strongest, they want to be respected, and there is no resistance from the victim.