The document discusses various topics relating to stress including defining stress, stressors, and the general adaptation syndrome model of stress. It provides a stress test and examines common college student stressors and coping mechanisms. Additionally, it covers explanatory styles, personality types, fight or flight response, and time management techniques.
Analiza treści internetowych dotyczących nowych pozycji w ramówkach jesiennyc...Brand24
Analiza treści internetowych dotyczących nowych pozycji w ramówkach jesiennych stacji telewizyjnych: Kultura, głupcze, Milion w minutę, Poziom 2.0, Rezydencja, The Voice of Poland, Tylko muzyka. Must be the music, Układ warszawski, Wiadomość z drugiej ręki, Wszyscy kochają Romana, Wszystko o kulturze
Analiza treści internetowych dotyczących nowych pozycji w ramówkach jesiennyc...Brand24
Analiza treści internetowych dotyczących nowych pozycji w ramówkach jesiennych stacji telewizyjnych: Kultura, głupcze, Milion w minutę, Poziom 2.0, Rezydencja, The Voice of Poland, Tylko muzyka. Must be the music, Układ warszawski, Wiadomość z drugiej ręki, Wszyscy kochają Romana, Wszystko o kulturze
6-1
U
ni
t 6
: S
tre
ss
a
nd
H
ea
lth
Overview
• Related Body Systems: All
• Related reading from text: Chapters 3 and 5
• Content Overview—the following topics are included in this unit:
1. A review of the relationship between stress and health.
2. A review of the General Adaptation Syndrome.
3. Examination of your personal "stress style".
4. The influence of negative thinking in the experience of stress.
5. The role of stress management skills and social support in the
experience of stress.
• Objectives—knowledge, skills, and attitudes. By the end of this
lab, each student will be able to:
1. Describe the impact of various types of stressors on the human
body.
2. Identify the major sources of stress in his/her life.
3. Identify his/her primary ways (both positive and negative) of
coping with stressful events and/or circumstances.
4. Identify the extent to which she/he engages in negative thinking
patterns in everyday interactions and/or stressful situations.
5. Observe and record the impact of a relaxation exercise on their
heart rate and blood pressure.
6. Observe the impact of the introduction of a social performance
stress situation.
7. Observe the impact of the addition of social support to the social
performance stress situation.
8. Experience a social support exercise.
• To be completed prior to the laboratory:
ü Worksheets 6-A, 6-B, 6-C, and 6-D (note: In order to complete
Worksheet 6-A, you will be required to watch one television
news broadcasts prior to completing the survey).
• Before leaving the lab, you need to complete and turn in:
1. Exercise 1: Negative Thinking.
2. Exercise 2: Relaxation Response.
3. Exercise 3: Social Performance Anxiety.
4. Exercise 4: Impact of Social Support on Social Performance
Anxiety.
Unit 6: Stress and Health
6-12
Stressful Thinking
Stress is the “wear and tear” our bodies experience as we adjust to our continually
changing environment; it has physical and emotional effects on us and can create positive
or negative feelings. As a positive influence, stress can help compel us to action; it can
result in a new awareness and an exciting new perspective. As a negative influence, it can
result in feelings of distrust, rejection, anger and depression, which in turn can lead to
health problems, heart disease, and stroke. With the death of a loved one, the birth of a
child, a job promotion, or a new relation, we experience stress as we adjust our lives to
these changes.
Why do different people react differently to the same stress situation? Why do similar life
events evoke such varying reactions as depression, anxiety, hostility, elation, and even
indifference? The answer points to one of the most powerful and useful notions in stress
management: our experience of stress is influenced by our thoughts and perceptions. In
technical terms, our cognitions influence our reactions to stress.
We have already ...
6-1
U
ni
t 6
: S
tre
ss
a
nd
H
ea
lth
Overview
• Related Body Systems: All
• Related reading from text: Chapters 3 and 5
• Content Overview—the following topics are included in this unit:
1. A review of the relationship between stress and health.
2. A review of the General Adaptation Syndrome.
3. Examination of your personal "stress style".
4. The influence of negative thinking in the experience of stress.
5. The role of stress management skills and social support in the
experience of stress.
• Objectives—knowledge, skills, and attitudes. By the end of this
lab, each student will be able to:
1. Describe the impact of various types of stressors on the human
body.
2. Identify the major sources of stress in his/her life.
3. Identify his/her primary ways (both positive and negative) of
coping with stressful events and/or circumstances.
4. Identify the extent to which she/he engages in negative thinking
patterns in everyday interactions and/or stressful situations.
5. Observe and record the impact of a relaxation exercise on their
heart rate and blood pressure.
6. Observe the impact of the introduction of a social performance
stress situation.
7. Observe the impact of the addition of social support to the social
performance stress situation.
8. Experience a social support exercise.
• To be completed prior to the laboratory:
ü Worksheets 6-A, 6-B, 6-C, and 6-D (note: In order to complete
Worksheet 6-A, you will be required to watch one television
news broadcasts prior to completing the survey).
• Before leaving the lab, you need to complete and turn in:
1. Exercise 1: Negative Thinking.
2. Exercise 2: Relaxation Response.
3. Exercise 3: Social Performance Anxiety.
4. Exercise 4: Impact of Social Support on Social Performance
Anxiety.
Unit 6: Stress and Health
6-12
Stressful Thinking
Stress is the “wear and tear” our bodies experience as we adjust to our continually
changing environment; it has physical and emotional effects on us and can create positive
or negative feelings. As a positive influence, stress can help compel us to action; it can
result in a new awareness and an exciting new perspective. As a negative influence, it can
result in feelings of distrust, rejection, anger and depression, which in turn can lead to
health problems, heart disease, and stroke. With the death of a loved one, the birth of a
child, a job promotion, or a new relation, we experience stress as we adjust our lives to
these changes.
Why do different people react differently to the same stress situation? Why do similar life
events evoke such varying reactions as depression, anxiety, hostility, elation, and even
indifference? The answer points to one of the most powerful and useful notions in stress
management: our experience of stress is influenced by our thoughts and perceptions. In
technical terms, our cognitions influence our reactions to stress.
We have already ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. CHAPTER 12 DISCUSSION QUESTIONS
1) How do you effectively deal with negative stress?
2) Define: Stress, Stressor, Eustress, Distress
3) Explain the 3 stages of the General Adaptation Syndrome.
4) Define explanatory style & explain the 2 types: optimistic &
pessimistic.
5) Explain how self-esteem & fighting spirit can be used to
deal with stress.
6) What is the difference between Type A, Type B, & Type C
people?
7) What are the 5 steps to time management?
8) What is the fight or flight mechanism?
2. STRESS TEST
Scores of 1-6: Few Hassles
Scores of 7-12: Pretty Good Control
Scores of 13-17: Danger Zone. Watch out!
Scores of 18+: Stressed Out. You may need help.
Your score is = 15
3. STRESS:
-THE MENTAL, EMOTIONAL, & PHYSIOLOGICAL RESPONSE
OF THE BODY TO ANY SITUATION THAT IS NEW,
THREATENING, FRIGHTENING, OR EXCITING.
STRESSOR:
-STRESS-CAUSING EVENT.
EUSTRESS:
-POSITIVE STRESS.
DISTRESS:
-NEGATIVE STRESS.
12. GENERAL ADAPTATION SYNDROME
THE BODY’S ADAPTATION TO SUSTAINED STRESS.
3 STAGES:
1) ALARM
-THE IMMEDIATE RESPONSE TO A STRESSOR.
2) RESISTANCE
-BODY BUILDS UP RESISTANCE TO MAINTAIN
HOMEOSTASIS.
3) EXHAUSTION/RECOVERY
-BODY LOSES ITS ABILITY TO COPE.
13. EXPLANATORY STYLE
-”THE WAY PEOPLE PERCEIVE THE EVENTS IN THEIR LIVES.”
-A WAY OF THINKING WHEN ALL OTHER FACTORS ARE EQUAL & THERE ARE
NO CLEAR-CUT RIGHT & WRONG ANSWERS.
-3 COMPONENTS:
1) PERSONAL: IN A SITUATION, PEOPLE SEE THEMSELVES AS THE CAUSE.
“I ALWAYS FORGET TO MAKE THAT TURN.”
2) PERMANENT: PEOPLE SEE THE SITUATION AS UNCHANGEABLE.
“I ALWAYS LOSE MY KEYS.”
3) PERVASIVE: PEOPLE SEE THE SITUATION AS AFFECTING ALL ASPECTS OF
LIFE.
“I CAN’T DO ANYTHING RIGHT.”
18. FIGHTING SPIRIT
-”THE HEALTHY EXPRESSION OF EMOTIONS, WHETHER
THEY ARE NEGATIVE OR POSITIVE.”
“To me, there are three things we all
should do every day. We should do
this every day of our lives. Number
one is laugh. You should laugh every
day. Number two is think. You should
spend some time in thought. And
number three is, you should have your
emotions moved to tears, could be
happiness or joy. But think about it. If
you laugh, you think, and you cry,
that's a full day. That's a heck of a day.
You do that seven days a week, you're
going to have something special.”
19. FIGHT OR FLIGHT
-”PHYSIOLOGICAL RESPONSE OF THE BODY TO STRESS
THAT PREPARES THE INDIVIDUAL TO TAKE ACTION BY
STIMULATING THE BODY’S VITAL DEFENSE SYSTEMS.”
21. TYPE A
-HARD-DRIVING, OVERAMBITIOUS, OVERLY COMPETITIVE.
-OFTEN SET THEIR OWN GOALS, ARE SELF-MOTIVATED, & TRY TO MANY
TASKS AT THE SAME TIME.
TYPE B
-CALM, CASUAL, RELAXED, EASY-GOING.
-TAKE ONE THING AT A TIME, DO NOT FEEL PRESSURED OR HURRIED, &
SELDOM SET THEIR OWN DEADLINES.
22. TYPE C
-AS HIGHLY STRESSED AS TYPE A BUT NOT AT A HIGHER
RISK FOR DISEASE THAN TYPE B
-PERFORM WELL UNDER PRESSURE.
-KEYS FOR SUCCESS (3 C’S):
-COMMITMENT, CONFIDENCE, CONTROL
23. MYERS-BRIGGS (BASED ON CARL JUNG) TYPOLOGY TEST
ATTITUDES
-EXTRAVERSION (ACTION ORIENTED)
-INTROVERSION (THOUGHT ORIENTED)
INFORMATION GATHERING FUNCTIONS
-SENSING (TRUST INFORMATION IN THE PRESENT)
-INTUITION (TRUST INFORMATION THAT IS MORE THEORETICAL)
DECISION MAKING FUNCTIONS
-THINKING (MAKE DECISIONS FROM A MORE DETACHED STANDPOINT)
-FEELING (MAKE DECISIONS BY ASSOCIATING WITH THE SITUATION)
LIFESTYLE
-JUDGMENT (THINK/FEEL WHEN RELATING TO THE OUTSIDE WORLD)
-PERCEPTION (SENSE/INTUITION WHEN RELATING TO THE OUTSIDE WORLD)
24. 5 STEPS TO TIME MANAGEMENT
3) FIND THE TIME KILLERS
4) SET LONG-RANGE & SHORT-RANGE GOALS
5) IDENTIFY & PRIORITIZE YOUR IMMEDIATE GOALS
6) USE A DAILY PLANNER
7) CONDUCT NIGHTLY AUDITS
