Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
This study aimed to assess the nature of stress, and
coping styles among rural and urban adolescents. Methods: 200
students in 10+2 and graduation first year of both genders in the
age range of 16-19 years were assessed with the Adolescent Stress
Scale, and a self-report coping scale. Results: The Result of
present study reveals that in both environmental settings male
reported more stress than their counterparts girls, however, to
utilize coping strategies female adolescents are in higher in
number than male adolescents. Conclusions: It is important for
research to examine how adolescents suffering from typical
stressors such as school examination, family conflict and poor
peer relations. Social support is likely one of the most important
resources in their coping process.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
This study aimed to assess the nature of stress, and
coping styles among rural and urban adolescents. Methods: 200
students in 10+2 and graduation first year of both genders in the
age range of 16-19 years were assessed with the Adolescent Stress
Scale, and a self-report coping scale. Results: The Result of
present study reveals that in both environmental settings male
reported more stress than their counterparts girls, however, to
utilize coping strategies female adolescents are in higher in
number than male adolescents. Conclusions: It is important for
research to examine how adolescents suffering from typical
stressors such as school examination, family conflict and poor
peer relations. Social support is likely one of the most important
resources in their coping process.
This study aimed to assess the nature of stress, and
coping styles among rural and urban adolescents. Methods: 200
students in 10+2 and graduation first year of both genders in the
age range of 16-19 years were assessed with the Adolescent Stress
Scale, and a self-report coping scale. Results: The Result of
present study reveals that in both environmental settings male
reported more stress than their counterparts girls, however, to
utilize coping strategies female adolescents are in higher in
number than male adolescents. Conclusions: It is important for
research to examine how adolescents suffering from typical
stressors such as school examination, family conflict and poor
peer relations. Social support is likely one of the most important
resources in their coping process.
4Effect of Relationship between Homesickness.docxtroutmanboris
4
Effect of Relationship between Homesickness and College Performance
Ali Almarzooqi
Marymount University
Running Head: Homesickness and College Performance
1
Homesickness and College Performance
Introduction
Experiencing homesickness in college is natural for the students and this problem is common in the starting years of the study. Most of the students learn how to overcome this issue and if not, this can lead to multiple other concerns about health problems and academic performance. Students put in a lot of hard work for securing admission in the college and this is the place where their expectations and dreams can be fulfilled. The reason for the development of homesickness in such situation is mainly because of the change that comes as part of college life. Students get to experience independence for the first time and they have to deal with maturity and growth on their own. However, there are two basic factors of homesickness including distress and separation.
The effect of distress and separation experienced by the homesick students is on the experience of first year college students who need to develop commitment, social integration, satisfaction, and peer connections (Krumrei – Mancuso et al., 2013). In particular, homesickness is said to be the distress level that is a key outcome of being away from home for the first time. This distress can also be because of the academic retention and performance where the student wants to perform his best in the new environment. When the students are away from their home, they experience different culture and locations. Especially for the international students, the language, traditions, and food are also different which makes them do a lot of adjustments to the new environment (Harrison & Brower, 2011). However, if the distress is not a result of being separated from home, this cannot be called as homesickness.
The experience of first year college students contains separation homesickness as a significant component of their experience. The research shows that there are about 30% of the students in the first year who report homesickness because of separation (Stroebe et al., 2015). However, distress is not a common problem for homesickness. Other than homesickness, it is also important to do research about the institutional commitment to getting the right type of statistics. These factors do not adversely affect one another as there are 77% of the students suffering from separation homesickness and also having high institutional commitment (Sun, 2016). Peer connections is another factor that influences the level of homesickness. If the peer connections are strong, the level of distress homesickness decreases. The social activities that take place on the campus can also mitigate the effect of homesickness on the college students.
It is really important to overcome this problem in the college students so that they can show a high level of performance in academic terms. By increasin.
Quantitative Analysis Template !Instructions When analyzing.docxamrit47
Quantitative Analysis Template !
Instructions: When analyzing a journal article, first focus on the title of the article and/or the abstract.
Determine the independent variables (IVs) or the dependent variables (DVs) from these sections. If the
IVs and DVs are what you are looking for, then go ahead and read the whole article and fill out the following
information below. The purpose of filling out this template is to organize the most relevant information in a
journal article.
Reference (APA style) !!!
Background of the problem {e.g., According to Jonson et al. (2008), low self-esteem is correlated to lower
academic performance and behavioral problems in young adolescents.} !!!!!
Rationale (Key phrase: …few studies…) !!!!
Purpose (Key phrase: to determine or to examine…) !!!!
Past Studies{i.e., facts that are relevant to the IV and DV with citations (APA style)} !!!!!
Participants !
Age group(s) !
Gender !
Ethnic group(s)
SES !!
Quantitative Methods (survey, causal-comp, experimental, single-subject, mixed)
Assessments !
IV:
Measure !
Example question !
Likert-scale !
Reliability !
DV:
Measure !
Example question !
Likert-scale !
Reliability !!
(If there are more IVs and DVs that you feel are relevant, then you may note them here) !!
Treatment (Intervention) !!!
Hypothesis or research question(s) (Focus on the IVs and DVs from your definitions section) !!!!
What was significant (results) in the study? Focus on the IVs and DVs that you have picked. You don’t have
to state all the IVs and DVs from the article. What reasons do the authors give for the significant data (key
phrase in the discussion section: may be, might be)? !!!!!!!
Implications (What is the study recommending to educators? How can educators apply what they have
learned to their children/students/clients?)
RESEARCH ARTICLE
Mental Health and the Life Span
Depression and Retirement in Late
Middle-Aged U.S. Workers
Jalpa A. Doshi, Liyi Cen, and Daniel Polsky
Objective. To determine whether late middle-aged U.S. workers with depression are
at an increased risk for retirement.
Data Source. Six biennial waves (1992–2002) of the Health and Retirement Study, a
nationally representative panel survey of noninstitutionalized 51–61-year-olds and their
spouses started in 1992.
Study Design. Workers aged 53–58 years in 1994 were followed every 2 years there-
after, through 2002. Depression was coded as lagged time-dependent variables mea-
suring active depression and severity of depression. The main outcome variable was a
transition to retirement which was measured using two distinct definitions to capture
different stages in the retirement process: (1) Retirement was defined as a transition out
of the labor force in the sample of all labor force participants (N 5 2,853); (2) In addition
a transition out of full time work was used as the retirement definition in the subset of
labor force participants who were full time workers (N 5 2,288).
Princip ...
THE RELATIONSHIP BETWEEN BIG 5 PERSONALITY TRAITS AND LIFE SATISFACTION OF AM...IAEME Publication
The study examines the relationship between the Big five personality traits of N CC female students and life satisfaction in Tiruchirappalli. This study consists of 208 female respondents, who had attended the Annual training camp in Tiruchirappalli. Finings revealed that the Big five personality traits explained about 30.1% of variance in life satisfaction. Among the Big Five traits, extra-version and neuroticism were found to be the strongest predictors of life satisfaction.
Write a two-page double spaced, 12 pt font paper on critical contr.docxnealralix138661
Write a two-page double spaced, 12 pt font paper on critical contractual concerns. That is what are the basics of any contract that should be included to protect, you, your business and the other party.
You will enter into many contracts over the course of your personal and professional life. What are the important concerns that will keep you and your assets safe?
Why are contracts important?
Name three (3) possible contracts that a restaurant company may enter into with another organization. Name two issues important for each contract. (Not the same issues)
Self-Doubt During Emerging Adulthood:
The Conditional Mediating Influence
of Mindfulness
Justin W. Peer
1
and Pamela McAuslan
1
Abstract
Emerging adulthood (EA) is a critical time for identity exploration and making decisions regarding the future. Although most
thrive, some emerging adults struggle with the prominent developmental features of this time. Little is known about factors that
may positively influence development during EA. This study examined the mediating impact of mindfulness on the relationship
between normative emerging adult processes (identity exploration, experimentation/possibilities, negativity/instability, self-focus,
and feeling in-between) and self-doubt, while simultaneously considering the moderating effect of age and gender. Using data from
the EA Measured at Multiple Institutions project, reports from 1,293 participants were utilized. Mindfulness mediated the
relationship between various aspects of development (negativity/instability, self-focus, and feeling in-between) and self-doubt with
age and gender moderating aspects of these relationships. The findings highlight the importance of mindfulness during this
important developmental period.
Keywords
emerging adulthood, self-doubt, mindfulness, mental health, well-being
Emerging adulthood (EA) is a critical time for exploring vari-
ous life directions (Arnett, 2000; Reifman & Grahe, 2015) and
forming a coherent sense of identity (Schwartz et al., 2010).
During this time, the ability to consider life’s possibilities is
greater than it will be at any other point (Arnett, 2000), making
this a unique and important point in life span development. EA
is a time that has been reflected upon by adults ‘‘as the most
impactful and impressionable of their lives’’ (Gottlieb, Still, &
Newby-Clark, 2007, p. 132). Arnett (2007) stresses that EA is
a distinct period of development and not merely a transitional
period in life.
Various features related to the developmental challenges
associated with EA exist (Arnett, 2004). These features, includ-
ing identity exploration and possessing feelings of instability,
distinguish this period of life from others. Although these fea-
tures are prominent during EA, Arnett (2004, 2006) suggests
that they are not necessarily universal due to the heterogeneity
of individuals within this group. However, he believes that
these features are what makes EA a distinct p.
1. You are asked to find and read a peer-reviewed article from a s.docxchristiandean12115
1. You are asked to find and read a peer-reviewed article from a scholarly journal in the field of Communication Studies; Specifically an article related to social media and mass media communication.
· Then, you are going to write a paper (Minimum 800 words do not include titles, in-text citations and a works cited or references page) ) and submit as well.
Article
Investigating the
Relationships Among
Resilience, Social Anxiety,
and Procrastination
in a Sample of
College Students
Chen-Yi Amy Ko and Yuhsuan Chang
Yuan Ze University, Taiwan
Abstract
This study investigated the relationships among resilience, social anxiety, and pro-
crastination in a sample of college students. Specifically, structural equation modeling
analyses were applied to examine the effect of resilience on procrastination and to
test the mediating effect of social anxiety. The results of this study suggested that
social anxiety partially mediated the relationship between resilience and procrastin-
ation. Students with higher levels of resilience reported a lower frequency of pro-
crastination behavior, and resilience had an indirect effect on procrastination through
social anxiety. The results of this study clarify the current knowledge of the mixed
results on resilience and procrastination behaviors and offer practical learning
strategies and psychological interventions.
Keywords
Resilience, social anxiety, procrastination
Introduction
A notable surge of interest in procrastination has been reported in the past two
decades. Procrastination is a serious concern for societies that increasingly
employ modern information technology and implicitly promote immediate grati-
fication (Rozental & Carlbing, 2014).
During the 1970s, the prevalence of self-reported procrastination was
4%–5% in the adult population, compared with 15%–20% in the most recent
Psychological Reports
2019, Vol. 122(1) 231–245
! The Author(s) 2018
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0033294118755111
journals.sagepub.com/home/prx
Corresponding Author:
Yuhsuan Chang, College of Management, Yuan Ze University, 135 Yuan-Tung Road, Chungli, Taoyuan
City, Taiwan.
Email: [email protected]
https://us.sagepub.com/en-us/journals-permissions
https://doi.org/10.1177/0033294118755111
journals.sagepub.com/home/prx
report (Steel, 2012). The prevalence of procrastination in the general population
was reported to be approximately 20% (Steel, 2007).Worldwide, 20%–25% of
adults report chronic procrastination tendencies in the domains of work and
personal lives (Balkis & Duru, 2007; Ferrari & Dı́az-Morales, 2014). Most pro-
crastinators see their delaying behaviors as inappropriate, problematic, and in
need of change (Skowronski & Mirowska, 2013). Procrastination is associated
not only with negative consequences for the activity being delayed but also with
decreased psychological well-being and performance and increased distress
(Rozental & Carlbring, 2.
ALCohoL ReSeARCh C u r r e n t R e v i e w s506 Alcohol .docxADDY50
ALCohoL ReSeARCh: C u r r e n t R e v i e w s
506 Alcohol Research: C u r r e n t R e v i e w s
Resilience to Meet the
Challenge of Addiction
Psychobiology and Clinical Considerations
Tanja N. Alim, M.D.; William B. Lawson, M.D.; Adriana Feder, M.D.; Brian M.
Iacoviello, Ph.D.; Shireen Saxena, M.S.; Christopher R. Bailey; Allison M.
Greene, M.S.; and Alexander Neumeister, M.D.
Tanja N. Alim, M.D., is an assis-
tant professor and William B.
Lawson, M.D., is a professor
and chair of the Department
of Psychiatry, both at the
Department of Psychiatry and
Behavioral Sciences, Howard
University, Washington, DC.
Adriana Feder, M.D., is an assistant
professor; Brian M. Iacoviello,
Ph.D., is a postdoctoral fellow;
and Shireen Saxena, M.S.,
Christopher R. Bailey, and
Allison M. Greene, M.S., are
research associates; all at the
Mood and Anxiety Disorders
Program, Department of Psychiatry,
Mount Sinai School of Medicine,
New York, New York.
Alexander Neumeister, M.D., is
a professor in the Department of
Psychiatry and Radiology, New
York University Langone Medical
Center, New York, New York.
Acute and chronic stress–related mechanisms play an important role in the
development of addiction and its chronic, relapsing nature. Multisystem adaptations in
brain, body, behavioral, and social function may contribute to a dysregulated
physiological state that is maintained beyond the homeostatic range. In addition,
chronic abuse of substances leads to an altered set point across multiple systems.
Resilience can be defined as the absence of psychopathology despite exposure to
high stress and reflects a person’s ability to cope successfully in the face of adversity,
demonstrating adaptive psychological and physiological stress responses. The study of
resilience can be approached by examining interindividual stress responsibility at
multiple phenotypic levels, ranging from psychological differences in the way people
cope with stress to differences in neurochemical or neural circuitry function. The
ultimate goal of such research is the development of strategies and interventions to
enhance resilience and coping in the face of stress and prevent the onset of addiction
problems or relapse. Key WoRDS: Addiction; substance abuse; stress; acute stress
reaction; chronic stress reaction; biological adaptation to stress; psychological
response to stress; physiological response to stress; resilience; relapse; coping
skills; psychobiology
evidence from different disciplinessuggests that acute and chronicstress–related mechanisms play
an important role in both the develop-
ment and the chronic, relapsing nature
of addiction (Baumeister 2003; Baumeister
et al. 1994; Brady and Sinha 2005).
Stress is defined as the physiological
and psychological process resulting from
a challenge to homeostasis by any real
or perceived demand on the body
(Lazarus and Fokman 1984; McEwen
2000; Selye 1976). Stress often induces
multisystem adaptations that occur in
the brain and .
ALCohoL ReSeARCh C u r r e n t R e v i e w s506 Alcohol .docxSHIVA101531
ALCohoL ReSeARCh: C u r r e n t R e v i e w s
506 Alcohol Research: C u r r e n t R e v i e w s
Resilience to Meet the
Challenge of Addiction
Psychobiology and Clinical Considerations
Tanja N. Alim, M.D.; William B. Lawson, M.D.; Adriana Feder, M.D.; Brian M.
Iacoviello, Ph.D.; Shireen Saxena, M.S.; Christopher R. Bailey; Allison M.
Greene, M.S.; and Alexander Neumeister, M.D.
Tanja N. Alim, M.D., is an assis-
tant professor and William B.
Lawson, M.D., is a professor
and chair of the Department
of Psychiatry, both at the
Department of Psychiatry and
Behavioral Sciences, Howard
University, Washington, DC.
Adriana Feder, M.D., is an assistant
professor; Brian M. Iacoviello,
Ph.D., is a postdoctoral fellow;
and Shireen Saxena, M.S.,
Christopher R. Bailey, and
Allison M. Greene, M.S., are
research associates; all at the
Mood and Anxiety Disorders
Program, Department of Psychiatry,
Mount Sinai School of Medicine,
New York, New York.
Alexander Neumeister, M.D., is
a professor in the Department of
Psychiatry and Radiology, New
York University Langone Medical
Center, New York, New York.
Acute and chronic stress–related mechanisms play an important role in the
development of addiction and its chronic, relapsing nature. Multisystem adaptations in
brain, body, behavioral, and social function may contribute to a dysregulated
physiological state that is maintained beyond the homeostatic range. In addition,
chronic abuse of substances leads to an altered set point across multiple systems.
Resilience can be defined as the absence of psychopathology despite exposure to
high stress and reflects a person’s ability to cope successfully in the face of adversity,
demonstrating adaptive psychological and physiological stress responses. The study of
resilience can be approached by examining interindividual stress responsibility at
multiple phenotypic levels, ranging from psychological differences in the way people
cope with stress to differences in neurochemical or neural circuitry function. The
ultimate goal of such research is the development of strategies and interventions to
enhance resilience and coping in the face of stress and prevent the onset of addiction
problems or relapse. Key WoRDS: Addiction; substance abuse; stress; acute stress
reaction; chronic stress reaction; biological adaptation to stress; psychological
response to stress; physiological response to stress; resilience; relapse; coping
skills; psychobiology
evidence from different disciplinessuggests that acute and chronicstress–related mechanisms play
an important role in both the develop-
ment and the chronic, relapsing nature
of addiction (Baumeister 2003; Baumeister
et al. 1994; Brady and Sinha 2005).
Stress is defined as the physiological
and psychological process resulting from
a challenge to homeostasis by any real
or perceived demand on the body
(Lazarus and Fokman 1984; McEwen
2000; Selye 1976). Stress often induces
multisystem adaptations that occur in
the brain and .
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxgreg1eden90113
ANALYSIS PAPER: GUIDELINES and FORMAT:
What is the problem or issue to be solved?
ABSTRACT:
State the problem and best course of action (i.e. solution) in the absolute fewest words possible. YOU MUST BEGIN YOUR PAPER WITH A ONE PARAGRAPH SUMMATIVE “ABSTRACT” DEFINING YOUR POSITION/THESIS.
1. INTRODUCTION:
Restate the problem and proposals/solutions CLEARLY. Provide any necessary background information. Explain/Summarize why your proposed course(s) of action are worthwhile/best, etc. Explain key terms needed to understand the problem.
2. BODY (Part One):
What are the causes of the problem?
Why/How did it happen?
For whom is this a problem?
What are the effects of the problem?
Why is it a problem?
The better you, the writer, understands the problem/issue and all its implications, the better solutions you will find.
Properly document/support your arguments/findings, etc.
3. BODY (Part Two):
Discuss and examine each solution, course of action, etc. Why is it feasible. Why is this the best course of action. What are the advantages over other courses of action or solutions.
What resources are available or will be necessary?
Use logic and critical thinking in your discussion.
Apply learned or researched theories and/or principles.
Fully and properly DOCUMENT your work/paper.
Discuss and consider all sides/arguments and look for repercussions. What could go wrong; what might not work; what might not be supported?
4. BODY (Part Three/Conclusion):
Discuss which/why your proposed course of action/solution is the
most feasible and why you chose it, developed it, etc.
Make sure your justification of the “value” of the chosen solution is fully supported/rationalized.
When you done, make sure you did the following:
Are all your arguments/reasoning logical and supported?
Are your transitions and connections clear and do they flow together?.
Are all your ideas, arguments, sources moving the reader further from one idea to the next?
Is there a constant “nexus” between what you are writing and your abstract?
Are you using correct words?
Short sentences?
Short paragraphs?
Complete sentences?
Punctuation, capitalization, spelling, word-choice, word usage?
Length: (7) FULL pages (double-spaced, one inch margins, 11 point type)
NOTE:
**Your paper should be balanced between ( background, general research, and your PERSONAL insight and analysis.)
** Use reliable sources.
DUE : IN April 2nd.
Indirect Trauma in the Field Practicum:
Secondary Traumatic Stress, Vicarious Trauma,
and Compassion Fatigue Among Social Work Students
and Their Field Instructors
Carolyn Knight
A sample of BSW students and their field instructors was assessed for the presence
of indirect trauma, including secondary traumatic stress, vicarious trauma, and
compassion fatigue. Results indicated that students were at greater risk of experi-
encing vicarious trauma than their field instructors and research participants in
previous studies. Risk factors for stud.
Health Psychology Psychological Adjustment to the Disease, Disability and Lossijtsrd
This article discusses the psychological adjustment of adults to severe or incurable diseases or other loss. The stress that results from a diagnosis of illness or loss depends on many factors, such as the beliefs of each individual and the social context. Considering the diversity of human perceptions, feelings and behaviors, it was considered important for the present study to include a theory of stress and treatment related to physical illness. At the center of attention are end stage individuals, not their organic problems but mainly their psychological state and that of their families. Reference is then made to the loss of loved one and the period of mourning. As regards the disease response, there is a difference between the immediate reaction to loss, what we call mourning, and the adaptation to a new way of life without the loved one. Finally, the role of therapeutic communication between patients and their families and mental health professionals, as well as the need to maintain psychological balance, is also described. Agathi Argyriadi | Alexandros Argyriadis ""Health Psychology: Psychological Adjustment to the Disease, Disability and Loss"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23200.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/23200/health-psychology-psychological-adjustment-to-the-disease-disability-and-loss/agathi-argyriadi
1. Discuss Blockchains potential application in compensation system.docxmonicafrancis71118
1. Discuss Blockchain's potential application in compensation systems (base wages, incentives, rewards).
2. How can a token economy affect employee compensation?
3. Based on your readings, do worldwide executives believe Blockchain has the potential to radical change the future of organizations?
.
1. Describe the characteristics of the aging process. Explain how so.docxmonicafrancis71118
1. Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.
2.
End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.
.
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Similar to Citations and Referencing your sourceCitationsIn-text citation.docx
This study aimed to assess the nature of stress, and
coping styles among rural and urban adolescents. Methods: 200
students in 10+2 and graduation first year of both genders in the
age range of 16-19 years were assessed with the Adolescent Stress
Scale, and a self-report coping scale. Results: The Result of
present study reveals that in both environmental settings male
reported more stress than their counterparts girls, however, to
utilize coping strategies female adolescents are in higher in
number than male adolescents. Conclusions: It is important for
research to examine how adolescents suffering from typical
stressors such as school examination, family conflict and poor
peer relations. Social support is likely one of the most important
resources in their coping process.
4Effect of Relationship between Homesickness.docxtroutmanboris
4
Effect of Relationship between Homesickness and College Performance
Ali Almarzooqi
Marymount University
Running Head: Homesickness and College Performance
1
Homesickness and College Performance
Introduction
Experiencing homesickness in college is natural for the students and this problem is common in the starting years of the study. Most of the students learn how to overcome this issue and if not, this can lead to multiple other concerns about health problems and academic performance. Students put in a lot of hard work for securing admission in the college and this is the place where their expectations and dreams can be fulfilled. The reason for the development of homesickness in such situation is mainly because of the change that comes as part of college life. Students get to experience independence for the first time and they have to deal with maturity and growth on their own. However, there are two basic factors of homesickness including distress and separation.
The effect of distress and separation experienced by the homesick students is on the experience of first year college students who need to develop commitment, social integration, satisfaction, and peer connections (Krumrei – Mancuso et al., 2013). In particular, homesickness is said to be the distress level that is a key outcome of being away from home for the first time. This distress can also be because of the academic retention and performance where the student wants to perform his best in the new environment. When the students are away from their home, they experience different culture and locations. Especially for the international students, the language, traditions, and food are also different which makes them do a lot of adjustments to the new environment (Harrison & Brower, 2011). However, if the distress is not a result of being separated from home, this cannot be called as homesickness.
The experience of first year college students contains separation homesickness as a significant component of their experience. The research shows that there are about 30% of the students in the first year who report homesickness because of separation (Stroebe et al., 2015). However, distress is not a common problem for homesickness. Other than homesickness, it is also important to do research about the institutional commitment to getting the right type of statistics. These factors do not adversely affect one another as there are 77% of the students suffering from separation homesickness and also having high institutional commitment (Sun, 2016). Peer connections is another factor that influences the level of homesickness. If the peer connections are strong, the level of distress homesickness decreases. The social activities that take place on the campus can also mitigate the effect of homesickness on the college students.
It is really important to overcome this problem in the college students so that they can show a high level of performance in academic terms. By increasin.
Quantitative Analysis Template !Instructions When analyzing.docxamrit47
Quantitative Analysis Template !
Instructions: When analyzing a journal article, first focus on the title of the article and/or the abstract.
Determine the independent variables (IVs) or the dependent variables (DVs) from these sections. If the
IVs and DVs are what you are looking for, then go ahead and read the whole article and fill out the following
information below. The purpose of filling out this template is to organize the most relevant information in a
journal article.
Reference (APA style) !!!
Background of the problem {e.g., According to Jonson et al. (2008), low self-esteem is correlated to lower
academic performance and behavioral problems in young adolescents.} !!!!!
Rationale (Key phrase: …few studies…) !!!!
Purpose (Key phrase: to determine or to examine…) !!!!
Past Studies{i.e., facts that are relevant to the IV and DV with citations (APA style)} !!!!!
Participants !
Age group(s) !
Gender !
Ethnic group(s)
SES !!
Quantitative Methods (survey, causal-comp, experimental, single-subject, mixed)
Assessments !
IV:
Measure !
Example question !
Likert-scale !
Reliability !
DV:
Measure !
Example question !
Likert-scale !
Reliability !!
(If there are more IVs and DVs that you feel are relevant, then you may note them here) !!
Treatment (Intervention) !!!
Hypothesis or research question(s) (Focus on the IVs and DVs from your definitions section) !!!!
What was significant (results) in the study? Focus on the IVs and DVs that you have picked. You don’t have
to state all the IVs and DVs from the article. What reasons do the authors give for the significant data (key
phrase in the discussion section: may be, might be)? !!!!!!!
Implications (What is the study recommending to educators? How can educators apply what they have
learned to their children/students/clients?)
RESEARCH ARTICLE
Mental Health and the Life Span
Depression and Retirement in Late
Middle-Aged U.S. Workers
Jalpa A. Doshi, Liyi Cen, and Daniel Polsky
Objective. To determine whether late middle-aged U.S. workers with depression are
at an increased risk for retirement.
Data Source. Six biennial waves (1992–2002) of the Health and Retirement Study, a
nationally representative panel survey of noninstitutionalized 51–61-year-olds and their
spouses started in 1992.
Study Design. Workers aged 53–58 years in 1994 were followed every 2 years there-
after, through 2002. Depression was coded as lagged time-dependent variables mea-
suring active depression and severity of depression. The main outcome variable was a
transition to retirement which was measured using two distinct definitions to capture
different stages in the retirement process: (1) Retirement was defined as a transition out
of the labor force in the sample of all labor force participants (N 5 2,853); (2) In addition
a transition out of full time work was used as the retirement definition in the subset of
labor force participants who were full time workers (N 5 2,288).
Princip ...
THE RELATIONSHIP BETWEEN BIG 5 PERSONALITY TRAITS AND LIFE SATISFACTION OF AM...IAEME Publication
The study examines the relationship between the Big five personality traits of N CC female students and life satisfaction in Tiruchirappalli. This study consists of 208 female respondents, who had attended the Annual training camp in Tiruchirappalli. Finings revealed that the Big five personality traits explained about 30.1% of variance in life satisfaction. Among the Big Five traits, extra-version and neuroticism were found to be the strongest predictors of life satisfaction.
Write a two-page double spaced, 12 pt font paper on critical contr.docxnealralix138661
Write a two-page double spaced, 12 pt font paper on critical contractual concerns. That is what are the basics of any contract that should be included to protect, you, your business and the other party.
You will enter into many contracts over the course of your personal and professional life. What are the important concerns that will keep you and your assets safe?
Why are contracts important?
Name three (3) possible contracts that a restaurant company may enter into with another organization. Name two issues important for each contract. (Not the same issues)
Self-Doubt During Emerging Adulthood:
The Conditional Mediating Influence
of Mindfulness
Justin W. Peer
1
and Pamela McAuslan
1
Abstract
Emerging adulthood (EA) is a critical time for identity exploration and making decisions regarding the future. Although most
thrive, some emerging adults struggle with the prominent developmental features of this time. Little is known about factors that
may positively influence development during EA. This study examined the mediating impact of mindfulness on the relationship
between normative emerging adult processes (identity exploration, experimentation/possibilities, negativity/instability, self-focus,
and feeling in-between) and self-doubt, while simultaneously considering the moderating effect of age and gender. Using data from
the EA Measured at Multiple Institutions project, reports from 1,293 participants were utilized. Mindfulness mediated the
relationship between various aspects of development (negativity/instability, self-focus, and feeling in-between) and self-doubt with
age and gender moderating aspects of these relationships. The findings highlight the importance of mindfulness during this
important developmental period.
Keywords
emerging adulthood, self-doubt, mindfulness, mental health, well-being
Emerging adulthood (EA) is a critical time for exploring vari-
ous life directions (Arnett, 2000; Reifman & Grahe, 2015) and
forming a coherent sense of identity (Schwartz et al., 2010).
During this time, the ability to consider life’s possibilities is
greater than it will be at any other point (Arnett, 2000), making
this a unique and important point in life span development. EA
is a time that has been reflected upon by adults ‘‘as the most
impactful and impressionable of their lives’’ (Gottlieb, Still, &
Newby-Clark, 2007, p. 132). Arnett (2007) stresses that EA is
a distinct period of development and not merely a transitional
period in life.
Various features related to the developmental challenges
associated with EA exist (Arnett, 2004). These features, includ-
ing identity exploration and possessing feelings of instability,
distinguish this period of life from others. Although these fea-
tures are prominent during EA, Arnett (2004, 2006) suggests
that they are not necessarily universal due to the heterogeneity
of individuals within this group. However, he believes that
these features are what makes EA a distinct p.
1. You are asked to find and read a peer-reviewed article from a s.docxchristiandean12115
1. You are asked to find and read a peer-reviewed article from a scholarly journal in the field of Communication Studies; Specifically an article related to social media and mass media communication.
· Then, you are going to write a paper (Minimum 800 words do not include titles, in-text citations and a works cited or references page) ) and submit as well.
Article
Investigating the
Relationships Among
Resilience, Social Anxiety,
and Procrastination
in a Sample of
College Students
Chen-Yi Amy Ko and Yuhsuan Chang
Yuan Ze University, Taiwan
Abstract
This study investigated the relationships among resilience, social anxiety, and pro-
crastination in a sample of college students. Specifically, structural equation modeling
analyses were applied to examine the effect of resilience on procrastination and to
test the mediating effect of social anxiety. The results of this study suggested that
social anxiety partially mediated the relationship between resilience and procrastin-
ation. Students with higher levels of resilience reported a lower frequency of pro-
crastination behavior, and resilience had an indirect effect on procrastination through
social anxiety. The results of this study clarify the current knowledge of the mixed
results on resilience and procrastination behaviors and offer practical learning
strategies and psychological interventions.
Keywords
Resilience, social anxiety, procrastination
Introduction
A notable surge of interest in procrastination has been reported in the past two
decades. Procrastination is a serious concern for societies that increasingly
employ modern information technology and implicitly promote immediate grati-
fication (Rozental & Carlbing, 2014).
During the 1970s, the prevalence of self-reported procrastination was
4%–5% in the adult population, compared with 15%–20% in the most recent
Psychological Reports
2019, Vol. 122(1) 231–245
! The Author(s) 2018
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0033294118755111
journals.sagepub.com/home/prx
Corresponding Author:
Yuhsuan Chang, College of Management, Yuan Ze University, 135 Yuan-Tung Road, Chungli, Taoyuan
City, Taiwan.
Email: [email protected]
https://us.sagepub.com/en-us/journals-permissions
https://doi.org/10.1177/0033294118755111
journals.sagepub.com/home/prx
report (Steel, 2012). The prevalence of procrastination in the general population
was reported to be approximately 20% (Steel, 2007).Worldwide, 20%–25% of
adults report chronic procrastination tendencies in the domains of work and
personal lives (Balkis & Duru, 2007; Ferrari & Dı́az-Morales, 2014). Most pro-
crastinators see their delaying behaviors as inappropriate, problematic, and in
need of change (Skowronski & Mirowska, 2013). Procrastination is associated
not only with negative consequences for the activity being delayed but also with
decreased psychological well-being and performance and increased distress
(Rozental & Carlbring, 2.
ALCohoL ReSeARCh C u r r e n t R e v i e w s506 Alcohol .docxADDY50
ALCohoL ReSeARCh: C u r r e n t R e v i e w s
506 Alcohol Research: C u r r e n t R e v i e w s
Resilience to Meet the
Challenge of Addiction
Psychobiology and Clinical Considerations
Tanja N. Alim, M.D.; William B. Lawson, M.D.; Adriana Feder, M.D.; Brian M.
Iacoviello, Ph.D.; Shireen Saxena, M.S.; Christopher R. Bailey; Allison M.
Greene, M.S.; and Alexander Neumeister, M.D.
Tanja N. Alim, M.D., is an assis-
tant professor and William B.
Lawson, M.D., is a professor
and chair of the Department
of Psychiatry, both at the
Department of Psychiatry and
Behavioral Sciences, Howard
University, Washington, DC.
Adriana Feder, M.D., is an assistant
professor; Brian M. Iacoviello,
Ph.D., is a postdoctoral fellow;
and Shireen Saxena, M.S.,
Christopher R. Bailey, and
Allison M. Greene, M.S., are
research associates; all at the
Mood and Anxiety Disorders
Program, Department of Psychiatry,
Mount Sinai School of Medicine,
New York, New York.
Alexander Neumeister, M.D., is
a professor in the Department of
Psychiatry and Radiology, New
York University Langone Medical
Center, New York, New York.
Acute and chronic stress–related mechanisms play an important role in the
development of addiction and its chronic, relapsing nature. Multisystem adaptations in
brain, body, behavioral, and social function may contribute to a dysregulated
physiological state that is maintained beyond the homeostatic range. In addition,
chronic abuse of substances leads to an altered set point across multiple systems.
Resilience can be defined as the absence of psychopathology despite exposure to
high stress and reflects a person’s ability to cope successfully in the face of adversity,
demonstrating adaptive psychological and physiological stress responses. The study of
resilience can be approached by examining interindividual stress responsibility at
multiple phenotypic levels, ranging from psychological differences in the way people
cope with stress to differences in neurochemical or neural circuitry function. The
ultimate goal of such research is the development of strategies and interventions to
enhance resilience and coping in the face of stress and prevent the onset of addiction
problems or relapse. Key WoRDS: Addiction; substance abuse; stress; acute stress
reaction; chronic stress reaction; biological adaptation to stress; psychological
response to stress; physiological response to stress; resilience; relapse; coping
skills; psychobiology
evidence from different disciplinessuggests that acute and chronicstress–related mechanisms play
an important role in both the develop-
ment and the chronic, relapsing nature
of addiction (Baumeister 2003; Baumeister
et al. 1994; Brady and Sinha 2005).
Stress is defined as the physiological
and psychological process resulting from
a challenge to homeostasis by any real
or perceived demand on the body
(Lazarus and Fokman 1984; McEwen
2000; Selye 1976). Stress often induces
multisystem adaptations that occur in
the brain and .
ALCohoL ReSeARCh C u r r e n t R e v i e w s506 Alcohol .docxSHIVA101531
ALCohoL ReSeARCh: C u r r e n t R e v i e w s
506 Alcohol Research: C u r r e n t R e v i e w s
Resilience to Meet the
Challenge of Addiction
Psychobiology and Clinical Considerations
Tanja N. Alim, M.D.; William B. Lawson, M.D.; Adriana Feder, M.D.; Brian M.
Iacoviello, Ph.D.; Shireen Saxena, M.S.; Christopher R. Bailey; Allison M.
Greene, M.S.; and Alexander Neumeister, M.D.
Tanja N. Alim, M.D., is an assis-
tant professor and William B.
Lawson, M.D., is a professor
and chair of the Department
of Psychiatry, both at the
Department of Psychiatry and
Behavioral Sciences, Howard
University, Washington, DC.
Adriana Feder, M.D., is an assistant
professor; Brian M. Iacoviello,
Ph.D., is a postdoctoral fellow;
and Shireen Saxena, M.S.,
Christopher R. Bailey, and
Allison M. Greene, M.S., are
research associates; all at the
Mood and Anxiety Disorders
Program, Department of Psychiatry,
Mount Sinai School of Medicine,
New York, New York.
Alexander Neumeister, M.D., is
a professor in the Department of
Psychiatry and Radiology, New
York University Langone Medical
Center, New York, New York.
Acute and chronic stress–related mechanisms play an important role in the
development of addiction and its chronic, relapsing nature. Multisystem adaptations in
brain, body, behavioral, and social function may contribute to a dysregulated
physiological state that is maintained beyond the homeostatic range. In addition,
chronic abuse of substances leads to an altered set point across multiple systems.
Resilience can be defined as the absence of psychopathology despite exposure to
high stress and reflects a person’s ability to cope successfully in the face of adversity,
demonstrating adaptive psychological and physiological stress responses. The study of
resilience can be approached by examining interindividual stress responsibility at
multiple phenotypic levels, ranging from psychological differences in the way people
cope with stress to differences in neurochemical or neural circuitry function. The
ultimate goal of such research is the development of strategies and interventions to
enhance resilience and coping in the face of stress and prevent the onset of addiction
problems or relapse. Key WoRDS: Addiction; substance abuse; stress; acute stress
reaction; chronic stress reaction; biological adaptation to stress; psychological
response to stress; physiological response to stress; resilience; relapse; coping
skills; psychobiology
evidence from different disciplinessuggests that acute and chronicstress–related mechanisms play
an important role in both the develop-
ment and the chronic, relapsing nature
of addiction (Baumeister 2003; Baumeister
et al. 1994; Brady and Sinha 2005).
Stress is defined as the physiological
and psychological process resulting from
a challenge to homeostasis by any real
or perceived demand on the body
(Lazarus and Fokman 1984; McEwen
2000; Selye 1976). Stress often induces
multisystem adaptations that occur in
the brain and .
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxgreg1eden90113
ANALYSIS PAPER: GUIDELINES and FORMAT:
What is the problem or issue to be solved?
ABSTRACT:
State the problem and best course of action (i.e. solution) in the absolute fewest words possible. YOU MUST BEGIN YOUR PAPER WITH A ONE PARAGRAPH SUMMATIVE “ABSTRACT” DEFINING YOUR POSITION/THESIS.
1. INTRODUCTION:
Restate the problem and proposals/solutions CLEARLY. Provide any necessary background information. Explain/Summarize why your proposed course(s) of action are worthwhile/best, etc. Explain key terms needed to understand the problem.
2. BODY (Part One):
What are the causes of the problem?
Why/How did it happen?
For whom is this a problem?
What are the effects of the problem?
Why is it a problem?
The better you, the writer, understands the problem/issue and all its implications, the better solutions you will find.
Properly document/support your arguments/findings, etc.
3. BODY (Part Two):
Discuss and examine each solution, course of action, etc. Why is it feasible. Why is this the best course of action. What are the advantages over other courses of action or solutions.
What resources are available or will be necessary?
Use logic and critical thinking in your discussion.
Apply learned or researched theories and/or principles.
Fully and properly DOCUMENT your work/paper.
Discuss and consider all sides/arguments and look for repercussions. What could go wrong; what might not work; what might not be supported?
4. BODY (Part Three/Conclusion):
Discuss which/why your proposed course of action/solution is the
most feasible and why you chose it, developed it, etc.
Make sure your justification of the “value” of the chosen solution is fully supported/rationalized.
When you done, make sure you did the following:
Are all your arguments/reasoning logical and supported?
Are your transitions and connections clear and do they flow together?.
Are all your ideas, arguments, sources moving the reader further from one idea to the next?
Is there a constant “nexus” between what you are writing and your abstract?
Are you using correct words?
Short sentences?
Short paragraphs?
Complete sentences?
Punctuation, capitalization, spelling, word-choice, word usage?
Length: (7) FULL pages (double-spaced, one inch margins, 11 point type)
NOTE:
**Your paper should be balanced between ( background, general research, and your PERSONAL insight and analysis.)
** Use reliable sources.
DUE : IN April 2nd.
Indirect Trauma in the Field Practicum:
Secondary Traumatic Stress, Vicarious Trauma,
and Compassion Fatigue Among Social Work Students
and Their Field Instructors
Carolyn Knight
A sample of BSW students and their field instructors was assessed for the presence
of indirect trauma, including secondary traumatic stress, vicarious trauma, and
compassion fatigue. Results indicated that students were at greater risk of experi-
encing vicarious trauma than their field instructors and research participants in
previous studies. Risk factors for stud.
Health Psychology Psychological Adjustment to the Disease, Disability and Lossijtsrd
This article discusses the psychological adjustment of adults to severe or incurable diseases or other loss. The stress that results from a diagnosis of illness or loss depends on many factors, such as the beliefs of each individual and the social context. Considering the diversity of human perceptions, feelings and behaviors, it was considered important for the present study to include a theory of stress and treatment related to physical illness. At the center of attention are end stage individuals, not their organic problems but mainly their psychological state and that of their families. Reference is then made to the loss of loved one and the period of mourning. As regards the disease response, there is a difference between the immediate reaction to loss, what we call mourning, and the adaptation to a new way of life without the loved one. Finally, the role of therapeutic communication between patients and their families and mental health professionals, as well as the need to maintain psychological balance, is also described. Agathi Argyriadi | Alexandros Argyriadis ""Health Psychology: Psychological Adjustment to the Disease, Disability and Loss"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23200.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/23200/health-psychology-psychological-adjustment-to-the-disease-disability-and-loss/agathi-argyriadi
1. Discuss Blockchains potential application in compensation system.docxmonicafrancis71118
1. Discuss Blockchain's potential application in compensation systems (base wages, incentives, rewards).
2. How can a token economy affect employee compensation?
3. Based on your readings, do worldwide executives believe Blockchain has the potential to radical change the future of organizations?
.
1. Describe the characteristics of the aging process. Explain how so.docxmonicafrancis71118
1. Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.
2.
End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.
.
1. Dis. 7Should we continue to collect data on race and .docxmonicafrancis71118
1. Dis. 7
Should we continue to collect data on race and ethnicity?
Topic
In what situations should we continue collecting data on race and ethnicity, and in what situations should we stop collecting data on race and ethnicity? (see Desmond & Emirbayer)
2. Jour. 7
We determine whether our society is "colorblind." Our objectives this week are to:
· Describe colorblind racism and new racism;
· Discuss social policy implications of erroneous beliefs that we live in a post-racial or colorblind society; and
· Summarize the perception gap between majority and minority groups and how that impacts support for public policy aimed at combating racial inequality.
Please read all the information provided within the module and the indicated course book readings, then proceed to complete and submit this week's assignments in a timely and effective manner.
Due Thursday
Both 200 each words
.
1. Differentiate crisis intervention from other counseling therapeut.docxmonicafrancis71118
1. Differentiate crisis intervention from other counseling therapeutic interventions. Provide examples to support your rationale. For follow-up discussion, critique the examples provided by your peers for validity.
2. Is the use of standard psychotherapeutic interventions appropriate during a crisis? Why or why not?
.
1. Describe the ethical challenges faced by organizations operating .docxmonicafrancis71118
1. Describe the ethical challenges faced by organizations operating globally. 550 words .
2. Pick one of the following terms for your research: code of ethics, conscious capitalism, corporate social responsibility (CSR), culture, ethical dilemma, external adaptation, mission culture, social capital, values-based leadership, or whistle-blowing. 500 words
.
1. Describe in your own words the anatomy of a muscle. This sho.docxmonicafrancis71118
1. Describe in your own words the anatomy of a muscle. This should include from the muscle down to the myofibrils.
2. Explain in your own words how an action potential results in a muscle contraction.
3. List and describe in your own words the characteristics of skeletal muscle (aka the abilities that a skeletal muscle has).
4. Muscle Tissue
: Describe the appearance of the three types of muscle tissue.
a. Skeletal muscle:
b. Cardiac muscle:
c. Smooth muscle:
5. Muscle Anatomy
: Put the structures in anatomical order from superficial to deep.
Sarcolemma
Perimysium
Endomysium
Epimysium
6. Muscle Identification
: Palpate or locate each of the following muscles and list its origin, insertion, and action.
a. Masseter
b. Upper, middle, and lower trapezius
c. Sternocleidomastoid
d. Temporalis
e. Occipitofrontalis
f. Erector spinae
g. Scalenes
h. External/internal intercostalis
i. Rectus abdominis
j. External/internal oblique
k. Transverse abdominis
l. Rhomboids
m. Serratus anterior
n. Pectoralis major and minor
o. Teres major and minor
p. Latissimius Dorsi
q. Infraspinatus
r. Suprasinatus
s. Subscapularis
t. Deltoid
u. Triceps brachii
v. Biceps brachii
w. Brachialis
x. Brachioradialis
y. Wrist and finger flexors
z. Wrist and finger extensors
aa. Iliopsoas
bb. Tensor fasciae latae
cc. Gluteus maximus
dd. Gluteus medius
ee. Quadriceps
ff. Hamstrings
gg. Sartorius
hh. Adductor longus
ii. Gracilis
jj. Tibialis anterior
kk. Gastrocnemius
ll. Soleus
mm. Peroneals
.
1. Describe how your attitude of including aspects of health literac.docxmonicafrancis71118
1. Describe how your attitude of including aspects of health literacy changed during this course.
2. Describe your approach to incorporating evidence-based literature in health teaching.
3. Describe one theory of teaching or learning that you applied it to your power point presentation.
4. Describe two ways that you have grown as a health educator by taking health promotion course
.
1. Choose a behavior (such as overeating, shopping, Internet use.docxmonicafrancis71118
1. Choose a behavior (such as overeating, shopping, Internet use, etc.) Identify examples of each of the stages of change—pre-contemplation through maintenance—using the behavior you selected as the focus.
2. What are your thoughts on using the readiness assessment tool for addictive behaviors?
What is the stage of readiness in each of these areas for Brian and/or Alyssa?
Need for change
Commitment to change
Self-awareness
Environmental awareness
Personal closeness
Identify a possible next step in the process for the individual you selected that you feel will assist them in their readiness for change.
Be sure to rate each of the readiness assessment areas. Your next steps should be appropriate to the data you discuss in the readiness assessment.
see attachment:
.
1. Case 3-4 Franklin Industries’ Whistleblowing (a GVV Case)Natali.docxmonicafrancis71118
1. Case 3-4 Franklin Industries’ Whistleblowing (a GVV Case)
Natalie got the call she had been waiting for over six long months. Her complaint to the human resources department of Franklin Industries had been dismissed. It was HR’s conclusion that she was not retaliated against for reporting an alleged embezzlement by the Accounting Department manager. In fact, HR ruled there was no embezzlement at all. Natalie had been demoted from assistant manager of the department to staff supervisor seven months ago after informing Stuart Masters, the controller, earlier in 2015, about the embezzlement. Her blood started to boil as she thought about all the pain and agony she’d experienced these past six months without any level of satisfaction for her troubles.
Natalie Garson is a CPA who works for Franklin Industries, a publicly owned company and manufacturer of trusses and other structural components for home builders throughout the United States. Six months ago she filed a complaint with HR after discussing a sensitive matter with her best friend and coworker, Roger Harris. Natalie trusted Harris, who had six years of experience at Franklin. The essence of the discussion was that Natalie was informed by the accounting staff of what appeared to be unusual transactions between Denny King, the department manager, and an outside company no one had never heard of before. The staff had uncovered over $5 million in payments, authorized by King, to Vic Construction. No one could find any documentation about Vic, so the staff dug deeper and discovered that the owner of Vic Construction was Victoria King. Further examination determined that Victoria King and Denny King were siblings.
Once Natalie was convinced there was more to the situation than meets the eye, she informed the internal auditors, who investigated and found that Vic Construction made a $5 million electronic transfer to a separate business owned by Denny King. One thing lead to another, and it was determined by the internal auditors that King had funneled $5 million to Vic Construction, which, at a later date, transferred the money back to King. It was a $5 million embezzlement from Franklin Industries.
Natalie met with Roger Harris that night and told him about the HR decision that went against her. She was concerned whether the internal auditors would act now in light of that decision She knew the culture at Franklin was “don’t rock the boat.” That didn’t matter to her. She was always true to her values and not afraid to act when a wrongdoing had occurred. She felt particularly motivated in this case—it was personal. She felt the need to be vindicated. She hoped Roger would be supportive.
As it turned out, Roger cautioned Natalie about taking the matter any further. He had worked for Franklin a lot longer than Natalie and knew the board of directors consisted mostly of insider directors. The CEO of Franklin was also the chair of Page 181the board. It was well known in the company that whatev.
1. Cryptography is used to protect confidential data in many areas. .docxmonicafrancis71118
1. Cryptography is used to protect confidential data in many areas. Chose one type of cryptography attack and briefly explain how it works (examples include: ciphertext-only attack, known-plain-test attack, chosen-plaintext, chosen-ciphertext attack, timing attack, rubber hose attack, adaptive attack).
2. Select one type of cryptography or encryption and explain it in detail. Include the benefits as well as the limitations of this type of encryption. Your summary should be 2-3 paragraphs in length and uploaded as a TEXT DOCUMENT
.
1. Compare and contrast steganography and cryptography.2. Why st.docxmonicafrancis71118
1. Compare and contrast steganography and cryptography.
2. Why steganography and how does it work? List examples of suitable carriers of steganographic payloads.
3. Experiment with the tool – Steganography Online (http://stylesuxx.github.io/steganography/) to get a feel of how the steganographic tool works.
4. In steganalysis, which methods are used to detect steganography?
Briefly describe how cryptography is applied in ATM, SSL, digital signatures, hashes and drive encryption.
.
1. Date September 13, 2017 – September 15, 2017 2. Curr.docxmonicafrancis71118
1. Date: September 13, 2017 – September
15, 2017
2. Current Exchange Rate ($ / rupee):
1/64.16
3. During the past week (or since your last entry), what has been the major economic or
business news relating to
India? http://www.thehindu.com/business/Industry/economy-suffers-as-firms-tackle-
debt/article19677814.ece
In India this year, there are a fair amount of firms and businesses that are having issues paying off
interest on their loans. On top of this, fewer loans are happening and the state’s GDP growth rate has
lowered this year. The article lists several factors, one of which is pretty simple; interest rates are high
at the moment. This article on business interested me because this is an issue that is relatable to every
modernized country on Earth, how to pay off debt when you aren’t making enough this year to cover
costs? You can’t, so the unpaid portions add up. I didn’t feel like there was a strong bias in this article,
but I’m also not accustomed to the Indian financial market or its businesses. How is this story relevant
to my understanding of India? It lets me take an inside look at the current economy and how they might
be fairing in comparison. It also shows that business and banking policies are not that different on some
levels.
4. During the past week (or since your last entry), what has been the major political
news in India? http://www.thehindu.com/news/national/andhra-pradesh/patronising-congress-
again-a-historic-necessity/article19679153.ece
First, why do I consider this major political news in India? The discussions and accusations being talked
about in the article are serious and can definitely effect votes for the mentioned political parties, which
in turn can change or add new laws, regulations, taxes, and etc. The title seemed incredibly familiar to
what we always see in American newspapers about our politics. I felt that the author, or maybe the
newspaper, might actually lean more towards the BJP and TDP’s opposing forces. Other than that, there
were tons of biased quotes from both parties. So, why do I think this topic is relevant to my
understanding of India? Simply put, just as with business and banking, there is this kind of familiarity in
a way. This article lets me get an inside view on the current parties and the accusations being made,
showing me that politics is a somewhat universal language, one part attack ads, one part confusion, and
one part progress.
5. What new information have you found related to religion in
India?http://www.thehindu.com/society/faith/tendencies-of-
prakriti/article19656107.ece
We talked a lot about how the culture of India and the religions of it can definitely be intertwined. This
short article tells of the three ‘gunas’, which I didn’t know much about if anything really. As far as biases
go, you could say that the article is biased to what it is teaching about this religious aspect, but honestly,
it feels more informative. Why is thi.
1. compare and contrast predictive analytics with prescriptive and d.docxmonicafrancis71118
1. compare and contrast predictive analytics with prescriptive and descriptive analytics. Use examples. (250 words and two references no plagiarism)
2. Discuss the process that generates the power of AI and discuss the differences between machine learning and deep learning.(250 words and two references no plagiarism)
.
1. Creating and maintaining relationships between home and schoo.docxmonicafrancis71118
1. Creating and maintaining relationships between home and school are pivotal to the overall success of our ELL students. Discuss some ways you might cultivate these partnerships throughout the school year.
2. There is research supporting the theory that students who are literate in their home language are more likely to be literate in their second or subsequent language. Thinking of this, what are the potential effects of home language on the development of English and classroom learning?
.
1. Compare and contrast Strategic and Tactical Analysis and its .docxmonicafrancis71118
1. Compare and contrast Strategic and Tactical Analysis and its application to street crimes such as robbery and property crimes such as burglary. In your opinion is one more suited in addressing criminal behavior?
Strategic analysis involves the analysis over the long-term, whereas tactical analysis involves analysis in a more direct manner. Each has analysis scheme has their uses in addressing criminal behavior. To use an example with drug activity strategic analysis would be better suited to understanding who could be the future customers of drug dealers, where are possible locations that could facilitate such deals, and helping law-enforcement and community leaders come up with measures to combat drug sales. However, the tactical analysis would focus more on finding out where the current supply of drugs is coming in from, who the leader(s) is(are), and cracking down on local dealers. While there is overlap between the two, I believe that tactical analysis is the best when addressing criminal behavior, because of the more immediate results that it provides.
2. What is CPTED? Please elaborate on how CPTED may be an effective means to reduce a criminals Modus operandi? Provide an example.
CPTED is an acronym that stands for crime prevention through environmental design which is “The proper design and effective use of the built environment can lead to a reduction in the fear and incidence of crime, and an improvement in the quality of life” (Cozens, Saville, & Hillier, 2005). This means that CPTED is all of the passive defenses that the environment provides law-abiding citizens against criminally minded individuals. These defenses can be broken down into six different aspects that work together to create CPTED they are: territoriality, surveillance, access control, target hardening, image/maintenance, and active support (Cozens, Saville, & Hillier, 2005). All of these aspects work together to decrease crime in the area.
respond to this discussion question in 250 words
.
1. Coalition ProposalVaccination Policy for Infectious Disease P.docxmonicafrancis71118
1. Coalition Proposal
Vaccination Policy for Infectious Disease Prevention and Control
Scope of the Problem
Vaccines have done an excellent job at preventing many diseases, some of which can be deadly if not prevented. When bacteria or viruses enter the body, they immediately begin to attack and multiply, which then causes an infection. The immune system will then fight off the infection and establish antibodies, which will help recognize and fight off the same disease in the future. For this very reason, it has been important for children to be vaccinated at an early age so that they may establish those antibodies their bodies need. Vaccines act as the disease so that the body may produce antibodies, but the good thing is that it won’t cause an infection (CDC, 2017).
There are current policies that mandate vaccinations in the U.S., for example, all children are required to be up to date on their vaccines before beginning school. The problem is that there are many loopholes and exceptions to the rule, whether it’s due to religious reasons or other medical issues. Because of this, there are still many children and adults who have yet to be fully compliant with vaccine requirements
Some important statistics to note (Johns Hopkins Medicine):
· CDC estimated 2,700 new cases of hepatitis A in the U.S.
· It is estimated that in 2011, 19,000 new cases of hepatitis B and 17,000 cases of hepatitis C occurred.
· In 2012, nearly 10,000 new cases of tuberculosis were reported.
· Approximately 36,000 people per year die from influenza and pneumonia.
· 50,000 new cases of HIV infection occur annually.
· In 2012, new cases of STD’s were reported, including HPV, Chlamydia, Gonorrhea, HIV, and Syphilis.
Who is affected by this problem? Identify.
Children are mainly affected by this problem due to parents’ hesitancy for vaccinations. Although law mandates for children to be vaccinated for school enrollment, parents have the option to use exemptions to avoid having their children vaccinated. Currently, medical exemptions are allowed for medical reasons in all states, and it is estimated that one to three percent of children are excused from vaccinations because of these exemptions. Parents have continued to use reasons to avoid vaccinations, for example, the belief that the decline in vaccine-preventable diseases is due to improved health care, hygiene, and sanitation (Ventola, C. L., 2016).
Health disparities among Blacks, Hispanics, and Whites have played a huge role in terms of vaccination coverage. Studies have shown that health insurance has a direct impact on the vaccination coverage in adults, therefore, low-income families who can’t afford health insurance will most likely not get the vaccines they need. With that being said, uninsured prevalence was higher among non-Hispanic blacks (19.5%) and Hispanics (30.1%) compared with non-Hispanic whites (11.1%) (Lu, P., et al, 2015).
What has been written on the issue and policy options?
There ha.
1. Company Description and Backgrounda. Weight Watchers was cr.docxmonicafrancis71118
1. Company Description and Background
a. Weight Watchers was created by Jean Nindetch in 1963 when she began to invite her friends and neighbors so that they can discuss their weight loss issues and how they could lose weight successfully. The basic concept of WW plan consisted of two components: the WW program and group support. Comprised of a food plan and an activity plan. WW eliminated counting calories by introducing a point system.
b. Targeted women 25 to 55
c. 2017 about 1 million members who attended 32,000 WW meetings around the world organized by more then 9,000 leaders who had successful lost weight using WW.
d. Record high revenue 2011 $1.8 billion, in 2012 a slight reduction occurred but beat all pre-2011 numbers, in 2013 is when business began take a turn for the worse.
e. December 2015, WW launched a SmartPoints system which was a scale for food management. It was introduced to work along with a new weight management program called “Beyond the Scale.” Even thought doctors and nutrition’s approved the program, then-CEO David Kirchhoff felt it wasn’t enough because the programs didn’t take into account social, environmental and behavioral factors that led members to fail at their weight loss journey. Shortly after in August 2013, CEO Kirchhoff resigned in order to “pursue other opportunities” which left WW struggling to adjust their business strategy in the Internet Age.
2. Problems Posed In The Case
a. CEO Jim Chambers resigned in September 2016 afterward a tumultuous year with stock prices dropping 54% that year alone and seven straight quarters of declining sales.
b. Next generation diet programs and online apps like MyFitnessPal and FitBit were providing the same services for free of charge. CEO Chambers admitted that “consumers have changed and that WW hadn’t kept the pace.”
c. As obesity levels increased worldwide, the market for weight loss products was growing exponentially, however, WW had to increase customer value and seek new target segments to fend off competitors from traditional rivalry’s like Nutrisystem, Slim Fast, Medifast, Jenny Craig and the Biggest Loser.
d. Emergence of fad diets
e. Decreased effectiveness of marketing and advertising programs
f. The need for developing new and innovative products and services that could be delivered online or via mobile apps
g. WW International faced stock price volatility because of rival weight management options such as the over-the-counter weight-loss drug Alli launched by GlaxoSmithKline in June 2006 and the development of Allergan’s Lap-Band device.
h. Worldwide Health Organization estimated 2.3 billion people to be overweight by 2015 and more than 700 million obese.
i. The development of effective weight-management methods i.e. pharmaceuticals, surgical options such as the Lap-Band.
3. Financial Analysis
a. In 2017, revenue was 1.3 billion and in 2018 revenue was up by 5.77% at 1.5 billion.
4. Strategic Options
a. During the dot-com era they creat.
1. Come up with TWO movie ideas -- as in for TWO screenplays that .docxmonicafrancis71118
1. Come up with TWO movie ideas -- as in for TWO screenplays that you'd be interested in writing.
You will eventually choose ONE screenplay to live with for the duration of this course. You will distill each idea into a single sentence. We call this a LOGLINE.
A good logline: 1. Must include your PROTAGONIST. 2. Must be under 50 words. 3. Must contain the word "BUT" ("but" signifies conflict).
After you write the logline. Tell us about your PROTAGONIST. What is her/his most pressing DESIRE? What are some of the potential OBSTACLES that can get in the way?
TRY TO KEEP IT SIMPLE!
Here's an example:
MOVIE IDEA #1
WORKING TITLE: "COLLATERAL"
LOGLINE: A cab driver dreams of starting his own limo company, BUT when a hitman gets into his cab, our hero must figure out how to survive the night.
PROTAGONIST: Max (Cab Driver)
DESIRE: To stop Vincent (the Hitman)
POTENTIAL OBSTACLES: The HITMAN who never fails. THE COPS who think Max is the hitman. THE GANGSTERS who want the hitman dead. MAX’s own timid and hesitant nature.
2.What is the INCITING INCIDENT in your two film ideas? What is the 1stACT BREAK?
Example:
MOVIE TITLE: COLLATERAL
INCITING INCIDENT: Vincent gets into Max’s cab, makes Max an offer
1STACT BREAK: Body drops on Max’s cab; Reveal Vincent is a Hitman
(To discover your inciting incident possibly contemplate what the worst thing that could happen to your particular character would be)
Interview questions
1. Do you have a specific reason why you wanted to become a physical therapist?
2. Why do think it’s a good idea to be a physical therapist?
3. What did you get your bachelor degree on?
4. Were you in any kind of program for PT?
5. What kind of opportunities were there for you after getting your bachelor degree?
6. What were some of the difficulties you faced when you were looking for jobs?
7. What are some things I should know before I continue?
8. What are some jobs that I can apply to, to get experience with what a want to pursue?
9. How long did it take you to finish school and start your job?
10. What are some skills a person should have that wants to do DPT?
Unal 2
Seyma Unal
English 101 Z02N
Ms. Claytor
24 June 2019
Isabella Mia Interview as a Physical Therapist
Isabella Mia is a physical therapist who is working in the US as a therapist for the last 10 years. I have selected her for the interview because the physical therapist is a tough job and it is important to consider a person who has worked in it for a long time to get the right insights. She is a very dedicated person towards her work and this the reason behind her success in this field. I met her for this interview on a coffee shop and following is the information that I got from her.
Seyma Unal : Do you have a specific reason why you wanted to become a physical therapist?
Isabella Mia : I believe that this is a very rewarding career. I always wanted to do something that can ease other people and in this profession, we have contact with customers .
1. Choose a case for the paper that interests you. Most choose a .docxmonicafrancis71118
1. Choose a case for the paper that interests you. Most choose a case that they experienced on the job (e.g., company merger, reorganization, adoption of innovation or new procedure). If you have never experienced anything remotely like this, then you could choose a case in your community that interested you (e.g., political issues like taxes, land acquisition, school boards). If none of those apply then you can choose a case that is personal to you (e.g., getting a raise, selling something to a client or customer). If you have never worked, then choose a case you may experienced as an intern or student. I am pretty liberal about the kind of case that you choose.
2. Choose a case that involved a failed change attempt or proposes a change that has never been attempted. DO NOT CHOOSE A CASE THAT WAS SUCCESSFUL. The outline is hard to use when describing successful change attempts.
3. Write the paper as an expanded outline. That means writing paragraphs under the lower level headings. By using the outline as headings, you won’t leave something out.
4. With regard to length, some overwrite Section I. I think they get into describing the problem and go on a tirade. Although cathartic, it eats space. Section II should be relatively brief and the shortest of the three sections. Section III is where you should be writing a lot. That is where you are showing me that you can use the course content to propose an effective change.
5. Remember that you will be sending the paper to me as an attachment. I will grade it and make comments in the file. I will return it to you at the SAME address from which I received it. IF FOR SOME REASON, YOU DON’T WANT ANYONE TO SEE THE PAPER, USE YOUR STUDENT EMAIL ADDRESS. DO NOT USE YOUR WORK ADDRESS.
6. I will erase all papers at the end of the term. I never share papers with others.
Below I will give you some insights into the outline.
SUGGESTED OUTLINE FOR CHANGE MANAGEMENT PAPERS
I. Statement of problem area. In this section, describe the change attempt and the key players.
A. Background of change attempt.
1. Nature of change (What is being proposed?).
In this section, provide an overview of the change including a brief history.
2. Issues (Why is it being proposed?).
If you are writing about a failed change, indicate why it was proposed and how it failed. If you are writing about a proposed change, then describe the problem it is intended to resolve.
3. Change Agent(s). This section is focused on the people who proposed or will propose the change. If there are only a few change agents, you can describe what each on is like. If you are there many, then describe their general characteristics.
4.
A. Personality. What are they like? If you want, you can refer to the personalities I mention in the handout on integrative bargaining.
B. Power. What kind of power do the change agents have and how much? Is their power formal (e.g., authority) and/or or informal (e.g., expertise, chari.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Citations and Referencing your sourceCitationsIn-text citation.docx
1. Citations and Referencing your source
Citations
In-text citations are used to provide readers with an
understanding of whose work is being discussed and with a way
to find the source on the reference page. Citations can be used
in many ways in text without disrupting the flow of writing.
Generally, in text citations will state the author’s name and the
year of the publication. If there is more than one author all
authors must be listed in the first citation. Multiple authors
after the first citation are listed as et al. An example of an in
text citations would look like this:
Adams, Miller, and Klein (2013) researched the relationship
between anxiety and increased health concerns, including
hypertension.
Or:
Researchers have considered the relationship between anxiety
and increased health concerns, including hypertension (Adams,
Miller and Klein, 2013).
The subsequent citations could then read:
Health concerns shown to be related to anxiety have been
diminished by the development of relaxation techniques,
including progressive muscle relaxation (Adams, et al., 2013).
References
References for journal articles (like the ones you will be using)
generally follow this format:
Author(s). (Date). Title of document. Title of Publication,
Volume(Number). Pages. Doi.
The reference list at the end of a journal article (or your paper)
documents the sources used in the article/paper and provides the
information necessary to identify and retrieve each source.
References cited in text must appear in the reference list;
conversely, each entry in the reference list must be cited in
3. of stress examined included overall perceived stress, test
anxiety, and personal burnout. Participants (N = 531)
were part of courses that during the course of a 16-week
semester focused specifically on cognitive–behavioral
stress management, cardiovascular fitness, generalized
physical activity, or a control with no intervention. In
addition to gender differences, both the stress manage-
ment and physical activity groups had significantly
lower levels of perceived stress, test anxiety, and per-
sonal burnout at the end of the semester. The fitness
group scored significantly lower on perceived stress and
personal burnout, but there was no difference in scores
for test anxiety. The important ramifications of reducing
stress in college students are discussed, including the
pros and cons of implementing differing physical and
psychological intervention modalities.
Keywords: mental health; university/college health;
physical activity/exercise
S
tress is an inevitable aspect of a college student’s
life, and its sources are numerous and diverse
(Brown, 1992). This is in part due to society’s
tendency to consider college entrance as the demarca-
tion to the onset of adulthood; thus, it is assumed that
a sudden increase in one’s level of maturity has taken
place, enabling students to easily handle the college
experience (Ferrante, Etzel, & Lantz, 2002). However,
developmental specialists consider the age range from
18 to 24, categorized as “late adolescence,” to be
fraught with issues such as autonomy from parents,
leaving home, self-sufficiency, gender identity, inter-
nalized moral reasoning, and career choice (Newman &
4. Newman, 2003). Regardless of the perspective taken,
college students are moving into and through a major
developmental period of transition (Darling, McWey,
Howard, & Olmstead, 2007). Any or all of these factors
can lead to students feeling as if they do not have
enough time or energy to cope with the responsibilities
associated with the collegiate experience. Thus, as they
grapple with increased academic, personal, social, and
moral pressures in their lives, these stressors may lead
to increased anxiety, loneliness, depression, hopeless-
ness, headaches, sleep disturbances, colds, and some-
times suicidal ideations (Kelley, 1993; O’Donovan &
Hughes, 2008). Evidence shows that some college stu-
dents are able to adjust to the overwhelming challenges
that arise from this new life experience, whereas others
struggle with the escalating stress. This article addresses
research on health promotion education interventions
for stress reduction among college students, and the
implications for health promotion practice in postsec-
ondary education settings are identified.
The Stress Process
Stress comes in many forms, and college students
are not immune. It is a process whereby a stressor cre-
ates a demand and an individual must respond or react
510316HPPXXX10.1177/15248399
13510316HEALTH PROMOTION PRACTICE / MonthBaghurst,
Kelley / EXAMINATION OF
STRESS IN COLLEGE STUDENTS
2013
1Oklahoma State University, Stillwater, OK, USA
2The Performance Enhancement Group, Inc., Mesa, AZ, USA
5. An Examination of Stress in College Students Over
the Course of a Semester
Timothy Baghurst, PhD1
Betty C. Kelley, PhD2
Authors’ Note: Address correspondence to Timothy Baghurst,
Health and Human Performance, Oklahoma State University,
189
Colvin, Stillwater, OK 74078, USA; e-mail: [email protected]
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F15248399
13510316&domain=pdf&date_stamp=2013-11-14
Baghurst, Kelley / EXAMINATION OF STRESS IN COLLEGE
STUDENTS 439
to its demands. It is a transaction between the environ-
ment or situation and the person, which results in the
perception or cognitive appraisal that the demands of
the situation exceed the individual’s resources availa-
ble to meet or cope with those demands (Kelley, 1994;
Lazarus, 1990). Life stressors may be transient, such as
annoying everyday hassles, or more long term and
potentially traumatic.
Response to such stressors is influenced by both the
way in which events are appraised and an individual’s
effective response capacity. People who sense that they
have the ability and the resources to cope are more
likely to take stressors in stride and take action con-
structively. However, experiences that consistently
lead to a negative stress appraisal can cause both
6. physical and psychological problems over time (Kelley,
2007; Pretzer, Beck, & Newman, 2002).
Stress and College Students
Stress is commonly experienced by college students
and can negatively affect their overall health and well-
ness through a number of ways (e.g., Abouserie, 1994;
Chang, 2006; Dwyer & Cummings, 2001; Everson,
Tobias, Hartman, & Gourgey, 1993; Gan, Shang, &
Zhang, 2007; Giesecke, 1987; Hall, Chipperfield, Perry,
Ruthig, & Goetz, 2006; Hudd et al., 2000; Jacobs &
Dodd, 2003; Labbe, Murphy, & O’Brian, 1997; Misra &
McKean, 2000; Nathan, 2006; Rayle & Chung, 2007;
Weidner, Kohlmann, Dotzauer, & Burns, 1996).
Cognitive interpretation or perception of stress in a
person’s life will generally have both physiological and
psychological effects. Some of the negative physiologi-
cal consequences of ongoing stress include hyperten-
sion, high levels of muscle tension, and lowering of
immune system defenses (e.g., Friedman & Berger,
1991; Kelley, 1994; Methany, Aycock, Pugh, Curlette, &
Silva Cannella, 1986). Psychological effects such as
anxiety, depression, interpersonal problems, and inef-
fective cognitive processes may also be manifested
(e.g., Berger, Friedman, & Eaton, 1988; Kelley & Gill,
1993).
Psychological Interventions and Stress
Researchers have examined the effectiveness that
stress inoculation and skill development training has
on stress levels, concluding that meditation and relax-
ation along with many other psychological variables
can be as effective in reducing stress as exercise
7. (Bahrke & Morgan, 1978; Bruning & Frew, 1987; Decker
& Russell, 1981; Deckro et al., 2002; Hains &
Szyjakowski, 1990; Long, 1988; Long & Haney, 1988;
Quick, 1979; Macan, Shanani, Dipboye, & Phillips,
1990; Misra & McKean, 2000; Russell, 1992; Schwartz,
Davidson, & Goleman, 1978; Winstead, Derlega, Lewis,
Sanchez-Hucles, & Clarke, 1992; Yorde & Witmer,
1980). Thus, in general, any training designed specifi-
cally to improve skills that might mediate, buffer, and
lower stress has the potential to be successful.
However, whether one strategy is more successful
than another has not been well tested.
Physical Activity and Stress
Physical activity is one simple, yet effective means
to reduce stress. For example, Brown (1992) reported
that physical activity and fitness helped mediate the
effects of negative stress in a sample of college stu-
dents, whereas leisure time physical activity was
enough to decrease the effects of daily stressors in
undergraduate college students (Carmack, Bourreaux,
Amaral-Melendez, Brantley, & de Moor, 1999; Nguyen-
Michel, Unger, Hamilton, & Spruijt-Metz, 2006). It is
interesting to note that exercise participation can be
positively influenced by knowledge concerning the
benefits of exercise, which include stress reduction
(Katz, Davis, & Findlay, 2002; Makrides, Veinot,
Richard, McKee, & Gallivan, 1998). This suggests that
education and dissemination of the relationship
between physical activity and stress would be benefi-
cial for college students.
Although physical activity is important to well-
being, cardiovascular exercise (here defined as vigor-
8. ous physical activity) can be more effective in reducing
the effects of physiological and psychological stress
(Berger & Owen, 1988; Crews & Landers, 1987; Long &
Haney, 1988; Norris, Carroll, & Cochrane, 1990;
Schwartz et al., 1978). For example, early research
studies (e.g., Keller & Seraganian, 1984; Sinyor,
Schwartz, Peronnet, Brisson, & Seraganian, 1983) found
that fit participants were able to recover more quickly
from a stressor. It was posited that those fit participants
may have developed a physical conditioning that
allowed them to more quickly cope with the emotional
stressors. A meta-analysis by Crews and Landers (1987)
reported that aerobically fit subjects were more immune
to the psychosocial stress response. Thus, exercise may
act as a coping strategy that reduces the physiological
response to stress and may also function as a protector
by helping to create more effective responses to psy-
chosocial and emotional stress. More recently, VanKim
and Nelson (2013) found that among a large sample of
almost 15,000 students, those who met vigorous physi-
cal activity guidelines had lower levels of perceived
stress and were less likely to report poor mental health
440 HEALTH PROMOTION PRACTICE / May 2014
than those students who were not meeting guidelines
for vigorous physical activity.
Combination Treatments and Stress
Unfortunately, very few research studies have
attempted to determine whether one treatment is more
effective than another within the same study. This
highlights the importance of the present research study
9. in delineating between which method or strategy might
be the most effective stress reducer. In one of the very
few experiments with college students, Berger et al.
(1988) compared exercise, relaxation response, social
interaction, and a no-treatment control group. Exercise
and relaxation groups were found to reduce stress bet-
ter than the social interaction group. However, all three
treatment techniques were significantly more effective
than no treatment at all.
Silvestri (1987) found that an experimental interven-
tion consisting of both exercise and relaxation was
more effective in reducing stress than exercise on its
own. When examining the effects of the psychological
intervention of stress inoculation training and the
physiological intervention of exercise, Long (1988)
found that stress inoculation training coupled with
exercise was the best combination for reducing the
effects of stress than either intervention alone.
Most recently, in their meta-analysis of interven-
tions used to reduce stress among university students,
Regehr, Glancy, and Pitts (2013) reported that a myriad
of interventions could be successful in reducing anxi-
ety, depression, and cortisol production. Interestingly,
it was reported that stress reduction strategies have
been focused more on females than males, and further
research on stress reduction strategies for males is war-
ranted.
Purpose for Present Research
Stress is a process, not a static moment in time, and
a person’s appraisal of it may fluctuate, necessitating
more than one coping strategy be engaged to reduce the
magnitude of a negative stress appraisal (Folkman, &
10. Lazarus, 1985; Kelley, 2007). Thus, stress reduction
using only one technique may not be sufficient to elicit
true reductions in negative perceptions of stress, and
having a large repertoire of coping behaviors may lead
to employing different strategies that may have both
long- and short-term benefits. Therefore, the purpose of
this study was to examine the effect of the intervention
approaches of stress management, cardiovascular fit-
ness, and physical activity on the stress levels of col-
lege students over the course of a 16-week semester.
Participants were assessed on the stress variables
Perceived Stress, Test Anxiety, and Personal Burnout.
It was hypothesized that stress levels (perceived stress,
test anxiety, and burnout) would (1) show the greatest
reduction in the Stress Management group, (2) be lower
at the end of the semester compared to the beginning
for all treatment groups, and (3) be higher at the end of
the semester compared to the beginning for the Control
group.
>>MetHod
Participant Characteristics
Participants were 531 male (n = 293) and female (n
= 238) college students of all levels (freshman, soph-
omore, junior, and senior) from a large Midwestern
university. Participants were from existing courses
within the university curriculum in the major areas
of Stress Management (SM), Physical Activity (PA),
and Cardiovascular Fitness (CV). An additional
Control group (C) was compiled from various aca-
demic courses (history, sociology, and geography)
with no emphasis on stress, fitness, or activity. The
Control group was not assessed for any self-selected
11. activity that they may have participated in during
the study.
For participants to be included in the study, they
had to have completed survey packets at both data col-
lection periods (beginning and end of the semester) and
not be enrolled presently or previously in any of the
intact treatment courses. Participants that did not meet
all inclusion criteria were dropped from the study (n =
70). The final participation rate was 88% for the SM
(n = 124), CV (n = 131), PA (n = 144), and C (n = 132)
groups for a total of 531 students.
Measures
Perceived Stress. Overall perceived stress was assessed
via the Perceived Stress Scale (PSS; Cohen, Kamarck, &
Mermelstein, 1983). The PSS measures perceived stress
including items assessing control, overload, as well as
thoughts and feelings of stressful events and experi-
ences. The scale assessed responses to items with
respect to how respondents “usually felt over the past
3 weeks” or thought about each item. Students used a
Likert-type scale (1 = never to 5 = very often) to esti-
mate “how often” they thought or felt a certain way for
each of the 14 items, and then a total score was calcu-
lated from these responses. The PSS is a short-term
assessment of stress perception (e.g., “In general, how
often have you felt that you were unable to control
important things in your life?”). Good reliability for the
Baghurst, Kelley / EXAMINATION OF STRESS IN COLLEGE
STUDENTS 441
12. PSS (.85) has been found in previous research (Kelley,
1994), and validity was established with a strong cor-
relation between the PSS (r = .89) and the trait portion
of the State-Trait Anxiety Inventory Form Y (Spielberger,
1983). In the present study alpha coefficients were .91
and .93 for the beginning and end of the semester,
respectively, well above the .70 criterion suggested by
Nunnally (1978).
Test Anxiety. The Test Anxiety Survey (TAS) was modi-
fied from the 15-item Sport Competitive Anxiety Test
(Martens, Vealey, & Burton, 1990) to assess the anxiety
students experience as a result of having to perform in a
test- or exam-taking situation in class. The word test was
substituted for compete and competition to increase face
validity for the participants (Kelley, 1996). Students also
responded to statements on a 5-point Likert-type scale
from hardly ever to often, rather than the original 3-point
scale in order to be synonymous with scoring of other
scales. This helps eliminate selection errors by the par-
ticipants that are often caused by making the cognitive
shift back and forth between different Likert-type–for-
matted surveys (Kelley, Hoffman, Gill, & Kang, 1988).
The survey focused on “How often do you feel this
way when you take a test?” For example, one state-
ment was, “Before I take a test I feel uneasy.” Similar
to the measures for perceived stress, the individual
items were summed together to obtain a total. The sur-
vey was designed to draw on the work of Martens et al.
(1990) in identifying personal trait anxiety in associa-
tion with the role of a student in a performance and
competitive task of test taking. The TAS had an alpha
coefficient of .79 and .81 for the beginning and end of
the semester, respectively.
13. Personal Burnout. The Personal Burnout Scale (PBS;
Kelley, 2007) is a 10-item scale designed as an applied
measure of a general sense of burnout. Items in which
“work” or “work-related” factors were the focus were
modified to emphasize a “class-” or “coursework”-
related focus (e.g., “I am becoming increasingly frus-
trated with class related responsibilities”) to increase
the face validity of the instrument for college students.
Participants were asked to rate how characteristic each
statement was in describing how they were feeling right
now or have felt recently on a 5-point Likert-type scale
of not very characteristic at all to very characteristic.
The PBS has demonstrated good reliability (Kelley,
2007), and alpha coefficients were .82 and .84 for the
two data collection periods.
Treatment Groups
There were some predetermined commonalities
between all groups. Recruited participants were
enrolled in three credit hour classes that could be
applied toward fulfilling the general education require-
ments of the university. All classes met 3 days a week
for 50 minutes on a Monday, Wednesday, and Friday
schedule. All instructors agreed to provide the incen-
tive of extra credit for those students that agreed to
participate in the study. To avoid any coercion, each
instructor also provided an alternative means to obtain
the same extra credit value. Groups were randomly
assigned to a treatment.
Stress Management. The SM groups divided their time
between lectures (25%); cognitive–behavioral exer-
cises, concepts, and hands-on participation (25%);
mental and physical relaxation strategies, techniques
instruction, and practice (25%); and exercise and
14. wellness participation (25%). Each student was pro-
vided with a 170-page workbook titled “Exploring
Your Stress: An Introductory Program” designed spe-
cifically for the study and used as the course textbook.
It comprised 13 chapters and 164 exercises and activi-
ties. The chapters in the workbook were: (1) Introduc-
tion to Stress, (2) Stress and Burnout Assessment, (3)
Health and Well-Being, (4) Thought Management, (5)
Coping, 6) Communication, (7) Psychological Needs
and Social Support, (8) Values and Time Management,
(9) Goal Setting, (10) Lifestyle Balance, (11) Stress
Ideas and Suggestions, (12) Fifteen Ways to Relax and
Control Emotions, and (13) Reassessment and Future
Planning. They also received a professionally devel-
oped and produced narrated guidance over a music
background for Progressive Muscle Relaxation and
Autogenic Relaxation. Various handouts, brochures,
and cartoons related to the course content were handed
out as supplemental material. In addition, students
were encouraged to bring in articles they found in
magazines, newsletters, or other literature not used in
the course.
Physical Activity. The PA groups spent approximately
25% of their time in lectures and 75% in activities.
Lectures contained informational facets that covered
an introduction, history, biomechanics, technique,
strategy, and safety of that particular activity. Classes
were offered for a tremendous array of sports and
games, and individuals signed up based on the activi-
ties they wanted to participate in. The activities that
442 HEALTH PROMOTION PRACTICE / May 2014
15. were represented included basketball, volleyball, bad-
minton, table tennis, martial arts, tennis, racquetball,
softball, bowling, soccer, and touch football. The pur-
pose of the physical activity classes was to provide stu-
dents with an opportunity to learn a new sport or
activity that they might wish to pursue as a lifelong
activity. Although there was an imbedded fitness com-
ponent, skill development was the primary objective.
Cardiovascular Fitness. The CF groups also spent
approximately 25% of their time in lectures and 75% in
activities. Lecture content included pre and post fitness
assessments, exercise physiology, biomechanics, exer-
cise psychology, personal program development, and
safety. Both aerobic and anaerobic fitness were empha-
sized, and the focus was improving physical fitness
over participating in a sport, which distinguishes this
group from the PA Group.
Procedures
Following institutional review board approval, par-
ticipants were recruited from university courses that fit
the intervention parameters needed for the study. All
courses were scheduled for the full 16-week semester.
For all groups, the course instructors were contacted
and permission requested to come to their class and
recruit participants. During the first week of the class,
an investigator attended and addressed the class mem-
bers at the beginning of the class period. Participants
were read a statement of the general purpose of the
study, requirements of participation, and informed
consent. Survey packets contained the following: (1)
cover letter, (2) demographic survey, (3) PSS, (4) TAS,
(5) PBS, and (6) informed consent form. Participants
completed the survey during that class, and this pro-
16. cess was repeated at the end of the semester during the
last week of classes before finals.
For the SM courses, a cognitive–behavioral work-
book curriculum was developed in which participants
completed the designated surveys at the beginning and
end of the semester as part of their workbook assign-
ments for the course. An investigator attended the
classes at the end of the semester and collected the
completed pre–post surveys from their workbooks.
Except for the SM class, an instructor attended each
of the selected classes during the second week of the
semester and gave a 30-minute stress management and
test anxiety reduction presentation. At the end of the
presentation, a packet of materials was provided with
information from the presentation with additional
information and exercises. There was no follow-up
presentation, and students were left to read and prac-
tice the material on their own.
>>Results
Descriptive Analyses
Prior to analyses, data were screened for missing
values and violation of assumptions. There were no
missing data. All regression assumptions were exam-
ined for these data, including linearity, normality, and
homogeneity of variance. At baseline, students were
equally grouped with respect to gender, race, and age.
Of the male (n = 220) and female (n = 311) students
who participated, 25% were freshmen, 18% sopho-
mores, 19% juniors, and 38% seniors, with a mean age of
17. 21.4 years. Participants were primarily Caucasian (78%)
and African American (15%) by ethnicity. Most reported
that they were single (91%). Almost half (47%) partici-
pated in a regular program of exercise, and 45% reported
using exercise as a means of reducing their stress.
Demographic Variables
Correlation analyses were used to examine relation-
ships between the demographic variables of race, age,
class in school, living arrangement (e.g., dorm, apart-
ment), number of roommates, participation in a regular
exercise program, whether they exercised to reduce
stress, and strength of religious beliefs to the three
stress indices (perceived stress, personal burnout, test
anxiety). Compared to nonexercisers, those participat-
ing in a regular exercise program were lower in their
perceived stress levels and burnout at the beginning
(r = −.13, p < .01; r = −.12, p < .01) than at the end (r =
−.10, p < .01; r = −.08, p < .05). Furthermore, those who
exercised specifically to reduce stress were higher in
test anxiety (r = .10, p < .01; r = .10, p < .01) than those
using exercise not for stress reduction but for fitness
and enjoyment. Although relationships were present,
multiple regression analyses revealed that the demo-
graphic variables, most notably gender and participa-
tion in an exercise program, accounted for only minimal
variance in perceived stress, F(8, 531) = 3.81, p < .01,
R2 = .06, and test anxiety, F(8, 459) = 3.51, p < .01, R2 =
.06, at the beginning of the semester, and similarly
small amounts in perceived stress, F(8, 531) = 2.67, p <
.01, R2 = .04, and test anxiety, F(8, 531) = 2.75, p < .01,
R2 = .04, at the end of the semester.
Group by Time of Semester Differences
18. A 4 × 2 Group (SM, PA, CF, C) by Time (beginning,
end of semester) repeated-measures multivariate
Baghurst, Kelley / EXAMINATION OF STRESS IN COLLEGE
STUDENTS 443
analysis of variance was conducted with perceived
stress, test anxiety, and personal burnout as the
dependent measures. Results (see Table 1) indicated
significant main effects for Group, Wilks’s Λ = .94,
F(3,531) = 16.13, p < .01; Time, Wilks’s Λ = .91, F(1,
531) = 16.99, p < .01; and Group × Time interaction,
Wilks’s Λ = .99, F(1, 531) = 18.04, p < .01.
Group Main Effect. Examination of the univariate F
revealed significant differences in the overall means for
perceived stress, test anxiety, and personal burnout
when groups were compared to each other. In reference
to perceived stress, the C group (M = 38.6) was higher
than all other groups (SM, M = 35.9; PA, M = 35.0; CF,
M = 35.3). The SM group (M = 33.9) was higher than the
PA (M = 25.9) and CF groups (M = 28.2) on test anxiety,
and the PA group was also lower than the C group (M =
31.6). The SM (M = 30.4) and PA groups (M = 28.8) were
lower than the CF group (M = 33.9) on personal
burnout.
Time Main Effect. Inspection of the univariate F showed
a significant difference in the overall mean for per-
ceived stress. Students were not significantly higher in
perceived stress at the end of the semester (M = 35.0)
than at the beginning (M = 37.4); however, this mean is
moderated by an increase in perceived stress for the C
group but decreases in the other three groups. Test anxi-
19. ety and personal burnout were not significant (Table 2).
Group × Time Interaction Effect. Review of univariate F
values for Group by Time interaction showed that the
SM and PA groups demonstrated significant decreases
in perceived stress, test anxiety, and personal burnout
from the beginning to the end of the semester. The CF
group showed a significant decrease in perceived stress
also but had a significant increase in personal burnout.
The C group showed a significant increase in perceived
stress but had no significant increase or decrease on test
anxiety or personal burnout.
>>discussion
Stress is a complex and multifaceted construct
affected by a wide number of factors (Nguyen-Michel et
al., 2006) and can be particularly evident throughout
the collegiate experience (Ferrante et al., 2002). Thus,
the purpose of this study was to determine whether dif-
fering stress reduction interventions could reduce the
stress levels experienced by male and female college
students from the beginning to the end of a semester.
With respect to our first hypothesis, it was predicted
that stress levels for perceived stress, test anxiety, and
burnout would show the greatest reduction over the
semester in the SM group, which we classified as a
comprehensive, global intervention. Interestingly, both
the SM group and the PA group demonstrated signifi-
cant decreases in all three variables; however, as
hypothesized, the reduction in stress indices was
greater, if only slightly, in the SM group. This finding
is supported by previous research indicating that broad,
universal interventions with a strong cognitive–behav-
20. ioral component can be highly effective in reducing
stress indices (Bahrke & Morgan, 1978; Berger et al.,
1988; Deckro et al., 2002).
Interestingly, the PA group also significantly reduced
their stress indices and only marginally less than the
SM group. Physical activity has been established as an
effective means of stress reduction (e.g., Carmack et al.,
1999; Nguyen-Michel et al., 2006). Thus, practitioners
should consider which method would be the most
effective. For example, the intensive SM course in
addition to the provision of a stress reduction work-
book could be time-consuming and impractical if a
stress reduction program was to be implemented
table 1
overall Means and standard deviations for stress, Management,
Physical activity, cardiovascular Fitness, and
control Groups on stress Variables
Stress Condition
Stress
Management
Physical
Activity
Cardiovascular
Fitness Control
Perceived Stress 35.9 (3.9) 35.0 (5.7) 35.3 (6.6) 38.6 (6.3)*
Test Anxiety 33.9 (5.2) 25.9 (5.8)* 28.2 (6.9)* 31.6 (7.2)
Personal Burnout 30.4 (6.0)* 28.8 (4.3)* 33.9 (7.2) 32.0 (6.7)
NOTE: Higher scores indicate a greater level of stress.
21. *p < .05.
444 HEALTH PROMOTION PRACTICE / May 2014
university-wide. Rather, the provision or requirement
of physical activity during a semester would assist in
student stress reduction without the contact time nec-
essary to deliver a stress management program.
In our second hypothesis, it was predicted that
stress levels for perceived stress, test anxiety, and burn-
out would be lower at the end of the semester com-
pared to the beginning for all treatment groups. All
stress indices were lower in both the SM and PA groups
at semester’s end, but the CF group yielded mixed
results. Although the group participants significantly
decreased levels of perceived stress, text anxiety did
not change, and levels of personal burnout significantly
increased.
Cardiovascular fitness is a frequently used strategy
to reduce stress (e.g., Keller & Seraganian, 1984; Sinyor
et al., 1983). However, our findings suggest that is it
less effective than other methods. This is somewhat
contradictory to the findings of VanKim and Nelson
(2013), who found that students who met vigorous
physical activity recommendations reported lower per-
ceived stress. Although the goals and expected partici-
pation outcomes for the courses in our study were to
achieve these recommendations, it was not measured,
and may explain differences in findings to those of
VanKim and Nelson.
However, results may have differed due to the varied
22. exercise preferences of individuals with respect to
motivation, style, activity, and environment (Brue,
2002). It may be that the focus on fitness rather than
physical activity may be a contributor to personal burn-
out in some, who may have viewed the high intensity
nature of cardiovascular fitness as a stressor rather than
a stress reducer. This could account for the mixed
results, and therefore practitioners should consider
whether cardiovascular exercise is the best method for
lowering stress, particularly if the client is inexperi-
enced or unfamiliar with vigorous physical activity.
Last, the third hypothesis stated that stress levels for
perceived stress, test anxiety, and burnout would be
higher at the end compared to the beginning of the
semester for the C group. This hypothesis was con-
firmed, and the outcome was in contrast to the treat-
ment groups who experienced less stress by semester’s
end. For the C group there was no significant increase
or decrease on test anxiety or personal burnout.
Although we could not account for participants in this
group that already employed stress reduction strate-
gies, it did not appear that the strategies, if used at all,
were particularly effective.
Several limitations in the present study must be
noted. First, we did not ascertain how important the
classes chosen were to the participants. For example, a
student may have been heavily invested in cardiovascu-
lar exercise, or he or she may have been trying to merely
pass a class for credit. Some form of assessment could
have been included with the aim of determining that
level of investment. Second, because the classes were
taught by a variety of instructors, the investment and
outcome in a particular class may have been dependent
23. on instructor attributes or how well the class was taught.
For example, the perception of instructor physique can
positively or negatively affect a student’s learning and
opinion of both instructor and class (Baghurst & Bryant,
table 2
Means and standard deviations for stress Management, Physical
activity, cardiovascular Fitness, and control
Groups on stress Variables for the beginning and end of the
semester
Stress Condition
Stress
Management
Physical
Activity
Cardiovascular
Fitness Control Total Mean
Beginning of semester
Perceived Stress 38.2 (7.1) 37.2 (5.4) 37.4 (4.5) 36.9 (6.1)
37.42
Test Anxiety 39.4 (5.8) 29.6 (6.4) 28.1 (6.2) 31.8 (6.9) 32.25
Personal Burnout 32.9 (5.7) 30.8 (4.8) 31.8 (5.1) 31.9 (6.5)
31.85
End of semester
Perceived Stress 33.7* (6.2) 32.9* (4.7) 33.1* (9.7) 40.2 (6.2)*
35.0
Test Anxiety 28.5* (6.4) 22.1* (3.1) 28.3 (5.7) 31.3 (7.2) 31.40
Personal Burnout 27.8* (4.8) 26.8* (7.2) 35.9* (6.1) 32.1 (5.9)
32.40
NOTE: Higher scores indicate a greater level of stress.
24. *p < .05.
Baghurst, Kelley / EXAMINATION OF STRESS IN COLLEGE
STUDENTS 445
2012). A future study might consider limiting the num-
ber of instructors for greater consistency. Third, this
study’s participants were limited to one large Midwestern
university, and it would be interesting to see whether
similar findings occur in smaller universities in other
parts of the United States and world.
In sum, a combination of stress reduction strategies
may be the most effective means of reducing stress
indices in male and female college students. This
study did not attempt to examine the long-term or last-
ing effects of the various interventions on stress; how-
ever, this would seem a necessary and logical extension
of this preliminary work. Although all treatment
groups were found to reduce one or more indicators of
stress, the combination of psychological stress man-
agement strategies significantly reduced all stress indi-
ces the most.
From a practitioner’s perspective, it is evident that
stress reduction strategies do have an impact on reducing
stress variables in students over the course of a semester,
and those working in the field should be encouraged that
such strategies can be effective. However, although psy-
chological skills training may be marginally more effec-
tive, implementation of such training campus-wide may
not be as practical as physical activity opportunities.
That physical activity classes are almost on par with psy-
chological skills training in reducing stress is very impor-
25. tant to note, as colleges are increasingly reducing or
eliminating physical activity requirements from under-
graduate programs (Cardinal, Sorensen, & Cardinal,
2012). Thus, although academic institutions may be
streamlining the degree plan, they may be doing so to the
detriment of their students’ health.
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A Guide for Chapter Questions, the Written Assignment
Research Review Paper
(50 points)
Purpose:
Address material that can not be covered in class but can benefit
students
Present students with an opportunity to summarize and evaluate
peer reviewed research
Step 1: Students will choose 1 (one) of the following articles to
read and then summarize
Article 1: Feel Good, Do Good Online
Article 2: Test Anxiety
Article 3: Stress and College Students
Article 4: College Students and Coping Strategies
***(a link to these is also in the Instructions for Assignments
and Research Participation folder on Bb)
Step 2: Complete the assignment following the stated format
outlined on the following slides
36. Outline for the paper
This is the EXACT order the paper should be in using these
EXACT headings:
Introduction (1-2 Paragraphs)
Research Review (Minimum of 3 Paragraphs)
Purpose
Method
Results
Conclusion (1-2 Paragraphs)
Details for each of these sections on the next slides
Any example paper is also posted in the Class Assignments and
Research Participation Instructions
Introduction
10 points (1-2 paragraphs)
Summarize your own experience related to the topic of the
article you chose to summarize
Article 1: feel good, do good Article 2: test anxiety
Article 3: stress and college Article 4: college students and
coping
MUST meaningfully use 2 terms from the book in your
discussion. These terms have to be highlighted,underlined, or
bold for full credit on this section of the paper.
37. Ideas discussed in the introduction could include: habits your
have regarding the topic, attempts you’ve made in the past to
improve, or why you chose this article.
Summarize 1 (one) of the research articles from slide 3
The article should be summarized following this outline:
Describe the authors’ purpose
What are their hypotheses? What did they believe they would
find?
Why are they doing this study?
Describe the methods they used in their study
How many participants (will be defined as N)? What were the
participants ages?
What did they do? Did they give surveys, do an experiment,
observe a population?
How long did they do the study?
Describe the results
Were their hypotheses correct? What did they conclude?
What were the limitations of the study? What do they
plan/recommend to do in the future?
Peer Reviewed Research
30 points
(minimum of 3 paragraphs)
Conclusion and Guidelines
Conclusion-5 points (minimum of 1 paragraph)
38. Summarize what you’ve learned from the chapter and the
research. How has it affected you or how can you apply it in
the future?
Format and following guidelines- 5 points
2-3 pages
Writing Quality
Formal language
Times New Roman, 1 inch margins, 12 point font
Used citations (in-text and reference page)
MLA or APA format is acceptable