The document summarizes research on the effects of daily stress on students of UST Junior High School. It finds that the top causes of stress for students are homework/projects at school and siblings at home. The main effects of stress identified are anxiety and insomnia. The conclusion is that UST Junior High School students are at high risk of developing serious mental health issues if their current levels of stress continue without intervention.
Ito ay isang powerpoint presentation patungkol sa paksa o araling patungkol sa Tuwiran at Di-Tuwiran na uri ng mga pahayag. Andito rin ang ilan sa mga halimbawa ng mga nasabing pahayag.
Ito ay isang powerpoint presentation patungkol sa paksa o araling patungkol sa Tuwiran at Di-Tuwiran na uri ng mga pahayag. Andito rin ang ilan sa mga halimbawa ng mga nasabing pahayag.
This slide contains the topic on how to use appropriate critical approaches in writing a critique such as formalism, feminism, reader-response criticism and Marxist criticism (Marxism).
http://www.phdthesiswriting.biz/ The concept paper for PhD is often seen as an important part of post graduate scholarly work. As a student in PhD, your concept paper needs to be very uniquely done and effective enough to guarantee quality research papers in the end.
- ANO ANG TEKSTONG DESKRIPTIBO?
- LAYUNIN AT KAHALAGAHAN
- PARAAN NG PAGLALARAWAN
- URI NG PAGLALARAWAN
- APAT NA MAHALAGANG KASANGKAPAN NA GINAGAMIT SA MALINAW NA PAGLALARAWAN
- HALIMBAWA
Definition of terms is usually an annex to a work (book, research paper, pamphlet,etc.) either at the beginning or more likely near the end with a list of acronyms, jargon, credits, etc. This is an important part of Research paper or report is that in which the key or important terms in the study are clearly defined.
Types and Functions
CONCEPTUAL
-Is the universal meaning that is attributed to a word or group of words and which is understood by many people.
CONCEPTUAL
It is abstract and most general in nature. The usual source of conceptual definition is the DICTIONARY which is the reference book of everyday language.
OPERATIONAL DEFINITION
-Is the meaning of the concept or term as used in a particular study. Unlike the conceptual definition, it is stated in concrete term in that it allows measurement.
The usual practice when using both types of definition is to state first the conceptual followed by the operational.
FUNCTIONS
FUNCTIONS
It establishes the rules and procedures the investigators will use to measure variables
It provides unambiguous meaning to terms that otherwise can be interpreted in different ways.
EXAMPLES
EXAMPLES
OPERATIONAL DEFINITION:
Reference:Basic Concepts and Methods in Research by Venancio B. ArdalesBest, John W. Research in Education Englewood Cliffs, New Jersey:Prentice Hall, 1970.Chen, Paul C.Y. “Traditional and Modern Medicine in Malaysia” Social Sciencee and Medicine 15A(1981):127-136
An easy way of understanding the difference between General and Specific Statements. Thanks to https://study.com/academy/lesson/how-to-identify-relationships-between-general-and-specific-ideas.html
This slide contains the topic on how to use appropriate critical approaches in writing a critique such as formalism, feminism, reader-response criticism and Marxist criticism (Marxism).
http://www.phdthesiswriting.biz/ The concept paper for PhD is often seen as an important part of post graduate scholarly work. As a student in PhD, your concept paper needs to be very uniquely done and effective enough to guarantee quality research papers in the end.
- ANO ANG TEKSTONG DESKRIPTIBO?
- LAYUNIN AT KAHALAGAHAN
- PARAAN NG PAGLALARAWAN
- URI NG PAGLALARAWAN
- APAT NA MAHALAGANG KASANGKAPAN NA GINAGAMIT SA MALINAW NA PAGLALARAWAN
- HALIMBAWA
Definition of terms is usually an annex to a work (book, research paper, pamphlet,etc.) either at the beginning or more likely near the end with a list of acronyms, jargon, credits, etc. This is an important part of Research paper or report is that in which the key or important terms in the study are clearly defined.
Types and Functions
CONCEPTUAL
-Is the universal meaning that is attributed to a word or group of words and which is understood by many people.
CONCEPTUAL
It is abstract and most general in nature. The usual source of conceptual definition is the DICTIONARY which is the reference book of everyday language.
OPERATIONAL DEFINITION
-Is the meaning of the concept or term as used in a particular study. Unlike the conceptual definition, it is stated in concrete term in that it allows measurement.
The usual practice when using both types of definition is to state first the conceptual followed by the operational.
FUNCTIONS
FUNCTIONS
It establishes the rules and procedures the investigators will use to measure variables
It provides unambiguous meaning to terms that otherwise can be interpreted in different ways.
EXAMPLES
EXAMPLES
OPERATIONAL DEFINITION:
Reference:Basic Concepts and Methods in Research by Venancio B. ArdalesBest, John W. Research in Education Englewood Cliffs, New Jersey:Prentice Hall, 1970.Chen, Paul C.Y. “Traditional and Modern Medicine in Malaysia” Social Sciencee and Medicine 15A(1981):127-136
An easy way of understanding the difference between General and Specific Statements. Thanks to https://study.com/academy/lesson/how-to-identify-relationships-between-general-and-specific-ideas.html
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Students Anxiety and Dilemma Causes and Prevention Survey ResearchZarjis Bin Zakir
This is my survey research presentation on Students Anxiety and Dilemma Causes and Prevention in North South University. This presentation contains deep information about Students Anxiety and Dilemma Causes and how to overcome it.I hope this research work would be helpful to many people.
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
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the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
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TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
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Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Knee anatomy and clinical tests 2024.pdfvimalpl1234
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
1. THE EFFECTS OF DAILY STRESS TO
STUDENTS: A FURTHER STUDY
Research For Communication Arts in English 10
Submitted to: Submitted by:
Mr. Danny Osboken Balance, M.A. Teo Mark J. De Jesus
Course Facilitator of Research Grade 10 - St. Damian
2. RESEARCH OUTLINE:
1. Introduction
1.1 Origins
1.2 Definitions
1.3 Behavioral, Physical, and Mental effects of stress
2. Research Methodology
2.1 Respondents and Local
2.1.1. UST Junior High School students
2.2Method and Data Analysis
2.2.1. Survey and Analysis
2.2.2. Short Questionnaire
3. Results and Discussions
3.1 Causes of Stress among UST JHS students
3.2 Top Effects of Stress on a High School Student
3. RESEARCH QUESTIONS
What negative effects could stress give to students of UST Junior High School?
How can these effects alter the student’s condition?
What are factors causing stress among these students?
4. 1.0 INTRODUCTION
1.1 Origins
The word stress came from the 14th-century language from an intermingling of French
Norman andAnglo-Saxon word “destresse” as in distress.
It is derived from the Latin word “strictus” meaning compressed.
Scientists commonly use stress on objects and material elements in physics rather than
living bodies, but in the 16th century it was mostly meant to subject an entity or to
anything that has a real existence.
5. 1.0 INTRODUCTION
1.2 Definitions
A medicine professor would normally define stress as the reaction of the
individual to threatening or challenging elements to the body, mind, or feelings.
It is an experience of either pain or pleasure and a disturbance to a state of
homeostasis.
It is a stimulus with potential for triggering the fight-or-flight response of the
body and mind, responsible for some involuntary actions and quick reactions of
the person.
In UST Junior High, stress defines each day that a student goes through.
6. 1.0 INTRODUCTION
1.3 Behavioral, Physical, and Mental Effects of Stress
Mental effects of stress include anxiety and Schizophrenia, both of which
can result in a breakdown between mind, emotions, and behavior. Both
are also difficult to recover from.
Physical and behavioral effects have very much in common and include
insomnia, Post-Traumatic Stress Disorder (PTSD), and a decrease in
cognitive performance of a person, specifically the function needed by
students in their studies.
These effects can cause disorders that have only a few known remedies.
7. 2.0 RESEARCH METHODOLOGY
2.1. Respondents and Local
The respondents of this survey would be students of UST Junior High
school.This survey would be taken inside the Miguel De Benavides building during
the respondents’ desired time.The target audience will not be forced to answer
particular questions if it seems too personal for them.The students involved in this
survey include Grade 8 to Grade 10 students of USTJHS, with ages ranging from 14
to 17. Some of the respondents may be asked additional questions for additional
inquiries about their certain choices.
8. 2.0 RESEARCH METHODOLOGY
2.2. Method and Data Analysis
The method to be used in gathering and appraising information would be a
short survey to be followed by a short questionnaire.The gathered data would be
analyzed and computed for accurate results for this research. Data may include a
few personal information about the respondents’ life, but will be used only for the
study of the causes and effects of stress.
2.2.1. Survey and Questionnaire
The research tool would consist only of 9 multiple choice questions and 3
free response questions, but as said, some students may be asked supplementary
questions to support their choices.The target audience may or may not answer
some questions although the average chosen answer within each class would be
the default answer for the unrequited items.
9. 2.0 RESEARCH METHODOLOGY
The survey questioned a number of 60 or less students about their perspective of
what could have caused their stress at school and at home.These students are
subdivided into 15 students per year level. Some choices may be repeated and
some items may have more replies from the respondent since there may be more
than one cause of stress at home or at school. For a better result and more accurate
analysis, the survey accumulation will be converted to percentage form for each
choice of answer.
10. 3.0 RESULT AND DISCUSSIONS
3.1 Causes of Stress among UST JHS students
Table 1: Causes of stress at school
As shown in the graph, the cause of stress at school is the home works and projects
if based on the average choice while if based on the highest votes it would be the
quizzes and exams.
20
4
20
56
4
0
60
36
5.88
0
52.94
41.18
0
10
20
30
40
50
60
70
Teachers Students Quizzes/Exams Homeworks/Projects
Grade 10 Grade 9 Grade 8
11. 3.0 RESULT AND DISCUSSIONS
Table 2: Causes of stress at Home
The top cause of stress at home based on the majority of student choice is the siblings.
Siblings are one of the first people a person will live within his/her life. It is a fact that there
are siblings who fight with each other endlessly for worthless arguments. Although they
may fight a lot, siblings still tend to have a better connection with each other than their
parents because of how some communication issues like age gap is not a nuisance to them
and how close they are figuratively and physically in family bonding. Nevertheless, siblings
have always been there for a person for better or for worse, either as a cause or as a reliever
of stress.
31.58 32.58
20.53
5.26
21.05
33.33
53.33
6.67 6.67
0
30
50
20
10
0
0
20
40
60
Parents Siblings Friends at home Pets Others
Grade 10 Grade 9 Grade 8
12. 3.0 RESULT AND DISCUSSIONS
3.2 Effects of Stress on a High School student
Table 3:Top Effects of Stress
This portion aims to show the possible effects of stress to the target audience of this
research.Top effects include both Anxiety and Insomnia. Schizophrenia seemed to be
uncommon with Junior High students because of their lack of knowledge about this
disorder. Although even if they did know, Schizophrenia would still be nullified because of
its strong implications. Based onTable 3, the researcher can conclude that numerous UST
JHS students are most likely to develop an even worse case of Anxiety and Insomnia as they
grow older. Other choices supplemented by the respondents include depression as an effect
of stress.
75
0 0
46.15
53.85
0
52.94
41.18
5.88
0
20
40
60
80
Anxiety Insomnia Others
Grade 8 Grade 9 Grade 10
13. 4.0 CONCLUSION
After a few short surveys and table analysis, one can conclude that students
of the royal, pontifical, catholic University of SantoTomas Junior High School are in
a high risk of developing serious mental disorders. It was shocking that students of
this university are not mentally fit if it were to be based on the response of a part of
the department.They are mentally challenged by their stress in each day with each
work and task that they go through. Studying for most of them is like working for
adults.They consider their studies as a sort of early taste of what their occupation
will be. Some students are mature enough to have a mindset of an adult, but having
this perspective made them more prone to feeling stress because of their
responsibility. It seemed that responsibility also has a large effect on how much
stress a person receives each day.The more responsibility a person has the heavier
burden their stress causes them. Failure to accomplish this responsibility gives
them a feeling of failure in their lives, and understanding this in a young age is a
challenge for less mature young-adults.