College Stress Analysis

One important factor of college stress on students leading to suicide is academic linked issues in college. Firstly, college means higher education demanding for a number of assignments, tests and projects which is just sufficient for students to commit suicide particularly when exams are round the corner. Every semester has two or more quizzes, group assignments and case study for each subject which is worth so much Of marks that you don’t want to lose it.

Next, world has become very competitive so in order for one to shine in that world requires a lot of hardwood to make homeless different from others. Everyone is in the race of being the number ‘one’. In addition, students give up hope thinking that if they don’t do well academically they are not worth anything, but they don’t realize that living with hope motivates oneself to be somebody in life. It is very hard for one to adopt new environment, new responsibilities and to be exposed to the world of competition.

There is a vast difference between school life and college life, for example, unlike college, secondary students are usually upon-fed by their class teachers that is everything given in hand by teachers whether its notes or any announcements. So to be able to adopt this environment is itself a challenge. Living with family means less responsibility on students’ shoulders Some students stay away from their families means more responsibilities which sums up level of stress in college for example, mothers usually chase their children around for food but living in a hostel or without parents means prepare everything by themselves.

Sometimes assignments really gets jammed up over the schedule that many students stay up late at night and study long hours and getting up early for classes. This is really traumatic. Depression is a very common form of stress among adolescents. It can be in a form of finance and life circumstances. Its one of the major reasons of the increasing number of suicides. Unlike schools, college expenses are much higher which some parents can’t afford, directly or indirectly it puts students under great pressure.

Secondly, we often ear or experience that students might not be able to clear examinations therefore he/she may have to repeat that subject or even the entire semester which is really embarrassing and depressing. Having mentioned it earlier due to some financial situation or life circumstances, student may have fear of being dropout from the institution. Many students do not understand how great an impact this stress can have on their happiness and overall behavior. Suicide has now become a trend caused by college stress which many adolescents follow.

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Stress Analysis Of A Imple Suspension System Of Car

The stress analysis of a imple suspension system of car is done in this report which not only provides the reader with the stress calculations but also gives an insight of how proper stress analysis of real life problem can be done by using simple engineering formulas and techniques. Only one member of complete assembly is analyzed in ANSYS and the results were really promising. Acknowledgement:- We are thankful to Dr. Khalid Rehman for teaching us so well that we were able to do the stress analysis of a real life problem.

Without his teachings nothing in this report could be done. We are thankful for his time and help which he always gave during time of any confusion or problem. 1 . Introduction… 2 2. Problem 33. CAD Model Statement ” 34. Manual Solution 7 4. 1. Force Analysis 7 4. 2. Stress Analysis ? 10 4. 3. Failure Analysis 11 4. 4. Deformation Analysis ….. 12 5. ANSYS Analysts 13 5. 1. Messing . 13 5. 2. Procedure 15 5. 3. Results 21 6. Conclusion 25 1.

Introduction:- The deciding step that passes any particular design is its stress analysis which gives the designer an insight that particular design would work or not, whether or not the esign is feasible for fabrication or further improvements are required. Stress analysis of any design not only includes the basic force and stress calculation in members but also the failure, deformation analysis of the complete assembly. Stress analysis can be done manually or by using any CAD tool like ANSYS etc.

The results obtained from both solutions should match each other but there is always variation in the results. The variations can be due to ideal approximations in the manual calculations or any other assumed data. The report includes the stress analysis of a imple suspension system of a car; various assumptions are being made which are mentioned in respective sections of the report. The solution was done both manually and by using ANSYS and the results were really promising. The report includes force and stress analysis, failure analysis and deformation calculations.

The report not only provides the reader with the stress calculations but also gives an insight of how proper stress analysis of real life problem can be done by using simple engineering formulas and techniques. Stress analysis of a simple suspension system of car. 3. CAD model:- The first step of any design is to make its CAD model which in our case is done by using CREO VI . 0. The Cad models are shown as follows: (Fig 3. 1 complete assembly) (Fig 3. 2 complete assembly) The above fgures show the cad model of whole assembly. The individual member models are also shown below: (Fig 3. 4 Hub) (Fig 3. 5 Connecting arm) (Fig 3. 6 spring) (Fig 3. Suspension arm) 5. ANSYS 5. 1. Messing: The details are provided according to ANSYS 13. 0 Mechanical APDL. Mesh size: smart size 1 5. 1. 2. Element type: PLANE182 2-D 4-Node Structural Solid 5. 1. 3. Element Description PLANE182 is used for 2-D modeling of solid structures. The element can be used as either a plane element (plane stress, plane strain or generalized plane strain) or an axisymmetric element. It is defined by four nodes having two degrees of freedom at each node: translations in the nodal x and y directions. The element has plasticity, hyperelasticity, stress stiffening, large deflection, and large strain capabilities.

It also has mixed formulation capability for simulating deformations of nearly incompressible elastoplastic materials, and fully incompressible hyperelastic materials. The geometry and node locations for this element are shown in Figure 182. 1. The element input data includes four nodes and the orthotropic material properties. The default element coordinate system is along global directions. Element loads are described in Node and Element Loads. Pressures may be input as surface loads on the element faces as shown by the circled numbers on Figure 182. 1. Positive pressures act into the element. 5. 1. 4.

For triangular elements where the or enhanced strain formulations are pecified, degenerated shape functions and a conventional integration scheme are used. 5. 2. Procedure:- Filter GUI for analysis of structural members (Fig 5. 2. 1) Select element type plane quad 4 nodes 182 (Fig 5. 2. 2) Select Linear, Elastic and Isotropic material type (Fig 5. 2. 3) Input youngs modulus of elasticity and Poisson’s ratio to define material in Ansys (Fig 5. 2. 4) Mesh the area using the finest mesh for accurate results (smart size 1) (Fig 5. 2. 5) Apply Pressure on line and Restrict DOF for some nodes at the center to compensate

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Stress And Its Effect On Life

Stress is the body reaction to a change that requires a physical, mental or emotional adjustment or response and this in turn can be linked to other fact Oars in any sporting situation. Some people may become more aggressive and others may find that levels of arousal are increased. ; Excitement or suspense can lead to tension. If this is happens before taking part in the activity it can result in tightness in the muscles which then could have a physical effect. Anxiety can make you feel uneasy and apprehensive both before and during our performance.

When you are too anxious you can make mistakes. Some find some level of anxiety necessary to focus and prepare. ; Nervousness can add to your tension levels, making you feel more tense and even agitated to the point where a physical effect can take place e. G being sick or shaking. ; Motivation will almost certainly decrease Nearly everyone who has taken part in a physical activity has experienced some type of stress. Stress is more common when the focus is on one person.

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Identify Determinants Of Stress Education Essay

Table of contents

The aim of this survey is to place determiners of emphasis among primary and secondary school instructors in Malaysia. There are five independent variables in this survey which are instructors ‘ work load, pupil behaviour, professional acknowledgment, hapless schoolroom resources, and hapless co-worker dealingss. These independent variables are used to prove the dependant variable, which is the instructors emphasis. Survey method is to be used in this survey to roll up informations and convenience sampling is the chosen sampling technique. This survey will be conducted by administering a entire figure of 240 study questionnaires to primary and secondary school instructors in the province of Kuala Lumpur, Perak, and Johor.

After aggregation informations from the questionnaires being distributed, the informations will be key-in and analyzed by utilizing Statistical Analysis System ( SAS ) . The illative statistics which includes Pearson ‘s Correlation Analysis and Multiple Linear Regression Analysis will be used to look into the correlativity coefficient and relationship between independent variables and dependent variable. Apart from that, the consequences generated will be presented by utilizing descriptive statistics. Consequences and deductions will be farther discussed in this survey.

Chapter 1

Introduction

1.1 Background of Study

During late 90s, the instruction profession is considered as a baronial occupation and it ‘s really rarely reported as nerve-racking profession. However, in these recent old ages, the instruction profession has been viewed as one of the most nerve-racking profession compared to other professions ( Ravichandran & A ; Rajendran, 2007 ) . There was a survey has been conducted among school instructors in United Kingdom, it was reported that two out of five instructors experienced emphasis compared to other businesss. The consequence besides indicates that merely one out of five workers experienced emphasis in other businesss compared to instructors ( Abdul Hadi, Naing Daud, Nordin & A ; Sulong, 2009 ) . In other survey, Atan ( 1998 ) found out that 39.7 % of the instructors were merely reasonably nerve-racking and merely 3 % of them was highly nerve-racking.

In order to understand instructor ‘s function in the Education System, the doctrine of instruction should be referred. The Education System in Malaysia is based on the doctrine of instruction which aims to determine a balanced person in footings of religious, emotional, rational and physical. Making a Malaysia Society who is moral, responsible and able to lend to the harmoniousness and prosperity of society and the province is the philosophical end of instruction ( Noran, 1990 ) . Teachers are those persons who contribute to a individual ‘s development in footings of personality, mental and physical ( Noran, 1990 ) .

Teachers who experiences high degree of emphasis might confront assorted effects such as low public presentation, hapless committedness, low motive and hapless quality of learning. In twelvemonth 2011, there was a study conducted in Great Britain by Health and Safety Executive through their Labor Force Survey ( LFS ) to happen out the figure of work-related unwellness due to emphasize among working people for the twelvemonth 2010/2011. The consequences showed that the entire figure of instances of emphasis in twelvemonth 2010/2011 was 400,000 out of the 1,152,000. The study besides stated that the wellness and societal service directors, instructors and societal public assistance associate professionals are those businesss with the highest rates of entire work-related emphasis in the last three old ages ( Health and Safety Executive, 2011 ) .

1.2 Problem Statement

Presents, going a instructor is a nerve-racking business and higher emphasis degree among instructors will impact their public presentation, wellness and occupation satisfaction ( Liu, Zhou and Zeng, 2010 ) . Harmonizing to Figen Eres and Tatjana Atanasoska ( 2011 ) , instructors had the highest degree of occupational emphasis compared to other professions, such as applied scientists, physicians and others. Because of this effect, instructors are ever experiencing disappointed, burnout, and insomnia. Besides, they are more likely to vacate because of high emphasis degree on their occupation ( Nelson, J. R. , Maculan, A. , Roberts, M. L. and Ohlund, B. J. , 2001 ) .

Harmonizing to Scheib ( 2003 ) , he has determined the six factors associating with emphasis among music instructors from Lakeview Glen High School, which are function struggle, function ambiguity, function overload, skill underutilized, missing of resources, and non-participation. Besides, there is another past survey explained that quality of life can besides attributable to higher emphasis degree ( Yang X.et Al, 2009 ) .

However, the past surveies are merely carried out in other states instead than in Malaysia, such as in China ( Zhang & A ; Zhu, 2007 ) and United State American ( Sharon Conley & A ; Sherry A. Woosley, 2000 ) . There is shortcoming of information about factors of instructor emphasis that experienced in Malaysia. Besides, past research workers are more focussed on simple school ( D. Laugaa, N. Rascle, M. Bruchon-Schweitzer, 2008 ) and high school ( Liu, Zhou and Zeng, 2010 ) . Therefore, there is unequal information on emphasis factors among school instructors that experienced in Malaysia.

1.3 Research Objectives and Questions

General Aims:

The chief aim of the survey is to find the factors associating with instructors ‘ emphasis.

General Question:

What are the factors associated with instructors ‘ emphasis?

Specific Aims:

To look into the relationship between instructors ‘ work load and instructors ‘ emphasis.

To look into the relationship between pupils behaviour and instructors ‘ emphasis.

To look into the relationship between deficiency of professional acknowledgment and instructors ‘ emphasis.

To look into the relationship between hapless co-worker relation and instructors ‘ emphasis.

To look into the relationship between hapless schoolroom resources and instructors ‘ emphasis.

Specific Questions:

Is there a relationship between instructors ‘ work load and instructors ‘ emphasis?

Is there a relationship between pupil behavior and instructors ‘ emphasis?

Is there a relationship between deficiency of professional acknowledgment and instructors ‘ emphasis?

Is there a relationship between hapless co-worker relation and instructors ‘ emphasis?

Is there a relationship between hapless schoolroom resources and instructors ‘ emphasis?

1.4 Significance of survey

The survey provides a practical part as the consequence of this survey would supply a new information and information which can be used by educational decision makers to pull off the emphasis among instructors at primary and secondary instruction. Educational decision makers can place what do emphasis among school instructors and actuate them by fulfilling their demands. This survey besides contributes towards developing and bettering educational policy which may cut down the emphasis degree among primary and secondary school instructors.

1.5 Outline of survey

Chapter 1 provides an overview of the primary and secondary instruction in Malaysia. The chief purpose of the survey is to place the factors of emphasis among school instructors. It later derives the job statement, significance of survey, research aims and lineation of survey. Chapter 2 reappraisal surveies on emphasis in the primary and secondary instruction antecedently conducted by past research workers. The dependant and independent variable used in this research were derived from the literature reappraisal and relationship between them will be discussed farther in this chapter. Chapter 3 discusses the targeted population, questionnaire development, informations aggregation and informations analysis method.

Chapter 2

LITERATURE REVIEW

2.1 Theoretical Foundation

Lazarus Theory was most normally used in past surveies to research and understand about the emphasis ( Goh & A ; Oei, 1999 ) . This theory was introduced by Richard Lazarus in the twelvemonth 1966. Harmonizing to Lazarus Theory, psychological emphasis is viewed as a relationship or interaction between the persons and their nerve-racking environment that appraised as important for his or her well-being ( J. Gaaba, 2005 ) .

There are two constructs in Lazarus Theory viz. cognitive assessment and header ( Lazarus, 2006 ) . Cognitive assessment is an rating of the significance of a stressor or endangering event as it related to an person ‘s wellbeing ( Andrea & A ; Robert, 2003 ) It consists of two types of assessment, which are primary and secondary assessments ( Zautra, 2006 ) .

Primary assessment describes an person ‘s assessment of whether a state of affairs is irrelevant, nerve-racking or benign positive. If a state of affairs is appraised as irrelevant, the emphasis will non happen. Furthermore, it will heighten positive emotions if a state of affairs is appraised as benign positive. However, if a state of affairs is appraised as stressful, it can be classified as injury, menace and challenge ( Howard S.Friedman & A ; Roxane Cohen Silver, 2007 ) . Harm refers as existent harm or loss that has already happened. Menace is the awaited injury but non yet taken topographic point and challenge is viewed as a potency for personal addition or growing ( Pamela, Sheldon, Natalie, Stephen, 2004 ) .

Secondary assessment is an rating of the controllability of the state of affairs and get bying schemes ( A. Taylor Newton & A ; Daniel N. McIntosh, 2010 ) . When an single evaluates a state of affairs as an chance as personal growing and able to place the header schemes to pull off the demands, the emphasis is perceived as a term of challenge. Conversely, when an person evaluates the state of affairs as a failure and unable to place the header schemes, the emphasis is perceived as a term of menace ( Sophie T. , Jennifer A. R. , and J. Nicole Shelton, 2009 ) .

Second construct is get bying. Coping can be defined as “ the individual ‘s cognitive and behavioural attempts to pull off specific internal and/or external demands that are created by nerve-racking minutess ” ( Lazarus, R.S. , Folkman, S. , 1984 ) . It has two signifiers which are problem-focused header that is aimed at cut downing the beginnings of emphasis ; and emotion-focused header that is aimed at cut downing emotional impact of the emphasis ( Lazarus, 2006 ) .

Lazarus Theory was widely used in similar yesteryear researches such as DeFrank ( 2012 ) , Hartney ( 2007 ) , and Christopher J. McCarthy, Richard G. Lambert, Elizabeth W. Crowe and Colleen J McCarthy ( 2010 ) . All these researches are more focal point on placing the stressor on school instructors. Besides, this theory has been used to look into the stress degree among Shanghai university pupils ( Chen, Wong, Ran & A ; Christie Gilson, 2009 ) . Furthemore, this theory besides has been used to look into the relationship between emphasis and get bying schemes among runaway young persons ( Chun, 2010 ) .

In this survey, the construct of cognitive assessment are used to place the determiners of emphasis among school instructor. Coping construct is excluded because it is more concerned on how to cut down the emphasis. Therefore, this construct may non allow to place the determiner of emphasis.

2.2 Review of the Prior Empirical Surveies

2.2.1 Teacher Stress

Teacher emphasis will do negative consequence to physical, mental or emotional such as angry, nervous, concerns, high blood force per unit area, frustrated and others ( Rawls-Stromile, 2010 ) . Hammond & A ; Onikama ( 1997 ) defines emphasis as emotional and physical strain caused by our response to force per unit area from external environment. Besides, emphasis caused negative impact in taking control of our life or feeling as we going a different individual which stated by.

Forty of local schools in Hong Kong were indiscriminately selected to analyze whether instructors ‘ emphasis caused negative impact in mental wellness, emotional exhaustion, deficiency of personal achievement and depersonalisation. There were 269 out of 400 questionnaires were received which stated that degree of instructors ‘ emphasis contained really high values in school ( Tang, Au, Schwarzer, & A ; Schmitz, 2001 ) .

Rawls-Stromile ( 2010 ) distributed questionnaires to look into the conducive emphasis factors between simple school instructors and in-between school instructors. Ithad clearly stated that most of instructors faced emphasis by same factors even though in different degree of instruction systems.

Benmansour ( 1998 ) , Dunham & A ; Varma ( 1998 ) , Kyriacou ( 2001 ) , and Pithers & A ; Soden ( 1998 ) had confirmed that learning as a high emphasis business comparison with other professions. The consequences investigated and stated that the occupation of instructors is most force per unit area comparison with some other facets of the occupations ( Zurlo, Pes, & A ; Cooper, 2007 ) .

2.2.2 Workload

Harmonizing to Hargreaves ( 1992 ) , work load means the occupation range of instructors that are required to be done in the instruction country that instructors must execute multiple undertaking which causes in decreased clip for relaxation.

Harmonizing to Marzano ( 2003 ) , there were 17 research surveies of instructors ‘ work loads investigated on about 20,000 instructors in Canada, the United States, and the United Kingdom through studies or interviews. It stated that instructors ‘ stress degree increased while instructors faced over workload inclusive insufficient of clip, non-teaching responsibilities, and occupation intensification.

There were 484 study participants in English senior high school instructors with Likert graduated table inquiries which consequences stated that 88 % of them are sing their work load as moderate ( 38 % ) to reasonably heavy ( 25 % ) to heavy ( 25 % ) which caused instructors ‘ emphasis increased ( Sugden, 2010 ) .

Besides, study conducted in New Zealand ‘s eight public universities had resulted that 86 % and 94 % severally in both twelvemonth 2002 and 2003 had worked after hours in the hebdomad. In add-ons, 34 % and 39 % stated they had worked more than 10 hours beyond full-time which reduced the relaxation and privateness clip of instructors that caused stress degree increased daily ( Houston, Meyer, & A ; Paewai, 2006 ) .

2.2.3 Student behavior

Student behavior agencies will impact contributes to the success of other pupils or a school ( Ueda & A ; Nojima, 2012 ) . Stebbins ( 1971 ) stated that pupil behavior is the major factor affected the effectivity of the instructor ‘s instruction program or a pupil ‘s ability to larn.

The study carried out with 817 public and 240 private schools and norm of 25 eighth-grade pupils was selected from each school which for examined pupils behaviour. It resulted that pupil misbehavior will disrupt the instruction procedure which caused increased in instructor ‘s emphasis because instructors unable to pull off and command the category ( Finn, Fish, & A ; Scott, 2008 ) .

There was study distributed to100 schoolroom instructors who worked in state-funded schools that child between 4 to 11 old ages old. The consequence clearly identified pupils ‘ misbehavior contained high per centums in school which increased instructors ‘ emphasis while covering student behavioral jobs ( Hastings & A ; Bham, 2003 ) .

There were 215 out of 2000 of questionnaires collected from 86 schools among simple, lower secondary, incorporate elementary and lower secondary schools during twelvemonth 2008 and 2009 in Finland which conducted as an Internet study. It resulted that pupil behavior was the chief beginnings caused instructors ‘ emphasis while pull offing job of pupil behavior and besides resulted 67.4 % of instructors had been subjected to strong-arming by pupils ( Kauppi & A ; Porhola , 2012 ) .

2.2.4 Professional acknowledgment

Professional acknowledgment is related to the grasp and sense of credence get from their decision makers or others. Professional acknowledgment demand elements such as unequal wages, deficiency of support from decision maker, hapless calling construction and deficiency of acknowledgment for good instruction can take work emphasis to instructors.

Segumpan and Bahari ( 2006 ) carried out a research to place the degree of emphasis experienced by respondents in footings of professional acknowledgment. A 5-point Likert graduated table questionnaires study was sent to 1209 secondary school instructors. It found out that instructors would confront moderate degree of emphasis when there is deficiency of professional acknowledgment.

Caroline Ayoti and Moses Wesang’ula Poipoi ( 2011 ) conducted a research to find whether deficient wages would take emphasis to instructors. Descriptive study was used in their research where 496 instructors of public secondary school are selected. The information was analyzed and shown that 45 % of the respondents cited professional acknowledgment to be a stressor.

Azizi, Shahrin, and Tee ( 2007 ) conducted a research to place the acknowledgment stressor that contributed to teacher emphasis and the instructor emphasis degree for acknowledgment factor. The present survey indicates that deficiency of acknowledgment for instructors ‘ work from decision maker. A questionnaire methodological analysis is used in the research where 20 proficient instructors are selected. They concluded that acknowledgment factor contributed a moderate emphasis among proficient instructors.

2.2.5 Poor Classroom resources

Classroom, computing machine, overhead projector and package are the indispensable resources for instructors to learn in category. Kyriacou ( 1998 ) found that deficiency of resource could take emphasis among instructors. Harmonizing to Siti ( 1991 ) , the deficiency of learning equipment and the larger figure of pupils in one schoolroom would take emphasis to instructors.

Caroline Ayoti and Moses Wesang’ula Poipoi ( 2011 ) conducted a research to find whether deficient equipment, tools, or installations would take emphasis to instructors. Descriptive study was used where 496 instructors of public secondary school are selected. The information was analyzed and shown that 13 % of respondents attributed substandard installations to be a stressor. Substandard equipments are cited as it leads emphasis to instructors who are traveling to execute with deficient inputs.

Antoniou, Polychroni, & A ; Walters ( 2000 ) carried out a research to place the beginning of emphasis. A questionnaire methodological analysis is used where 110 Greek Special Educational Needs instructors are selected. Analysis showed that the important deficiency of resources and equipment would take to chair emphasis.

Another research done by Alay, S. and Kocak, S. ( 1999 ) on simple school in Ankara to find whether deficiency of educational equipment would make emphasis. A 5-point Likert graduated table study questionnaires was sent to 29 physical pedagogues. It concluded that deficiency of educational equipment would make a serious emphasis on physical pedagogues.

2.2.6 Poor co-worker dealingss

Selye ( 1974 ) suggested that “ larning to populate with other people is one of the most nerve-racking facets of life. ” ( cited from Manshor et al. , 2003 ) . Harmonizing to Sutherland and Cooper ( 1990, p.46 ) , hapless work dealingss are defined as low trust, low degrees of supportiveness and low involvement in listening to cover with job in the organisation.

Figen Eres and Tatjana Atanasoska ( 2011 ) conducted a research to find whether hapless co-worker dealingss have contributed to the degree of emphasis among instructors. A 5-points Likert graduated table study questionnaire was distributed to 700 primary educational instructors employed in Prilep, Macedonia and Ankara, Turkey. There were 629 questionnaires are being collected and found that the emphasis of Turkish participants and Macedonian participants related to hapless co-worker dealingss was moderate degree.

Azizi Hj. Yahaya, Nik Diana Hartika binti Nik Husain ( 2002 ) carried a information study which used to analyze the degree of emphasis degree based on interpersonal relationship facet. Questionnaires were sent to 400 secondary school instructors from Melaka, Johor, Negeri Sembilan and Selangor. It resulted that there were 73 % of respondent laid at medium emphasis degree and 27 % of respondent prevarications at high emphasis degree on interpersonal relationship facet.

Another research done by Azizi, Shahrin, and Tee ( 2007 ) was to place degree of emphasis due to hapless interpersonal relationship. A 5-points Likert graduated table study questionnaire was distributed to 20 proficient instructors. They besides concluded that interpersonal relationship would take moderate degree of emphasis to instructors.

2.3 Theoretical Model

Teachers ‘

Workload

Poor Colleague Relations

Poor Classroom Resources

Student Behaviour

Professional Recognition

Stress

Figure 1: Teachers stress theoretical account

( Beginning: Adapted from Boyle, J.G. , Borg, M.G. , Falzon, J. M. , & A ; Baglioni, A. J. , 1995 )

2.4 Hypothesiss

Hypothesiss

In order to reply the research inquiries, the undermentioned hypotheses were formulated.

H1: There is a positive relationship between work load and instructors stress

H2: There is a positive relationship between pupil behavior and instructors stress

H3: There is a positive relationship between professional acknowledgment and instructors stress

H4: There is a positive relationship between hapless schoolroom resources and instructors stress

H5: There is a positive relationship between hapless co-worker dealingss and instructors stress

Chapter 3

RESEARCH METHODOLOGY

3.1 Research Design

This survey is quantitative research since this research is the application of informations aggregation method and statistical analysis that the informations are presented in numerical signifier ( Peter Ashley & A ; Bill Boyd, 2006 ) . The intent of this survey is to place the determiners of emphasis among school instructors, therefore it can be classified as descriptive survey. Harmonizing to Martin Terre Blanche et Al. ( 2008 ) , descriptive survey allows research workers to depict the features of relevant group and analyze the interrelatedness between independent variables and dependent variable.

In this survey, a study will be used as it can obtain information from and about people. It can be a fast and cheap attack to roll up a big sum of informations from population ( Arlene, 2003 ) . Besides, this survey will be a cross-sectional survey, which is an observation of a phemomena that are made at one point in clip ( Denise F. Polit, Cheryl T. Beck, 2007 ) . Cross-sectional survey is chosen to depict whether emphasis factors are correlated with instructors ‘ emphasis.

Furthermore, informations aggregation method used in this survey is self-administered questionnaires which consist of inquiries that single respondents completed by themselves and will be distributed to primary and secondary school instructors. This method is used because it is convenient for respondents to finish the study at a clip and topographic point ( Bernard, 2011 ) . Furthermore, bringing and aggregation questionnaires are more suited to utilize in this survey, since the questionnaires will be delivered to each respondent by manus and collected back subsequently after completion ( David, 2009 ) .

3.2 Population and Sampling Procedures

3.2.1 Population

The population of this survey is school instructors in Kuala Lumpur, Perak, and Johor. These three provinces have been classified as nerve-racking country among school instructors because they have to pass 74 hours per hebdomad to execute their occupations, including course of study activities ( Nurul Izzah Abdul Samad, Zailina Hashim, Saidi Moin, Haslinda Abdullah, 2010 ) .

3.2.2 Sampling Techniques

Due to a immense sum of school instructors in Kuala Lumpur, Perak, and Johor, it is impossible to entree the population of those school instructors. Therefore, trying is the lone option ( Black, 2007 ) . Besides, the clip, cost, and attempt of roll uping informations from a sample are normally less than roll uping informations from a big sum of population ( Mark Saunders, Philip Lewis, Adrian Thornhill, 2009 ) . Therefore, primary and secondary school instructors in these three provinces are chosen as sample.

Non-probability sampling will be applied in this survey. Non-probability sampling is the sampling technique that the chance of choice of each sampling is unknown. This technique is utile and convenient for the research without trying frame ( Miller P.G. , Strang J. , Miller P. M. , 2010 ) . Furthermore, convenience sampling will be used in this survey because the mark respondents are easy to acquire and they are willing to make full up the study questionnaire. Convenience trying involves choosing samples that are handily available to take part in the survey ( Zikmund, W. G. & A ; Babin B. J. , 2009 ) .

3.2.3 Sampling Procedures

In this survey, 240 study questionnaires will be distributed to primary and secondary school instructors. Harmonizing to Hair, Black, Anderson, and Tatham ( 2006 ) , an acceptable sample size should hold a 1:10 ratio. There have 24 points to be measured in this survey, therefore 240 study questionnaires will be plenty. In add-on, 20 study questionnaires will be distributed for pilot trial to look into apprehension of questionnaire significances ( Norman M. Bradburn, Seymour Sudman, Brian Wansink, 2004 ) .

3.3 Data Collection Method

Primary informations aggregation method will be adopted in this research. Primary informations refer to the information obtained firsthand on the variables of involvement for the intent of survey. Besides, the informations aggregation instrument used a self-administered questionnaire. A five-point Likert graduated table is used in this research. A sum of 240 questionnaires study will be distributed to teacher at the targeted primary and secondary schools in Malaysia. The questionnaires will personally present to respondents by visit every targeted school and roll up back after completion. Each targeted provinces will choose 2 primary and 2 secondary schools. 220 figure of study response would be collected from the targeted respondents.

3.4 Variables and Measurement

Stress can be defined as the consequence of the employee ‘s tenseness due to the force per unit area to carry through the occupation assignments and respond to the deadlines ( Anwar Faiz, 2011 ) .

Workload is defined as the demand that one must make more of hard undertaking so the clip allows. The undertaking can be categorized into quantitative work load and qualitative work load ( SitiHajar, 2010 ) .

Student behaviour is the status where people behave severely, holding bad manners or even decline to co-operate with the instructor such by doing noise during category or even when covering with pupils those who are holding disciplinary jobs ( Siti Hajar, 2010 ) .

While professional acknowledgment is the professional demands such as equal wage or income, demands for professional position, needs to be involved in the determination devising and the demand for support from the top direction or even disposal ( Siti Hajar, 2010 ) .

On the other manus, hapless schoolroom resource can be defined as the restraints in the educational installations such as book, computing machine or the resource room used by the instructors or pupils to supply information ( Siti Hajar, 2010 ) .

Poor co-worker relation is defined as the hapless interaction between two people on one to one footing or in a little group ‘s communicating ( Siti Hajar, 2010 ) .

Appendix B shows the variables and measurings of this survey. Items in this survey were adapted from past surveies conducted by Anwar Faiz ( 2011 ) and SitiHajar ( 2010 ) . Each of the inquiries of independent variables and dependent variable in the questionnaire requires the respondents to reply how strongly they agreed or differ with the statement by utilizing the five-point Likert graduated table, whereby 1 = strongly disagree and 5 = strongly agree.

3.5 Data Analysis Method

3.5.1 Statistical Analysis System ( SAS )

Statistical Analysis System ( SAS ) enables to execute statistical and mathematical analysis such as analyze the information which collected from questionnaires will bring forth in standard divergence, frequences and discrepancies. In utilizing SAS, consequences can be transporting out by frequences, multiple additive arrested development analysis, Pearson ‘s correlativity and others which determined the relationship between dependent variables and independent variables. The grounds choose SAS is because it is convenience and clip salvaging when treating informations. Besides, the information generated by SAS will presented in the signifier of tabular array or chart to supply users easy to understand.

3.5.2 Descriptive Statisticss

Descriptive statistics transform natural informations into describe signifier of information that make users easy to understand and construe the population ( Zikmund, W.G. , 2003 ) . Descriptive statistics included the maps such as frequence distributions, steps of mean, average and manner, graphs design like pie charts and saloon charts and others.

3.5.3 Inferential statistics

Inferential statistics is usage for observations and analyzes in doing premises or anticipations about a population and generalise to larger population that the sample represented ( Sherri, 2011 ) . Trials of significance are needed to be transporting out to look into the issue and truth of generalisation such as Chi-square or t-test. Inferential statistic determined the relationship between the variables selected in the population studied.

3.5.3.1 Pearson ‘s Correlation Analysis

The Pearson ‘s correlativity analysis is being applied to look into way and strength of the relationship between two variables which the correlativity between dependent variables and one independent variable ( Deborah, 2007 ) . It besides helps to look into the degree of correlativity between dependent variable and independent variables individually. There have two premises to be carry throughing which are the variables are needed to be usually distributed and the tonss on variables for one instance are independent of tonss on the variables for other instances.

3.5.3.2 Multiple Linear Regression Analysis

Multiple additive arrested development analysis is able to entree the relationship between a dependent variable and two or more independent variables ( Black, 2007 ) . Besides, it enables to find whether there is important relationship between dependant variable which is instructor ‘s emphasis and the independent variables which included work load, pupil behaviour, professional acknowledgment, hapless schoolroom resources and hapless co-worker dealingss.

The multiple additive arrested development analysis for this research:

Stress = a + b1TW + b2SB + b3PR + b4PCR + b5PCoR

Where,

TW = Teachers ‘ Workload

SB = Students Behaviour

PR = Professional Recognition

PCR = Poor Classroom Resources

PCoR = Poor Colleague Relation

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The 12 Invaluable Lessons Learned Enduring Hardship and Stress

Table of contents

There is no way to quite describe how debilitating it feels carrying a crushing load of stress and uncertainty. When we’re panicking it is nearly impossible to find workable or well considered solutions to our problems.

Feelings of stress are amongst the most frightening and powerful we experience along our path to success. Business is full of unfair situations, poor communication, deals gone bad, lies told, people underperforming, entitlement, loss of finances and other let downs. When we’re in these stressful times we can feel out of control, hurt, harsh levels of self-doubt, extreme sadness, anxiety, and fear, coupled with feeling powerless to change our circumstances. Yet, without these types of stressors, unfair situations, and less than honest or stellar people on our paths we would never grow into the powerful people we are destined to become.

1. Don’t repeat.

Never go back to what or who broke you. If people will do things once they will do it again. Follow the rule, betray me once shame on you, betray me twice shame on me. You cannot get water from a dry well. Learn when to cut ties and move on to something bigger, better and more worthy of your time and effort.

2. Time heals.

Stress and hardship, although not enjoyable, do pass and as time moves on, solutions come. It is only through a tremendous amount of patience that you are able to turn your terrors to triumphs. As time looms stagnant, make sure to focus on working hard and finding a level of acceptance for the situation you are in, and you will see that things begin to settle and work out; maybe not in the vision you had originally held, but many times things take directions which are even better for you.

3. Holes fill.

Whatever opportunities are lost or taken away, leaving gaping voids in your life, will initially be filled with your stress and heartbreak. However, by design, whatever falls empty will soon become full again. A wise person once told me that whatever I lose in life will be replaced by an opportunity that will be good or better than what I was in before.   

4. Pain ends.

Stress and hardship are extremely painful. No one ever promised life would be fair, but if you can keep the faith, keep moving forward and working hard you will come to see that what was lost, or meant for your harm, will soon turn directly in your favor. When you’re stressed, keep your eyes on the ball. If you make the choice to keep moving forward you will create the light at the end of the tunnel.

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5. Courage.

Hardships and major stressors can be completely debilitating. The only way to get rid of these fears is to do the things you fear, face the things you’d rather avoid, and keep moving when you want to freeze. If you allow yourself to stay blocked you cannot grow, and your situation has no opportunity for change. Understand, courage is not something you have, it is something you do. 

6. Things change.

All of us are creatures of habit and most prefer a certain amount familiarity and predictability to their lives. Trust that if something in your life/career changes or ends it is because it wasn’t working properly. Change is stressful and can feel devastating, but things change so they can get better; allowing you an opportunity to move in a new and better direction. Throughout your life and career there will be situations that won’t get better, but you can get better. Keep in mind that endings are inseparable from new beginnings.

7. Let go.

Letting go is an essential ingredient to moving through any type of stress or hardship. Clutching and hanging on only make you feel more desperate, powerless and needy. Letting go is the greatest risk you take, but it is only through letting go that the space for change and healing is created. Clutching and hanging on block opportunities, creativity, new solutions, and the exact answers you may be looking for. Letting go is the most courageous act of opening up.

8. You will survive.

Stress and hardship teach you that you are capable of surviving what was meant for your destruction. You can absolutely survive these time periods in life because there is no other choice. When you have no other choice but to move on, you will, and you will come out stronger and more successful. Nothing teaches you more about getting through your self-doubts then forcing yourself to get through them.

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9. You gain understanding.

You are never more malleable then when you are feeling defeated and in need of help, structure, or guidance. As you grow through these unpleasant times you come to understand, when a new opportunity walks into your life, why things didn’t work out for you in the place or with the people you were with before.  

10. You are being prepared.

The process of stress, hardship and heartbreak are preparatory. Stress is the training you need to grow up to the next level your life is about to demand of you. Life is consistently demanding your growth. Change is the most powerful way to get you examining, and growing. Without stress your life would be nearly meaningless. Stress makes you move and it makes your life worth living. It is the painful feelings to come from stress which awaken you to how alive you are and to how deeply you can feel.

11. Independence.

Nothing will get you to depend more fully on yourself than large doses of stress or fear. It is during these times you are forced to turn to yourself for the sole purpose of changing the trajectory and attitude of your life. You become the most connected to yourself in the times when life brings you harshly to your knees. It is here that you find a true sense of your independence and resiliency. It is in moving through your suffering you develop the capacities to more fully love people, to believe in yourself, your life and to more deeply understand how vast your capabilities for success reach.

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12. You will rise.

When you feel the drowning sensations which come from a stressful and terrible situation it feels like you will not make it through. That is how it feels, but it is not how it will be. Stress and hardship are what make you stronger, more mindful and elegant in your approach to love, life and business. It is in the journey of getting through these hard times you become more bold and brave in getting your needs met. It is through your challenges you learn to rise.

The feelings of stress, hardship, and uncertainty reach into the depths of what human suffering is. The hardest thing about these times is that even though you intellectually know they will pass, when you’re in throws of them, they feel as if they are never going to shift or change in your favor. Uncertainty is a painful journey. It’s a journey that you will take many times over your lifetime, in many different areas of your life and for many different reasons. You may as well buckle up and accept that the journey through your stress and heartbreak serve as the devices you need in an effort to take full accountability for yourself, your life, your trajectory and the management of your emotions. Without suffering you cannot develop the necessary wisdom for your continued success.

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The Effect of Temperature on Beet Cell Membranes

Introduction

In this lab, we are going to learn how the stress of temperature affects fresh beets. We have come to learn that cell membranes organize the chemical activities of cells. All cells are made of plasma membranes, often called fluid mosaics. It is sometimes described as a mosaic because it is made of protein molecules that are embedded into phospholipids. Phospholipids are the main structural support of the membrane and the proteins perform most of the functions of a membrane.

Together they form boundaries or barriers between the cell itself and its surroundings, like the membrane of an egg. Plasma membranes also control what substances come in and out and also dispose of the cells waste. The membrane itself is composed primarily of phospholipids. Phospholipid molecules have two parts and form a sheet that has two layers, called a bi-layer. They are made up of two fatty acids which make up the tail end and the head is phosphate group.

The head of this molecule is hydrophobic, which mean it is attracted to water and their tail is hydrophobic which means they dislike water. Together they form a bobby-pinned shaped barrier. Listed below is my hypothesis for this experiment. I hypothesize that tube 1 at 70° c the color intensity of leaked betacyanin will be 10. I hypothesize that tube 2 at 55° c the color intensity of leaked betacyanin will be 8. I hypothesize that tube 3 at 40° c the color intensity of leaked betacyanin will be 6. I hypothesize that tube 4 at 22° c the color intensity of leaked betacyanin will be 0.

I hypothesize that tube 5 at 5° c the color intensity of leaked betacyanin will be 8. I hypothesize that tube 6 at -5° the color intensity of leaked betacyanin will be 10. Method The first thing that I did was label each test tube with numbers 1-6 and listed each corresponding temperature on the label. I cut six pieces of beet in the measurements that were given and rinsed them under tap water for 2 minutes. I then patted them with a paper towel to get off the excess water. I kept the pieces of beet in the paper towel while I got the other items ready.

For the cold treatment I put one piece of beet in each beaker (5 and 6) and put tube 5 in the refrigerator and tube 6 in the freezer. I left them in there for 30 minutes. After 30 minutes, I covered each one with the same amount of tap water and let them soak for 20 minutes. After 20 minutes I took each beet out of the test tube, threw the beet away, but saved the colored water so I could chart later. For the room temperature and hot treatments I put each piece of beet into its marked test tube. For tube 1 (70°c), I had to simmer water to get it to the correct temperature.

I put the piece of beat into the beaker of water and waited one minute, I took it out and put it in beaker one, covered it with room temperature water and waited 20 minutes. Beet 2, 3 and 4 were all conducted the same way. I put the correct temperature of water into the beaker, let the beat soak for one minute, took the beet out of the beaker and covered with tap water in the test tube for 20 minutes. After 20 minutes I discarded all the beets so I could record my findings with the colored water that was left behind. Results:

From doing this experiment I found that the more stressful environments you subject an item to the differently they act. It is cause and reaction. In tube number one the color intensity leak was at a ten, the highest number on the chart. I found that the heat seemed to open the pores of the beet to let the dye permeate the water. In tube 2 the color was at a 7. The water was still warm enough to allow the dye molecules to pass through the membrane. In tube 3, the water was at 40. This is still warm but not the color was not nearly as intense as the previous tube.

The next tube charted was tube number 4. The beet was subjected to a temperature of only 22°c. That temperature I would chart as “room temperature”. I found that the least amount of dye was leaked from the beet. For the cold methods I concluded that the amount of betacyanin that escaped from the cell membrane was intense, like the hot treatment results. I concluded that it didn’t have to be hot temperature stress to release betacyanin. Tube number 5 was placed into the refrigerator and the level of dye that permeated the water was charted at a 6.

Tube 6 was placed in the freezer and was documented at a level of color intensity of a ten. Also, when the tube was pulled from the freezer the specimen has noticeably changed. It has a slight white, almost white frost or texture to it. Please see attachment and table below. Test Tube numberTreatment °CColor Intensity (0 – 10) 170 10 255 7 340 5 422 1 55 6 6-5 10 Discussion I believe the result came out the way they did because of level of stress I put the beet through. When damage is done to a cell membrane it affects the entire vegetable.

When the beet was put in such hot temperatures the cell membrane started to break down and leak the pigment through the cell wall, since the cell is semi-permeable. Like we spoke about in our text book, the cell membrane lets small molecules to pass through. When the beet was heated to 70°c or cooled to -5°c it was subjected to much more stress that at a normal room temperature, which the beet is grown and stored at. The various temperatures make the beet release its pigments. The extreme hot and cold acted as energy for the beet to release the red dye.

The structures need to have a stable environment in order to establish their structure. My hypotheses were correct, for the most part. My numbers were not exact, but I had the general idea of what I thought would happen. I thought that the more stress you put on to a beet the great amount of pigment you would receive out of it. I figured that beets were stored at room temperature so if you put them in water that was the same temperature as the room it wouldn’t cause stress on the membrane, hence the least amount of pigment leakage. I was surprised at the amount of pigment that came from the beet.

When I first cut the beet the pigment was all over the cutting board and the knife, not to mention by hands. Accuracy is key. Unfortunately, no matter how hard we strive to do things perfectly sometimes there are variables that can affect how the results are derived. In my experiment, I tried to cut each beet with precision. It is almost impossible to cut each beet the exact same and this could have slightly affected how my beets reacted to each session. The larger the surface of the beet the more pigment the beet has in it to release. Another variable could also be the freshness of the beets.

My beets where purchased 1200 kilometers and two countries away from where I did the experiment and weren’t extremely firm like they should be. After doing research, I found that the older the beet is the more pigment it has. That could give me not as true of a reading. The last variable I could have experienced was the temperature of the room. The day the experiment was held it was 1°c outside , so the heater was running full speed all day. I think the experiment could have had more true results if the room was at a more normal temperature.

I think while doing the experiment the beets could have dried out slightly from the air in the house being so warm. When working with patients you need to understand the symptoms they have in order to help them. Let’s say I had a man with cancer come into the hospital and I was in charge of monitoring his pain level. If the man was on two different pain medications I would need to know how the two medications worked with each other in order to successfully help him. I would have to know how Morphine worked with Aspirin or how Motrin interacted with Tylenol.

Having done this experiment, it has helped me understand how there is cause and effect to everything that we do on a daily basis. If I gave the man 10 cc’s of Motrin I can give him a Fentanyl lozenge later in the day if he is still in pain. That way I keep the side effects, such as nausea, to a minimum without overdoing the amount of morphine I give him. Also doing this experiment has given me the faith in myself to know that I can take action and do experiments, charting, researching and investigation if I want to know why something happens the way it does.

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Election Stress in Your Office? 8 Answers to Employers’ Most Important Questions

Table of contents

This article originally published September 7, 2016. 

Less than 60 days remain until the election, leaving many employers asking the question: How do I prevent the political divide from becoming a workplace divide?

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Here are eight questions employers frequently ask about the election, and the answers to them.

1. Don’t employees have a First Amendment right to say what they want politically?

The First Amendment applies only to restrictions imposed by the government. Private sector employees have no First Amendment rights in the workplace. So, you can prohibit employees from talking politics without worrying about the First Amendment. An exception to keep in mind is that in some states’ constitutions, such as California’s, free speech rights may apply to private sector employees. Therefore, imposing a ban in California, for example, is asking for trouble.

2. Do employees have any rights to express their political views in the workplace independent of any constitutional right?

Yes, employees covered by the National Labor Relations Act (NLRA) probably have the right to share their views — including the right to wear buttons — if their political statements relate to the terms and conditions of employment.

Two examples:

  • Vote for Clinton so there is paid parental leave.
  • Vote for Trump so that religious rights in the workplace are respected.

Important note: Supervisors and managers are not protected by the NLRA.

3. Can employers discriminate against a message that favors one political view over another?

This may come as a surprise too, but, unlike race, sex or religion, political affiliation is not a protected group under federal law and almost all state laws.

There are exceptions, though, such as in the District of Columbia and a few other localities.

Still, just because something may be lawful does not make it right. It would be foolish, even if not illegal, to discriminate based on political viewpoint. Do you really want to alienate a large percentage of your employees and customers?

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4. What if what is said in the workplace is discriminatory?

What if someone makes a conduct hostile to Mexicans? Or disparages Christians?

Employers have more than a right to respond to discriminatory messages in the workplace. They have a legal obligation to do so. Employers can brook bias of no kind, and that includes during this election season.

5. Are we better off banning all political speech to avoid disruptions?

I can answer this question in one word: No. It is simply not practical, and it will get even harder to do as we inch nearer to the election.

It’s also not desirable. Ban political talk, and political opponents may agree on one thing — you as the employer have gone too far.

6. What reasonable restrictions should employers impose to minimize disruption and risks of upsetting customers?

Yes, you probably could have a rule that states that anyone who interacts with the public may not wear a political button or otherwise convey a political message of any kind. I say probably and not absolutely, because the federal board that interprets the NLRA continues to limit what employers can do.

So employers need to balance the potential legal risk against the business risk of doing nothing.

7. What if there are disruptions in the workplace?

Some disruptions are inevitable. You absolutely can respond to the disruptions. It’s not like you are paying employees to be as dysfunctional as Congress! Try to focus on the disruption as opposed to the content of the disruption — unless what is said is discriminatory. There should be both the reality and the appearance of being even-handed.

8. May an employer, as leader, express his or her own views?

There’s no question that employers may share personal views. The question is how and when.

Remember: Power is based on influence, and someone’s influence may be tarnished if he or she does not temper personal political views.

Related: 

Better to support a candidate than bash the other side. And, at all costs avoid saying, “I don’t know how anyone could vote for  [fill in the blank].” You are effectively calling those who disagree with you idiots. Not exactly the key to employee engagement.

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