Sociology Term Paper Example | Topics and Well Written Essays - 1000 words

Sociology - Term Paper Example Social events vary in a wide range, due to the variations in human tendency and behavior. Analyzing the reason behind social events requires a psychological study of human behavior, as that strongly holds the ethics of religious, cultural and community values as its background. Matthew Desmond in his book analyzed the subjective facts of individual psychology of temptation and risk bearing factors. Fighting against the forest fire is a life taking job but the country boys, in their every efforts, tries to prove their braveness by accomplishing the challenging job. Every forest fires are followed by death, injuries and bone breaks; but they never give up fighting against it (Desmond). Hence, the factor behind the human guts must be very personal; the responsibility they feel about rescuing forest from fire, to maintain their identity as a firefighter and also the inability to do the same would be a question to their masculinity. All the mentioned factors seem to have their connection with the psychological prospects of an individual with his ethical values. Psychological factors are equally responsible for the involvement of individual in any social events. On this contrary Randall Collins, emphasizing on micro-sociological theory, gives stress on social violence as a result of the big shape of emotions in an individual, connected to several past and present happening in his/her life. For example: poverty, race, and origins in divorce or single parent families etc. Human psychological condition of fear, insecurity and inferiority leads to the violence of different kinds. For example: mass murder, serial killing, revenge taking, sexual abuse and suicide. He insists on the use of the modern technology to give authentication to the findings. As per Collins, police normally uses the available data to confine the cause of the happening. But such empirical data are not liable to give psychological justification to the case. The use of micro analysis theory becomes a n ecessity, in such cases, as that can draw out the emotional involvement of the individual in a particular social event (Collins). As these two frameworks, seem to have the similarities with the Comte’s social theory of positivism and anti-positivism. Where, Collins views inclines more towards anti-positivists whereas Desmond towards positivists. Giving stress to positivism, Durkheim maintained that the social sciences are a logical continuation of the natural ones into the realm of human activity, and insisted that they should retain the same objectivity, rationalism, and approach to causality. This approach eschews epistemological and metaphysical concerns such as the nature of social facts, in favor of methodological debates concerning clarity, reliability and validity (Wacquant ). Supporting anti-positivism, sociologist Max Weber argued that sociology may be loosely described as a science as it is able to identify causal relationships of human "social action", especially a mong "ideal types", or hypothetical simplifications of complex social phenomena. Karl Marx's methodology is borrowed from Hegelian dialecticism but also a rejection of positivism in favor of critical analysis, seeking to supplement the empirical acquisition of "facts" with the elimination of illusions. He maintained that appearances need to be critiqued rather than simply documented

Tragedy vs Comedy Essay Example for Free

Tragedy vs Comedy Essay With their entertaining plots, Shakespeares comedies keep people laughing the whole time. This is shown in his play Taming of the Shrew when Kate breaks the lute ver Hortensios head (Tam. . 1. 142-167). This shows that Hortensio is a horrible teacher and Kate has a nasty temper that Is entertaining to the audience. This Is Important because It contributes to the plot and makes the comedy even funnier. Another entertaining part is when Petruchio first meets Kate and tells her that they are going to be married on Sunday she says Ill see thee hanged on Sunday first. (Tam. 2. 1. 182-317). This is hilarious because Kate Is refusing to marry Petruchlo. It also shows that Petruchio is teasing Kate and saying that she wants him too. While many people like plays with an entertaining plot line, some may enjoy tragedies that somber and not as entertaining. This is shown in Shakespeares play, Othello, when Othello is angry with his wife Desdemona, then calls her Devil! and strikes her (Othello. 4. 1. 224-251). With a tragedy ending with a characters downfall, It does not do a good job of having an entertaining plot as a comedy does. As a result, comedies are more effective in this way. Even with an entertaining plot, a comedy would be nothing without humorous characters too. Shakespeares comedies have many humorous characters one of them being Petruchlo who Is trying to kill Kate with kindness by yelling at his own servants by calling them loggerheaded and unpolished grooms and knaves (Tam. 4. 1. 114-172). This shows how humorous Petruchio is because he isnt the person who usually has the temper, Kate usually has the temper. Petruchio is hoping to rid Kate of her temper by having one also. Another humorous character is Grumlo, Petruchlos servant. This is shown when Kate comes looking for food and Grumio teases her with ood but doesnt let her have any (Tam. . 3. 1-31)

The Causes And Solutions For Academic Stress Psychology Essay

The Causes And Solutions For Academic Stress Psychology Essay The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Survey research design was used to examine the causes of academic stress. Non- probability purposive sampling technique was used to draw the sample of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used. SPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Results indicate that there is no difference in gender and M.Phil and Ph.D students on the level of academic stress. Chapter I Introduction The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Stress is one of the most crucial of all areas of human understanding (Hancock and Szalma, 2008). The inability to cope with demands placed on a person is referred as stress (Seaward, 2007). According to Blerkom (2009), attending college can be stressful for many students because they are forced to deal with so many new responsibilities, opportunities, challenges, and decisions. This study explored what students themselves said about the stresss causes related to their university. In academic, social, and employment settings, stress is often reported by individuals. The most recognized definition of stress was conceived by Hans Selye over 70 years ago, who stated that stress is the non- specific response of the body to any demand for change (Durstine, 2009). Academic stress falls in the category of performance stresses in which people report being pressured to have high productivity and to meet time demands (McGraw, 2008). The students face different kinds of stressors in their life, such as the pressure of academics with a responsibility of success, uncertain future, and difficulties envisaged for integration into the system (Gilany and Amr, 2010). There are different kinds of academic stressors particular to students such as academic, financial, time, health related and self-imposed types of stressors. Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competition with other students, failures, lack of pocket money (Fairbrother and Warn, 2003), poor relationships with other students or lecturers, family or problems at home. Institutional (university) level stressors are overcrowded lecture halls, (Ongori, 2007; Awino and Agolla, 2008), semester system, and ins ufficient resources to perform academic work. Other causes of academic stress can be summation of the number of exams, projects or papers due for students during a specified period of time (Weidner, Kohlmann, Dotzauer, Burns, 1996). Academic stress is viewed as a chronic stress because of the nature of academic demands (Hulstein, 2009) and it varies from individual to Individual (Sulaiman and Akinsanya, 2011). In 2010, Shah, Hasan, Malik and Sreeramareddy conducted a research on undergraduates in a Pakistani medical school. The objectives of their study were to assess perceived stress, sources of stress and their severity and to assess the determinants of stressed cases. A cross-sectional survey was carried out among undergraduate medical students of CMH Lahore Medical College, Pakistan during January to March 2009. The survey was based on questionnaire. Perceived stress scale was used to assess the perceived stress. To assess sources of stress and their severity a questionnaire co nsisted of 33-item was used. Students reported a higher level of perceived stress and mostly were related to academic and psychosocial domains. This research supports that academic issues are also a major source of stress for students. Many college students experience stress as they are concerned about their academic performance. Ross, Niebling and Hecker (1999) conducted a research to determine the major sources of stress among college students. They used Student Stress Survey (SSS). The scale consisted of 40 potentially stressful situations. The scale comprised of interpersonal, intrapersonal, academic, and environmental sources of stress. The items in the scale were classified as daily hassles and major life events. Participants were 100 students at a mid-sized, Midwestern university and varied in year in school, age, gender, and major. Overall, daily hassles were reported more often than major life events, with intrapersonal sources of stress being the most frequently reported source. The top five sources of stress were; change in sleeping habits, vacations/breaks, and change in eating habits, increased work load, and new responsibilities. The findings from this study may be further used to examine which source s of stress cause the highest levels of stress among college students, and may be helpful in creating stress management programs. Students experience stress when they realize that their courses are much more demanding and fast paced than were their high school classes. Lifestyle changes are another common source of stress for college students. Balancing work, home, and school responsibilities puts additional stress on students (Blerkom, 2009). It is not uncommon to see teaching personnel in institutions of learning develop strange attitude and cold feet to work which leads to academic stress. Most often, classes are skipped and when they are not skipped, they are abrupt. Evaluations (both formative and summative) are handled carelessly. Teachers role as models, guide or counselors, are no longer the usual parlance. When all these happen, the teacher, the students, and infect, all educational resources suffer (Sulaiman and Akinsanya, 2011). In 2010, Conner, Pope and Galloway did a study to explore what students themselves said about the causes of their school-related stress and then looked at ways to reduce it. They gathered data from 2006 to 2008, from 3,645 students, attending seven high performing high schools in the California Bay Area. Many students reported feeling stressed out, overworked, and sleep deprived. More than 70 percent of students reported that they often or always feel stressed by their school work, and 56 percent reported often or always worrying about such things as grades, tests, and college acceptance. The schools that participated in this study joined a research-based intervention program. This program guided school teams of multiple stakeholders as they design and implement site-based policies and practices that reduce student stress and promote greater student engagement, academic integrity, health, and well-being. Academic stress can have both positive and negative consequences if it is not well managed (Agolla Ongori, 2009). Fisher (1994) provides an overview of the effects of stress on performance, daily efficiency and health, and reports the results of research into stress in academic environments (for both staff and students). She explores the origins and nature of academic stress, personal vulnerabilities and coping mechanisms and proposes ways in which individuals can be helped. She emphasizes how working conditions and practices must be changed in order to reduce stress in academic life. When students perceive excessive or negative stress they experience physical and psychological reactions to stressors (Misra Castillo, 2004). Excessive amount of stress that is experienced by university students can have negative academic, emotional, or health outcomes (Marshall, Allison, Nykamp, and Lanke, 2008). Students psychological and physical well-being can be also affected by college classroom challenges and it is another negative impact of academic stress (Hall, Chipperfield, Perry, Ruthig, and Goetz, 2006). Academic stress can also lead to depression and physical illness (MacGeorge, Samter, Gillihan, 2005). It is important to the society that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general economy of any nation (Agolla Ongori, 2009).   Objectives The purpose of the present research is to know the causes of academic stress reported by M.Phil and Ph.D students of different departments of University of the Punjab, Lahore. Solutions for the reported causes are also find out in this research. It will make the University administrator to know how to monitor and control the stress factors that are responsible for the students stress. Research Questions What are the causes reported by students that lead to academic stress? What are the solutions for the causes of academic stress? Is there any difference in the level of academic stress of M.Phil and Ph.D students? Is there any gender difference in the level of academic stress? Chapter II Methodology Research design Survey research design was used to examine the causes of academic stress reported by the M.Phil and Ph.D students of University of the Punjab, Lahore. Sample and Sampling Strategy Non- probability purposive sampling technique was used to draw the sample because the choice of the sample was contingent upon the availability and consent of the participants. Sample was drawn on the bases of following inclusion criteria. Day scholars currently enrolled in the M.Phil program. Day scholars currently enrolled in the Ph.D program. Male and female students currently enrolled in M.Phil or Ph.D program. Hostelites are not included due to rule out confounding. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Sample was drawn from different departments of University of the Punjab, Lahore such as center for high energy physics, department of statistics, department of physics, department of economics, institute of chemistry, and department of botany because it is the purpose of the research to find out the academic stress reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Demographic characteristics of the sample are given in Table 1. Table 1 Demographic Characteristics of the Sample (N= 55) Characteristics Male students (n=20) Female students (n=35) Age in Years 21 24 3 (15.00) 25 (71.40) 25 28 10 (50.00) 10 (28.60) 29 32 7 (35.00) 0 (0.00) Programme M.Phil 12 (60.00) 25 (71.43) Ph.D 8 (40.00) 10 (28.57) Job Status Yes 10 (50.00) 5 (14.30) No 10 (50.00) 30 (85.70) Marital status Married 5 (25.00) 2 (5.70) Unmarried 15 (75.00) 33 (94.30) Instruments Academic stress questionnaire was developed by the researchers in order to determine the causes of academic stress reported by M.Phil and Ph.D students of University of Punjab, Lahore. First part of the questionnaire pertained the demographic information (name, gender, age, programme, job status and marital status) of the participants. In second part section I was consisted of 21 statements of causes of academic stress. Each statement has four possible options as always (1), often (2), sometimes (3), and never (4). The participant was asked to encircle any one of the four options which was appropriate for them. The II section was consisted of 13 statements of causes of academic stress and the participants were asked to encircle those statements which are mostly faced by them. The Cronbachs Alpha reliability of scale I is .82 and of scale II is .504. Procedure To formally initiate the study an authority letter explaining nature of study was taken from the department of Applied Psychology, University of the Punjab, Lahore and then signed by the supervisor to collect the data. Consent form was prepared and finalized to obtain participants willingness to participate in the research. The data was collected from the different departments of Punjab University. Authority letter explaining nature and purpose of the study was provided to the chairpersons/heads/principals of the Departments of the University if the Punjab, Lahore. The heads of the departments allowed researchers to collect data and some of them referred the researchers to the coordinator for further help, who settled time with researchers for data collection. On the fix day the coordinator took the researchers in the class where the students were available. The subjects were approached and were briefed about the purpose of the research. After their consent and willingness to partici pate in the research, questionnaires were given to fill up. The questionnaires were completed in the researchers presence. Some departments arrange the classes for data collection and were very cooperative. But some department allows collecting the data after classes timing. Institute of Biochemistry did not allow to collect the data from their students. Statistics SPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Qualitative analysis was used to find out the solutions given by the students. Chapter III Results The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Non- probability purposive sampling technique was used to draw the sample. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used and following results are obtained. Table 2 Causes of academic stress reported by students (n=55) Causes of Academic Stress Often + Sometimes + Always (% ) Never (%) Solutions Teachers cover too much of the course content in their lecture which causes difficulty in assimilation of the knowledge. 83.60% 16.40% 20 Teachers teaching method is difficult to comprehend. 69.10% 30.90% 23 Too many assignments are given by teachers in a limited time. 67.30% 32.70% 20 Some teachers give assignments which are beyond the course content. 54.60% 45.40% 14 Some teachers give assignments which are beyond the course content. 78.20% 21.80% 32 The students do not have any choice for the number of credit hours per semester. 85.50% 14.50% 25 Difficulties in gathering data for research project. 41.80% 58.20% 13 Unplanned workshops with credit hours between 2-6 hours which enhance work loads for the students. 80.00% 20% 27 Students shyness towards asking questions. 65.45% 34.55% 14 Difficulty in completing group assignments due to the lack of pre plan distribution of workload among the group members. 80.00% 20% 19 Subjective biasness in allocation of grades. 61.82% 32.73% 20 Little training for power point presentation. 67.27% 32.73% 20 Insufficient facility for power point presentation with multimedia. 83.64% 16.36% 23 Class rooms are not well equipped to promote optimal learning. 72.73% 27.27% 23 Class rooms furniture is not conducive for lengthy classes. 83.64% 16.36% 22 Lack of alternative arrangements in case of sudden power breaks up. 100% 0% 19 Poor access to internet. 87.27% 12.73% 25 Lack of printing facility in computer room. 80.00% 20% 26 Lack of facility for photo copying in the library. 80.00% 20% 25 There is no latest reading material in the library. 87.00% 13% 24 Study is often affected by class mates chatting. 67.30% 32.70% 17 Table 3 Difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. M.Phil Students (n=37) Ph.D Students (n=18) 95% CL Variable M SD M SD t(53) p LL UL Cohens d Reported Academic Stress 58.05 7.16 61.56 11.44 -1.39 .17 -8.55 1.55 -0.31 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Table 3 represents the results of difference in the level of academic stress reported by M.Phil (M=58.05, SD=7.16) and Ph.D (M=61.56, SD=11.44) students of Punjab University, Lahore. The results t(53)=.17,p Table 4 Difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Male Students (n=20) Female Students (n=35) 95% CL Variable M SD M SD t(37.54) P LL UL Cohens d Reported Academic Stress 59.15 9.38 59.23 8.70 .031 .91 -5.08 5.24 .23 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Table 4 represents the represents the results of gender difference in the level of academic stress reported by male (M=59.15, SD=9.38) and Ph.D (M=59.23, SD=8.70) students of Punjab University, Lahore. The results t(37.54)=.91,p Qualitative Analysis of Solutions given by Students Item 1 Out of 55 students, 46 (i.e. 83.6%) reported item 1 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Course should be according to the credit hours and cover properly. Teachers have to focus on the topic so that main concepts of students can be clear and not to cover the course. Teachers should cover the course that can be bearable for students in the limited semester time and easy to prepare. Increase the number of working days. Increase the number of working days so that course can be completed with in time, inside schedule classes. Item 2 Out of 55 students, 38 (i.e. 69.1%) reported item 2 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: Teachers should present the material with diagrams. Teachers should be explanatory. There should b teacher training sessions. Practical aspects of topic should be high lighted. Modern and latest methodology must be used. Item 3 Out of 55 students, 37 (i.e. 67.3%) reported item 3 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Assignments should be limited. Topics should be allocated early. Focus should be on quantity not on quality. Item 4 Out of 55 students, 30 (i.e. 54.6%) reported item 4 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions are: Assignments should be about course. Assignments should be relevant to contents. Main points should be explained. Item 5 Out of 55 students, 43 (i.e. 78.2%) reported item 5 as a cause of academic stress. 32 students gave the solution to overcome this cause. The basic solutions are: Choice should be given not only for credit hours but also for subjects. Participants of students should made compulsory in policy making process. Item 6 Out of 55 students, 467(i.e. 85.5%) reported item 6 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: Research should be given in time. Research supervisor must be helpful and give proper guide line. Government should provided official data websites. Facilities for data collection should be provided. Item 7 Out of 55 students, 23 (i.e. 41.8%) reported item 7 as a cause of academic stress. 13 students gave the solution to overcome this cause. The basic solutions are: Workshops should held but for 1-2 hours maximum. Workshops should be in week days not in off days. Workshops should be planned according to the subject. No such work shops should be planned. Number and quantity of work shops should be pre planned. Item 8 Out of 55 students, 44 (i.e. 80%) reported item 8 as a cause of academic stress. 27 students gave the solution to overcome this cause. The basic solutions are: Teachers should be lenient. There should be student teacher understanding. Teachers should be more encouraging towards the students. Teachers should be friendly. Teachers behavior should be motivating. Item 9 Out of 55 students, 36 (i.e. 65.45%) reported item 9 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions are: Marks should allotted for effort of group and there should a leader in the group. The assignment should be given individually rather than in group. The other solutions are group member should be cooperative and There should be plan for group work. Item 10 Out of 55 students, 44 (i.e. 80%) reported item 10 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions are: There should be no favoritism by the teachers. It should be abolished. There should be external examiner Paper should be shown to the students after the marking. Item 11 Out of 55 students, 34 (i.e. 61.82%) reported item 11 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: There should be a proper computer classes as a course work. And there should be seminars and workshop on it Item 12 Out of 55 students, 37 (i.e. 67.27%) reported item 12 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Department should provide facility Multimedia should be fixed in the classes Administration should take step. Item 13 Out of 55 students, 46 (i.e. 83.64%) reported item 13 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: The infrastructure should be good There is need of over head projector in every classroom. The other solutions are noise due to fans must be reduced; Mick for teachers also provided, Proper air condition and heater in summer winter respectively should be facilitate. Item 14 Out of 55 students, 40 (i.e. 72.73%) reported item 14 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: The chairs should be comfortable more chairs should be provided Item 15 Out of 55 students, 46 (i.e. 83.64%) reported item 15 as a cause of academic stress. 22 students gave the solution to overcome this cause. The basic solutions are: UPS generator should be must provide to each department. Item 16 Out of 55 students, 55 (i.e. 100%) reported item 16 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions are: IT center must be well established, department lab should be upgrade, WIFI signal should also be provided. Item 17 Out of 55 students, 48 (i.e. 87.27%) reported item 17 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: The printing facility should be provided in the computer lab. Item 18 Out of 55 students, 44 (i.e. 80%) reported item 18 as a cause of academic stress. 26 students gave the solution to overcome this cause. The basic solutions are: Photocopy machine should be buy by the department. Item 19 Out of 55 students, 44 (i.e. 80%) reported item 19 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: Library should be upgrade. Department should increased the budget to buy latest books and journals. Good books must be under assessed by the students. Item 20 Out of 55 students, 48 (i.e. 87.2%) reported item 20 as a cause of academic stress. 24 students gave the solution to overcome this cause. The basic solutions are: Labs should be well equipped. Funds should be increased. Instruments, chemicals should be provided by increasing funds. Sufficient number of computers should be provided in Ph.D lab. Infrastructure should be improved. Item 21 Out of 55 students, 37 (i.e. 67.3%) reported item 21 as a cause of academic stress. 17 students gave the solution to overcome this cause. The basic solutions are: Chatting should not be happened. Students should be well mannered and teachers should be little bit strict in this way. There should be fine. Any other cause and solution Result is mostly late in the department. It should be in time. For M.Phil students there is no time for job. The time table should be in such a way that students can do their jobs. Communication problems associated with students about faculty so there should b regular arranged meetings between advisor and chairman. Libraries must b provided with latest books and research related material. Favoritism is a major problem. Unbiased teachers irrespective of beauty and gender of students must be hired. Institute should be politics free. Proper counseling and guidance for students. Chapter IV Discussion The primary purpose of the present research was to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. This chapter discusses the major findings of the research with reference to the topic under study. Data was drawn from different departments of Punjab University, Lahore. This research investigated the common causes of academic stress among the students and to what extent students experienced stress. The results indicated that there are a lot of causes of academic stress reported by students. The analysis was done by calculating the percentage of respondents who gave a high rating on the causes of academic stress. The result indicates that students do experience academic stress due to many reasons related to their departments as shown in Table 2. The finding is consistent to earlier studies (Ongori, 2007; Awino and Agolla, 2008; Ross, Niebling and Hecker 1999). Our finding reflects that, most of the students are experiencing stress in their daily academic activities. Amponsah (2010) conducted a study to investigate stress levels, experiences of stress and coping strategies of non-UK students studying at the University of Manchester, UK. The main purpose was to consider their perceived stress levels, their experiences of stress and their coping strateg ies and to link these to the continents from which they came, their gender and whether they were graduates or undergraduates. This research consisted of two phases. Survey method, perceived stress scale (PSS), the inventory of college students recent life experiences (ICSRLE) and the coping inventory for stressful situations (CISS) were used. Key findings indicated that, time pressure and work demands were the non UK students most stressful experiences. Gender was the most significant predictor of non-UK students stressful experiences, whilst female students expressed higher levels of distress than their male counterparts. The results indicate that there is no difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. There is also no difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. The ratio of male and female students and M.Phil and Ph.D students was not equal in s ample so the results can not be generalized. Students also gave solutions to these academic stresses. The percentages of these solutions are in table 2. Students gave the solutions to academic stress related problems and also reported some others problems and their solutions. Many problems are related to the course content and to the facilities. 100% students reported academic stress due to the lack of alternative arrangements in case of sudden power breaks up. More than 80% students reported course content as a cause of academic stress. More over they reported that politics in academia, gender and subjective biasness and late result declaration also caused academic stress. Limitations and Suggestions The sample size was small because M.Phil and Ph.D students enrolled less than the other students. Some departments did not allow to collect data from their students. Ratio of male and female students is also not equivalent because female students are more than the male students in Punjab University, Lahore. Ratio of M.Phil and Ph.D students is also not equivalent because M.Phil students are more than the Ph.D students in Punjab University, Lahore. More over Ph.D students are not easily available in the departments. The sample size should be large so that results can be generalized. The university should take action to sort out the problems of the students. So that their stress can be reduced and they can give more concentration to their studies. Conclusion The present research explored the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Many causes are reported that leads to the academic stress. It has been concluded that there is no differences in M.Phil and Ph.D students in reporting academic stress fur

Causes and Long-Term Consequences of Child Abuse and Neglect Essay

Child abuse is defined by the U.S. Department of Health & Human Services as being, "Any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation"; or "An act or failure to act which presents an imminent risk of serious harm."(Definitions of Child Abuse and Neglect 2015). Abuse can be divided into three different categories: physical, sexual, and mental. In our society, the act of abuse is a common factor in everyday life. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children. One widely accepted estimate of sexual abuse is that one in four girls and one in eight boys will be abused before the age of eighteen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A common definition that is given for child sexual abuse: â€Å"child sexual abuse is any action perpetrated upon or nearby a child that is sexual in nature and disturbing to the child.† Parents may find this definition too easily applied to parental affection. It would be very easy for a stranger seeing a mother or father kissing their child to believe it was an act of sexual abuse, according the definition above. It’s not likely, nor desirable that parent’s will stop showing affection to their children. If that were to occur, then we would be introducing another way of hurting children, depriving them of affection they need to grow and develop into healthy adults. However, in today’s day and age, many parents have a fear that well-meaning strangers may misunderstand their actions. Unfortunately, there are the instances when this does occasionally happen.   Ã‚  Ã‚  Ã‚  Ã‚  The courts have an empirically verifiable definition for child sexual abuse in order for them to be able to convict someone accused – put simply, they need a definition that can be proven with hard, physical evidence. This makes a problem for all the children abused in ways that do not leave a mark.   Ã‚  Ã‚  Ã‚  Ã‚  In my research, I came across this definition by author Jean Renvoize, who attempts to take all three points of view into consideration. Her definition is as follows: Child sexual abuse is any type of sexual exploitation of a child or adolescent by any older person or adult for the stimulation and/or gratification of that person, which is not necessarily confined to physical contact and which may range from exhibit... ... gone over the most important points and facts about the different types of child abuse and what their effects are on children. Child abuse has always been around, and it will always be around as long as other people care more about themselves, than about others. The golden rule is the ultimate answer, the most dignified quest. The last hundred years have only brought about changes in the discussion, description, and definition of child abuse. These things have helped do away with child abuse significantly, but the eradication of this most cursed disease is not in the sight of those who look to the future. The effect that child abuse has not just on the victims, but on their subsequent victims and on society as a whole, is, in my judgement, far more devastating than the threat of drugs, or political upheaval, of economic disaster, or of environmental destruction†¦I really think that child abuse is the most significant threat not just to the quality of life in this country, b ut to life in this country. "Definitions of Child Abuse and Neglect in Federal Law." U.S. Department of Health & Human Services Web. 4 March 2015. https://www.childwelfare.gov/topics/can/defining/federal/

Away Essay Essay

Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others. This is evident in Away by Michael Gow which focuses on aspects of discovery including realisations within oneself which can uncover further perceptions of ourselves or others. Gow also includes concepts based on the idea that the recognition that death is inevitable forces people to discover the meaning of life. Emotional turmoil and heartbreak may be a catalyst for discovery and acceptance of a situation and similarly, it must be discovered that healing can occur through love and reconciliation. Realisations within oneself can uncover further perceptions of ourselves or others. During the play â€Å"Away†, Gow portrays Gwen as a distraught woman as she has a meltdown. This is as a result of her obsession with social status, wealth and material possessions which has turned her into a cynical, angry woman. Gwen’s initial realisation occurs when Vic, who saw a lost woman in Gwen, suggests a walk and uses the inclusive pronoun â€Å"us girls† to provide a gentle approach. Walking is used by Gow as a catalyst but also a metaphor for progress and change. The walk up the beach helps Gwen to realise the elements of life are more important than her concerns over wealth and after being unable to take the BEX powder, she is no longer able to find consolation in such simplistic solutions which implies that Gwen has come to the realisation for more sophisticated thinking. The BEX powder is a symbol for Gwen’s attempt to artificially create happiness. â€Å"I want to take it and I can’t†. Gow has expressed the discovery of Gwen as very confronting yet rewarding as these new perceptions of herself lead to new perceptions of her relationship with her family and others. The recognition that death is inevitable forces people to discover the meaning of life. Coral is battling with the loss of her son in the Vietnam War, which also portrays a controversial issue at the same time. Coral’s detached attitude to life clashes her ironic statements, such as â€Å"aren’t we lucky to live in such a rich country† and â€Å"there is a price to be paid of course†. The play within a play is a cathartic experience for Coral. â€Å"I’m walking, I’m walking, I’m walking† is shown in a metaphorical and literal sense and symbolises the evident reconciliation with herself and for her son’s death. Tom has made a significant impact in Coral’s life which has caused her to change her perspective and reconcile with Her interaction with Tom  and the recognition that he will die allows Coral to overcome her intense mourning. Emotional turmoil and heartbreak may be a catalyst for discovery and acceptance of a situation. Harry and Vic are hoping the camping trip will help them overcome the shock of learning that Tom will die. â€Å"A few weeks just with ourselves. Just with you. It’ll be good.† Tom and his parents have accepted his inevitable death; however, there is still uncomfortableness between them in some situations. â€Å"Harry: when you’ve got your own family- Tom: do you want a drink or not?† In this scene, Gow uses the pause in Harry’s dialogue to the show the tension which has been created. Their tent symbolises their social status but also their lack of concern for material possessions as they are more focused on improving their relationships and spending time together. This makes them a happier family than the other two presented in the play. It must be discovered that healing can occur through love and reconciliation. Roy has been in conflict with Coral over her â€Å"strange† behaviour as he feels it is affecting his professional standing in the community. After losing a son in the Vietnam War, Roy has been impacted deeply but has, however, moved on whereas Coral is weighed down with a continuing grief which has caused struggle within the relationship. â€Å"Do you want me to arrange shock treatment?† Roy is obviously irritated with Coral’s detached and â€Å"ghostly† behaviour but it is not until Coral discovers reconciliation that she finds her happiness. During the dumb show, there is a visual representation of reconciliation as Roy buries his head in the shells and kisses Coral’s hands to symbolise the resolution of conflict. Therefore, discoveries and discovering can offer new understandings of renewed perceptions of ourselves and others as shown evidently within Away by Michael Gow. Gow has demonstrated a use of concepts within the play which reflect a theme of discovery as they can offer new understandings of ourselves and others, leading to renewed values and ideas and future possibilities. This is shown within the relationships between characters throughout the play, including Roy and Coral who find reconciliation portrayed in the hat of shells, Harry and Vic who discover and accept the inevitable death of their son and Gwen who, within herself, rediscovers happiness which allows a new perception of her relationship with her family and others.

Life as a Master Cosmetologist Essay

What is a master cosmetologist? A master cosmetologist is an individual that has knowledge and skills in the field of cosmetology through advanced education. Cosmetology is defined as the art and science of beautifying and improving skin, hair, and nails. (Houghton Mifflin, 2009) In order to obtain the title master cosmetologist certain requirements must be met. A master cosmetologist may provide beauty services, massages and scalp treatments, apply make- up, style wigs, perform some hair removal and provide nail and skin care services. Life as a Master Cosmetologist A master cosmetologist has several advantages. One advantage from working as a master cosmetologist is the option to work on skin, hair, or nails. Many choose to work in a specific field after they are licensed. Job titles reported for a master cosmetologist are; hair stylist, hairstylist, hair dresser, hairdresser, barber stylist, manager stylist, platform artist, celebrity stylist, make-up artist and nail technician. A state issued license is required to practice cosmetology, although educational requirements to receive such license vary depending on state. Georgia State Board of Cosmetology first requires an individual to receive 1500 credit hours from an accredited cosmetology school. Coursework is taught by licensed professional instructors and consist of lectures and labs covering bacteriology, sterilization, customer service and business. † (Master cosmetologist, 2011) Additional coursework includes anatomy, physiology and chemistry. Secondly, the individual must submit an application to state board for an examination date. You must past a written and practical exam with a score of 70 or above. Following, an application for initial licensure along with a money order must be submitted. The fees vary by state between $30 and $50. A Master Cosmetologist License should be renewed every two years before March 31. Some states may allow a license holder to apply for reciprocity in another state. Reciprocity may be extended to licensees from other states or countries that have similar training and licensing requirements. The state of Georgia does not reciprocate with Florida, Hawaii, New York or California. There is an endless list of job descriptions associated with a master cosmetologist. A job description is defined as a document that outlines all duties and responsibilities of a particular position in a salon. The following entries are examples of such job descriptions. *Develop new styles and techniques. *Demonstrate and sell hair care products and cosmetics. *Operate cash registers to receive payments from patrons. *Shampoo, rinse, and condition scalp, hair or hairpieces. *Update and maintain customer information records, such as beauty services provided. *Bleach, color or tint hair using temporary, demi-permanent, semi-permanent, or permanent hair color. * Schedule client appointments. *Analyze patrons’ hair and other physical features to determine and recommend beauty treatments or suggest hairstyles. Cut, trim, and shape hair or hairpieces based on customers’ instructions, hair type and facial features. *Keep work stations clean and sanitize all tools, implements, and equipment. The skills of a master cosmetologist are limitless. Providing personal assistance, emotional support, and other personal care has proven to be the most valuable. Others include but are not limite d to; performing for or working directly with the public, thinking creatively, updating and using relevant knowledge, active listening, time management, judgment and decision making, critical thinking and management of financial resources. Being aware of others’ reactions and understanding why they react the way they do is an important skill known as social perceptiveness. (E-Best resumes, 2011) Employment Most employers require a person to have a high school diploma or GED and cosmetology license. â€Å"Candidates must have a professional presentation and strong customer service skills. † (Cosmetologist career profile, 2011) Employers may ask that a salon stylist also provide an employment portfolio and resume. A portfolio is a collection of photos and documents that reflect your skills, accomplishments, and abilities in your field. A resume can be described as a written summary of a person’s education and work experience. By law, a master cosmetologist must display his or her credentials at his or her station, and clients may ask to see a license in areas where the license need not be displayed by law. A lengthy career in cosmetology may cause physical damages to the body. These damages would be considered disadvantages of working as a master cosmetologist. One disadvantage would be carpal tunnel syndrome. Carpal tunnel syndrome is caused by pressure on the median nerve- the nerve in the wrist that supplies feeling and movement to parts of the hand. It can lead to numbness, tingling, weakness or muscle damage in the hands or fingers. Varicose veins are swollen twisted and sometimes painful veins that have filled with an abnormal collection of blood and would be considered another disadvantage of this profession. Moreover, lower back pain is triggered by a combination of overuse, muscle strain, and injury to the muscles, ligaments, bones and discs, making the back more prone to injury and re-injury. Low back pain can lead to overall imbalance in the spinal structure. Occupational Outlook The market seems favorable in years to come for cosmetologists. Cosmetology could be one of the few recession proof careers; things would have to get pretty bad for most people to prompt taking haircuts and hairstyling out of their budgets. â€Å"In fact, as stress and anxiety about the economy rise, so does business at salons, where clients can find relaxation and relief in the midst of the turmoil. †(Cosmetology career trends, 2011) According to SimplyHired. com, as of 2010, the average salary for a master cosmetologist is $31,000 per year. Income may vary due to customers’ tipping habits, services provided, experience of the cosmetologist, and whether he or she works on commission. The demand for cosmetologist is expected to grow by 20% between 2008 and 2018. Opportunities should remain plentiful, especially for new graduates seeking entry-level positions. Finally, to be successful you must take ownership of your education. Not surprisingly, employment will be greater for those with professional experience and those licensed to provide a broad range of services. A demand for specialized hair services has increased in recent years. This trend will continue, leading to a favorable occupational outlook for cosmetologists.