Kigu Essay Example for Free

Kigu Essay Using TPCASTT for Analysis T| Title| There is a field on the Canadian border that has a monument that is either forgotten, unimportant or both.| P| Paraphrase| On the Canadian border, there’s a beautiful field that isn’t famous, but it shouldn’t be known in order to preserve its beauty. | C| Connotation| What meaning does the poem/story have beyond the literal meaning? Fill in the chart below.| | | Form/GenreIt’s structured in the form of a free verse. The author chose to describe the beauty of nature, and says we should protect it.| DictionThe author uses â€Å"no†¦Ã¢â‚¬  and†did not†¦Ã¢â‚¬  because he is showing us that this field is important, even though nothing significant happened there.| ImageryI see a green, open, big field with birds silently flying overhead, with the wind blowing across the field.| | | Point of ViewThe author is the narrator. He is speaking in 1st person. He may have a lot of reliability. | DetailsThere is a naturally beautiful field that the author doesn’t want to be destroyed by any human or anything else.| AllusionsIt refers to the unknown soldiers that died. None of them died there, or were buried there.| | | SymbolismIt’s referring to purity. | Figurative LanguageThis is the field where grass joined handshallowed by neglect and an air so tame| Other Devicesâ€Å"People celebrate it by forgetting its name.†| A| Attitude| The speaker feels that the field is a beautiful place, and it should be protected.The author likes nature, and wants everyone else to try to protect it and to keep it as long as possible.| S| Shifts| There was no shift in this poem.| T| Title| The title means there is a beautiful piece of nature that it should be its own monument, even though nothing happened there.| T| Theme| Things in nature that are forgotten are the things that last.| In William Stafford’s poem, â€Å"At the Un-National Monument Along the Canadian Border,† I think the author is telling everyone that nature is precious. We should try to protect and keep it clean. Nature is a beautiful thing. You only have nature as long as you keep it pure. Another point is that monuments aren’t always going to be man-made structures. Sometimes, the most beautiful monuments are naturally made. The third idea is that the field is  like the opposite of a warzone. Instead of planes flying over, dropping bombs, birds are flying over. Instead of dead bodies on the ground, big, grassy plains are there. The last thing the author is telling us is that this field will last a long time because people are forgetting about it.

Effect of Rural Urban Cultural Differences

Effect of Rural Urban Cultural Differences Multiple intelligence is a new concept devised by Gardener. . To replace the narrow view of intelligence, the emergence of multiple inelegance theory make us feel that every individual has multiple talents. Focus these days is on designing educational experiences for the students that demonstrate and explore that how smart they are in the synergistic environment of a community of learner as they move in the new century. And as described earlier the collaboration between ecological factors and MI can build a new theory in the area of psychology and education. Every one living in this world is having its unique qualities. Psychology calls its Individual Difference and Philosophy calls it Natural Endowments. Every learner has its pace, speed, likings, disliking in course of development. A person learns best when taught in the way he or she can best perceive the things to be learned. A person can be most successful in a profession when the same is according to his or her abilities and in terest .Each student has the capabilities to activate all the eight identified intelligence but these intelligences may be developed in different degrees within each individual.(Elliot et al 1999). As humans, our life is determined and influenced by various dimensions: a biological inheritance and physical appearance that distinguish us from other living beings; a psychological make-up which determines our mental, emotional, linguistic, behavioral and moral aspects; a social need which affects all aspects of our existence and lifestyle; and a spiritual dimension which helps us to distinguish right and wrong. (Motah, 2006) The most important and most prized possession is intelligence, yet it is a concept that evens the most intelligent people has not been able to agree on (Santrock, 2000). An individuals spheres of knowledge are not developed within an internal cognitive vacuum, untouched by the objects, persons and events in ones environment. The different domains and disciplines valued by different cultures exert a tremendous influence over how ones intelligences develop, and to what extent they are mobilized. Gardner defines intelligence not in terms of raw capacity or mastery, but asthe ability to solve problems, or to create products, that are valued within one or more cultural settings(2004, xxiv). Each cultural setting in its interactions with the individual tries to promote the individuals ability in its preferred domain. By contrast, environmental settings can also shape the individual concepts and attitudes in an active controlling way. (Goodnow 1990) Environment exerts a great influence on the cognitive abilities of a person. Intelligence will flourish in an individuals life as the result of a dynamic interaction between his or her biology (genes), psychology (family environment) and cultural context (favorable or unfavorable historical epoch). Intelligence begins and develops in a socio-cultural context. Vygotsky (1978) believed that all higher cognitive processes develop out of social interaction. Due to social, cultural and economic differences there are differences in developmental traits among individuals .Environment is considered to be a vital point in MI theory. Gardener defines intelligence not in terms of raw capacity or mastery, but as the ability to solve problems or to create products that are valued within one or more culture settings. There is a major difference between rural and urban environment, although the basic developmental principles are universal and follow consistent course. Human ecological perspective stresses the importance of understanding relationship between many aspects of socio-cultural world. In his theory environment is considered as a series of compact structures that extend beyond the home, school and neighborhood setting in which the individuals spend their day life. Most of the population (70%) is still residing in rural India. There is lot of socio-cultural differences between exposure, facilities, instructional activities, etc., among rural and urban setting. Societys culture, tradition and value system infiltrates to influence through interactions with the environment of the environment is regarded as having a powerful impact on the development. Society is a web of human relationship. We interact with others, meet so many people, behave according to social norms and social environment and this social environment either it is rural or urban affects intelligence of any human being. The social setting in which the growth of a child takes place, type of surroundings, culture, habits, exposure, etc., all these have a direct or indirect influence upon ones emerging abilities. Societys culture, tradition and value system infiltrates to influence through interactions with the environment. In this way, the environment serves as Cultural Amplifier (Bru ner, 1960), amplifying cultural practices (like written language) and values (like appreciation of art). Thus, effect is amplified when a person actually uses tools supplied by culture (Cole and Griffin, 1980). Such experiences can evoke resonance (Kornhaber et al., 1990) in the child, reinforcing his emerging abilities. Gardner (1983) environments can give children selective exposure to different domains. The Mexican children born to potter families have substantial exposure to clay and related activities Researches over the last few decades have shown that human development is a process of interaction between biological and environmental factors. The ecology of human development involves scientific study of the progressive and mutual accommodation between an active growing human being and the changing properties of the immediate setting in which the developing person lives, as this process is affected by relations between the setting and by the large contents in which the settings are embedded Brofenbrenner, 1979). Initially, most theories of intelligence whether singular or multiple have assumed that intelligences are simply biological entities or potentials, which exist in the head and in the brain and can be measured reliably independent of content. These days concepts of multiple intelligence are one approach around which educators have begun to focus their efforts. Gardner proposed the theory of Multiple Intelligence and challenged old beliefs about what it means to be smart. It s now how smart you are, its how you are smart? Gardner (1999) defined intelligence as bio psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. Multiple intelligence theory feels us that every individual has multiple talents. Focus these days is on designing educational experiences for students that demonstrate and explore how they are smart in the synergistic environment of a community of learners. Gardner argues that intelligence is not some static reality fixed at birth and measured well by standardized testing. Instead, intelligence is a dynamic, ever growing reality that can be expanded in ones life through eyelid intelligences: (1) linguistic (words), (2) logical mathematical (numbers), (3) spatial (pictures), (4) musical (musical photometric), (5) bodily-pin esthetic (movement), (6) interpersonal (people), (7) intrapersonal (self), (8) naturalistic (flora fauna). Multip le Intelligence incorporates the broad spectrum of human abilities into eight-fold system that can make any person a winner in life. Now it is a debate on this specific issue that is there any significant effect of socio cultural setting on different dimensions of multiple intelligence. Rural youth is in doubts where he stands. So this is the time when society should recognize their strong multiple intelligence and factors which influence their multiple intelligence, to learn new things in his or her own way and pursue interest and choose future profession which required that particular intelligence considering the importance of multiple intelligence, an idea was conceptualized to find out multiple intelligence among school going children of 12-14 years old in rural and urban area of Haryana with the objective of comparing the multiple intelligence among children in rural and urban areas. When we talk about adolescents, early adolescence is very crucial period of life, whether it is physical, socio-emotional, psychological or educational development, all are on the peak during this phase. This is the time when fou ndations of future professional settlement are laid. A person can be most successful in a profession when the profession is according to his or her abilities and interests. Review of Literature Alkhateeb and Jumaa (2002) investigated the effect of cooperative learning on eighth grade students performance in algebra. Boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting. Chong (2004) investigated the exposures to the instructional activities, involving socio-cognitive techniques, showed a positive impact on the self-efficacy and self-regulation in the academic domain but not on aspects of self-concept, social efficacy and social regulation, suggesting that socio-cultural variables may be more amenable to change. Manocha (2003) also found that micro, meso and exo levels are significantly correlated with the concept development among rural children. Furnham et al. (1999) reported that there were both significant cultural and sex difference in the estimation of overall own MI scores. Furnham et al. (2002) found clear cultural and gender differences in degrees of multiple intelligence of people with all the p articipants rating their fathers and brothers numerical intelligence higher and verbal intelligence lower than that of their mothers and sisters .Ramanathan (1994) indicated that the mean IQ scores declined consistently with increase of birth order in rural as well as urban areas. Brofenbrenner (1989) stated that people in a particular culture or subculture often share broad based beliefs that are different from other cultures. For example, values and attitudes of children growing in an urban setting differ from those of rural setting. RICCIUTI et al. (1990) found that the interaction effects of low birth weight ( LBW) and social risk associated with fathers absence increased the likelihood of cognitive impairment in the early years of life. Silver et al. (2000) in the face of increasing cultural diversity, educators need new ways of understanding how children think. Educators at all grade levels and in all content areas should implement a holistic learning programme that seamlessly integrates learning styles and multiple intelligences into instruction, curriculum and assessment. Teachers should help students become more reflective and self-aware learners. There is a strong cultural bias that undervalues sewing and relegates it to handedness instead of the loffier headedness. Cheng (1999) more often, creativity is discussed in the literature as if it is culture free. Only in the recent years has the cultural aspect of creativity been studied explicitly of late, cultural difference in creativity has not only been expressed through conceptual discourse but also investigated empirically. Li and Shallcross (1992) compared the creative problem solving behavior of Chinese and American elementary and high school students and re ported differences in approach to the nine-dot problem. Evidently, researches are now more consciously aware that culture can and does play a role in the development of creativity. Pearson (1998) multiple intelligences theory endorses a group of propositions many teachers have always believed. We are not all the same; we do not have the same kinds of minds; and education works most effectively if these differences are taken into account rather than denied or ignored. From the above discussion, it can be concluded that there is a great need to study different socio-cultural, rural-urban setting as mentioned in the review that IQ scores are influenced by rural-urban set-up. Research Methodology Sample size Two schools from each district i.e. Sirsa and Hisar were selected. From each school, 40 respondents were taken purposively to meet the sample size of 160 respondents. Age was considered 12-14 years as per requirement of the standardized scale used in study. Exploratory cum Descriptive design is used Research Instruments A well developed and modified standardized Multiple Intelligence Assessment Tool by Gurpreet Kaur and Chhikara (2006) was used. Minor modifications were done before the use of scale. Objectives: The very objective of the research paper is to compare the different types multiple intelligence among school going children in rural and urban area Hypothesis: There is no significant difference in linguistic intelligence of rural urban children. There is no significant difference in logical mathematical intelligence of rural urban children. There is no significant difference in musical intelligence of rural urban children. There is no significant difference in bodily kinesthetic intelligence of rural urban children. There is no significant difference in Visual spatial intelligence of rural urban children. There is no significant difference in interpersonal intelligence of rural urban children. There is no significant difference in naturalistic intelligence of rural urban children. There is no significant difference in intrapersonal intelligence of rural urban children. Results and Discussions Linguistic intelligence: Linguistic intelligence is the intelligence of words. This is the intelligence of journalists, storytellers, poet, lawyer, etc. The significance of differences between mean scores of rural and urban area was tested by the T test. Table shows that significant differences were observed in the mean scores of rural and urban areas adolescents in linguistic (t=2.48*), Language plays a major role in manifestation of educational status. Language is used both as a means of expression as well as communication (Choudhary, 2005). The surrounding world furthermore in our rural Haryana when insisting the children meet daily responsibilities, mothers of sons more often pair control with autonomy granting Whereas in urban areas situation is far better. No gender discrimination as compared to rural area was found, and this is the factor which leads in linguistic intelligence of urban area adolescents than rural area. Significant results were obtained. Logical mathematical intelligence: Logical mathematical intelligence is the intelligence of numbers and logic. This is the intelligence of the scientist, accountant, computer programmer, etc. Results depicted in the table showed rural adolescents higher mean scores on logical mathematical intelligence as compared to urban adolescents. Non-significant association was observed by adolescents, an overall difference in mathematical abilities in rural and urban area exists (Bielinski and Davison, 1998; Lin and Hyde, 1989). A study conducted to check achievement in mathematical and language shows students were better in maths and language in a multigrade school (Chandrasekhar and Santosh Kumari, 2006). Musical intelligence: Musical intelligence is the capacity to perceive, appreciate and produce rhythms and melodies. This is the intelligence of musicians or singers, music teacher, musical copyist, instrument maker, lyricist, etc. Musical intelligence was slightly higher in urban area than rural area adolescents. This was due to interest taken by parents and facilities provided by parents of urban areas. Often in urban area reading, spelling art and music are regarded as more important for children especially for girls whereas in rural area mathematics, atheletics and mechanical skills are considered more important (Eccles et al., 1990; Jacobs and Weisz, 1994.For music girls are usually found to be more interested in music than boys and are seen discussing about music in their free time with their friends. In our rural society, music and dance are considered more to be feminist traits, although girls are also not encouraged to take it as a profession (Andre et al., 1999; Freedman-Doan et al., 2000). bodily kinesthetic: Bodily kinesthetic intelligence is the intelligence of the physical self. It includes talent in controlling ones body movement and also in handling objects skillfully. This is the intelligence of athletes, crafts people, mechanics, surgeons, etc. In bodily kinesthetic and visual spatial intelligence and intrapersonal urban area adolescents leaded whereas in interpersonal, naturalistic and logical-mathematical intelligence, rural area adolescents had slightly higher mean value. Visual spatial intelligence: Spatial intelligence involves thinking ink pictures and images and ability to perceive transform and recreate different aspects of visual spatial world. This is the intelligence of architect, photographers, artists, pilots, mechanical engineers, etc. Visual spatial intelligence was higher in urban areas as compared to rural area. There is significant difference observed in the mean scores of rural and urban areas adolescents in visual spatial (2.31*).In urban area there is much exposure in children due to mass media entertainment inputs and various modern facilities in the form of T.V, computers, internet and other electrical gadgets where visual spatial intelligence may achieve greater mean score in urban children. Naturalistic intelligence Naturalistic intelligence is the intelligence of nature personal strong in this displays empathy, recognition, and understanding for the living and natural things (plants, animals, geology, etc.). It is the intelligence of a farmer, scientist and animal caretakers. There is no significant difference was found in naturalistic intelligence in urban and rural area. Because nature has given us natural qualities which is crowned in every human being. Interpersonal intelligence Interpersonal intelligence is the ability to understand people. In particular, it requires a capacity to perceive and the responsiveness to the moods, temperaments, intensions and desires of the others. This is the intelligence of administrators, manager, school principal, psychologist, etc. There is significant difference was found Intrapersonal intelligence Intrapersonal intelligence is the intelligence of inner self. A person strong in this kind of intelligence can easily access his/her own feelings, discriminate between many different kinds of inner emotional status and uses his/her understanding to enrich and guide his/her life. This is the intelligence of a counselor, theologians, self-employed business people, etc. The results from rural and urban Maharashtra revealed the level of emotional intelligence as low and independent irrespective of gender, area and age (Tyagi, 2004). Significant results were obtained in linguistic, musical, bodily-kinesthetic, visual special and interpersonal, whereas non-significant in logical mathematical, naturalistic and intrapersonal intelligence. The study revealed the difference among rural and urban multiple intelligence, so hypothesis is rejected. The significance of differences between mean scores of rural and urban area was tested by the T test. Table shows that significant differences were observed in the mean scores of rural and urban areas adolescents in linguistic (t=2.48*), musical intelligence (-5.96**), logical mathematical (1.63NS) kinesthetic (2.7**), visual spatial (2.31*), interpersonal (5.50**) and in the intrapersonal (0.44NS In case of multiple intelligence there is always need attention which requires special attention both by parents as well as teachers for adolescents belonging to rural and urban area. Adolescents who have more potential in particular aspect, if they are encouraged and motivated, they can be able to recognize their potential and can reach the stage of maximum ability of their talent in particular field. Suggestions and Educational Implications By finding peoples intelligence in different aspects, they can become famous people in their field like Dhoni (bodily kinesthetic), Abhijeet Sawant (musical intelligence), Mandira Bedi (interpersonal intelligence), Osho (intrapersonal intelligence), Vishwanathan Anand (logical mathematical intelligence), M.F. Hussain (visual spatial intelligence), Ayn Rand (linguistic intelligence) and Saleim Ali (Naturalistic intelligence). Need is to educate parents and teachers about the multiple intelligence of adolescents irrespective of area. Because adolescence is the age when people start utilizing their talent and interest in particular field and start aspiring it as a career/profession. Thus this is the time when parents should identify talent of their children and should start planning for their education in the particular field. So that their adolescents can later enter into that particular career in field of their choice. Educating parents about multiple intelligence can be a key component of school success. It should be started in schools as students parents are not aware of multiple intelligence (Hoerr, 2002).

Level of Stress in Final Year Students | Research

Level of Stress in Final Year Students | Research Level of stress in Final year MBBS students at Rural Medical College: A Cross-sectional Study. Shelke Umesh S1, Kunkulol Rahul R2, Narwane Sandeep P3 Abstract: Introduction: Stress, defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions, has a high prevalence in MBBS students. A variety of stressors play a significant role in developing stress. Objective:  To study the level of stress and stressors responsible in Final MBBS students of Rural Medical College, Loni. Methods: A descriptive cross sectional study was carried out in 100 students (50 of either sex) willing to participate in the study. They were subjected to fill the Medical Student Stressor Questionnaire, which consists of 40 questions for evaluating the stressors and severity of stress perceived by the subjects.  Results: 71% subjects’ perceived moderate stress, while 13% and 16% perceived high and mild stress respectively. Academic stressor counted for moderate stress in 63% and high stress in 24 % of subjects, which was higher than other stressors. Conclusion: Academic stressors bein g the major stressor perceived,Strategies are required to decrease the burden of academic stress in the students. Introduction Stress is defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions1.Studies have revealed a high prevalence of stress in medical students, ranging from 30% to 50%2-7. Learning a lot of new information in relatively short time, with pressure of exams,cause development of stress in medical students 8. A stressor is defined as a personal or environmental event that causes stress9, 10. Stressors of medical students can be grouped into academic related, intrapersonal and interpersonal related, teaching and learning-related, social related, drive and desire related and group activities related stressors3. One or more of such stressors might act at the same time and contribute in development of stress among students. Excessive amount of stress in medical training predisposes students to have difficulties in solving interpersonal conflicts,sleeping disorder, decreased attention, reduced concentration, temptation to cheat on exams, depression, loss of objectivity, increased incidence of errors, and improper behavior, such as negligence. Stress may also manifest in the form of headaches, gastrointestinal disorders, coronary heart disease, impaired judgments, absenteeism, self-medication, suicidal ideation, depression and the consumption of drugs and alcohol11,12. A few studies in India have studied the prevalence of stress and stressors responsible in medical students. The present study (references from folder Indian references) was planned to study of stress in last year medical students at Rural Medical College. Methods A descriptive cross sectional study was conducted with a study population of 100 medical students (50 of either sex) in III MBBS from Rural Medical College, Loni, Ahmednagar. Duration of the study conducted form 1stFebruary 2014 to 1st March 2014. IEC approval was taken before the commencement of study. Students who were ready to give consent were enrolled in the study and inclusion and exclusion criteria were applied. III MBBS students of either sex consenting to participate were included in the study. Students not ready to participate or of other year were excluded from the study. The participants were subjected toMedical Student Stressor Questionnaire (MSSQ)3 The MSSQ consists of 40 items representing the six stressor domains.Each item were answered in the form of score as The 40 items were divide into sections A(20 items) and B(20 items) respectively. Total score of A and B of each domain were divided by following value and results were interpreted. 1. Academic related stressors (ARS) =13 2. Intrapersonal and interpersonal related stressors (IRS) =7 3. Teaching and learning-related stressors (TLRS) =7 4. Social related stressors (SRS) =6 5. Drive and desire related stressors (DRS) =3 6. Group activities related stressors (GARS) =4 Interpretation: 0.00-1.00 causes mild stress 1.01-2-00 causes moderate stress 2.01-3.00 causes high stress. 3.01-4.00 causes Severe stress. The mild type of stress means it does not cause any or mild stress. The moderate type indicated that it caused reasonable but manageable stress. The high type of stress indicated lot of stress and causes emotional disturbances and mildly compromises daily activities. The severe stress indicates severe emotional disturbances and compromise of daily activities. Statistical Analysis: Data were analyzed by Chi- square test. Results: Moderate type of stress due to academic related stressors was commonly seen in final year MBBS students in both genders. 33% females and 30% malesshowed Moderate type of stress. 15% femalesshowed high type of stress as compared to 9% in males.Severe type of stress was seen in one male. 80% of males and 96% of females suffered from moderate, high or severe type of stress due to academic related stressors. (Table 1) Table: 1Distribution between Academic related stressors (ARS) and Gender Value of χ ² =7.976, d.f. = 3, significant, p By applying g Chi-square test there is a significant association between ARS and gender (p Table: 2 Distribution between Intrapersonal and interpersonal related stressors (IRS) Table 2 showsfrequency of stress due to IRS. Moderate type of stress due to intrapersonal and interpersonal related stressors in final year MBBS students was high in both gender. 29% females and 25% males showed moderate type of stress. 10% malesand 8% femalesshowedhigh type of stress due to intrapersonal and interpersonal related stressors. 70% of males and 74% of females suffered from moderate to high type of stress in this category. Table: 3 Distribution between Teaching and learning-related stressors (TLRS) and Gender. Value of χ ² =3.226, d.f.=2, significant, p By applying g Chi-square test there is a significant association between Teaching and learning-related stressors (TLRS) and sex (p Table 3 showed more number of moderate type of stress due to teaching and learning-related stressors (TLRS) in final year MBBS students in both gender. 30% females and 29% malesshowed moderate type of stress. 17% males showed mild type of stress and 9% femalesshowed high type of stress due to teaching and learning-related stressors (TLRS). 66% of males and 78% of females suffered from moderate to high type of stress. Table: 4 Distribution between Social related stressors (SRS) and Gender Table 4 displays more moderate type of stress due to social related stressors (SRS) in final year MBBS students in both genders. 28% females and 26% males showed moderate type of stress. 20% malesshowed mild type of stress and 8% femalesshowed high type of stress due to social related stressors (SRS). 60% of males and 80% of females showed moderate to high type of stress. Table: 5Association between Drive and desire related stressors (DRS) and Gender Value of χ ² =3.648, d.f.=3, significant, p By applying g Chi-square test there is a significant association between Drive and desire related stressors (DRS) and sex (p Table 5 shows more subjects showing mild type of stress due to drive and desire related stressors (DRS) in final year MBBS students in both genders. 31 % males and 24% femalesshowed moderate type of stress. 19% femalesshowed mild type of stress, 5% femalesshowed high type of stress and 2% femalesshowedsevere type of stress due to drive and desire related stressors (DRS). 38% of males and 52% of females showed moderate to severe type of stress. Table: 6Association between Group activities related stressors (GARS) and Gender Table 6 showed more moderate type of stress due to group activities related stressors (GARS) in final year MBBS students in both gender. 22 % males and 23% femalesshowed moderate type of stress. 21% malesshowed mild type of stress, 8% femalesshowed high type of stress and 1% malesfemalesshowedSevere type of stress due to group activities related stressors (GARS). Table 7 Stressors according to rank of mean degree of stress perceived by medical students. Test and examinations was the only item that caused moderate to high stress among students. All other items fell under the category of mild to moderate stress except working with computers and talking to patients about personal problems. Table 7. Stressors according to rank of mean degree of stress perceived by medical students (by MSSQ) Degree of stress classification: 0 1.00 is ‘causing nil to mild stress’, 1.01 – 2.00 is ‘causing mild to moderate stress’, 2.01 – 3.00 is ‘causing moderate to high stress’ and 3.01 – 4.00 is ‘causing high to severe stress’ Discussion MSSQ having a high score in a particular stressor group generally indicates that the subjects perceive events, conditions or situations from that particular group as causing the subjects stress. The scores, however, do require frank and honest response in order for it to be of any use. The scores are also affected by factors which can falsely increase or lower the scores, but generally the validity and reliability studies have indicated that the scores from the questionnaire are highly trustworthy.8 Personal and environmental events that cause stress are known as stressors9,10. Stressors of medical students are grouped into six categories. Academic related stressors refer to any event related to the academics of the students.Interpersonal and intrapersonal related stressors refer to any form of relationships between and within individuals that cause stress. Teaching and learning related stressors refer to any events related to teaching or learning that causes stress. Social related stressors refer to any form of community and societal relationships that cause stress. Drive and desire related stressors refer to any form of internal or external forces that influence one’s attitude, emotion, thought and behavior which subsequently cause stress.Group activities related stressors refer to any group events and interactions that cause stress13. In present study moderate type of stress caused due all the 6 stressors was commonly seen in both genders of final year MBBS students. Statistically significant difference was seen in males and females with respect to academic related, teaching related and drive and desire related stressors. This difference was also noted in a study by Waghachavare et.al.14 Our study showed 58% of males and 64% of females perceiving moderate to high type of stress. This was high as compared to studies conducted in Malaysia which were 29.1 % to 41.9% in government institutes2,5,6 and 46.2% in a private school6, as measured by GHQ-12.In a study on medical student conducted in GS medical college, it was observed that 73% of students perceived stress15. Zung’sself rating scale for depression was used for the study. In the study by Waghachavareet.al.14,which used DASS-21 and GAD scales, stress was perceived by 34 % of medical students. There was a significant difference between males and females perceiving stress. The academic related stressor had 63% of population in the moderate type of stress, while it became 88% when moderate to severe type of stress added together. Academic related stressor was followed by intra and interpersonal related, teaching and learning related, social related, group related and drive and desire related stressors. The academic factor was higher stressor as compared to physical, emotional and social factors in the study conducted in GS medical college. Studies have revealed that the stressors affecting medical students’ well-being seem to be related to the medical training, especially academic matters3, 6, 14-19. On ranking the items depending upon the mean level of stress that the students perceived, it was found that the stress related to the academics was highest (Table 7). This finding supports the findings of the study done by Yusoff et al.2 To conclude, the study showed high prevalence of stress among students with respect to different stressors. Academic stressors have significant association with stress among students. Females show more stress as compared to males. Strategies are required to decrease the burden of academic stress in the students. Acknowledgement: Final MBBS students (Batch 2011 and 2012) and Mr. Hemant Pawar (Statistician), Department of Pharmacology Research cell, Rural Medical College (PIMS- DU), Loni. References Rosenham D L, Seligman M E. Abnormal psychology. 2nd ed. New York: Norton; 1989. Muhamad SBY, Ahmad FAR, Yaacob MJ. Prevalence and sources of stress among medical students in UniversitiSains Malaysia [Thesis]. Medical Education: UniversitiSains Malaysia (USM), Mei; 2009. Muhamad SBY, Ahmad FAR, Yaacob MJ. The development and validity of the Medical Student Stressor Questionnaire (MSSQ). ASEAN Journal of Psychiatry. 2010; 11 (1). Zaid ZA, Chan SC, Ho, JJ.). Emotional disorders among medical students in a Malaysian private medical school. Singapore Med J. 2007;48(10), 895-899. Sherina MS, Lekhraj R, Nadarajan K. Prevalence of emotional disorder among medical students in a Malaysian university. Asia Pacific Family Medicine. 2003; 2, 213-217. Saipanish, R. Stress among medical students in a Thai medical school. Med Teach. 2003; 25(5); 502-506. Miller, PM, Surtees, PG. (1991). Psychological symptoms and their course in first-year medical students as assessed by the Interval General Health Questionnaire (I-GHQ). Br J Psychiatry.1991; 159, 199-207. Yussof M, Baba A. Prevalence and associated factors of stress, anxiety and depression among prospective medical students. Asian Journal of Psychiatry.2013;59 (2),128–133. Lazarus RS. Theory-Based Stress Measurement. Psychology Inquiry. 1990; 1 (1), 3-13. Lazarus RS, Folkman S. Stress, appraisal, and coping. New York: Springer; 1984. O’Rourke M, Hammond S. The Medical Student Stress Proà ¯Ã‚ ¬Ã‚ le: a tool for stress audit in medical training. Medical Education. 2010; 27 (44): 1027–1037. Dahlin M, Nilsson C, Stotzer E, Runeson B. Mental distress, alcohol use and help-seeking among medical and business students: A cross-sectional comparative study. BMC Med Educ. 2011;11:92. Muhamad SBY, Ahmad FAR. The Medical Student Stressor Questionnaire (MSSQ) Manual . 1st edi. Malaysia: KKMED Publications; 2010. Waghachavare VB, Dhumale GB, Kadam YR, Gore AD. A Study of Stress among Students of Professional Colleges from an Urban area in India. Sultan Qaboos University Med J.2013;13(3):429-436. Supe A N. A study of stress in medical students at Seth G.S. Medical College. J Postgrad Med.1998; 44:1-6 Aktekin M, Karaman T, Senol YY, Erdem S, Erengin H, Akaydin M. Anxiety, depression and stressful life events among medical students: a prospective study in Antalya,Turkey. Medical Education. 2001; 35(1): 12-17. Guthrie EA., Black D, Shaw CM, Hamilton J, Creed FH, Tomenson B. Embarking upon a medical career: psychological morbidity in first year medical students. Med Educ. 1995; 29(5): 337-341. Kaufman DM, Day V, Mensink D. Stressors in 1st-year medical school: comparison of a conventional and problem-based curriculum. Teaching and Learning in Medicine. 1996; 8(4), 188-194. Kaufman DM, Day V, Mensink D. Stressors in Medical School: Relation to curriculum format and year of study. Teaching and Learning in Medicine. 1998; 10(3), 188-194.

Confucianism Essay -- Papers China Chinese Culture Religion Essays

Confucianism A philosopher named Confucius founded Confucianism in China 2,500 years ago. Confucianism is a system of ethical behavior and social responsibility that became the great traditions of the East.1 It played an important role in the evolution in Chinese culture over the centuries. It has influenced near-by countries and had made a mark in the history of religion. There are today over six million people who call themselves Confucianists. Most Confucianists live in East Asia where Confucianism is thought to be born. For over two thousand years, Confucianism has been the dominant philosophical system of Chinese government, which has still a great hold on their people. Because Chinese culture has spread to the counties of Vietnam, Korea, and Japan, the values of Confucianism can be found there too. Confucius Confucius was born in 551 BC in the village of Zou in the country of Lu. During that time, the Zhou dynasty was in decline-this was controlled by King Zhou. As a child, Confucius would have make-believe rituals; as a young adult he quickly earned a reputation for politeness, fairness and had a love for learning. He traveled often and studied at the imperial capital, Zhou, where legend has it he spoke with Lao Zi, the leader of Daoism. When Confucius returned to Lu, he became a renowned teacher. At the age of 35, Confucius followed Duke Zhao into war. Duke Zhao was later captured and Confucius again followed. Zhao often went to Confucius for advice, but was later advised not to by one of his advisors. Eventually Zhao stopped going to him for advice and Confucius returned to Lu. When he returned, he saw that conditions have been unchanged so he retired from public life to concentrate on teaching and studying... ...ducted at the many Confucian temples on the island. In June, Taiwan?s Dragon Boat Festival commemorates the death, in 299 BCE, of the Confucian diplomat Chu Yuan, who drowned himself to call attention to unheeded demands for government reform. Bibliography: 1Confucianism ? World Religions by Thomas and Dorothy Hoober P. 3 2 Confucianism ? World Religions by Thomas and Dorothy Hoober P. 75 3 Confucianism http://albany.net/~geenius/kongfuzi/teach.html 4 Confucianism ? Encarta Encyclopedia http://www.encarta.com 5 Confucianism ? World Religions P. 56 6 Confucianism http://www.albany.net/~geenius/kongfuzi/modkong.html 7 World Book Encyclopedia ? Confucianism 8 Confucianism http://www.encyclopedia.com 9 Confucianism http://connect.net/ron/confucianism.html 10 Confucianism http://www.encarta.com (I would check it first)

Is Monogamy the Best Form of Marriage? Essay -- essays papers

Is Monogamy the Best Form of Marriage? In the United States, marriage is a commitment two people make for the rest of their lives. The average American marriage lasts seven years. Well over half of all marriages end in divorce (Francouer, 72). Statistics in the infidelity have rose fifty percent since the 1970s and is rising all the time. The divorce count in this country is now up to one out of every three-marriage end in divorce. Serial polygamy is a common lifestyle for those who are divorced and then become remarried. The relationship between a husband and wife should be sacred and trustworthy. Without the trust and honesty there is no marriage. Monogamy is the loving, sharing, and devoting one's self to another person for the rest of their life. Monogamy should be the most important aspect in a marriage. The Western Religious leaders and moralists believe only one spouse for life is the highest form of marriage. Some of the most "primitive" peoples are strictly monogamous in their ideals, while some "highly advanced" cultures have moved away from the stri...

Microeconomics: Supply and Demand

Prices of Onion (Deshi and Indian) go up due to shortage of supply 1. Introduction: Microeconomic theory is perhaps the most important course in all economics and business programs. I am just trying to discuss about the role of theory or models in com/microeconomics-chapter-4/">microeconomics, discuss the basic methodology of economics, and distinguish between positive and normative analysis. Our main target in this assignment is to write an essay about microeconomics related topic which is published by the newspapers recently.After studying the newspaper I have got a microeconomic related topic which prices go up, as a result, demand will decrease. According to my previous study knowledge, I had some ideas about production cost, import cost, transportation cost and other ssimilar cost by which we can determine the cost and profit. After taking the microeconomic course, it seems to me that the scenario is different. Here we need not only production and other ssimilar cost and profit but also supply and demand, changing situation, income and substitution effect, equilibrium price, elasticity, cost behavior, market position etc..Here my selected product is Onions (Deshi and Indian). This is because; onions are one of the most important commodities of our daily meal. Recently the prices of onions go up in the retail market not only Deshi onion but also Indian onion. Retailer said that, the prices of local onion increased by Tk. 10 a kg and was selling at Tk. 70 a kg while the just harvested onion was retailing at Tk. 45 a kg and Indian onion at Tk. 40 a kg over the last week due to supply shortage.So that, I have decided to write an essay about onion (Deshi and Indian) where Indian onion is the substitute of Deshi onions including the demand and supply of onions, equilibrium price, effect on price, substitution and income effect, production function, elasticity, cost function and market structure of onion. 2. Data Collection: After studying the newspapers, I have found a microeconomic related topic that is, â€Å"Onion, flour, vegetables, fish prices go up† which is published by Financial Express on 15th December, 2012 and ‘Prices of onions, green chili skyrocket’ which is published by New Age on 22 December, 2012.So I have taken two commodity Deshi onion and Indian onion. For getting more information I visited 2 markets which is nearest of my area due to know about the supply and current and previous price and demand for two types of onions. a) Nayabazar Market b) Babubazar Market 3. Demand: 3. 1. Law of demand: We know that, consumer purchase more products when the price is lower and they buy fewer products at higher price where other things remain the same. We also know that, there is an inverse relationship between price and quantity demended according to the law of demand.

The Butterfly Effect Case Study

The Butterfly Effect Case Study How Narrative Is Used In The Butterfly Effect To Add Enjoyment For The Audience Narratives are used in â€Å"The Butterfly Effect† to add enjoyment for the audience in a number of different ways. â€Å"The Butterfly Effect† released in 2004 after 7 years being made, produced and recorded. This all began in 1997 and was a time consuming piece to begin with. The writers and directors â€Å"Eric Bress† and â€Å"J. Mackye Gruber† who previously written â€Å"Final Destination 2† which took in an average of ? 0,000,000 which shows that these two directors can write good story line making â€Å"The Butterfly Effect† and sure loved film. This can be justified by knowing and researching that â€Å"Final Destination 2† was nominated for four awards 2 of which were in â€Å"Best Story Line† in 2003 and 2004. This film has many institutions that have been used to represent this film. Using multiple institut ions like this is commonly known as a synergy or a conglomerate. This institute behind the film are â€Å"Icon†, â€Å"Warner Brothers†, â€Å"Newline Cinemas† and also â€Å"Film Engine Benderspink†. The producer â€Å"Chris Bender† who was newly producer for film like â€Å"The Hangover† and â€Å"I Am Number 4† Has made a big impact on the film â€Å"The Butterfly Effect† Also The other producers that have been producing the film alongside Chris Bender are as followed. A. j. Dix, Anthony Rhulen and JC Spink. These 4 producers up-to-date have never worked on the same film before The audience expectations are multiple genres of the film. Firstly a mystical type of film. This is given by the case of the DVD when we see the several layers of pictures that end up to a butterfly hence â€Å"The Butterfly Effect†. These layers are filled with the main star of the film, â€Å"Ashton Kutcher† and close ups of the human skull. This makes it look like there are problems with the mind and the physiological problems that this film or character is facing. Also another one is the fact that the people believe they are going to watch a film for all ages. But the 15 certificate was deserved for the twisted story line that this film is going on. Also whilst reading a review on IMDB. COM I have found out that people bought this film and watched this because they believed that it was going to be a calm film due to the name butterfly, which is one of the only animals that couldn’t hurt anything. But the twisted story line kept their eyes glued to the television and couldn’t stop watching. Narratives are used in the film; firstly we have todorov’s theory which basically changes something that should be causing and equilibrium. This works well in the film because with â€Å"Evan’s† childhood blackouts stick with him due to his family history, for example his father before him experiencing black =outs and went insane because of it. after this event, 7 years later the blackouts return but this time instead of ignoring them he goes to see his childhood sweetheart â€Å"Kayleigh Miller† who ends up committing suicide as soon as â€Å"Evan† begins changing part of the equilibrium. Changing the blackouts to bring Kayleigh back to life by stopping her father abusing her and changing the video camera moment to something different. This causes several equilibriums and continues for most of the film. This all ends after killing Kayleigh with dynamite as he visits the blackout a second time. This allows him to end the film and also the equilibrium in two possible ways. One is to return as a baby killing himself inside his mother’s womb, or secondly going back to a party that he first met Kayleigh and telling her that he never want to see or have anything to do with her ever again. This causes everybody’s life to be happier and on the downside he can choose never seeing Kayleigh again or killing himself. Until the present day when finishing college seeing Kayleigh walking along the street and begins to following. Causing the equilibrium to finish for good. The DVD case shows several layers. As the layer starts as a skull showing problems that hurts everyone in everything that he does. Then ends up as a butterfly with the problems coming to end and never hurting anybody else. Or in fact Kayleigh Antony Scott 12TJI