Stress - Inform Speech Essay Example for Free

Stress Inform Speech Essay First, I’ll talk about some of the reasons for stress. Although I’m sure that there are many everyone here probably has their own reasons, I’m going to stick to three main reasons that you can probably relate to. The first one is the amount of schoolwork. College can be so demanding due to such a heavy workload that we’re expected to keep up with. It’s so easy to get overwhelmed. We have projects, tests, papers, exams, midterms, finals, co-ops. Stress can easily build without a good strategy of tackling these assignments. A second reason is pressure to do well. Pressure to do well can come from within. That’s the inner drive, that inner motivation pushing you to succeed. Most here desire to do their best and to get good grades. The Methods of Healing website conducted research and found that 71 percent of college students say that their grades have a direct effect on their level of stress. Pressure to do well can also be external. That’s your family, your friends, your coaches, your teachers, your professors. Everybody who wants to see you succeed. Wanting to live up to the high expectations that they place on you can be pretty stressful. A third reason is change in environment. Now this may affect some of us more than others, depending on if you’re from Rochester or not, but going away to college means leaving behind everything that’s familiar. Your close family, they’re not with you. Your friends, they’re not with you. Some students have never been away from home which can be a difficult adjustment. Then, once you’re here at RIT there’s social acceptance, peer pressure–these are issues we may face since we’re in a new environment. Wanting to fit in can be a challenge and often is. Now, let’s recap the three reasons we talked about. First was the amount of schoolwork, second was pressure to succeed, and third was dealing with a new environment. Now that we know the three reasons, let’s examine some tips to help reduce the stress. There are five simple things we can do to manage our stress. I created an acronym to help me remember the tips. The word I’m using is relax: R-E-L-A-X. We’ll go over each letter one by one. The first letter, letter R, stands for Recognize. We have to recognize the source of our stress before we can address it. Once you realize why you’re stressed, why not keep a journal? Write down everything that you feel. Writing makes you feel more relieved and allows you to pinpoint any trends in your stress. The second letter, letter E, stands for Exercise. Incorporating exercise into your daily routine takes your mind off of problems you may have, and not to mention, it’s good for your body. So create a routine. Set aside time for exercise. Set aside time for classes–for studying, for homework, and then schedule in downtime for yourself. In the end you’ll feel less overwhelmed. The third letter, L, L stands for Let it go. Think about the stressful situation. Will it matter in five years? Will it matter in ten years? If it will matter, take a deep breath and address the stressful situation piece by piece and step by step. If it won’t matter in five years or ten years then let it go. Stressing over small things is tiring and unnecessary. The fourth letter, letter A stands for Attitude. When you talk about school do you say things like, â€Å"Ugh, I’m gonna fail,† or â€Å"That test was so hard I bombed it, I’m never gonna learn this material. † If you do that may sound pessimistic and doubtful. You can self-reflect and adjust your attitude. According to a 2005 Stress Management article, being optimistic and having a positive outlook has a direct connection with how we feel, even with how well we perform. Now the last letter is X. You’re probably wondering what word I came up with to start with this, so I cheated a little bit and it stands for eXtra sleep. All students need sleep for energy. Are you not getting enough? Go to the letter R–recognize why am I not getting enough sleep? Maybe it’s because you’re hanging out with your friends until two, three, four in the morning. Why not cut down that time? You can still hang out with them, just not as long. Maybe you’re not getting enough sleep because you have too much homework. You pull an all-nighter, cramming for an exam, up till 5AM. Why not make a better schedule? And then stick to that schedule. Don’t procrastinate. When you map out your time and you stick to a routine you’ll realize that you have enough time to get everything done, even sleep. In the end we’ll be less frustrated when we get the sleep we needed. Another interesting point that I found is that all stress is not bad. Distress is bad stress. That’s what we’ve been focusing on in this speech. But then there’s also good stress, that’s called eustress. Eustress comes from excitement or adrenaline. But, to focus on managing our negative stress let’s try to remember all of the tips and the word relax. R, recognize where the stress is coming from and address it. E, exercise daily. L, let go of minor problems, don’t worry about it. And A, adjust your attitude and be more positive. And X, get eXtra sleep. In conclusion, we cannot ignore the fact that stress occurs in our lives. Regardless of the reasons we have to manage it one way or another. Above all, from my speech I hope you take away useful tips to deal with your stress so that college is more enjoyable. Even if you can’t remember what each letter stands for, do just what the word says, and relax.

Are We Social Beings? :: essays research papers

Many people ask the questions â€Å"are we social Beings†? Some find it more relaxing to keep to their selves while others feel comfortable in a more social setting among their peers. This is important because it dictates how we act around people. If someone likes to be alone and keep to his or herself, then they will more then likely have questionable people skills, where as someone who loves to have people around them, will most likely be very good with working with people or just interacting with them. Rene Descartes believed that â€Å"we ourselves exist†, and are independent from others. Descartes’ way of thinking about the individual is the bases of the western way of thinking about ones self. Steffen Carlshamme from Stockholm University explains that an individual’s identity is based on the culture that that individuals is a member of. Culture is very important to ones identity, that’s why a people can be destroyed if you destroy their culture. Examples of this are the Aztecs and the Asian and European invasion of the African continent. While Descartes had more of an atomistic view, G. W. H. Hegel had a more social view about how we fit into society. According to him the public good is better than the goals of an individual. Hegel explained that the only way to see our selves is thru the reflection of others. To him, it was all about recognition. A person cannot achieve self-respect until that person is recognized or shown respect from others. Martha Nussbaum from the University of Chicago explained that people want to be recognized. The self wants to be in relationship with others. Robert Solomon from the University of Texas in Austin added that people need each other. We care about what other people think of us. Robert Solomon also talks about Hegel’s â€Å"master / slave† story where two self-consciousnesses almost fight to the death. The one that is about to be killed then tries to reason with the aggressor to spare its life by agreeing to become the aggressor’s slave.

The company requires a short description of the proposed project

A prominent publishing company, has contacted you about the possibility of writing a new textbook for the first semester History of World Civilizations course, a potentially very lucrative undertaking.The company requires a short description of the proposed project that includes:   a possible table of contents; an overview of the purpose of the book (and what will be unique about it); a rationale for the book's organization; and an explanation of the key themes to be developed.Please take the time to organize your thoughts in a logical manner and cite evidence to support your analysis.The 21st century is filled with technological innovations and scientific discoveries that have significantly improved how the human race subsists. Since the beginning of time, man has constantly aim for development and progress.As a result, numerous changes have transpired which paved the way for the occurrence of civilizations. Without these developments, the contemporary society would not be able to enjoy and at the same time benefit from the modern conveniences that were all made possible through the ingenuity and intelligence of the ancient people.Most of the history books have almost accurately tackled the advancement of the political, social, cultural and economic aspects of the society in the six continents of the world namely: Africa, Europe, Asia, Australia and North and South America. However, this book that I am proposing would discuss the relationship between nature and civilization.There have been previous studies conducted that argued that civilization is a â€Å"by-product of these social adaptations to environmental change† (Rockets, 2006). More so, based on several archaeological expeditions, scientists and historians have theorized that the â€Å"development of civilization was simply the result of a transition from harsh, unpredictable climatic conditions during the last ice age, to more benign and stable conditions at the beginning of the Holocene per iod some 10,000 years ago† (Environment News Service, 2006).Because of this notion, I have decided to write a book that would provide historical accounts on how man and nature have evolved that contributed to the formation of civilizations which have become the core of human existence. Through this book, readers would be enlightened on how the interaction between man and nature and their development have played a role in the advancement of humanity.Moreover, this undertaking would provide answers on why climate has changed and determine the contributions of man in the present environmental phenomenon. This book offers a timely subject matter and revealing historical information that would give a new perspective on World Civilizations.

The Educational Needs of Students with ODD

Oppositional Defiant Disorder (ODD) is one of two pediatric behavioral disorders defined by the Diagnostic and Statistical Manual V (DSM V) that are included as qualifying disabilities in the Individuals with Disabilities Education Act (IDEA). While not as serious as Conduct Disorder, whose symptoms include  aggression and property destruction, ODD still compromises a students ability to succeed academically and develop meaningful relationships with peers and teachers. Students diagnosed with ODD may be found in general education settings if it is determined that the disorder does not prevent them  from participating fully in the general education classroom. It is also possible that some students with ODD in programs for Emotional Disturbances can manage their own behavior well enough that they can successfully be integrated into general education classrooms. Symptoms of ODD Students with Oppositional Defiant Disorder exhibit the following symptoms: Anger and resentmentTendency to argueShort temperUnwillingness to comply with adults requests or rulesTendency to annoy peopleSpite and vindictiveness A mental health professional would only make an ODD  diagnosis if the above symptoms occurred more frequently than they do in a comparable age or developmental group.  Fifteen-year-olds often argue with adults, and they can be touchy or easily annoyed, but a 15-year-old diagnosed with ODD would be significantly more argumentative or touchy in a way that affected their day-to-day functioning. Co-Morbidity with Other Behavioral Challenges or Disabilities The DSM V notes that a significant number of children seen in a clinical setting for Attention Deficit Hyperactivity Disorder (ADHD) are also diagnosed as having ODD. The manual  also notes that many children with impulse control problems are also frequently diagnosed with ODD. Best Practices for Students with ODD All students benefit from classroom settings with structure and clear expectations. It is critical in both general education settings where students with ODD are included, and in  self-contained settings,  that the expectations are clear, explicit, and above all consistent. The most important elements of a successful classroom are: A Structured Environment: Some assumptions about how a classroom should be organized may be inappropriate for students with ODD. Seating arrangements that put children into clusters of four may be fine in settings where children are raised with high expectations but may create too many opportunities for disruptive behavior among children with ODD. Students with ODD often use seating arrangements as occasions for high drama that are much more about work avoidance than interpersonal dynamics. Remember, your role is to be a teacher, not a therapist. Seating students in rows or pairs is often the best way to start the school year. Routines:  Unlike strict rules, routines make expectations clear in a way that is value-neutral. Instead of creating a rule that says Never get out of line, create a routine where students get used to standing in line, walking without touching or bothering their neighbors, and getting quickly and quietly to their destination at school. Establishing routines means being pro-active, and planning thoroughly what your classroom expectations will be. Where will students place their backpacks? Will they be able to access them during the day? Only before lunch? How does one get the teachers attention? Do you raise your hand, place a red cup on top of your desk, or hang a red flag from  your desk? Any one of these options could help create a routine that works well in a structured class. A Reinforcement-Rich Environment: Pay attention to the things your students like or think are important. Most boys (the majority of children with ODD) love free time on the computer, and most schools block access to  objectionable sites. Let students earn their time on the computer by completing academic tasks, by earning points for appropriate behavior, or by reaching behavioral or academic goals. A Calm and Collected Teacher: The function of the behavior associated with Oppositional Defiant Disorder is often to engage people in authority in a tug of war or power play. As a teacher, the most important thing is not to engage in a battle that no one will win.