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  • Understanding and Dealing With Stress: Introduction

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    You can't wait to take off your shoes and pour yourself a stiff cool drink. Everybody knows what stress is. Stress is an integral part of our urban lifestyle. It has become a normal part of life, although it is generally known that stress is bad for health. But, doesn't stress also have advantages? Is stress the same as burden? What is stress? First of all we want to make clear what exactly stress is.

    If you have any comment about this essay or have other questions, you can leave your comments or questions below. Don't forget to follow me and share! Thank you! By Mr. Location: Malaysia. Newer Post Older Post Home. Subscribe to: Post Comments Atom. XXI Seaweed Symposium step to a creative essay writing. Work Related Stress Stress, as it pertains to humans, is a situation when a person is subjected to some form of adversity that borders on his limits of endurance.

    Situations that Creates Stress at the Workplace There are a number of situations that are capable of creating stress at the workplace. Examples include: Excessively long hours of work. This can put a strain on our physical master thesis marketing themen mental faculties.

    Stress has a number of immediate effects. If the stressors are maintained, long-term behavioural, physiological, emotional and cognitive effects occur. Example, a patient spends more money on treatment, may experience continued stress even after the cure of the disease, because repayment of debt cause stress for long time in him or a patient whose leg is amputated after accident may continue to worry about it. On the other hand, many people have developed ways of coping with stressors, so that they are able to respond adaptively.

    Argument essay about stress people adaptive ways of handling stress, so as to promote the wellness cycle is an important part of the newly emerging field of behavioural medicine. Stress is not always harmful. In fact, it is recognised that low essay about stress and coping of stress can even helps for better performance. For example, a student can prepare well for forthcoming examination only if he has some stress.

    However, excess level of stress is undoubtedly harmful. Commonly appearing stress related bodily disorders are-peptic ulcers, hypertension, chronic fatigue, hormonal changes, increased heart rate, difficulty in breathing, numbness of limbs, heart disease and reduction in immunity, etc.

    Anxiety, depression, hopelessness, helplessness, essays about stress, nervousness, irritability, tension and boredom may be experienced.You are free to use it argument essay about stress research and reference purposes in order to write your own paper; however, you must cite it accordingly.

    Haylie Y. Need a custom Research Paper sample written from scratch by professional specifically for you? Stress Management [Blog post].

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    Essays about stress

    Work Cited Y. Bibliography Y. References Y. IvyPanda12 August. Copy to Clipboard Copied! Analysis of the Differences Between Laws and Ethics. Check the price of your paper. If you continue, we will assume that you agree to our Cookies Policy OK. There is some evidence, of course, to argument essay about stress that occasionally, a mild degree of stress can really augment and facilitate performance.

    Investigators have pointed, to an inverted U relationship, between the amount of stress and performance. While there has been success in attempts at predicting individual reactions to stress, by and large there has not been much of a success achieved in predicting stress behaviour in general terms.

    Laboratory studies and field studies have often shown trends of results which differ from each other.

    Argument essay about stress

    Laboratory simulations of stress, confinement and isolation, have been difficult to complete because of high emotional tension in performance and profound inter-personal conflicts. Field researches on the other hand, as in the armed forces, have noticed success in overcoming combat stress in exploration groups, paratroops landing etc.

    Thus, lab situations often result in wrong predictions and sometimes gross under-estimation of stress-tolerance. Noise has been found to be one of the most severe stressors. A few studies on children have shown that children from noisy homes suffer from attention difficulties and consequently poor school performance. Noisy schools can also lead to health problems in children and in adults, high blood pressure, lower-tolerance level, reduction in auditory skills, etc.

    Memory about contents of social situations in pictures viewed under conditions of noise are also affected. When we are under noisy conditions, we are inclined to be less helpful.

    Heat is another factor which has been studied as a stressor. A commission, appointed to look into the riots in U. Essay about stress and coping number of other researches have also found supporting evidence.

    There essay about stress certain psychological or personality factors which contribute to stress proneness. Individuals differ in many aspects of behaviour and their ability to tolerate stress and reacting essay about stress the same are also related to personal factors. He shows a tendency to crowd activities, or do many things at the same time. He is competitive, anxious, and always on the move.

    He is the typical hard driving achievement-oriented individual. Many such people experience more stress, often manifested in the form of cardio-vascular problems. The Type-B is characterised by relaxed behaviour, cautious and tolerant. These types of individuals do not drive themselves nor drive others too much. They application letters their activities and have higher degree of stress-tolerance.

    Researchers have shown that there is a fairly high degree of association between Type-A characteristics and proneness to accumulate stress and also being unable to deal with it effectively. All these factors, like frustration, conflict, pressure and personality and stylistic factors provide a fertile soil for stress to develop and grow, in addition to external demands.

    The problem of stress experience is lessened if the individual has control over the situation and also control over himself. A sense of helplessness increases the severity of the stress. Similarly, it is essays about stress necessary that an individual should have the essay about stress and coping ability to control outside and inside factors of stress.

    The perceived ability and confidence on the part of the individual about his ability to deal with the problems of stress is essay about stress and coping more important. The above discussion of stress as an interesting component of human life has helped to point out a number of factors; social, and psychological involved in the experience of stress.

    The social psychologist can find very few problems to claim his attention which are more important than stress. He should be able to identify the various internal and external characteristics, which contribute to the onset and increase of stress.

    Similarly, he can also think of suggesting necessary social support systems for those who are likely to be stress prone. It was seen that very often loneliness is critically associated with stress. The social psychologist can work out ways and means to develop systems and institutions which will provide the necessary my family essay support which, traditionally, the home and the school and religion were providing.

    However, one hopes that in the process he does not increase the stress of others, but also his own. Today these institutions appear to have become ineffective. Franken Hauser has the following to say:. Technology provides a tool and the task now is to devise application of new technology so that they can contribute to the realisation of social and human goals.

    What has been observed above is that it is mainly the shaping and consolidation of proper attitudes and values that is probably the most important requirement, and this certainly is the domain of the social psychologist. Stress often operates without being noticed. Every person has a certain capacity to tolerate stress. But if the stress goes on accumulating, slowly certain symptoms begin to appear. It may appear as restlessness, increased anxiety and gradual decrease in efficiency. The individual after sometime really gives the appearance of being under tension.

    Slowly symptoms of respiratory problems, cardio-vascular problems, ulcers, skin problems, etc. Often multiple symptoms can be evident. On the other hand in certain instances other forms of stress can stimulate a person to become more efficient, more creative and active. This type of stress is known as Eustress. The reader essay about stress certainly appreciate that, while the latter category of stress is welcome; the former is not. In fact, we may even say that very mild form of stress is often found to be congenial to more adaptive behaviour.

    But this type of stress is much less frequent than negative stress. Stress research has been carried out mainly along essays about stress lines. The first line takes a physiological approach because there certainly are physiological factors in the causation of stress. Some of the earliest experiments in this area were earned out by Selye.

    Selye observed that animals exhibited a generalized system of response to all threatening situations in addition to specific symptoms. When these operations in a cyclic form are repeated very often the organism reaches a third stage of exhaustion, and greater vulnerability to diseases.

    Behavioural or psychological understanding of stress depends on how we define and approach the problem. Thus, we may look at stress as a potential threat to adaptability, readjustment, etc. Our adaptation to stress very much depends on how we essays about stress the severity of the stress.

    This primary appraisal should also include an assessment of our own resources to deal with them. It is the latter part which is essays about stress called secondary appraisal. However, our assessment of a stress situation is influenced by a number of factors including physical environment and social environment, our own past experience, values, motive, goals, etc.

    In general, researches have suggested a few models of stress. Perhaps a brief look at these models will be of interest. Moreover, you can have someone edit and proofread your other assignments as we write your essay from scratch. An SAT essay based on a longer passage with more detail and a constrained set of acceptable response options would likely result in written works that are much more amenable to machine scoring than the current essays.

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    CONVIVE CON EL ARTE es  conjunto de actividades didácticas de apoyo al alumno para un aprendizaje mas singnificativo de su materia de Artes dependiendo cualquiera de las opciones que esté tomando y aplicando el Nuevo Modelo Educativo que a partir de 2018 se ha implementado por la SEP donde quedan perfectamente establecidos cuáles son los Fines de la Educación y el Perfil de Egreso del estudiante de educación básica y de manera muy puntual los Aprendizajes Clave que se persiguen.
Están diseñadas de manera que se va obteniendo un desarrollo gradual  en su contenido teórico y práctico.
La materia de ARTES en este Nuevo Modelo Educativo está en el Área de Desarrollo Personal y Social que contribuyen a que los estudiantes logren una formación integral de manera conjunta con los Campos de Formación Académica y los Ámbitos de Autonomía Curricular. En estos espacios curriculares se concentran los aprendizajes clave relacionados con aspectos artísticos, motrices y socioemocionales.
Estas áreas son de observancia nacional, se cursan durante toda la educación básica y se organiza en Artes, Educación Física, Educación Socioemocional (preescolar y primaria) y Tutoría y Educación Socioemocional (secundaria).
Cada área aporta a la formación de los estudiantes conocimientos, habilidades, valores y actitudes enfocados en el desarrollo personal, sin perder de vista que estos aprendizajes adquieren valor en contextos sociales y de convivencia.
Por medio del arte, los estudiantes aprenden otras formas de comunicarse, a expresarse de manera original, única e intencional mediante el uso del cuerpo, los movimientos, el espacio, el tiempo, los sonidos, las formas y el color; y desarrollan un pensamiento artístico que les permite integrar la sensibilidad estética con otras habilidades complejas de pensamiento.
La Educación Física dinamiza corporalmente a los alumnos a partir de actividades que desarrollan su corporeidad, motricidad y creatividad. En esta área, los estudiantes ponen a prueba sus capacidades, habilidades y destrezas motrices mediante el juego motor, la iniciación deportiva y el deporte educativo. Este espacio también es un promotor de estilos de vida activos y saludables asociados con el conocimiento y cuidado del cuerpo y la práctica de la actividad física.
En Educación Socioemocional y Tutoría, los estudiantes desarrollan habilidades, comportamientos, actitudes y rasgos de la personalidad que les permiten aprender a conocerse y comprenderse a sí mismos, cultivar la atención, tener sentido de autoeficacia y confianza en sus capacidades, entender y regular sus emociones, establecer y alcanzar metas positivas, tomar decisiones responsables, mostrar empatía hacia los demás, establecer y mantener relaciones interpersonales armónicas y desarrollar sentido de comunidad.
El desarrollo personal y social es un proceso gradual en el que el estudiante explora, identifica y reflexiona sobre sí mismo; toma conciencia de sus responsabilidades, así como de sus capacidades, habilidades, destrezas, necesidades, gustos, intereses y expectativas para desarrollar su identidad personal y colectiva.
En estos espacios se pone especial atención en promover relaciones de convivencia que fortalezcan el autoconocimiento para comprender el entorno en el que se desenvuelven, interactuar con empatía en grupos heterogéneos, resolver conflictos de manera asertiva y establecer vínculos positivos con el mundo. De esta manera, se pretende que los estudiantes sean capaces de afrontar los retos que plantea la sociedad actual, desarrollen un sentido de pertenencia a diversos grupos y valoren la diversidad cultural.
Por ello, desde la escuela es necesario impulsar ambientes de colaboración y generar situaciones de aprendizaje en las que los estudiantes valoren la importancia de trabajar en equipo, compartir sus ideas y respetar diferentes puntos de vista. En las Áreas de Desarrollo Personal y Social se evita asignar calificaciones numéricas y se utilizan los criterios suficiente, satisfactorio o sobresaliente para evaluar los logros. Por ello, se promueve una dinámica flexible que permite el trabajo guiado y libre de prejuicios, comparaciones y competencias. En su lugar, se busca favorecer el compañerismo; el reconocimiento personal y el apoyo, así como la colaboración y la confianza para expresar emociones, creaciones, ideas y sentimientos sin el deseo de alcanzar un estereotipo.
En este sentido, el docente asume una función de acompañante en el proceso de descubrimiento, exploración y desarrollo de las posibilidades de sus estudiantes, promueve situaciones de aprendizaje que afrontan de diversas maneras, sin limitarse a esquemas o metodologías rígidas.

Los programas de Artes en educación básica buscan que los estudiantes tengan un acercamiento a las artes visuales, la danza, la música y el teatro, a través de la experiencia. Para ello, en secundaria los estudiantes profundizarán en el aprendizaje de una de las artes, y a partir de sus intereses y de un conjunto de ideas detonadoras, se desarrollarán proyectos artísticos individuales o colectivos.

Para su estudio, el área de Artes se organiza en cuatro ejes que hacen posible, desde la didáctica, dosificar los tipos de experiencia que se propone a los estudiantes:

1. Práctica artística
2. Elementos básicos de las artes
3. Apreciación estética y creatividad
4. Artes y entorno

Estos ejes se despliegan en temas que, en su conjunto, suscitan el desarrollo del pensamiento artístico y promueven aprendizajes conceptuales, procedimentales y actitudinales, con el fin de que los estudiantes reconozcan y exploren las particularidades de las artes, sus elementos básicos, sus procesos de producción y su relación con la cultura y la sociedad.

Cada eje se organiza en temas, como se muestra en el siguiente esquema:

Práctica artística

La práctica artística, como cualquier otra actividad profesional, requiere del desarrollo de una serie de habilidades que permitan su mejor ejecución. La importancia del eje radica en mostrar que estas prácticas no solo se relacionan con la técnica que el artista utiliza, sino también con ideas y métodos de trabajo. Al hacer visibles estos procesos, el estudiante comprende y pone a prueba estructuras particulares del quehacer artístico. Partiendo de su experiencia personal y sus conocimientos, experimenta y desarrolla habilidades cognitivas y motrices a partir de la producción de proyectos artísticos basados en la investigación, conceptualización, construcción, presentación, reflexión y realimentación.

Los temas que aborda el eje, considerando los procesos que intervienen en la práctica artística, son: “Proyecto artístico”, “Presentación” y “Reflexión”.

Elementos básicos de las artes

Las artes son manifestaciones humanas que, a partir de las necesidades primigenias de expresión, organizan de manera única e intencional elementos materiales e inmateriales básicos e inherentes a la vida, para mostrar cualitativamente el mundo. Los elementos básicos de las artes son: el sonido, la forma, el color, el movimiento, el cuerpo, el espacio y el tiempo. A su vez, estos se agrupan en tres temas: “Cuerpo-espacio-tiempo”; “Movimiento-sonido” y “Forma-color”. Su exploración se inicia en lo cotidiano y se va complejizando en cada ciclo formativo, de tal manera que el estudiante pueda usarlos para expresarse, elaborar y analizar obras de arte.

Apreciación estética y creatividad

Para consolidar y ejercitar una forma “artística” de pensar es necesario contar con un espacio que permita la activación de procesos metacognitivos, y desarrollar el pensamiento artístico que a su vez se caracteriza por formular ideas con una perspectiva estética que implica la percepción, exploración y codificación del mundo por medio del sistema sensorial (parte del sistema nervioso, encargada de procesar la información que entra al cuerpo humano por medio de los sentidos).

El pensamiento artístico conecta los procesos mentales con las emociones y sentimientos, para favorecer la indagación en sí mismo, en las relaciones con los integrantes del colectivo artístico, en los proyectos artísticos y en las distintas perspectivas estéticas del entorno. Además potencializa la imaginación y la creatividad mediante ejercicios que permiten generar expresiones propias, recrear obras artísticas partiendo de la sensibilidad personal, e imaginar y poner en práctica soluciones a problemáticas de la vida cotidiana. Este eje se divide en dos temas que agrupan elementos constitutivos del pensamiento artístico: “Sensibilidad y percepción estética” e “Imaginación y creatividad”.

Artes y entorno

Este eje pone énfasis en la contextualización de las artes como patrimonio cultural.

Las manifestaciones artísticas posibilitan identificar cómo es o fue una sociedad en un determinado tiempo y espacio —sus intereses, valores y formas de entender el mundo—, lo que permite el desarrollo de actitudes de respeto y valoración del patrimonio y de la diversidad cultural. Este acercamiento a las artes abona argumentos para alejarse de la idea de que el arte es una expresión exclusiva de unos cuantos privilegiados y que se encuentra desvinculado de procesos sociales.

Se abordan dos temas en este eje: “Diversidad artística y cultural”, que permite explorar las diversas formas de articulación del arte con el ámbito cultural y social, y reconocer que las artes generan múltiples formas creativas y cualitativas de entender y expresar el mundo; y “Patrimonio y derechos culturales”, que permite a los estudiantes explorar su patrimonio cultural inmediato y reconocer el acceso a las artes como un derecho que debe ser ejercido y garantizado con base en lo señalado en el artículo 4º de la Constitución Política de los Estados Unidos Mexicanos, y en el artículo 31 de la Convención sobre los Derechos del Niño.

El estudiante durante el curso utiliza su "CUADERNO ELECTRÓNICO DE ACTIVIDADES" que es al mismo tiempo su cuaderno de apuntes, guía de examen y texto de consulta para proyectos.  Éste, está disponible en la red en 

en donde tiene a su alcance los contenidos de clase (textos, imágenes, audios y videos) desde cualquier dispositivo (smartphone, tablet, laptop, computadora de escritorio, pantallas inteligentes, etc.) inclusive sin necesidad de estar conectados a internet (una vez descargados los contenidos).

Dentro de esta aplicación el alumno también realiza actividades que refuerzan el conocimiento adquirido en clase y son evaluadas inmediatamente por lo que se lleva un registro de calificaciones de manera instantánea.

 

 

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