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Title: Alzheimers Disease

Total Pages: 10 Words: 3676 Works Cited: 6 Citation Style: APA Document Type: Essay

Essay Instructions: Write a ten page research paper on "Alzheimer's Disease". Please use APA format for the references that will be at the end of the research paper.

Outline is included as a guideline but you can change it if you decided, you that you have a better approach to writing a more superior research paper.


Research Outline- Alzheimer?s Disease

Question:
1.) What age do people start to get Alzheimer?s?
2.) What are the causes of Alzheimer?s?
3.) Can medication prevent Alzheimer?s?

1.) Introduction- Why I picked this topic?
A.) Family member ? Grandfather

2.) Definition- How it happens? What is it?

3.) Cause-What causes Alzheimer?s disease?
A.) Health issues
B.) Symptoms
C.) Early warning signs
1.) Hereditary

4.) The Stages of Alzheimer?s Disease

5.) Drugs for Alzheimer?s Disease
A.) Name of Drugs
B.) Side Effects ? Pills

6.) Alternative Treatment
A.) Diets
B.) Medication
C.) Behaviors

7.) Alternative Living Choices - Alzheimer?s
A.) Living at home
1.) Family?s responsible
2.) Home safety
3.) Caregivers role
B.) Adult Daycare
1.) Assisted living
C.) Nursing home
1.) Levels of nursing home
2.) Sleep disorders
3.) Planning an outing
4.) Financial, insurance, and legal issues

8.) Living with Alzheimer?s
A.)Lifestyle changes
1.) Support organization and coping
2.) Future Issues

9.) Conclusion- What did I learn about Alzheimer?s?

Excerpt From Essay:

Title: Lighting Design

Total Pages: 13 Words: 3838 Bibliography: 15 Citation Style: MLA Document Type: Research Paper

Essay Instructions: This thesis is primarily a researched based thesis in that it explores the benefit of implementing full spectrum lighting into cubicles.

Here is the Proposition:

Within the physical environment of office spaces, I have chose to focus on re-designing the cubical. The main component I will focus on is integrating a full spectrum lighting system into two out of three walls of the cubicle. The lighting system’s main feature will be a customized manual setting in which the users can choose the intensity of light they want at any given time.
According to my research, much of our fatigue at work is caused by poor lighting. Ceiling lights, or professionally known as recessed lights, most often found in office environments, create a glare when your eyes are focused on the computer monitor, which over works the eye and cause eye burning sensations and fatigue. Given that most of corporate America spends their days in front of a computer monitor, it is a major problem that flies under the radar. It is extremely difficult for the eye to focus on a bright monitor and adjust to low intensity wall colors and recessed ceiling lights. A common misconception people think is that by adding wall lights that illuminate an office space, it should be sufficient. This is a big mistake. My research indicates that the best place to put lighting is in back or next to a computer monitor, between the top of the head and the work surface, which allows the brightness of the screen and the surrounding areas to somehow find a balance between intensities, which alleviates strenuous work on the eyes. I believe that by building a customized lighting system in each cubicle, that is strategically places to counter balance the brightness of computer monitors and the surrounding environment, people will have less fatigue symptoms throughout their day, and therefore will benefit from having more energy. In addition, by using full spectrum lighting, which produces a constant flow of power distribution as opposed to the regular neon lights that produce spikes and irregular power distribution of energy, the lighting system within the cubicle will be able to closely mimic natural sunlight. Full spectrum light has shown to improve; color perception, visual clarity, mood, productivity, mental awareness, plant growth, improves results of light therapy in treating seasonal affective disorder (SAD), improves results of light therapy for sleep disorders, improves scholastic performance of students, improves vitamin D synthesis in the body and reduces incidence of dental decay.

A measurable result of the success of this thesis would be a visible change in people’s work life fueled by using this innovative customized lighting system build into the cubicle. The measure for success would be:
1) People feeling more awake.
2) People feeling happier.
3) People being more productive.
4) People feeling more comfortable in their cubicle.
5) People having a sense of being at home in their own space.
6) People’s mood is generally uplifted.
7) The organization sees an increase in overall productivity levels.
8) The overall office environment is healthier and joyful.

If all or some of these measurable results are met, I would consider this project to be a success. I believe that lighting is an extremely important component in office spaces, and is to often over looked. Light is an essential element in our environments that, if used right, can bring energy and wellbeing.


Please include the following in the thesis paper:
- Light Therapy : How it is used and how it works
- Full spectrum energy saving bulbs that have the capacity of dimming (Please include statistics of how much people can save by using these energy efficient light bulbs)
-How does computers effect the eyes. (burning, fatigue, overstrain.) (please include statistics- after how long do people's eye get tired of looking at screen..)
- What are the lighting regulations in office spaces for New York City
- Full spectrum lighting bulbs effects on people
- How it is medically used FUll spectrum lighting
- What is full spectrum lighting and how does it work?

Thank you very much!

Excerpt From Essay:

Title: Interview family member of someone with a disabled child

Total Pages: 5 Words: 1602 Sources: 0 Citation Style: APA Document Type: Essay

Essay Instructions: assignment: interviewing a family member around family issues
There are many articles in the popular press and in professional journals (as well as whole books) devoted to what happens within families when there is a family member with a disability. The assignment is to find and read at least three articles/books (or chapters from a book) and state the references for whatever is read. Then, using what the read material including the following material, please interview an adult member of a family in which there's a son/daughter (any age) with a disability.
This interview should relate to the Southern Massachusetts area if possible.***
The interview should address the following questions, and you are welcome to ask additional questions that may interest:
1. What, if anything, makes your family (with a member with a disability) different from other families?
2. What is the most significant challenge faced by your family/you?
3. How have you tried to cope with this challenge?
4. What's the greatest joy/success you've experienced around your family member with a disability?
The interview should include the questions asked, the responses, and the referenced citations. Feel free to disguise the family in whatever way you feel will best protect their confidentiality. Conclude by including a summary of what was learned about families from the interview.
The following is additional and critical info to be related and integrated into the assignment:
family dynamics, loss, resilience and integration
I've organized below some points to guide you in your thinking about the issues families with children with disabilities face. They're intended to highlight some of the special concerns that such families have and to indicate some general ways that families cope.
? The presence of a chilld with a disability creates special challenges for the family, both practically and emotionally.
? The child?s development and his/her success in participating effectively in day-to-day life are directly related to the ability of the child?s environment to adapt to his/her special needs.
? At the center of the child?s world is the family. We need to understand the dynamics of the relationship between the child and the family to help the family cope in a flexible, adaptive way.
? The family is an interactive unit and what affects one member affects all members. The physical, social and emotional functioning of family members is interdependent, where changes in one part of the system are reflected and echoed in other parts of the system.
? There are not always interventions or treatments that "cure" the child?s disability. Helping the family to understand this, as well as helping famiy members and the child to find interventions to maximize the child?s development and growth, is an important goal.
Important Points
? Different families respond to the presence of a child with a disability in different ways ? the severity of the child?s disability may not predict how families react or cope. Many families often report positive benefits to having a child with special needs in their lives; it is not necessarily a terrible tragedy.
? It is important to understand what each individual family is experiencing and not rely on generalizations. Most families want what is best for their child and most families strive to adapt and cope.
? Learning that a child has a disability constitutes a crisis and a loss for the family; the loss of the hoped for/dreamed of child. Feelings of guilt, anger, sorrow and shame can often arise. Families grieve this loss, and it is a normal process as they adapt to the presence of a child with a disability in their lives.
? The concept of resilience is an important one and is less pathologizing than older notions of the "chronic sorrow" that was thought to be a perpetual emotional state for such families. Resilience refers to "the ability to recover from adversity and adapt to change and to demonstrate competence in the face of a known risk." (Patterson, 1991).
Factors that Affect Families with a Child with special needs
? Child?s Language/Cognitive Delays ? developmental and communication delays create difficulties for reciprocal communication between parent and child and difficulty knowing what the child needs or wants.
? Behavior Problems ? can often be a result of the child?s frustration and/or communication problems. Behavioral problems can be exhausting for families to manage and at times embarrassing if they occur in public.
? Lack of Play Skills ? children learn through play. If they are not playing they are likely not exploring their world or learning as would be expected. Play is important for development. They may not amuse themselves well and may require extra supervision and input which can be draining for parents and siblings.
? Social Deficits ? the inability to interact and develop peer relationships - often leads to isolation. It can be painful for parents to see their children remain lonely and without friends. Making and keeping relationships is a very difficult set of skills to teach, which makes it hard for parents to know how to help their child.
? Lack of Emotional Attachment ? some children may not bond with parents. There may be a sense of "connectiveness" missing. This can be painful, as bonding with the child is a primal, human need. Parents may feel they cannot bond in return, which can cause feelings of anger, guilt and sadness.
? Complicated Medical Problems ? some children with special needs have complicated medical problems which require care at home. Parents often administer treatments which can be painful for the child. Some have in-home assistance (from a Personal Care Assistant, for example) which means family privacy may be intruded upon on a regular basis.
? Poor Self-Help Skills ? children with special needs can have feeding and/or motor problems and/or cognitive problems which prevent them from being independent with daily tasks such as toileting, dressing and bathing. Families often need to help children with these tasks which can be time-consuming, expensive (e.g. diapers for older children) and physically challenging.
? Poor Sleeping Habits ? some children with special needs have sleep disorders. They may not sleep through the night, they may sleep at odd hours of the day or they may sleep very little. This can be exhausting for parents who may be up with their child until the wee hours of the morning. Parental and familial fatigue can be a significant problem.
Ongoing Questions/Concerns that Families Have
? Dealing with a child with a disability/special needs is a life-long process. Families have new questions and concerns that arise as they and their child pass through different developmental stages. Concerns around what to tell family members and friends about the child, what to tell strangers, and whether to have more children often arise in earlier phases of receiving and adapting to a diagnosis. As the child grows, parents often have concerns about educational programming, socialization/peer relationships, continued dependency, sexuality, vocational training, financial planning and what will happen to the child after the parents die.
? Professionals can be helpful in understanding that old sorrows and concerns can resurface s the child faces new developmental challenges or life stages. A listening ear, concern, advice and information about resources can go a long way to supporting a family as they face life with their child. If you'd like to read about stories from parents of children with disabilities, the Web is a good source. One place to start is a Web site called the Asperger's Connection, where there are very short "courses" that address different elements of Asperger's syndrome; one of them addresses parenting.

loss, resilience and generalization
Families that have the greatest success in adapting to the changes that a child with disability brings are those that develop resilience, the ability to cope, adapt and accept whatever situations they must face around the child and the disability. Here are some characteristics of resilient families, as well as some suggested strategies to assist them in developing resilience. You may notice some evidence of some of these as you spend time with a person with a disability over the semester. I've included the strategies not because I expect that you will be in positions to promote family resilience, but rather so that you'll see how providing particular kinds of support can make a significant difference in the way families handle being families. This is taken from Joan Patterson's article, Family Resilience to the Challenge of a Child's Disability, published in the journal Pediatric Annals, 20:9, September 1991.
Nine Aspects of Resilient Families
Resilient families are those who have been able to cope and adapt to the presence of a child with a disability and who demonstrate abilities in certain areas. We can help families become more resilient by supporting and encouraging them in these areas.
1. Balancing the Disability with Other Family Needs ? the child with the disability as well as other family members (parents and siblings) get their needs met. In families that are less resilient, the entire world revolves around the disabled child and others? needs are minimized or dismissed in favor of the disabled child.
2. Maintaining Clear Family Boundaries ? resilient families maintain a sense of who is in charge, i.e. the parents are the parents and the children are the children. Parents are in control and set limits. Other caregivers (e.g. home nursing, physicians) are part of the family?s network but do not become an inappropriate member of the family.
3. Communicative Competence ? family members are able to tell people what they need in a way that gets their needs met in a non-confrontative, easy manner. They are able to let caregivers know what they need and are able to communicate dissatisfaction in an appropriate, constructive manner.
4. Attribute Positive Meanings to the Situation ? having a child with a disability can challenge a family?s belief in a just world. Resilient families often report finding new meaning in life or personal growth due to the presence of their disabled child.
5. Maintaining Family Flexibility ? resilient families are able to adapt to challenges and respond flexibly to new demands and requirements for the child or other family members. While structure is important for healthy family functioning, rigidity is not. Resilient families maintain family structure but do so without rigid adherence to ?rules? or schedules that no longer work effectively.
6. Maintaining Commitment to the Family Unit ? resilient families maintain a commitment to family cohesion and strive to keep the family together as a unit. The identity as a family is important and the child with the disability as well as siblings and parents are all considered to be important, valued members of the family unit.
7. Engaging in Active Coping Efforts ? the family strives to cope; concerted efforts to grow and adapt are made. The family members continue to find ways to manage their situation. Behavior that reflects feelings of helplessness or futility are not seen.
8. Maintaining Social Integration ? the family continues to be part of its own larger family system, is engaged with a network of other families (who may or may not have disabled
children ) and are part of the community as a whole. The resilient family does not isolate itself from the world.
9. Developing Collaborative Relationships with Professionals ? the resilient family sees professionals as partners in the child?s care. Professionals are not seen as saviors or as enemies; their expectations are appropriate and realistic. The family and professional works together to help the child.
Questions to think about regarding families and individuals with disabilities - relationships within the family
Children with disabilities have an impact on their families, and likewise the family is central to the child?s development and adaptation to the world. There are special considerations that one needs to take into account when thinking about families and children (of whatever age) with disabilities/special needs, as well as for individuals with disabilities. All of us, whether we have a disability or not, are profoundly affected by our families; our identity as individuals and our ability to relate in the world are greatly shaped and influenced by the families we grow up in.
The family is the central unit in our society and is responsible for providing for the economic, educational, social, recreational, health and emotional well-being of its members. The extent to which the family is able to accomplish these goals is dependent upon its psychological, social and economic resources and its ability to help the individual with a disability achieve independence, as much as is possible or is realistic.
It should be noted that in this society, particularly that of the white anglo-saxon culture, there is a premium placed on independence and autonomy; this is not necessarily the case in other cultures and countries. In some societies, however, the goals of achieving independence and autonomy are considered primary, and an individual?s and family?s success is often measured against this standard. For a person with a disability whose capacity or ability to live and work independently may be influenced by his/her disabiity, these values may be difficult to achieve and may be goals that the family struggles to attain.
In talking with an individual with a disability and in trying to understand his/her experiences as a member of a family, the following questions may be helpful.
1. To what extent did the person feel he/she was an integral part of the family? Did he/she feel included or excluded from family life? Did the individual feel "on par"? Did he/she share equal status with other family members?
2. To what extent did the family encourage or discourage the individual?s participation in school, social and community life? Was the individual encouraged or discouraged from being a part of activities outside the family?
3. What did the family teach the individual about failure? When the individual experienced any kind of failure or disappointment, how was it dealt with? Did the individual feel it was responded to with empathy, indifference, anger, or some other emotion? Was he/she encouraged to take on other challenges and see failure as a learning opportunity, or was he/she encouraged to avoid and shrink from new challenges? Likewise, how did the family encourage success? Were the individual?s experiences of success noticed and valued?
4. In his/her family of origin, did the person feel he/she was treated as an individual or were his/her disabilities seen as primary? Was he/she encouraged to develop interests and/or strengths, or was the focus on remediating areas of weakness?
5. How did the individual?s family exhibit the nine aspects of family?s resilience as discussed in the previous lecture? How did the family?s success or difficulties with achieving resilience affect the person with a disability?

learning about the family of the person you're spending time with
As you spend time with someone with a disability, you will be talking (I hope) about various aspects of each of your lives. It would be useful if you could find some time to talk about each other's families. Your goal here is not intrusion; it is to see if the person's family was supportive, over protective, treated him/her like a regular member of the family or set him/her apart from everyone else. You might also find it interesting to compare your own family history with that of this person. Some topics that may help you to learn about this include:
? chores: did everyone in the family share chores
? dreams and goals: was the person encouraged to follow his/her own interests and vision for the future
? relationships with brothers and sisters
? school life
I do not expect this to be a formal interview. However, please indicate whatever info is learned about the person's relationships within the family within the information as part of the paper.

Excerpt From Essay:

Title: emotional intelligence and workstress

Total Pages: 2 Words: 619 References: 5 Citation Style: MLA Document Type: Research Paper

Essay Instructions: The attached term paper will give the student an aexcellent example of how the

paper should be structured with annotated bibliographies of 4-5 studies that

deal with emotional intelligence and workstress. A narrative that summarizes

the conclusions of these studies is also required. This narrative or essay should

be 3-4 pages long double-spaced and must include the annotated articles that

were summarized.

See attached prototype.



Negative stress (often referred to simply as 'stress') is generally understood as and define by an animal's psycho-physiological reaction to external stressors. This type of stress can be acute or chronic, depending on whether it lasts days or weeks. It leads to a host of psychological and physical problems; mentally it can lead to increased aggrivation, decreased concentration, and burnout. Physically, chronic stress can lead to weight gain, weight loss, cardovascular problems, sleep disorders, lowered immune functioning and much much more. This research review will delve into how to measure and moderate negative stress, as well as how to foster positive stress.

Negative stress releases many hormones and neurotransmitters including epinephrine, cortisol and other corticosteroids. The epinephrine raises heart rate and pressure, decreases immune function, decreases digestion, disrupts the circadian cycle, limits blood flow to exremities and much more. Cortisol increases hunger and sleepyness, and decreases arousal.

The second, less well understood type of stress is called eustress. The word is derived from the Greek eu meaning good or well. The term was coined by Hans Selye, an endocrinologist. This type of stress is more prepatory, rather than reactive. Eustress is what gives football players an energy boost right before a game, or lets a cartoonist brainstorm a bunch of new ideas right before the deadline. Eustress prepares the heart, muscles and brain for the mental and physical strength of what is required for the upcoming task. The body cannot physiologically determine the difference between stress and eustress, just as the body exhibits the same somatic reactions to difficult exercise as it does to a bad boss.

A good working understanding on the different types of stress and what creates and relieves them is essential knowledge for any middle to upper-level management worker. Not only are there different types of stress which need to be accounted for, but also the level of stress each employee feels will directly affect his output. The human function curve describes performance VS. stress level. In times of low stress, performance is also lowe. As stress increases, so does performance, until a breaking point at which too much stress turns into fatigue, and performance drops. After the "hump", performance drops rapidly and exhaustion sets in, bringing with it all the afformented physical symptoms.

>

How can managers foster eustress carefully? Eustress must be maintained without overcompensating and creating acute stress. This can be done in several ways. The first is creaating reasonable, but tight deadlines for projects, along with several milestones along the way to completion. This keeps the employees focus on the long term project, while keeping it in the near future in his mind. The focus on the deadline must be available, but not overbearing. Input must also be considered from employees; having no say on the future directions of a company leave the individual feeling isolated and frustrated.

Stress can be measured easily using scientific instruments; blood pressure, heart rate, conductivity of the skin are all accurate measures. However, job stress is sometimes less obvious. It can be monitored by close, personal attention from management, surveys, and reports from coworkers. In each case, it is important for the manager to be aware of why the individual is stressed, and what effective actions can be taken. For instance, a worker who is struggling with an enormous load will not benefit from being given extra responsibilities. One must be careful in how he attempts to relieve the stress of his employees.

Negative stress at work can be avoided by being conscious its anticedants. Such factors include poorly defined roles and responsibilities, jobs which do not provide meaning, stimulation or opportunities for workers to use their skills, uncertainty about the future, poor communications between co-workers and management and not giving workers input in larger decisions which affect them. These types of situations either do not fulfill the worker, or leave him anxious about his occupational future.

When trying to mediate the effects of stress at work using social interaction, managers must be careful to control the form that the interaction takes. A study found that social interaction between workers which focuses on the stressors of the workplace, the incompetance of the worker, or his or her replaceability will increase stress. A manager who takes this lesson to heart may wish to be a bit more careful about planning the next holiday party; instead of having coworkers mingle and talk in small groups where these harmful topics may arise, he may instead plan activities which involve the workers and keep them from bringing up harmful subjects.

With the enormous wealth of studies on stress and occupational stress that are now being conducted almost monthly, employers can no longer claim ignorance when it comes to moderating the level of stress their employees are feeling. Truly, it is in every organizations interest to monitor the stress levels of their employees. Not doing so can relate in loss of productivity, raised health care costs and many other 'invisible' costs. Overstressed workers cost our economy billions of dollars every year, and not all of it is due to poor coping skills of the individual. Stress is indemic in the United States workforce, and many companies continue to ignore it as a true source of lost profits, and therefor it has become systemic. This long history and integration does not excuse its presence, however. It is an ethical responsibility of employers to make sure that the jobs that they provide do not spill over into the private lives of their employees. When this spillover becomes widespread and accepted, as it is now, everyone, from corporate heads down to the individual working in the mail room, suffers the consequences.


Research
Social Support, Occupational Stress, and Health, James M. LaRocco, James S. House and John R. P. French, Jr.
Journal of Health and Social Behavior, Vol. 21, No. 3 (Sep., 1980), pp. 202-218
(article consists of 17 pages)

Published by: American Sociological Association
This article delves into the "buffering hypothesis", which is the idea that social support can help to aleviate on-the-job stress. The findings show that chronic and accute stress can be moderated by social support. Furthermore, it is interesting to note that it is possible for managment to create highly social envionments or situations at work, which can not only lower stress among workers, but can create more cohesiveness.

By Beehr, Terry A.; Bowling, Nathan A.; Bennett, Misty M.
Journal of Occupational Health Psychology. Vol 15(1), Jan 2010, 45-59.
Occupational Stress and Failures of Social Support: When Helping Hurts
This article was very interesting in that it has some findings that directly contradict the "buffering hypothesis". It shows that there are some social situations that can increase stress rather than decrease. These situations include those on which the focus of the conversation is the high stress level of the job, that the person is not needed in their position, or that he/she is incompetant. This is futher proof that managers must be especially careful about how they manage their workers, even when they mean well.

Employee personality as a moderator of the relationships between work stressors and counterproductive work behavior.
Bowling, Nathan A.; Eschleman, Kevin J.
Journal of Occupational Health Psychology. Vol 15(1), Jan 2010, 91-103.
This article looks to the effects of stressors on counterproductive-work-behaviors (CWB's) and their interaction with the employees personality. Their findings indicate that more CWB's occur as a result of stressors when the employees scores low on the personality trait conscientiousness. As this trait increases, CWB's decrease. The study also found that agreeableness scores have no correlation with CWB's.

A longitudinal study of coping and gender in a female-dominated occupation: Predicting teachers’ burnout.
González-Morales, M. Gloria; Rodríguez, Isabel; Peiró, José M.
Journal of Occupational Health Psychology. Vol 15(1), Jan 2010, 29-44.
This study sought to study coping and gender in the area of teachers. It's findings report that in the spanish primary and secondary school teachers which were the subjects, the indicators of burnout, cynicism and exhaustion, increased over time and were not allevieated in women who sought social coping support, and even more suprisingly it was found to be damaging to men.

The relationship between stressors and creativity: A meta-analysis examining competing theoretical models.
Byron, Kristin; Khazanchi, Shalini; Nazarian, Deborah
Journal of Applied Psychology. Vol 95(1), Jan 2010, 201-212
This study sought to chart the relationship between creativity and stress. What they found is that creativity increases in instances of low to moderate stress, and begins to rapidly decrease during times of high stress. This reinforces the human function curve theory.


References
Adkins, Joyce A. Promoting organizational health: The evolving practice ofoccupational health psychology.
Professional Psychology: Research and Practice. Vol 30(2), Apr 1999, 129-137.

Pal, S., & Saksvik, P. (2008, February). Work-family conflict psychosocial work environment stressors as predictors of job stress in a cross-cultural study. International Journal of Stress Management, 15(1) 22-42.

Ackerley, Gary D.; Burnell, Juliann; Holder, Dale C.; Kurdek, Lawrence A. Burnout among licensed psychologists.
Professional Psychology: Research and Practice. Vol 19(6), Dec 1988, 624-631.

Fried, Y., Rowland, K. M., & Ferris G.R. (1984). The physiological measurement of work stress: a critique. Personnel Psychology, 37, 583-616

Vidya A L.,Levinson E. M,. Barker, W and Kievvra K. R (1999) The Effects of Meditation on Teacher Perceived Occupational Stress, Stateand Trait Anxiety, and Burnout School. Psychology Quarterly, Vol. 14, 3-25


Adams, Gary A.; Jex, Steve M. Relationships between time management, control, work??"family conflict, and strain.
Journal of Occupational Health Psychology. Vol 4(1), Jan 1999, 72-77.

Allen, Tammy D.; Herst, David E. L.; Bruck, Carly S.; Sutton, Martha Consequences associated with work-to-family conflict: A review and agenda for future research. Journal of Occupational Health Psychology. Vol 5(2), Apr 2000, 278-308.

Anderson, Vidya L.; Levinson, Edward M.; Barker, William; Kiewra, Kathleen R. The effects of meditation on teacher perceived occupational stress, state and trait anxiety, and burnout.
School Psychology Quarterly. Vol 14(1), Spr 1999, 3-25.



http://www.medicalnewstoday.com/articles/156788.php
http://www.personalityresearch.org/papers/beaton.html
http://www.stressfocus.com/stress_focus_article/types-of-stress.htm

Excerpt From Essay:

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