Stress as a Concern
Stress is defined both in terms of
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Stress is defined both in terms of its physical and psychological dimensions and involves an increasing sense of the loss of control over the environment, producing fear and uncertainty. Stress is a problem in the workplace and is often spoken of in terms of stress in the workplace because work related stress contributes to a variety of problems both for the individual experiencing stress and for the organization for which he or she works. The problems can range from reduced performance to open violence. Stress is experienced by both men and women. Men are seen as having greater stress than women because men have long experienced stress in the workplace, but as more and more women enter the workplace as well, they are also subject to the same levels of stress. Certain life experiences are stressful in varying degrees, and incoming college students experiences stress for a variety of reasons, including work load demands, culture shock, added responsibilities, living away from home for the first time, and so on. Stress in itself can be a good thing when the level of stress is not too high and when the individual is able to control the stress and its effects. Mark Greener emphasizes that stress is a response to change in the environment and that any change can lead to stress, even if the change itself is enjoyable. Stress is not a new problem, though it is better recognized today as a concern for the business world and as a contributing factor in the development of a
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ow 31.5 percent of freshmen say they spent six or more hours a week studying or doing homework in their last year of high school, compared with 32.9 percent in 1998 and 43.7 percent when the question survey first asked about this in 1987. In 1999, a full 40.2 percent of students say they studied fewer than three hours a week, and 17.1 percent studied reported studying less than one hour a week. One demonstration that academic disengagement may be increasing is found in the fact that the percentage of students requiring remedial courses in high school is increasing. The percentage of those taking remedial courses in mathematics and foreign languages is at an all time high (12.7 percent and 5.1 percent, respectively); for science, the percentage is at a 20 year high (5.1 percent); and for English, reading, and social studies, it stands at a nine year high (6.3 percent, 5.6 percent and 4.0 percent, respectively). Overall, the percentage of freshmen taking at least one remedial course in high school (18.3 percent) has increased by more than half since 1982 (now at 12.0 percent). UCLA education Professor Alexander Astin, founding director of the survey, noted, "Although these percentages are relatively small, they represent hundre
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Approximate Word count = 5924
Approximate Pages = 24 (250 words per page)
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