Psychological Well-being and Job Performance Relationship

Psychological Well-being and Job Performance Relationship Introduction Psychological conceptions and treatments of well-being are a prominent feature of psychological literature particularly in relation to mental health from a social-psychological point of view. The fundamental questions asked in this area are arguably concerned with the way and means of understanding the psychological reactions of individuals to the stresses and challenges of modern day life activities, (Bradburn, 1969). With work being one of the major activities of life it is reasonable to surmise work will have a significant impact on mental health and that vice versa mental health will have a significant impact on a person’s performance and experience of work. With the diversity of criteria which can be used to judge mental health the psychological aspects to mental health have become increasingly important associated in human resource management literature as well organisational behaviour research because of the suggested strong relationship between an individual’s p sychological condition and job performance. Researchers such as David and Smeeding (1985) and more recently Wright and Cropanzano (2004) argue that psychological well-being in terms of happiness contributes to maximising both personal health as well as job performance in terms of organisational productivity. It is reasonable to believe that such a consideration of mental health has valuable implications in managing human resources. With links to employee motivation and job performance management and from an organisational perspective the theoretical framework offered by mental health provides a useful tool in understanding an organisation’s behaviour through reference to the psychological well-being of individuals within the organisational context. In one way then considering for example staff retention which is a key element of organisational strategies since human resources have been viewed recently as one of the most important resources for any organisation, (Torrington, Hall and Taylor (2002). Furthermore happy employees tend to be more productive and contribute more in creation and innovation activities which are crucial activities for organisations given the competitive realities of the modern business world, (Wright and Cropanzano, 2004). However currently there is no gener al agreement about the best way to measure, assess and/or evaluate people’s psychological states. Terms such as self-esteem, self adjustment in dealing with work stress have critical influences on the level of well-being. Social support at work related to psychological well-being may be said to affect productivity of employees which itself is argued to have positive effects on job control, lower job depression and generate higher productivity. Nevertheless the extent to which social support contributes to better performance remains unclear due to the complexities of psychological reactions and the processes comprising them. Discussion An important perspective on well-being originates from the social-psychological perspective which focuses on viewing well-being in both an individual and social sense. One means of conceptualising well-being is in an individual psychological manner where the subject is linked with economic models in that individuals make rational responses in changing their behaviour due to changing prices and incomes. Another traditional aspect of the subjective activity of well-being focuses on the measurement of well-being for social policy purposes which historically has been concerned with tax return, pensions, use of health care resources and work environment affairs, (David Smeeding, 1985). From this point of view there are vital implications in the sense of the psychological subject in human resource management and studies dealing with organisational behaviour since people as the essential elements performing tasks in these contexts. For example the recent broaden-and-build model has been de signed to provide relevant evidence towards explaining the possible interactive role of physiological well-being (PWB) associated with job satisfaction and job performance which demonstrates significant relationships to employee performance, (Wright and Cropanzano, 2004). This is to say illustrating the strength of the correlation between the happier an employee feeling with the more productive they are in their everyday job performance. Based on this viewpoint then human resource management approaches have aimed at building management models which draw from and benefit from PWB in order to improve an organisation’s performance in terms of quality and quantity. A principal point of consideration in this then is the environment in which people are working in as detrimental work environments pose potential health risks to individuals. Health risks can be seen in terms of the physical harm done to people’s bodies but also as having negative influences in a psychological manner including depression and stress which results in poor job performance and lowered productivity. Thus PWB suggests that a better and healthier working environment will be able to make employee feels more comfortable and happier through health gains in harm avoidance in the work place. In HRM literature environment not only includes physical environments such as machinery, organisational structure but also intangible contexts like orga nisational culture and leadership styles and these are equally as important in terms of employee well-being. Therefore Beardwell, Holden and Claydon (2004) argue that appropriate organisational structures in terms of physical power distance as well as intangible distance such as leadership style are important in contributing to employees job performance. Research suggests that long power distances result in staff at lower levels within an organisation feeling powerless and vulnerable with the consequences being they suffer stress at work since there is a lack of opportunity in expressing themselves within the decision making processes affecting them, (Hersey, Blanchard Johnson, 2001). Additionally the corporate environment in terms of employment contracts themselves a process of socio-economic exchange often in national contexts is particularly crucial as it defines formalised arrangements between employee and the organisation employing, (Clark, 2004). Contracts between employee and employer determine the terms and conditions of employment like security and health issues related to the job and contractual employment rights. Clark (2004) points out that the relationship between employees and management teams not only impacts on corporate performance but also influences how successful and organisation is at retaining its workforce. While Wright and Cropanzano (2004) concentrate on the psychological meaning of well-being in contributing to better job performance David and Smeeding (1985) propose that significant attention be paid to well-being from an economic perspective. Economic elements such as changing prices compared to incomes then are proposed as affecting people’s behaviours and psychological reactions. For instance research has demonstrated that higher income individuals are more likely than lower income individuals to report themselves as enjoying higher levels of happiness, (David and Smeeding, 1985). It hence is unsurprising to note that traditional human resource management approaches view performance management as enhancing individual performance by assessing past performance and rewarding improvements in terms of tangible economic benefits, (Walker, 1992). Jacques (1962) claims that every employee displays strong feeling towards to the level of payment in that such payments correspond to t he perceived values attached to the performance of tasks associated with the job. This economic model closely reflects psychological conceptions in that when employees feel they are underpaid job performance will suffer in terms of productivity and efficiency. Wright and Cropanzano’s model suggests that fair payment contributes to the happiness level of staff however it is vital to mention that the expectation of employee namely the subjectivity of well-being largely indicates different attitudes towards fairness. This is to say the employee who is paid comparably higher than others due to higher levels of education and vocational skill might feel unhappy because the pay level is still lower than the expected level. This is similar with subjective accounts of poverty of the unemployed being more a negative experience than poverty as a student dependent on their ability to adjust the reality of situations with their expectations. This corresponds with David and Smeeding’s (1985) framework on the subjectivity of well-being as a personalised experience. Recent research carried out by Gregg and Wadsworth (1999) illustrated that a good number of employee departures was due to either poorly managed expectations or ineffective induc tions into positions. This is an important point in considering psychological well-being and individual productivity as well as organisational performance illustrating that tangible economic benefits or objective conditions attached to jobs may be perceived in many different ways as a result of individual subjectivity. Wright and Hobfoll’s (2004) work linked with Wright and Cropanzano’s (2004) research in demonstrating that psychological well-being has both positive and negative influences on job performance. One such concept is that of employee burnout which refers to emotional and/or physical exhaustion and reduced personal accomplishment amongst sufferers. Employees tend to feel dissatisfied due to poor task completion and personal achievement in turn. Past experiences of failure in dealing with customers for example is suggested as being one prime means of reducing motivational attitudes towards work. With people being considered as the most important resource in contributing to organisational performance then human resource management has itself been put in a critical position in strategic decision making processes. Aspects of managing human resources have become involved in a wide range of issues such as recruitment and retention related to development, reward and relationship m anagement of employees are arguably the basic HRM functions. The process of retention of workforces lays the foundation for obtaining suitably qualified employees in order to contribute in the most effective manner to achieving corporate goals in a cost-effective manner, (Foot Hook, 1999). The relationship to these HR principles of the thesis of psychological well-being in one ways shows clearly that motivation in the employee retention process as well as better performance is a principal factor determining organisational success in these areas. Also from an individual’s perspective burnout as suggested by research tends to result in ineffectiveness and failure in job performance due to a lack of energy levels in an emotional and physical sense. This leads to stress which in turn can cause ill-health both physical and mental. Similarly from the organisation’s perspective innovation levels tends to decrease which as has been argued is important in maintaining competiti ve position for companies operating in intensively competitive industries, (Maslach Jackson, 1986; Lee Ashforth, 1996). Based on this analysis and discussion of psychological well being it would appear that a useful measure is to examine the various approaches used to improve job performance and productivity at personal and organisational levels. People are motivated by different things dependent on different individual value systems and expectations. As such in order to increase well being levels among employees organisations attempt to create better working environments relying on supportive corporate cultures, effective leadership styles and the provision of accessible communication channels. An awareness that motivation does not necessarily flow from positive salary arrangements alone is necessary as often such is considered as the most effective tool in rewarding and motivating employees. Instead potential career development opportunities for employees, employee friendly working environments and supportive management methods exert strong influences on feelings of well-being among employees. For example positive rewards in a tangible way and intangible confirmations related to good performance should encourage employees to repeat the same activities since the rewarding of successful behaviour contributes to employee’s levels of self esteem. In many ways then it is fair to say that psychological processes and subjective feelings and experiences remain complex phenomena and would seem to be influenced by a range of factors such as national cultures and the effects of reference groups like families and peer groups in for example expected income levels and job status, (Mullins, 2005). The measurement of psychological well-being contributing to better performance is conditionally true yet it must be acknowledged that the methods used in research such as by Wright and Cropanzano’s (2004) exhibit and are limited by the potential problems related to subjective reactions and perceptions of job performance by employees. Conclusion Models and theories of psychological well-being are established topics in Psychology which is held as being closely linked with conceptualisations of mental health and the mental well being of individuals. The variety of psychological reactions of individuals to stress and daily life can all result in feeling of happiness, mental health or illness depending on situational factors which has effects on people’s performance at work. As a result then psychological conceptions of well-being are widely used in considering the relationship between well-being and job performance in an organisational context. Studies have demonstrated the positive effects of employee well-being on their job performance in terms of better productivity yet due to the complex psychological processes which are involved in the condition of well-being there is still a lack of definitive evidence in demonstrating to what extent psychological well-being contributes to better job performance. Such evidence is d ifficult to produce for example bearing in mind complicated human behavioural patterns and experiences in relation to work. Linked to this definitions of happiness remain unclear and is an area which requires further research along with further explorations of the reasons feeling of satisfaction and happiness with work increases productivity. However it is fair to say that better health levels in terms of psychological well being influences people in terms of motivation and attitudes toward work as well as their capacity and ability to work. The reduction of employee sickness whether major or minor due to poor working conditions and the impact this has on organisational performance is one aspect any organisation should seek to reduce and minimise as a strategic goal. References Beardwell, I., Holden, L. Claydon, T. (2004) Human Resource Management: A Contemporary Approach 4th edition, FT Prentice Hall, London UK. Bradburn, N.M. (1969) The Structure of Psychological Well-Being, Aldine Publishing Company, Chicago. David, M. Smeeding T. (1985) Introduction, in David, M. Smeeding, T. (eds) Horizontal Equity, Uncertainty, and Economic Well-Being, National Bureau of Economic Research, Studies in Income and Wealth, Vol. 50. Foot, M. Hook, C. (1999) Introducing Human Resource Management 2nd edition, Pearson Education Limited, UK. Gregg, P. Wadsworth, J. (1999) Job Tenure 1995-98 in Gregg, P. Wadsworth (eds) The State of Working Britain, Manchester University Press, UK. Hersey, P., Blanchard, K.H. Johnson, D. (2001) Management of Organizational Behavior: Leading Human Resources, Prentice Hall, USA. Jacques, C. (1962) Objective Measures for Pay Differentials, Harvard Business Review, January-February. Lee, R.T. Ashforth, B.E. (1996) A Meta-analytic Examination of the Correlates of the Three Dimensions of Job Burnout, Journal of Applied Psychology, Vol. 81. Maslach, C. Jackson, S.E. (1986) Maslach Burnout Inventory 2nd edition, Consulting Psychologists Press, USA. Mullins, L.J. (2005) Management and Organisational Behaviour 7th edition, FT Prentice Hall, Harlow UK. Park, K., Wilson, M.G. Lee, M.S. (2004) Effects of Social Support at Work on Depression and Organisational Productivity, American Journal of Health Behaviour, Vol. 28 Issue 5. Torrington, D., Hall, L. Taylor, S. (2002) Human Resource Management, FT Prentice Hall, Harlow UK Walker, K.W. (1992) Human Resource Strategy, McGraw-Hill, New York USA. Wright, T.A. Cropanzano, R. (2004) The Role of Psychological Well-Being in Job Performance: a Fresh Look at an Age-Old Quest, Organizational Dynamics, Vol.33 Issue 4. Wright, T.A. Hobfoll, S.E. (2004) Commitment, Psychological Well-Being, and Job Performance: An Examination of Conservation of Resources Theory and Job Burnout, Journal of Business and Management, Winter Vol.9 Issue 4.

Causes of students sleeping in class hours

It is a bad habit Of each every one Of us, mostly we experienced it because Of many reasons, and social media is the major reason of our laziness. Social media is not always positive. Students usually multi-task while studying, they check their social media sites while on the process of studying. Their ability to concentrate on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online gaming. Later on they will be totally distracted by their social media activities thus forget about the subjects that hey should focus on, in the first place.This is one very common problem faced by the students not only in this present era but most likely since the formal education was being taken and introduced. The popularity of social media can caught the attention of many students like us. There's no doubt that students are energetic and actively engaged in online communities such as: posting comments, tweeting and online gaming. A. Statement of the Prob lem Laziness occurred because our attention is caught by the social media and we're not aware that our interest in our studies is now losing. In this kind of search, we prepare some questions about this.What are the contributions of social media to the laziness of the students? Why is it that the social media is the number one cause of the laziness of the students? What can we do to overcome this bad habit? B. Hypothesis In this research, we give some answer on the following questions. This answer would be the possible answer of the students about this. For students, who always feel lazy, bored, not interested and sleepy during class hours. It is because they prefer using computers in useless things. Instead of using it on doing your homework, lessons, and projects.Some students feel lazy during class hours for the reason that they're lack of sleep and rest. Some of them are still using computers, browsing nonsense things or playing online games even if it is late at night. We can a void this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Don't use computers too much in doing our school works, we can still browse some information from a reference book. C. Significance of the Study We all know that we can avoid this kind of activity. This research can change their bad habit. This can help them to stay focus on their studies.This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites. This can also help them to know and realize that using computers for your school works has a bigger difference than using computers to any useless things. Eke, online gaming and always using social networking sites while studying, that's why they can't stay focus on their studies. D. Scope and Delimitation's of the Study Our research is focused on the contributions of social media activities to the jazziness of the students.Through this research we will have more knowledge and deep understanding about its contribution. The selected students of San Guillemot Academy from grade seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 1 00 respondents. Bored, not interested in class, not interested to the subject and sleepy because you're lazy and all you want to do is to use computer time to time.Chapter II Theoretical and Conceptual Framework Review of Related Literature Cutting back on sleep for school work is counterproductive Students who Stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows. By Mary Mclean August 22, 2012 Los Angels Times The old aphorism that â€Å"you snooze, you lose† doesn't apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade.Researchers from Class Jane and Terry Semen Institute for Neuroscience and Human Behavior enlisted students from three Los Angels high schools to help them figure out whether academic performance suffered the day after a late night of studying. It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development. â€Å"Sacrificing sleep for studying seems to be counterproductive,† said Andrew J.Fulfilling, a developmental psychologist at UCLA and the stud's senior author. The researchers gave 535 teenagers checklists to keep track of their sleep and duty time for three 14-day periods when they were in ninth, 10th and 12th grades. The UCLA team found that regardless Of how much time a high schooled normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test the opposite of the student's intent.The researchers didn't quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was â€Å"surprisingly greater. † The allegations held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school. The results rang true to Aka Daniels, a college-bound senior at the Los Angels Center for Enriched Studies, a Mid-City magnet school. On occasions when she's stayed up late to study, she's had more trouble absorbing material in class, she said. I'd have to retrace myself at night,† she said. The finding â€Å"makes a lot of sense,† said Mona el-Sheikh, a professor of human velvet een and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said. Students who get too little sleep don't have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect.Parents should do what they can to make sure their children have sufficient and consistent sleep, she said. Fulfilling said he could not disclose which schools took part in the research. The dents varied in ethnic and economic backgrounds, as well as in their level Of academic achievement. Their checklists revealed that study time did not change over the course of high school -? the average was just over an hour per day -? but sleep time decreased by an average of 41. 4 minutes. Ready, willing, and able?Sleep hygiene education, motivational interviewing and cognitive behavior therapy for inso mnia in an Australian high school setting Journal Article By Mineral Cain Publication: Education and Health Date: 2012 Cognitive behavior therapy for insomnia is well-regarded as an effective retirement for insomnia in adults. Previous studies also suggest that CB-I can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended treatment involves a combined program of morning bright light therapy, stimulus control therapy, and education about sleep hygiene.Improving sleep pattern regularity by getting up earlier on weekends (I. E. , at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime leafiness. Recent research suggests that the school classroom may be a promising arena for the dissemination of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up data.Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed: some studies showed improved knowledge about sleep, despite having no data about actual changes in sleep habits or behaviors; another duty measured sleep habits but found no change from pre- to post- treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data.A series oft studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of previous research by conducting randomized controlled trials evaluating school-based intervention programs aimed at improving the sleep of adolescents. Full det ails of these studies can be found in earlier publications; however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems.Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior Journal Article By Judith Owens Publication: Arch Pediatrics's Med Date: 2010 Objective: To examine the impact of a 30-minute delay in school start time on adolescents' sleep, mood, and behavior. Design: Participants completed the online retrospective Sleep Habits Survey before and after a change in school tart time. Setting: An independent high school in Rhode Island. Participants: Students (n=201) in grades 9 through 12. Intervention: Institution of a delay in school start time from 8 to 8:30 AM.Main Outcome Measures: Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardiest. Results: After the start time delay, mean school night sleep d uration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [24th=3. 36; PC the percentage of students getting less than 7 hours of sleep decreased by 79. 4%, ND those reporting at least 8 hours of sleep increased from 16. 4% to 54. 7%. Students reported significantly more satisfaction with sleep and experienced improved motivation.Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions: A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents' sleep needs, circadian rhythm, and developmental stage. Middle School Start Times: The Importance of a Good Night's Sleep for Young Adolescents Journal Article By Amy R.Wolfs Publication: Behavioral Sleep Medicine Date: 2007 With the onset of adolescence, teenagers require 9. 2 hrs of sleep and experience a delay in the timing of sleep. In the â€Å"real world† with early school start times, however, they report less sleep, striking differences between their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high coolers with later school starts do not rather delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (7:1 5 a. . ) versus late (8:37 a. M. ) start times. Students (N = 205) were assessed at 2 time periods. Students at the late- starting school reported waking up over 1 hrs later on school mornings and obtaining 50 min more sleep each night, less sleepiness, and fewer tardiest than students at the early school. All students reported similar school-night bedtime , sleep hygiene practices, and weekend sleep schedules. Related Studies Sleep Complaints Affecting School Performance at Different Educational Levels By James F. Page and Carol F.Swastikas Published online 2010 November 16. Prepossessed online 201 0 July 21 Abstract The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower Spa's in junior high students.Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This s tudy indicates that different sleep disorder variables negatively affect performance at different age and educational levels. Keyset;rods: adolescent, college, sleep, restless legs, school, insomnia, GAP Introduction A growing body of work documents the association between disordered sleep and school performance.Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blue et al. , 1990; Link and Nicolai- Israel, 1995; Hoffman and Strength, 1 997; Wolfs and Sarandon, 1 998, 2003; Shin et al. , 2003; Mailman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunder and Chervil, 2008). Reported abnormalities in sleep including sleep latency [SSL]>mini and more than one arousal per night at least two nights/week have shown an association with an increase in school failure rates (Kahn et l. 1989). A large study in the Spanish secondary sc hool system (N=11 55, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Solaced et al. , 2005). Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousal, less napping and less difference between weekday and weekend sleep times (Link and Nicolai-lesser, 1 995; Hoffman and Strength, 1997; Wolfs and Sarandon, 1998).The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Shades et al. , 2002; Teaser et al. , 2002; Sarandon et al. , 2004). Experimental restriction Of sleep in students (ages 6-12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallen et al. 2005). There are suggestions in the literature that sleep variables affecting school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher emotional liability (Nixon et al. , 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness affecting school performance in the high school aged population (Wolfs and Sarandon, 2003; Mailman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16. ) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al. ,2006). A similar study in Korean high school students N=3,871 , mean age 16. 8) reported excessive daytime sleepiness (DES) to be present in 15. 9% of students. DES was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance (Joy et al. , 2005). The p roportion of students reporting insomnia appears to increase with increasing age and higher educational level.Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kanata et al. , 2006). Up to 30% of college students report chronic Severe sleep difficulties including both daytime sleepiness and insomnia with 1 1 % meeting criteria for delayed sleep phase syndrome (DADS) (Brown et al. , 2001 , 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Wallach et al. 2003). Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negatively affect student participation in extracurricular activity (Gibson et al. , 2006). Studies have documented the effect of disordered sleep on the behavioral a nd emotional performance of elementary' school children (Meandered et al. , 2006; El-Sheikh et al. ,2007). Children with fragmented sleep score lower on tests of neurologically functioning and have increased parent-reported levels of behavior problems (Shades et al. 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, problematic alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, ND feelings of isolation (O'brien and Mindful, 2005; Anyone et al. , 2007). Treatment protocols proposed and utilized in the treatment of sleep disturbance in students A variety of treatment protocols have been proposed for general application in student populations.The finding that early high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start time s (Dexter et al. , 2003; Joy et al. , 2005). In some states and communities school Start times have been changed based on legislation. It is currently unclear hither this approach leads to an improvement in school performance (Liaison et al. , 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al. , 2007).Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of co-educational programs emphasizing sleep hygiene (Joy et al. , 2005; Gibson et al. , 2006). Melatonin used as a pharmacological treatment for adolescents aged 10-?1 areas in the treatment of DADS has been shown to exult in fewer of these students reporting school difficulties (Ginsberg et al. ,2006). Some studies have suggested, based on data derived from high school studies, that co-educational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al. 2006; Gibson et al. , 2006). In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al. , 2006). This study presents data evaluating the association between questionnaire-reported sleep disturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10-?54).It is the authors' hypothesis that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance. Materials and Methods Th ree samples of students were analyzed for this study: middle school (grades 6-8), high school (grades 9-11) and college students.The first samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado near the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on â€Å"Sleep in Young Adults† in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical imprisons were made within, but not across the three educational levels.An RIB approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervil et al. , 2000, 2003; Page et al. , 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories: I-?never; 2=rarely (once a month); 3=sometimes (o nce a week); 4=occasionally (twice a week); 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep ATA to compare response categories 3-5 to categories 1 and 2.This differentiated those who reported having the sleep problem at least once a week from those who had it less often. Assessment of school performance was based on self reported GAP (Range 2. 0-4. 0), which is a common method for defining academic performance in sleep research (Blue et al. , 1990; Hoffman and Strength, 1997; Wolfs and Sarandon, 1 998; Mailman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69. %) reported their GAP While only the students porting GAP could be analyzed for this study, chi-square analyses revealed that none of the sleep variables differed significantly between those who provided GAP data and those who did not. In addition, a proportion of post- seco ndary school students were enrolled in either nursing or medical training programs that did not rate performance based on GAP and therefore could not be included. This study included 98 junior high students (Grades 6-8), 67 high school students (grades 9-11) and 64 college students (mean age 27. , range 17-?59). GAP was not normally distributed and therefore was split at the Edwina to form two groups within each educational level: Low GAP and High GAP. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GAP (low or high). Results Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white students in the college group.There were also substantially more males in the college group than the two younger groups. However, within each ed ucational group, there were o significant differences in age, ethnicity or gender by GAP. For all three groups, the most common sleep associated problem was feeling unrepressed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication. Table 1 Demographic and sleep variables for all three groups.

Arming Teachers Essay

â€Å"The vast majority of teachers want to be armed with textbooks and computers, not guns,† said Kenneth S. Trump, President of National School Safety and Security Services, in response to the national discussion on arming teachers and school staff, and armed volunteers in schools. Trump advises school districts against allowing teachers and school staff to be armed. Trump says that while gun control and gun rights advocates typically seize on school proposals to arm teachers to further political agendas, his opposition to arming teachers and school staff focuses solely on implementation issues, not political statements and beliefs about rights to bear arms. â€Å"School districts considering arming teachers and school staff with guns would take on significant responsibility and potential liabilities that I firmly believe are beyond the expertise, knowledge-base, experience, and professional capabilities of most school boards and administrators,† Trump said. He added that school board members, superintendents, principals, teachers, school safety experts, and public safety officials he has talked with around the nation consistently do not believe that educators and school support staff should be armed. Trump, a 25-year veteran school safety expert who has trained and consulted with school and public safety officials from all 50 states and Canada, noted that school districts setting policy to allow teachers and school staff to be armed with guns would take on an enormous amount of responsibility and potential liability. Trump says allowing teachers and school staff to be armed begs a number of questions: Does the school board have appropriate and adequate policies and procedures governing the carrying and use of firearms by teachers and school staff? What type of â€Å"use of force continuum† has the school district created for staff to use firearms? How does that stand up in comparison to such standards held for police officers and others who are armed and deployed in a public safety capacity? What types of firearms (types of guns, caliber of weapons, etc.) are staff allowed to carry and not allowed to carry? Will staff carry their own personal firearms or school district-issued firearms? If the school allows staff to carry their personal weapons for the purpose of protecting staff and students, what responsibilities do school boards and administrators thereby assume for making sure the firearms carried are functional? Does the school district have regular â€Å"inspections† of staff firearms to make sure they are functional and appropriate to policy, and if so, who on school staff is responsible for that function and what is their level of expertise and training to make such decisions? What type of firearms training does the school district provide on a regular, ongoing basis to those staff it authorizes to be armed with guns? Will the school district build and operate its own firearms range? Who on school staff is qualified to provide such training, operate a firearms range, etc.? Will firearms certification and recertification be added to the school district’s professional development training program each year? What type of weapons retention training has been provided to staff who are armed and what steps have been taken to reduce risks of a teacher or staff member being intentionally disarmed by a student or other person, or for having a firearm dislodged from a staff member’s control when the teacher breaks up a fight in a cafeteria or hallway? How is the district prepared to prevent and manage situations where teachers and/or staff members lose, misplace, or have stolen their firearms while on campus? How will the school district manage an accidental shooting that could occur? What is the impact of this type of board policy and practice on the school district’s insurance and potential legal liability posture? If self-insured, is the district able to handle potential lawsuit judgments against them for cases resulting from this practice? If insured by a private carrier, what is the insurance provider’s position and concerns, or will they even insure the district for such a practice? Most importantly, what other options have we considered as school leaders? For example, if the school district is concerned about first responder response time from the community to the school, has the school district considered employing a school resource officer (SRO) or its own trained, commissioned and certified school police officer who is a school district employee, such as what is allowed in Texas, Florida and other states, and many other considerations. Trump has long supported school districts having school resource officers (SROs) who are city or county law enforcement officers assigned to work in schools. He also supports properly organized and operated school police departments, which are in-house school district police officers that are trained, commissioned, and certified professional peace officers in school districts where state law allows districts to have such departments. Trump says that the arming of teachers and school staff goes is a significantly different issue that goes beyond simply the issue of an individual’s right in a number of states to be licensed to carry a concealed weapon. Unlike an individual being trained and licensed under a state law to carry a firearm for personal protection at their home or on the streets, school districts that permit teachers and school staff to carry firearms on campus are in essence deploying those school employees in a public safety capacity to protect the masses with the expectation and assumption that they can and will provide a firearms-related level of public safety protection services to students and other staff. By tasking those employees with those responsibilities, Trump notes, the school district is also accepting responsibility and potential liability for implementation of such policies. â€Å"There is a huge difference between having trained, certified and commissioned law enforcement officers who are full-time, career public safety professionals that are armed and assigned the duty of protecting students and staff versus having teachers, custodians, cafeteria workers and other non-public safety professionals packing a gun in school with hundreds of children,† said Trump.

Développer - to Develop - French Verb Conjugations

The  French verb  dà ©velopper  means to develop. Find conjugations for dà ©velopper  in the tables below. Conjugations of  Dà ©velopper Present Future Imperfect Present participle je dveloppe dvelopperai dveloppais dveloppant tu dveloppes dvelopperas dveloppais il dveloppe dveloppera dveloppait nous dveloppons dvelopperons dveloppions vous dveloppez dvelopperez dveloppiez ils dveloppent dvelopperont dveloppaient Pass compos Auxiliary verb avoir Past participle dvelopp Subjunctive Conditional Pass simple Imperfect subjunctive je dveloppe dvelopperais dveloppai dveloppasse tu dveloppes dvelopperais dveloppas dveloppasses il dveloppe dvelopperait dveloppa dveloppt nous dveloppions dvelopperions dveloppmes dveloppassions vous dveloppiez dvelopperiez dvelopptes dveloppassiez ils dveloppent dvelopperaient dvelopprent dveloppassent Imperative tu dveloppe nous dveloppons vous dveloppez Verb conjugation patternDà ©velopper  is a  regular -ER verb