Organizational Factors Contributing to Workplace Stress Among Office Professionals in Selected Hospitals in Laguna: Basis for Stress Management Program

This study determined the organizational factors contributing to workplace stress among office professionals in selected hospitals in Laguna that served as a basis for a stress management program. This quantitative research employed a descriptive correlational design using descriptive statistics in analyzing the data. Data were collected among 80 office professionals from four selected hospitals in Laguna, Philippines. Convenience sampling was utilized in choosing the respondents of the study. The study revealed that the respondents experienced or observed the following organizational factors: high in terms of leadership support, good for working conditions, fair for peer relationship, moderate for role ambiguity, while the workload is moderately heavy. It was also found out that the respondent’s physical and psychological stress is low. Moreover, correlation analysis revealed that role ambiguity, working condition, and leadership support is not significantly related to physical, psychological test, and the overall workplace stress and that there was no significant difference in the employees’ demographic profile considering the age, gender, highest educational attainment, year of service and civil status. Regression analysis also revealed that workload and peer relationship significantly predict workplace stress, with a variance accounted for 24.1%. Workload contributed a total of 19.3% of the variance in workplace stress and 4.8% for peer relationships and working conditions. This means the heavier the workload, the higher the workplace stress and the better peer relationship and working conditions, the higher the workplace stress. Based on the results, it is recommended that the proposed stress management program be utilized by the selected hospital respondents.Keywords: organizational factors, workplace stress, physical and psychological stress, peer relationship, working condition

Self-Esteem, Study Habits, and Academic Performance of Business College Students

Individual’s academic success may be affected by personal and social dimensions of life. Self-esteem and study habits are that dimensions in life that have influential effects on academic achievement.  Thus, this study was conducted to determine if there is a significant relationship between self-esteem, study habits and the academic performance of 151 students from the College of Business.  This study utilized the descriptive and correlational designs.   Using stratified sampling, the questionnaires were administered to a sample of 151 business students.  The descriptive results revealed that the business students have high self-esteem, good study habits, and average academic performance (GPA=3.31).  Using Pearson’s correlation, a significant relationship was found between self-esteem and academic performance and between study habits and academic performance in terms of reading textbooks, taking notes and using resources. It was recommended that educators should encourage and cheer up students, raise their spirits when they are down, and congratulate them when they are doing well. Educators should find activities that will motivate students to study harder to improve their academic performance

Aceitação e avaliação sensorial de queijos caprinos pelo método CATA (check-all-that-apply).

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The health and well-being of transgender high school students: results from the New Zealand adolescent health survey (Youth’12).

Purpose To report the prevalence of students according to four gender groups (i.e., those who reported being non-transgender, transgender, or not sure about their gender, and those who did not understand the transgender question), and to describe their health and well-being. Methods Logistic regressions were used to examine the associations between gender groups and selected outcomes in a nationally representative high school health and well-being survey, undertaken in 2012. Results Of the students (n = 8,166), 94.7% reported being non-transgender, 1.2% reported being transgender, 2.5% reported being not sure about their gender, and 1.7% did not understand the question. Students who reported being transgender or not sure about their gender or did not understand the question had compromised health and well-being relative to their nontransgender peers; in particular, for transgender students perceiving that a parent cared about them (odds ratio [OR], .3; 95% confidence interval[CI], .2 -.4), depressive symptoms (OR, 5.7; 95% CI, 3.6-9.2), suicide attempts (OR, 5.0; 95% CI, 2.9-8.8), and school bullying (OR, 4.5; 95% CI, 2.4-8.2). Conclusions This is the first nationally representative survey to report the health and well-being of students who report being transgender. We found that transgender students and those reporting not being sure are a numerically small but important group. Transgender students are diverse and are represented across demographic variables, including their sexual attractions. Transgender youth face considerable health and well-being disparities. It is important to address the challenging environments these students face and to increase access to responsive services for transgender youth

Synthesis and crystal structures of 5,5′-(propane-2,2-diyl)bis(2-hydroxybenzaldehyde) and 5,5′-(propane-2,2-diyl)bis(2-hydroxyisophthalaldehyde)

The title compounds 5,5′-(propane-2,2-diyl)bis(2-hydroxybenzaldehyde), C17H16O4, (1), and 5,5′-(propane-2,2-diyl)bis(2-hydroxyisophthalaldehyde), C19H16O6, (2), crystallize with one molecule in the asymmetric unit. In molecule (1), a >C(CH3)2 group bridges two nearly planar salicylaldehyde groups [r.m.s deviations = 0.010 (1) and 0.025 (2) Å], each comprising a planar phenyl ring bonded with a hydroxyl and an aldehyde group. Similarly, compound (2) has the same bridging group, but it connects two nearly planar appendants [r.m.s deviations = 0.034 (1) and 0.035 (1) Å], each comprising a phenyl ring bonded with a hydroxyl and two aldehyde groups. Molecule (1) exhibits a bridge angle of 109.5 (2)° with the salicylaldehyde planes subtending a dihedral angle of 88.4 (1)°. In contrast, molecule (2) presents a bridge angle of 108.9 (2)° with its appendants subtending a dihedral angle of 79.6 (3)°. Both molecules exhibit two intramolecular O—H...O hydrogen bonds involving the phenolic H atoms and carboxyl O-atom acceptors. In the crystal of (2), O—H...O hydrogen bonds between one of the hydroxyl H atoms and a carboxyl O atom from a symmetry-related molecule form a chain along [10\overline{1}]. In addition, (2) exhibits a strong visible luminescence when excited with ultraviolet radiation