This study examined the role of stress on irrational health beliefs and health behaviors among individuals 18-45 years old. Previous research has shown that this age group reported higher stress levels, more physical symptoms of stress, and the highest level of negative health behaviors. The theoretical frameworks were health belief model, the transactional model of stress and coping theory, and Ellis's concept of irrational beliefs. A survey using 3 published instruments measured the perceived stress level, irrational health beliefs, and health behaviors of a sample of 97 individuals aged 18-45. The data were quantitatively assessed using a mediation model to test a significant relationship between the predictor variable, perceived stress, and the criterion variable, health behaviors, using the mediating variable of irrational health beliefs. Findings suggest that higher stress levels are related to health behaviors (p ˂ .001), while stress did not make a significant contribution to irrational health beliefs (p = .092). Moreover, findings indicated that greater irrational health beliefs are related to more negative health behaviors (p = .010). Irrational health beliefs were not found to mediate the relationship between perceived stress and health behaviors. This research supports and extends the current body of research examining the relationship between stress, irrational health beliefs, and health behaviors. The results of this study can provide insight into how stress is related to thoughts and behaviors, specifically focusing on health. This study may aid health psychologists by providing information that can contribute to the development of interventions to reduce stress, reduce irrational health beliefs, and improve health behaviors.

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Nesta dissertação são apresentadas algumas propriedades de números reais. Descrevemos de maneira breve os conjuntos numéricos N, Z, Q e R e apresentamos demonstrações detalhadas da irracionalidade dos números \'pi\' e e. Também, apresentamos um texto sobre o número e, menos técnico e mais intuitivo, na tentativa de auxiliar o professor no preparo de aulas sobre o número e para alunos do Ensino Médio, bem como, alunos de cursos de Licenciatura em Matemática / In this thesis we present some properties of real numbers. We describe briefly the numerical sets N, Z, Q and R, and we present detailed proofs of irrationality of numbers \'pi\' and e. We also present a text about the number e less technical and more intuitive in an attempt to assist the teacher in preparing lessons about number e for High School students as well as for Teaching degree in Mathematics students

Este trabalho tem como objetivo principal o estudo da expansão decimal dos números reais. Primeiramente provamos que todo número real possui ao menos uma expansão decimal. Na sequência, um método para encontrar a expansão decimal de um número entre 0 e 1 é apresentado, bem como um estudo sobre a expansão decimal de números racionais e irracionais. Em seguida, o estudo apresenta métodos que permitem encontrar aproximações racionais de números irracionais, além dos erros cometidos por essas aproximações. Na parte final, por seu turno, o foco do trabalho recai sobre a análise da regularidade (frequência) dos dígitos das expansões decimais. / This work has as main objective the study of the decimal expansion of the real numbers. First we prove that every real number has at least one decimal expansion. Further, a method to find the decimal expansion of real numbers between 0 and 1 is provided as well as a the study of the decimal expansion of rational and irrational numbers. Next, the study presents methods that provide rational approximations to irrational numbers, in addition to the errors committed by these approximations. At the end, by its turn, the focus of the work is put on the analysis of the regularity (frequency) of the digits of the decimal expansion.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este é um trabalho de pesquisa sobre um conjunto de números (irracionais) que é pouco trabalhado no ensino básico de matemática. Foi uma procura muito interessante e enriquecedora, pois encontrei matemáticos e historiadores com visões bem diferentes. Muitos deles não aceitavam este novo conjunto. Para Leopold Kronecker, só existia o conjunto dos números inteiros. Já para Cantor e Dedekind, o aparecimento dos irracionais foi extremamente importante para o desenvolvimento da matemática, abrindo novos horizontes. Menciono aqui um pouco da vida e da obra de alguns matemáticos que se envolveram com os números irracionais. Tratamos ainda da descoberta dos incomensuráveis, ou seja, como iniciou-se o problema da incomensurabilidade, e do retângulo áureo e sua importância em outras áreas. O trabalho mostra também dois grupos de números que não são mencionados quando ensinamos equações algébricas, que são os números algébricos e os números transcendentes, assim como teoremas essenciais para a prova da transcendência dos irracionais especiais e . Por fim, proponho uma aula para uma turma do 3 ano do Ensino Médio com o objetivo de mostrar a irracionalidade de alguns números, usando os teoremas pertinentes / This is a research about a set of numbers (irrationals) that is little explored in secondary school mathematics teaching. It was a very interesting and enriching search, because quite contrary facts were found. Several 19th century mathematicians did not accept this new set of numbers. To Leopold kronecker, only the set of the integers existed. To Cantor and Dedekind, the irrational numbers were extremely important for the development of mathematics, opening new horizons. I also mention the life and work of some mathematicians who were involved with the irrational numbers the discovery of the incommensurability was iniciated. The golden rectangle and its importance in other areas. The work also presents two groups of numbers that are not mentioned when algebraic equations are taught, the algebraic numbers and transcendental numbers. Essential theorems for the proof of the special irrational numbers e . Finnaly, I propose a lesson to a 3rd year high school class in order to show the irrationality of some numbers, using the relevant theorems

Made available in DSpace on 2016-12-23T14:09:39Z (GMT). No. of bitstreams: 1 Edson Kretle dos Santos.pdf: 1122098 bytes, checksum: 2a5bb9188455f0428be49fe888dab835 (MD5) Previous issue date: 2012-04-26 / The purpose of this dissertation is to elucidate in what way the rational and the irrational elements frame the human notion of the sacred, according to the philosopher Rudolf Otto. Marked by XX Century s rule of reason, Otto reacts to the Enlightenment, which interprets the sacred solely as metaphysical, moral and evolutional formulations. After the Kantian critique, the knowledge path becomes an impossible way to the understanding of the sacred and of the religious phenomenon. Thus, the author recaptures the sentiment as the origin and the openness of the human search for the divine. Since the experience of the nouminous belongs to the sphere of the sentiment, it follows that it is understood, constituted and characterized by the irrational aspect, for the religious experience has the peculiarity of the mysterious. Given this argument, Otto responds to the Enlightenment Age stating that the mystery of the sacred shall never be encompassed by reason alone. On the other hand, a religion based exclusively on sentiment contributes to the emergence of various self-denominated miraculous, magical religious practices. The theological reflections of such religions tend to mix capitalist exchanges and divine promises of prosperity. Otto reveals himself as a supremely important philosopher in the analysis of many contemporary religious practices which emphasize the emotional aspect. In such religions the exclusion of reason is evident, which the author rejects as inconceivable, given the argument that the rational element is a fundamental component of religion. Hence, Otto s intention, as well as that of this dissertation, is to demonstrate that the religious experience is composed both by the irrational and the rational elements and that only when these two aspects are in a state of healthy balance it is possible to achieve a profound experience of the divine. / Pretende-se elucidar, a partir do pensador Rudolf Otto, de que maneira o elemento racional e irracional compõem a noção humana de sagrado. Otto, marcado pelo século XX, responde ao Iluminismo, que interpreta o sagrado apenas como formulações metafísicas, morais e evolutivas. Após a crítica kantiana, a via do conhecimento tornou-se um o caminho impossível para compreensão do sagrado e do fenômeno religioso. Por isso, o autor resgata o sentimento como origem e abertura do humano na busca pelo divino. A experiência do numinoso por está situada no âmbito do sentir passa a ser compreendida, constituída e caracterizada pelo atributo irracional uma vez que a vivência da religião possui peculiaridade do misterioso. Nesse sentido, então, Otto responde à Era do Esclarecimento afirmando que o mistério do sagrado jamais será abarcado pela razão. Em contrapartida, uma religião demasiadamente baseada apenas no sentimento fez com emergisse no contexto religioso contemporâneo muitas práticas religiosas mágicas e que se auto-intitulam milagrosas. Geralmente, as reflexões teológicas dessas religiões mesclam trocas capitalistas e prósperas bênçãos divinas. Otto torna-se um pensador de suma importância para analisar muitas práticas religiosas atuais, como dito acima, que enfatizam em excesso o aspecto emotivista na religião. Em tais posturas religiosas percebe-se a exclusão da racionalidade na religião, que para o autor em questão é algo inconcebível uma vez que ele atesta que o elemento racional é componente fundamental da religião. Portanto, o intuito de Otto e também dessa dissertação, é mostrar que a experiência religiosa é composta pelo elemento irracional e racional e somente quando ambos aspectos estão em sadio equilíbrio é que se faz uma profunda vivência do divino

Este trabalho busca, num primeiro momento, caracterizar a problemática aprendizagem do número real na Escola Básica, aplicando questionários-sondagem, analisando livros didáticos e comparando-os com os Parâmetros Curriculares Nacionais. Num segundo momento desenvolvemos um efetivo estudo de Matemática: as maneiras mais comuns de se construir números reais e a equivalência entre todas elas. Mostramos também como, a partir de cada uma destas abordagens, chega-se à representação decimal de um número real positivo. Finalizamos com uma proposta pedagógica para o Ensino Fundamental, e uma experiência didática, numa 8ª série, de construção de um número real via medição exata de segmentos de reta. / The first part of this work is an attempt to characterize the problem of learning the concept of real number in Elementary School, making use of questionnaires and analyzing school books as well as the National Parameters for the teaching of Mathematics. The second part deals with the Mathematics involved in the construction of the real numbers, namely, different ways of constructing this set and also the equivalence between all those constructions. We also show how each one of those constructions leads to the decimal representation of a positive real number. The last part of this work consists of a pedagogic proposal for the construction of the real number making use of the (exact) measure of a line segment and the description and conclusions of its implementation in an 8th year of Elementary School.

Purpose The main purpose of this paper is to investigate overconfidence and over-optimism in the market. This leads the reader to the question, are the analysts “right” concerning their forecasts? The reader will also get to understand various and sometimes forgotten factors that affect we human beings in our decision making when it comes to investing and analysing which is also known as the behavioural finance theory. Conclusion According to the results from my tests it seems that analysts of the S&P500 are exaggerated by the problem of overconfidence and the over-optimistic biases. The analysis part of this study is confirming the discussed theory of anchoring and herding. Analysts tend to “follow the stream”, by evaluate the standard deviations between forecasts and the realized outcome, as well as the indexed analysts’ consensus estimations for twenty-four months of EPS.

Abstract The purpose of this study was to investigate the drug-using behavioral patterns, drug abusers¡¦ cognition and inner-containment, the causes of HIV infection, the relationship between drug abuse and HIV infection, and the acceptable degree of the government¡¦s harm reduction program. This study adopted quantitative research design. A total number of 1083 (37.2% samples had HIV-infected) male drug abusers, whom sampled correctional institutions, including the drug treatment center, prison and detention house in Taiwan, were surveyed with self-reported questionnaire. Statistical methods, including descriptive analysis, Chi-square, t-test, Pearson correlation analysis and one-way ANOVA, were applied to proof the hypothesis of this study. The findings were as follows: I. The proportion of drug-using kin of drug abusers was up to 23.8%. According to the analysis, the proportion of drug-using siblings was 10.2%, cousins was 4.9%. II. Non-injecting drug users (NIDUS) had lower tendency in drug craving than injecting drug users (IDUS), but had higher tendency in inner-containment than IDUS. Therefore, increasing IDUS¡¦ confidence and coping skills to deal with craving is important element of relapse prevention program. IDUS had lower ability of abstinence, so they should be the prior client of harm reduction program to decrease the harm from drug injection. III. 52% samples used to needle-sharing would still have needle-sharing behaviors when facing drug craving. The key factor of sharing behaviors was they don¡¦t know how to resist the craving and urge of using drugs. Correcting drug users¡¦ irrational belief could aid in decreasing the craving for drug. Therefore, drug abusers whom don¡¦t have strong coping response and concept about the damage of drug abuse should be instructed stress management abilities and cognitive modification in drug treatment to effectively prevent relapse.

The basis of this thesis is that weapons of mass destruction will continue to proliferate and will inevitably - given enough time- be used against civilian populations repeatedly. As this occurs the opposition between support for international law and the power of the state will intensify. This will go on for some time and will, in all probability, become extremely destructive. Eventually, however, the states (and individual people) of the world will realize that the simultaneous existence of international anarchy and weapons of mass destruction runs counter to long term human survival. This realization will , very likely, lead people to eliminate anarchy, i.e. create a world government.