Relationship between Yoga and Life Satisfaction | Methods

Relationship between Yoga and Life Satisfaction | Methods Criterion-related Validity: Satisfaction With Life Scale correlated with ten other measures of subjective well-being (SWB). Most measures correlated at an r = .50 and above (Diener and Pavot, 1993). Reliability The Satisfaction With Life Scale has shown strong internal reliability of 0.57 – 0.75 in a sample of undergraduate university students and from 0.63 – 0.81 in a sample of elderly persons (Diener et al., 1985 cited in Teasell, 2011) and moderate temporal stability. The test-retest reliability coefficient was 0.82 for a 2-month interval and 0.84 for a 2-week interval. Test-retest reliability of 0.83 was established for 2 weeks to 4 years interval (Diener, 1985 cited in Teasell, 2011). Normative data Normative data is available for a diverse population including older adults, college students, prisoners, brain injury patients and abused women (Diener and Pavot, 1993). 3.3.3. PROCEDURE Stratified random sampling was used where the sample was divided into two strata for the two comparative groups of yoga practitioners and non-yoga practitioners. In order to administer the test, permission was taken from Yoga institutes, yoga classes and companies, and consent was taken from prospective subjects for the sample of this research study. Following their consent, each individual was assured that no information would be disclosed and the same would be used purely for research purposes. On agreement of these terms, demographic details were taken, the standardized instructions were given and the Satisfaction with Life Scale was administered. As such, life satisfaction was not sensitive to testing conditions (Kozma, Stone and Stones, 1997). The sample was also debriefed about the objective of the current research and was appreciated for their co-operation and time. 3.3.4. EXPERIMENTAL DESIGN A randomized between-group post-test only design was employed for the study. Life satisfaction of two independent groups will be compared. The graphical representation of the experimental design is as follows: OÄÂ ± R O2 Where R denotes random selection of the sample O denotes the Life Satisfaction scores on the Satisfaction With Life Scale OÄÂ ± denotes the Life Satisfaction scores of Yoga Practitioners on the Satisfaction With Life Scale O2 denotes the Life Satisfaction scores of Non-Yoga Practitioners on the Satisfaction With Life Scale 3.3.5. STATISTICAL ANALYSIS T-test is the appropriate analysis for a randomized between-group post-test only experimental design because it is used to compare the means of two independent samples and to determine if there is significant difference between them. Thus, the statistical analysis of the T-test was used to study if there was significant difference in the means of the two comparative groups on Life Satisfaction measured by the Satisfaction With Life Scale. 3.4. SUMMARY This chapter described the methodology employed for this research. This included the variables under study with their operational definitions, the controlled variables, and the hypothesis formulated on the basis of literature review. It also described the sample under study, the tool employed, the procedure followed for data collection, the experimental design and the statistical analysis. CHAPTER 4 RESULTS AND DISCUSSION 4.1. INTRODUCTION This chapter comprises of the two sections namely, the statistical analysis of the data obtained and the discussion of the results. 4.2. RESULTS This section entails the statistical analysis of the obtained data for the two groups, yoga practitioners and non-yoga practitioners using Descriptive Statistics and Independent Samples T-test. Table 4.1. (a) showing Descriptive Statistics for Yoga Practitioners and Non Yoga Practitioners on the Satisfaction With Life Scale. From Table 4.1. (a) showing the descriptive statistics for the two comparative groups it was observed that the total sample (N) consisted of 200 individuals, 100 yoga practitioners and 100 non-yoga practitioners. For the group of non-yoga practitioners, the Mean was calculated to be 23.71 with a Standard Deviation of 3.19. For the group of yoga practitioners, the Mean was calculated to be 27.75 with a Standard Deviation of 2.98. Table 4.1. (b) showing Independent Sample T-test for the sample of Yoga Practitioners and Non-Yoga Practitioners on Life Satisfaction. Table 4.1. (b) shows the Independence Sample T-test for the two comparative groups, yoga practitioners and non-yoga practitioners on life satisfaction. In the Levenes Test for Equality of Variances, the F value obtained was 0.51 which was significant at the 0.47 level indicating that the homogeneity in the sample was maintained. Thus, equal variances were assumed. In the T-test for Equality of Means, the t value obtained was 9.22 with df value (degree of freedom) of 198 which was significant at the 0.000 level. The mean difference obtained was 4.04. The significant difference obtained between the two comparative groups thus indicated that yoga practitioners showed significantly higher life satisfaction compared to non-yoga practitioners. 4.3. DISCUSSION The present study is a comparative study of yoga practitioners and non-yoga practitioners on life satisfaction. From the above section, the t value of 9.22 was significant at the 0.000 level. Thus the hypothesis stating that ‘the scores on life satisfaction will be significantly higher for yoga practitioners than non-yoga practitioners’ was accepted because the statistical analysis of the obtained data showed a significant difference between the two groups. In congruence to the above findings, previous researches done on the practice of yoga and satisfaction with life are listed below. Gharote (1982) studied the psychophysiological effects of meditation (Pranayama) and yogasanas on personality and use of yoga in therapy over a period of one year on several individuals who enrolled at the College of Yoga and Cultural Synthesis at Kaivalyadhyama, Lonavala. On various testing grounds, meditation and yogasanas decreased neuroticism, increased extroversion and self-control, self-actualization, happiness and psychological well-being (Gharote, 1982). From the above study it was inferred that practice of yoga increased happiness and life satisfaction. Bhushan (1998) studied the effect of a 14 month yoga course on measures of psychological well-being. The Satisfaction With Life Scale and Spielberger’s State Trait Anxiety Inventory were administered before and after the yoga course to 139 employed individuals. When the pre and post intervention scores obtained for the two variables, life satisfaction and anxiety were compared, an interesting finding was seen. There was a significant decrease for those with initial high levels of anxiety, and life satisfaction had increased after the yoga course (Bhushan, 1998 cited in Thomas, 2008) From the above study it was inferred that yoga increased life satisfaction and reduced anxiety. Jhansi (2007) studied the impact of yoga training on self-ideal disparity (incongruence between real self and ideal self) and psychological well-being on an experimental sample of 19 adults who had completed a yoga training course for six months and a control sample of 19 adults who had newly enrolled for the same. The experimental sample was tested after their yoga course and the control sample was tested before it on self-ideal disparity and on a scale of psychological well-being. Results revealed that the experimental group showed

What is an Educated Filipino?

The conception of education and of what an educated man is varies in response to fundamental changes in the details and aims of society. In our country and during this transition stage in our national life, what are the qualities which an educated man should possess? What is an educated Filipino and what qualities should distinguish him today? Great changes have taken place in the nature of our social life during the last forty years. The contact with the Americans and their civilization has modified many of our old customs, traditions and practices, some for the worse and many for the better. The means of communication have improved and therefore better understanding exists among the different sections of our country. Religious freedom has developed religious tolerance in our people. The growth of public schools and establishment of democratic institutions have developed our national consciousness both in strength and in solidarity. With this growth in national consciousness and national spirit among our people, we witness the corresponding rise of a new conception in education- the training of an individual for the duties and privileges of citizenship, not only for his own happiness and efficiency but also for national service and welfare. In the old days, education was a matter of private concern; now it is a public function, and the State not only has the duty but it has the right as well to educate every member of the community- the old as well as the young, women as well as men- not only for the good of the individual but also for the self –preservation and self protection of the State itself. Our modern public school system has been established as a safeguard against the shortcomings and dangers of the democratic government and democratic institutions. In the light of the social changes, we come again to the question: What qualities should distinguish the educated Filipino today? I venture to suggest that the educated Filipino should, first, be distinguished by the power to DO. The Oriental excels in reflective thinking; he is a philosopher. The Occidental is a doer; he manages things, men and affairs. The Filipino of today needs more of his power to translate reflection into action. I believe that we are coming more and more to the conviction that no Filipino has the right to be considered educated unless he is prepared and ready to take an active and useful part of the work, life , and progress of our country as well as in the progress of the world. †

John Foulcher for the Fire Q&a Essay

For the fire Q&A The first lines in the poem introduce us to the sounds in the bush. what are these sounds and whom does he think is making the noise? Why is his mistake understandable? What effect is achieved through these sound images? * The opening starts with the word â€Å"Outside† presenting the natural world that appears on the surface to be so beautiful and gentle. â€Å"a chopping sound† disrupts the natural image, â€Å"its singular human thud† represents a human is harming the environment. The effect is that humans are damaging the environment and its not uncommon (the author is not surprised† Explain the effect of the simile â€Å"like clockwork† what effect is created by the repetition of the‘t’ and‘d’ sounds in the sound drops/chipped from a tall dead tree? * It reminds us that this is a place controlled by nature. It is repetitive and continuous the image of the kookaburra and the lizard is vivid. Comment on lines 6-10 discussing the images created, choice of words and what they may suggest, the expressive verbs and the overall meaning of these lines. * The authors powerful language and imagery that we witness the savagery and brutality and feel sympathetic. what does the word oblivious tell us about the birds behaviour? * The bird doesn’t have sympathy for the lizard because it is a part of natures cycle and it was uninvietable. The birds behaviour is instinctive and even though it may seem brutal and savage to us, it is acting only out of instinct and survival. How does the poet indicate his acceptance of the birds apparent brutality. * The poet doesn’t help the lizard, instead he accepts natures cycle and picks up his kindling and leaves. What interpretation can you suggest to explain the meaning of the cold air congealing behind me * Visual image of the air is like a door closing on a world where the poet was an intruder.

Symptoms And Treatment Of Schizophrenia And Bipolar Disorder

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