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Chapter 06
Manage Stress
Multiple Choice Questions
1. The word "stress" is typically used to describe depleted energy and a decline in function, but the correct term for such negative
stress is actually _____.
A. distress
B. tension
C. anxiety
D. eustress
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Knowledge
Learning Objective: Recall the definition of distress
Topic Area: The Nature of Stress
2. Stress refers to a person’s collective _____ responses that occur when his or her natural balance is disrupted.
A. physiological
B. psychological
C. psychobiological
D. sociological
Learning Objective: Recall the definition of stress
3. Something that disrupts homeostasis is known as _____.

A. a stressor
B. stress
C. eustress
D. distress
Learning Objective: Recall the definition of a stressor
4. Negative stress, or _____, is created by stressors that deplete energy and result in impaired performance.
A. distress
B. tension
C. anxiety
D. eustress
Learning Objective: Recall the definition of distress
5. Positive stress, or _____, is created by stressors that motivate and result in improved performance.
A. distress
B. relief
C. angst
D. eustress
Learning Objective: Recall the definition of eustress
6. Which of the following types of stress is brief but intense?

A. Severe stress
B. Acute stress
C. Chronic stress
D. Episodic stress
6-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
Learning Objective: Recall the definition of acute stress
7. Which of the following types of stress is regular or predictable but intermittent?

A. Severe stress
B. Acute stress
C. Chronic stress
D. Episodic stress
Learning Objective: Recall the definition of episodic stress
8. A form of stress that is prolonged and continuous is referred to as _____ stress.

A. severe
B. acute
C. chronic
D. episodic
Learning Objective: Recall the definition of chronic stress
9. Having final exams and class projects at the end of every semester is an example of _____ stress.
A. severe
B. acute
C. chronic
D. episodic
Learning Objective: Differentiate among acute; episodic; and chronic stress
10. The body's attempts to reestablish homeostasis when confronting a stressor are referred to as:
A. the stress syndrome.
B. stress relief.
C. the stress adaptation.
D. the stress response.
Learning Objective: Describe the stress response
11. What are the three stages of the "general adaptation syndrome"?
A. Stressor, homeostasis, and relief
B. Fight, flight, and relax
C. Alarm, reaction, and explanation
D. Alarm, resistance, and exhaustion
Learning Objective: Describe the general adaptation syndrome
12. The fight-or-flight response is the acute stress response in which the _____ nervous system triggers a set of physiological
changes that ready the body for action.
A. autonomic
B. peripheral
C. central
D. somatic
6-2
Learning Objective: Exemplify the fight-or-flight reaction
13. Which of the following refers to chemical messengers known as stress hormones?
A. Adrenaline and cholesterol
B. Serotonin and insulin
C. Progesterone and glucose
D. Epinephrine and cortisol
Learning Objective: Identify the stress hormones
14. During the _____ stage of the general adaptation syndrome, the body's physiological processes attempt to adapt to the stressor
and regain homeostasis.
A. fight-or-flight
B. resistance
C. exhaustion
D. alarm
Learning Objective: Describe the body's reaction to a stressor
15. Humans experience a wider variety of mental and psychosocial stressors than animals because of their:
A. lower-level cognitive abilities.
B. higher-level cognitive abilities.
C. higher-level kinesthetic awareness.
D. lower-level kinesthetic awareness.
Learning Objective: Know the difference between animal and human responses to stress
16. Stressful experiences seen as person-environment interactions are known as the:

A. transactional model of stress and coping.
B. reactional model of stress.
C. transitional model of stress and coping.
D. stress response.
Learning Objective: Recall the definition of the transactional model of stress
17. The main sources of negative stress for Americans are associated with changes in:
A. personal relationships and occupation.
B. personal resources and occupation.
C. personal satisfaction and self-concept.
D. self-concept and personal resources.
Learning Objective: Identify the main sources of negative stress for Americans
Topic Area: Stress and Illness
18. Which of the following tools is used to quantify the amount of stress a person has, and the related increase in risk of
stressrelated illness?
A. Social Readjustment Rating Scale
B. Transactional Model of Stress
C. Yerkes-Dodson Scale
D. Transactional Behavior Analysis
6-3
Learning Objective: Identify the tool used to quantify stressful events
19. Collectively referred to as _____, negative environmental stressors that are encountered by city dwellers are often beyond
individual control.
A. acute stress
B. urban press
C. social press
D. chronic stress
Learning Objective: Recall the definition of urban press
20. Recognizing our _____ major life-changing events is not always easy.
A. attitudes toward
B. acceptance of
C. responses to
D. threshold for
Learning Objective: Summarize the importance of recognizing signs and symptoms of excessive stress
21. Which of the following is the most stressful event according to Holmes and Rahe's rating scale?
A. Death of a spouse
B. Divorce
C. Birth of a child
D. Pregnancy
Learning Objective: Recall the most stressful event according to Holmes and Rahe's scale
22. The need for _____ is as fundamental to life as the need for food and water.
A. identity
B. sleep
C. independence
D. security
Learning Objective: Understand the importance of sleep
23. The interruption of breathing during sleep is known as _____.

A. sleep deprivation
B. sleep apnea
C. narcolepsy
D. restlessness
Learning Objective: Recall the definition of sleep apnea
24. Which of the following refers to daytime attacks of sleep?

A. Sleep apnea
B. Narcolepsy
C. Insomnia
D. Dysthymia
6-4
Learning Objective: Recall the definition of narcolepsy
25. Which of the following is NOT one of the most common health-related problems associated with chronic stress?
A. Heart disease
B. Osteoporosis
C. Depression
D. Obesity
Learning Objective: Recall the most common health-related problems associated with chronic stress
26. Stress can _____ the aging process.

A. slow
B. reverse
C. stop
D. accelerate
Learning Objective: Effects of stress
27. The type A personality has been identified as a psychological risk factor for:
A. respiratory malfunction.
B. heart disease.
C. obesity.
D. skin conditions.
Learning Objective: Exemplify type A personality
28. Which of the following behavior types is competitive, aggressive, and time-driven?
A. Type A
B. Type B
C. Type C
D. Type D
Learning Objective: Recognize the definition of type A personality
29. An individual with a _____ personality is methodical, moves at a slower pace, and is generally easygoing.
A. type A
B. type B
C. type C
D. type D
Learning Objective: Recognize the definition of type B personality
30. Which of the following has three aspects: anger, aggression, and cynicism?
A. Hostility
B. Violence
C. Impatience
D. Skepticism
6-5
Learning Objective: Recall the definition of hostility
31. Which of the following traits of type A behavior is the primary culprit behind the continual activation of the stress pathways
that lead to disease?
A. Hostility
B. Competitiveness
C. Time-urgency
D. Over-confidence
Learning Objective: Describe the health problems associated with the hostility component
32. The role of chronic stress in the current _____ epidemic is one example of connections between chronic stress and seemingly
unrelated conditions.
A. influenza
B. obesity
C. sexually transmitted disease (STD)
D. acquired immune deficiency syndrome (AIDS)
Learning Objective: Know how stress is connected to other conditions
33. According to the status syndrome theory, individual autonomy and opportunities for _____ are vital for experiencing fewer
stress-related disorders and maximizing well-being.
A. higher education
B. financial stability
C. social engagement
D. religious beliefs
Learning Objective: Extrapolate the central proposition of the status syndrome
34. _____ refers to consuming large quantities of food—usually "comfort" or junk foods—in response to negative feelings
instead of hunger.
A. Status syndrome
B. Type A syndrome
C. Emotional eating
D. Binge eating
Learning Objective: Recall the definition of emotional eating
35. Women tend to display an alternative stress response known as the _____ response.
A. fight-or-flight
B. sex-specific
C. tend-and-befriend
D. mind-body
Learning Objective: Recall the definition of tend-and-befriend response
36. Which of the following is NOT one of the three key aspects to successful stress management?
A. Using time management to reach your goals
B. Cultivating eustress and avoiding distress
C. Identifying healthy coping strategies
6-6
D. Understanding how you perceive and respond to events
Learning Objective: Identify the three key aspects to successful stress management
Topic Area: Managing Stress
37. Even for the best prepared, the transition to college life requires:
A. adjustment and flexibility.
B. structure and permanence.
C. persistence and rigidity.
D. selective forgetfulness.
Learning Objective: Describe the challenges in time management for college students
38. The planned efficient use of one's time is called _____.

A. time management
B. micromanagement
C. time orientation
D. procrastination
Learning Objective: Recall the definition of time management
39. Which of the following is NOT a step in effective time management?

A. Simplifying activities
B. Performing a time audit
C. Prioritizing activities
D. Developing an action plan
Learning Objective: List the steps of effective time management
40. You should organize your activities into four distinct categories, with activities of highest priority in category:
A. urgent but not important.
B. not urgent but important.
C. urgent and important.
D. not urgent or important.
Learning Objective: Identify the four categories into which one can organize activities by importance and urgency
41. Few of us learn time management as part of our formal education, yet it is fundamental to being productive and preventing
_____ stressors.
A. negative
B. episodic
C. positive
D. constant
Learning Objective: Recall the connection between time management and stress
42. The psychological concept that describes people's beliefs about the underlying causes of events in their lives is known
as_____.
A. a defense mechanism
B. self-preservation
C. locus of control
6-7
D. self-control
Learning Objective: Recall the definition of locus of control
43. Individuals with _____ control orientation believe that their own actions control the outcome of a situation.
A. internal
B. external
C. superficial
D. environmental
Learning Objective: Recall the definition of internal control orientation
44. Individuals with _____ control orientation believe that the outcome of a situation is based on events that are outside their
personal control.
A. internal
B. external
C. individual
D. superficial
Learning Objective: Recall the definition of external control orientation
45. A major difference between attribution styles is that people with a(n) _____ locus of personal control know how to act to get
their desired outcomes.
A. internal
B. external
C. individual
D. environmental
Learning Objective: Identify the major difference in attribution styles between internalizers and externalizers
46. Which of the following is NOT a popular relaxation technique for stress management?
A. Regressive muscle relaxation
B. Visualization
C. Deep breathing
D. Meditation
Learning Objective: Identify the most popular relaxation techniques for stress management
47. Which of the following involves adopting a passive attitude toward one's thoughts as they come and go?
A. Meditation
B. Aerobics
C. Visualization
D. Progressive muscle relaxation
Learning Objective: Recall the definition of meditation
48. Physical activity simulates the actions of:

A. meditation.
B. regressive muscle relaxation.
C. locus of control.
6-8
D. fight or flight response.
Learning Objective: Stress management technique
49. Which of the following is true of progressive muscle relaxation?

A. It involves contracting and relaxing muscles sporadically.
B. It is coupled with deep breathing exercise.
C. It is good to start with the muscle of the left arm while performing this.
D. It can only be performed in a supine position.
Learning Objective: Recall the characteristics of progressive muscle relaxation
True / False Questions
50. The origin of the word "stress" can be traced to psychology.

FALSE
Learning Objective: Recall the origin of the word stress
51. Stressors disrupt a person's natural state of balance, or homeostasis.

TRUE
Learning Objective: Identify the key terms that define and describe stress
52. An example of a high-stress job is one in which an individual has large responsibility and great control over matters.
FALSE
Learning Objective: Differentiate among acute; episodic; and chronic stress
53. The fight-or-flight response is a logical means of dealing with long-term emotional stress.
FALSE
Learning Objective: Identify the stage of the general adaptation syndrome at which the fight-or-flight response occurs
54. Positive changes, such as getting married or having a child, can be great stress relievers.
FALSE
Learning Objective: Identify the main sources of positive stress for Americans
55. Recognizing our responses to major life-changing events requires higher levels of awareness than does recognizing our
responses to daily stressors.
FALSE
Learning Objective: Summarize the importance of recognizing signs and symptoms of excessive stress
56. In the 21st century, the stressors we face are more psychosocial than physical and more chronic than acute.
6-9
TRUE
Learning Objective: Understand the type of stress common in the 21st century
57. Persistent stress is not physically harmful.

FALSE
Learning Objective: Exemplify the physiological impact of excessive stress on the body
58. The take-home message of the status syndrome is that individual control and opportunities for social engagement are critical
for lessening the risk of stress-related disorders and maximizing well-being and longevity.
TRUE
Learning Objective: Recall the definition of status syndrome
59. Affluent individuals face more stress-related illnesses than disadvantaged ones.
FALSE
Learning Objective: Recognize social standing and health status among the disadvantaged and advantaged
60. The tend-and-befriend stress response is a universal female phenomenon.

FALSE
Learning Objective: Recall the tend-and-befriend stress response model
61. For increasing numbers of students today, the college years are carefree, joyful times.
FALSE
Learning Objective: Summarize managing stress during the college years
62. College years can be full of anxiety and stress, in part due to financial worries related to college costs and student loans.
TRUE
Learning Objective: Stress and college years
63. How we see our personal level of control over the world can have a major effect on our response to stress.
TRUE
Learning Objective: Recognize that stress is linked to locus of control
64. People with an internal control orientation believe that outcomes are determined by events or forces that are outside their
personal control.
FALSE
Learning Objective: Recall the definition of internal control orientation
6-10
65. Stress management focuses on techniques to help one deal with challenges that are surmountable.
TRUE
Learning Objective: Recall the function of stress management techniques
66. Stress is part of life, and to a great degree one has the ability to control stressors and one’s responses to them.
TRUE
Learning Objective: Recall stress management
Short Answer Questions
67. Explain the general adaptation syndrome.

Bloom's Taxonomy: Comprehension
Learning Objective: Explain the general adaptation syndrome
68. Explain the transactional model of stress and coping.

Learning Objective: Explain the transactional model of stress and coping
69. Establishing a healthy sleep routine is often a matter of recognizing and eliminating or minimizing sleep disrupters. Identify
four things that may contribute to the disruption of sleep.
Learning Objective: Recognize sleep disrupters
70. Explain the tend-and-befriend response to stressful events.

Learning Objective: Recall the definition of tend-and-befriend response
71. Identify some of the challenges confronting today's college student.

Learning Objective: Recognize stressors associated with college students
72. Explain the concept of developing social support through strong relationships.
Learning Objective: Identify strategies to manage stress through social support
Category # of Questions
Accessibility: Keyboard Navigation 66
Bloom's Taxonomy: Comprehension 6
Bloom's Taxonomy: Knowledge 66
Learning Objective: Describe the body's reaction to a stressor 1
Learning Objective: Describe the challenges in time management for college students 1
Learning Objective: Describe the general adaptation syndrome 1
Learning Objective: Describe the health problems associated with the hostility component 1
Learning Objective: Describe the stress response 1
Learning Objective: Differentiate among acute; episodic; and chronic stress 2
Learning Objective: Effects of stress 1
Learning Objective: Exemplify the fight-or-flight reaction 1
6-11
Learning Objective: Exemplify the physiological impact of excessive stress on the body 1
Learning Objective: Exemplify type A personality 1
Learning Objective: Explain the general adaptation syndrome 1
Learning Objective: Explain the transactional model of stress and coping 1
Learning Objective: Extrapolate the central proposition of the status syndrome 1
Learning Objective: Identify strategies to manage stress through social support 1
Learning Objective: Identify the four categories into which one can organize activities by importance and urgency 1
Learning Objective: Identify the key terms that define and describe stress 1
Learning Objective: Identify the main sources of negative stress for Americans 1
Learning Objective: Identify the main sources of positive stress for Americans 1
Learning Objective: Identify the major difference in attribution styles between internalizers and externalizers 1
Learning Objective: Identify the most popular relaxation techniques for stress management 1
Learning Objective: Identify the stage of the general adaptation syndrome at which the fightor-
flight response occurs 1
Learning Objective: Identify the stress hormones 1
Learning Objective: Identify the three key aspects to successful stress management 1
Learning Objective: Identify the tool used to quantify stressful events 1
Learning Objective: Know how stress is connected to other conditions 1
Learning Objective: Know the difference between animal and human responses to stress 1
Learning Objective: List the steps of effective time management 1
Learning Objective: Recall stress management 1
Learning Objective: Recall the characteristics of progressive muscle relaxation 1
Learning Objective: Recall the connection between time management and stress 1
Learning Objective: Recall the definition of a stressor 1
Learning Objective: Recall the definition of acute stress 1
Learning Objective: Recall the definition of chronic stress 1
Learning Objective: Recall the definition of distress 2
Learning Objective: Recall the definition of emotional eating 1
Learning Objective: Recall the definition of episodic stress 1
Learning Objective: Recall the definition of eustress 1
Learning Objective: Recall the definition of external control orientation 1
Learning Objective: Recall the definition of hostility 1
Learning Objective: Recall the definition of internal control orientation 2
Learning Objective: Recall the definition of locus of control 1
Learning Objective: Recall the definition of meditation 1
Learning Objective: Recall the definition of narcolepsy 1
Learning Objective: Recall the definition of sleep apnea 1
Learning Objective: Recall the definition of status syndrome 1
Learning Objective: Recall the definition of stress 1
Learning Objective: Recall the definition of tend-and-befriend response 2
Learning Objective: Recall the definition of the transactional model of stress 1
Learning Objective: Recall the definition of time management 1
Learning Objective: Recall the definition of urban press 1
Learning Objective: Recall the function of stress management techniques 1
Learning Objective: Recall the most common health-related problems associated with chronic stress 1
Learning Objective: Recall the most stressful event according to Holmes and Rahe's scale 1
Learning Objective: Recall the origin of the word stress 1
Learning Objective: Recall the tend-and-befriend stress response model 1
Learning Objective: Recognize sleep disrupters 1
Learning Objective: Recognize social standing and health status among the disadvantaged and advantaged 1
Learning Objective: Recognize stressors associated with college students 1
Learning Objective: Recognize that stress is linked to locus of control 1
Learning Objective: Recognize the definition of type A personality 1
Learning Objective: Recognize the definition of type B personality 1
Learning Objective: Stress and college years 1
Learning Objective: Stress management technique 1
Learning Objective: Summarize managing stress during the college years 1
Learning Objective: Summarize the importance of recognizing signs and symptoms of excessive stress 2
Learning Objective: Understand the importance of sleep 1
Learning Objective: Understand the type of stress common in the 21st century
1
6-12
Topic Area: Managing Stress 22
Topic Area: Stress and Illness 28
Topic Area: The Nature of Stress 22
6-13
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128
It was by some of these German miners whom the merchant
venturers of Cornwall engaged in exploiting the Cornish mines,
under a charter granted by Queen Elizabeth, that the “dowsing
rod” (Schlagruthe, or striking-rod) was introduced into England
for the purpose of discovering mineral veins. Professor W. F.
Barrett, “Water-Finding,” in the Times, January 21, 1905.
129
Essay, Of Usurie.
130
Merchant of Venice, Act i. Sc. 3.
131
I. Abrahams, Jewish Life in the Middle Ages, p. 251.
132
S. R. Gardiner, History of the Commonwealth and
Protectorate, vol. ii. p. 30, n. 3.
133
See above, p. 148.
134
Spectator, No. 213, Nov. 3 1711.
135
Ib. No. 495, Sept. 27, 1712.
136
Quoted in H. Graetz’s History of the Jews, vol. v. p. 359.
137
T. Carlyle, History of Frederick the Great, bk. xvi. ch. vii.
138
This arrangement was abolished by the Separation Law
promulgated on December 9, 1905, when the Republic
resolved neither “to recognise, pay salaries to, nor subsidise
any form of worship.” The Jews have shared the effects of this
Act with the Protestants and Roman Catholics of France, and
like the former of these Christian denominations, and unlike
the latter, readily accepted the change.
139
Over the Teacups, pp. 193 fol.
140
J. G. Lockhart, Life of Sir W. Scott, Ch. xlvi.
141
The original of Scott’s Rebecca is said to have been a real
person—Rebecca Gratz of Philadelphia. Washington Irving,
who knew Miss Gratz, introduced her to Scott’s notice. She
was born in 1781, and died in 1869. Her claim to have been
“the original of Rebecca in Ivanhoe” is sustained in a paper
with that title in the Century Magazine, 1882, pp. 679 fol.
142
Don Juan, Canto ii. lxv. It is only fair to add that Scott also, at
the time of his financial distress, embittered by the harsh
treatment which he experienced at the hands of his Jewish
creditors, Abud and Son, expressed himself in very strong
terms concerning “the vagabond stock-jobbing Jews” in
general, and the Abuds in particular. See Scott’s Diary under
dates Nov. 25, 1825, and Oct. 9, 1826, in J. G. Lockhart, Life
of Sir W. Scott, Ch. lxv. and lxxi.
143
Table-Talk.
144
Luther’s Table-Talk, Ch. 852.
145
Coleridge’s Table-Talk, April 14, 1830.
146
Cp. above, p. 225.
147
Editor’s note on May 30, 1830.
148
Aug. 14, 1833.
149
Editor’s note on April 14, 1830.
150
Charles Lamb, Essay on Imperfect Sympathies.
151
J. Morley, Life of W. E. Gladstone, Vol. i. pp. 106, 375.
152
See below, pp. 378 fol.
153
See The Jewish Encyclopaedia, passim.
154
This phase of the internal history of Russia since 1881 is well
summarised in an article on “The Constitutional Agitation in
Russia,” by Prince Kropotkin, The Nineteenth Century,
January, 1905.
155
See Memorandum of the Armenian Patriarchate, protesting
against the edict of spoliation, issued on June 12–25, 1903, in
Armenia, October and November, 1906.
156
See A. Vambéry, “The Awakening of the Tartars,” The
Nineteenth Century, February, 1905.
157
The Times, October 8, 1904.
158
According to the census returns of 1897, the number of
illiterate inhabitants in the country varies from 44.9 to 89.2 per
cent.
159
E. F. G. Law, “The Present Condition of Russia,” The
Fortnightly Review, April, 1882.
160
Vice-Consul Wagstaff’s report, in Goldwin Smith’s “The Jews,”
The Nineteenth Century, Nov. 1882.
161
See above, p. 148. Cp. p. 167.
162
Olga Novikoff, “The Temperance Movement in Russia,” The
Nineteenth Century, Sept. 1882. Cp. M. O. Menchikoff, “The
Jewish Peril in Russia,” The Monthly Review, Feb. 1904.
163
See above, p. 329.
164
Goldwin Smith, ubi supra.
165
Ibid.
166
167
See above, p. 154.
168
For a full account of this and other aspects of Russian
domestic policy, the reader is referred to Herr Wolf von
Schierbrand’s Russia: Her Strength and her Weakness, 1904.
169
E. F. G. Law, ubi supra.
170
Olga Novikoff, ubi supra.
171
Goldwin Smith, “The Jews,” The Nineteenth Century, Nov.
1882. Cp. Pierre Botkine, Secretary of the Russian Legation in
Washington, “A Voice for Russia,” The Century Magazine, Feb.
1893.
172
Laurence Oliphant, “The Jew and the Eastern Question,” The
Nineteenth Century, Aug. 1882.
173
Pierre Botkine, Secretary of the Russian Legation in
Washington, “A Voice for Russia,” in The Century Magazine,
Feb. 1893. Cp. “A reply” to it by Joseph Jacobs, Secretary of
the Russo-Jewish Committee, London, in the same periodical,
July, 1893.
174
In 1902–3 the Russian Empire, according to the Statistical
Table in the Jewish Year Book, contained 5,189,401 Jews,
representing 04.13 of the total population (125,668,000). There
are serious reasons, however, to believe that their real number
is considerably in excess of this figure.
175
The Times, June 14, 1905.
176
Towards the end of 1904 a Bill was introduced in the Council of
the Empire, preventing the promotion even of baptized Jews.
But, owing to reasons which will be explained in the sequel, it
was withdrawn.—The newspaper Voshod, reported by Reuter
in a despatch dated St. Petersburg, Dec. 23.
177
H. H. Munro in the Morning Post, June 3, 1904.
178
Statement by M. De Plehve, The Standard, April 8, 1904.
179
Reuter telegram, dated Melbourne, June 4, 1903.
180
The Daily Chronicle, June 22, 1903.
181
Reuter telegram, dated Berlin, May 30, 1903.
182
Andrew D. White, “A Diplomat’s Recollections of Russia,” The
Century Magazine, Nov. 1904.
183
Prince Kropotkin, “The Constitutional Agitation in Russia,” The
Nineteenth Century, Jan. 1905.
184
Those were the words of the Crown Prosecutor at the Kishineff
Trial, The Times, Dec. 25, 1903.
185
The Times, Dec. 19, 1903.
186
Ibid.
187
Reuter telegram, dated Kishineff, Dec. 21, 1903.
188
Reuter telegram, dated St. Petersburg, Dec. 17, 1903.
189
M. O. Menchikoff, one of the editors of the Novoe Vremya,
“The Jewish Peril in Russia,” The Monthly Review, Feb. 1904.
190
Reuter telegram, dated St. Petersburg, June 4, 1903.
191
The Standard correspondent at Kieff, under date Dec. 18,
1903.
192
A meagre account of the occurrence appeared in The
Standard, Sept. 25, 1903.
193
The Times, Dec. 21, 1903.
194
Tugan-Baranowsky, “Anti-Semitism in Contemporary Russia,”
The Monthly Review, Jan. 1904.
195
Some very illuminating revelations concerning the organisation
of these authorised riots were made during a recent trial at St.
Petersburg. See Reuter telegram from that town, Oct. 26,
1906, and an account by the Tribune correspondent under
same date.
196
See Reuter telegram, dated St. Petersburg, June 13, and Mr.
Lucien Wolf’s letter in The Times of June 14, 1904.
197
Andrew D. White, “A Diplomat’s Recollections of Russia,” The
Century Magazine, Nov. 1904.
198
The Standard, Aug. 1, 1904.
199
Lucien Wolf, “M. De Plehve and the Jewish Question,” in The
Times, Feb. 6, 1904.
200
Reuter telegram, Aug. 17, 1904.
201
Reuter telegram, dated St. Petersburg, Sept. 12, 1904.
202
Reuter telegram, dated Kattowitz (Silesia), Sept. 12, 1904.
203
The Special Commissioner of the Daily Telegraph, Dec. 10,
1904.
204
Reuter telegram, dated St. Petersburg, Sept. 3, 1904.
205
Reuter telegram, dated New York, January 10, 1905.
206
According to the returns of the last census (1899), 78 per cent.
of the population over 7 years of age can neither read nor
write.
207
See above, p. 243.
208
See a most interesting sketch of the movement in S.
Schechter’s Studies in Judaism, pp. 1 fol., the same author’s
article on the subject in Nord und Süd, January, 1905, and
S. M. Dubnow’s article in the Jewish Encyclopedia, Vol. vi. pp.
251 fol.
209
H. Sutherland Edwards, Sir William White: His Life and
Correspondence, p. 84.
210
Ibid. See also a summary of this period under title “The Jews in
Roumania” in The Standard, Sept. 30, 1902.
211
J. Morley, Life of W. E. Gladstone, Vol. iii. p. 475 (1891).
212
The story is related at length by Gibbon, Decline and Fall of
the Roman Empire, Ch. xxvi.
213
One example will suffice. The peasant word for a convivial
gathering is written sedatore, and pronounced shezetoare.
214
Alexander A. Landesco, in The Century Magazine, May, 1906,
p. 160.
215
The Vienna correspondent of The Times, June 10, 1902.
216
Carmen Sylva, “The Jews in Roumania,” The Century
Magazine, March, 1906.
217
See statistics of population in the Jewish Year Book for 1902–
03. Cp. the Statesman’s Year Book for 1906.
218
Report from Bucharest, published in the Pester Lloyd, see The
Standard, Sept. 27, 1902. Cp. the article “Oath More Judaico”
in the Jewish Encyclopedia, ix. p. 367.
219
The Vienna correspondent of The Standard, Sept. 19, 1902.
220
Reuter telegram, dated Bucharest, April 12, 1902.
221
The Times, June 10, 1902.
222
Reuter telegram, dated Washington, Sept. 17, 1902.
223
The Standard, Sept. 23, 1902.
224
The attitude of the various Powers is described at length by the
correspondents of the London Press in their respective
capitals. See Standard, Sept. 20, 25, 26; Morning Post, Sept.
20; Daily Chronicle, Sept. 22, etc.
225
The Daily Chronicle, September 29, 1902.
226
Carmen Sylva, “The Jews in Roumania,” The Century
Magazine, March, 1906.
227
Alexander A. Landesco, The Century Magazine, May, 1906, p.
160.
228
The Vienna correspondent of the Standard, Sept. 26, 1902.
229
Isocrates, Panegyr. 50.
230
In Germany, out of a total population of 56,500,000, there are
587,000 Jews, of whom 376,000 reside in Prussia. In Austria
there are 1,150,000 out of a total population of 26,000,000,
and in Hungary 850,000 out of a total population of
19,000,000. The percentage of Jews, therefore, is in Germany
01.04, in Austria 04.80, in Hungary 04.43.—Jewish Year-Book,
1902–03.
231
“The Jews in Germany,” by the author of “German Home Life,”
The Contemporary Review, January, 1881.
232
Ernest Schuster, “The Anti-Jewish Agitation in Germany,” The
Fortnightly Review, March 1, 1881.
233
Statutes quoted by Lucien Wolf in “The Anti-Jewish Agitation,”
The Nineteenth Century, February, 1881.
234
Ernest Schuster, ubi supra.
235
See above, p. 307.
236
“The Jews in Germany,” by the author of “German Home Life,”
The Contemporary Review, January, 1881. For these and
similar demands see also Ernest Schuster, ubi supra.
237
Karl Blind, “The Conflict in Germany,” The Nineteenth Century,
February, 1882.
238
The Vienna Correspondent of the Times in a letter dated Nov.
11, 1904.
239
The Times, October 22, 1904.
240
Reuter telegram, dated Vienna, June 11, 1906. Cp. “Hidden
Forces in Austrian Politics,” a letter by “Scotus Viaticus” in the
Spectator, July 7, 1906.
241
The Vienna correspondent of The Times, January 7, 1907.
242
Lucien Wolf, “The Anti-Jewish Agitation,” The Nineteenth
Century, Feb., 1881.
243
Étude sur l’Ecclésiaste, pp. 91 fol.
244
See Qu’est-ce qu’une Nation? a paper read at the Sorbonne
on March 11, 1882, in Discours et Conférences, pp. 277 fol.
245
See lectures and speeches delivered in 1883 in Discours et
Conférences, pp. 336, 374, etc.
246
See Ed. Drumont’s La France Juive, a work which, published
in 1886, raised its author at once to the rank of commander-in-
chief of the anti-Semitic forces in France.
247
86,885 in a total population of 38,595,000, i.e. a percentage of
00.22, Jewish Year Book, 1902–03.
248
The Standard, Dec. 7, 1903.
249
A statistic supplied to the Commission for Tlemcen shows that
out of 6000 Jews there are only 10 possessing more than
£2000, and another, supplied for Constantine, shows that out
of 1024 Jewish electors there are only 10 possessed of real
estate and 146 merchants. The rest lead a miserable hand-to-
mouth existence.—Le Temps, Sept. 25, 1901.
250
J. Morley, Life of W. E. Gladstone, vol. iv. pp. 552, 558.
251
E.g. Sir J. G. T. Sinclair, A Defence of Russia (1877); T. P.
O’Connor, Lord Beaconsfield: a Biography (1878); etc.
252
In justice to the writer it must be added that this ungenerous
and untrue caricature was the common estimate of Disraeli
entertained by all his political opponents. Except Lord Acton,
they all agreed with the Duke of Argyll in holding that Disraeli
was a “fantastic adventurer”—a man who, having no opinions
of his own and no traditions with which to break, “was free to
play with prejudices in which he did not share, and to express
passions which were not his own, except in so far as they were
tinged with personal resentment.” See Duke of Argyll:
Autobiography and Memoirs, Vol. i. p. 280.
253
Malcolm MacColl, “Lord Beaconsfield,” The Contemporary
Review, June, 1881.
254
Goldwin Smith, “The Jews,” The Nineteenth Century, Nov.,
1882. The writer repeats all these views, in almost identical
terms, in The Independent, June 21, 1906.
255
Israel Abrahams, Jewish Life in the Middle Ages, Introd.
256
Rise and Influence of the Spirit of Rationalism in Europe, vol. ii.
p. 281.
257
258
S. Singer, “The Russo-Jewish Immigrant,” in The English
Illustrated Magazine, Sept. 1891.
259
David Baron, The Ancient Scriptures and the Modern Jew, p.
179, 1900.
260
Arnold White, The Modern Jew, 1899.
261
Jewish Year Book, 1902.
262
Report in The Standard, Dec. 14, 1903.
263
Arnold White, For Efficiency, 1902, price 3d.
264
“The Alien Inquiry: an omitted point,” The Standard, Sept. 5,
1903.
265
The Pioneer, Nov. 14, 1904. Commercial jealousy, embittered
by racial prejudice, is also at the root of the anti-Japanese
agitation now raging in California.
266
Charles Grant, The Contemporary Review, March, 1881.
267
See an article under the title “The East-End Hevra” in The
Standard of April 27, and a reply to it in the issue of May 1,
1903.
268
J. H. Schooling, “Foreigners in England,” The Fortnightly
Review, November, 1904. Mr. Chamberlain also, in the debate
on the Aliens Bill (May 2, 1905), frankly avowed that he
supported that measure because it harmonised with his policy
of protection, and he very logically dwelt on the identity of the
principle underlying both programmes.
269
Report of the Commission, pp. 19, 20.
270
The Daily Chronicle, January 9, 1903.
271
The Daily Chronicle, Feb. 17, 1904.
272
For the text of the Bill, see The Times, April 1, 1904.
273
The Standard, leading article, April 26, 1904.
274
Mr. Winston Churchill’s letter to a member of the Jewish
community in Manchester, May 30, 1904.
275
The Daily Chronicle, May 18, 1903.
276
277
Letter by Mr. Balfour, dated May 9, 1904.
278
279
Ibid. May 14, 1904.
280
A Modern Exodus. By Violet Guttenberg.
281
Report in The Standard, April 2, 1904.
282
Report in The Times, April 17, 1905.
283
Mr. Wyndham’s statement in the House of Commons, April 25,
1904.
284
“Milesian,” letter in The Times, April 4, 1904.
285
E. B. Levin, letter in The Times, April 12, 1904.
286
“Milesian,” ubi supra.
287
“Milesian,” ubi supra.
288
See The Times, April 8 and 12, 1904.
289
The Standard, August 8, 1904.
290
J. H. Schooling, “Foreigners in England,” The Fortnightly
Review, November, 1904.
291
W. Evans Gordon, “The Economic Side of Alien Immigration,”
The Nineteenth Century, February, 1905.
292
W. Evans Gordon, letter in The Times, March 22, 1904.
293
Letter in The Standard, August 8, 1904.
294
Ibid. July 7, 1904.
295
J. Morley, Life of W. E. Gladstone, vol. iii. p. 475.
296
For a list of such works see the article “Inquisition” in the
Encyclopaedia Britannica.
297
Jeremiah xxxii. 37. Cp. Isaiah xi. 12 etc.
298
S. Schechter, Studies in Judaism, pp. 131–2.
299
For an exhaustive account of the historic development of
Zionism see Lucien Wolf, “Zionism,” in the Encyclopaedia
Britannica.
300
For a full enumeration of the arguments and sentiments which
impelled the mass of Russian and Roumanian Jews in the
early ’Eighties to prefer an Eastern to a Western exodus, see
Laurence Oliphant, “The Jew and the Eastern Question,” The
Nineteenth Century, August, 1882.
301
Laurence Oliphant, ubi supra. On the other hand, it must not
be forgotten that the members of the Chovevi Zion Societies
represented but a very small proportion of the total Jews of the
world.
302
The Jewish World, Aug. 15, 1902.
303
The St. Petersburg correspondent of The Times, Oct. 14,
1902.
304
See the late Minister’s of the Interior utterances on the subject:
Lucien Wolf, “M. De Plehve and the Jewish Question,” in The
Times, Feb. 6, 1904.
305
The Jewish Question, Gay and Bird, 1894, p. 27.
306
Pp. 31–32.
307
P. 38.
308
Table-Talk, April 13, 1830.
309
Lucien Wolf, “Zionism,” Encyclopaedia Britannica.
310
Aspects of the Jewish Question. By “A Quarterly Reviewer,”
1902, p. 76.
311
P. 16.
312
M. J. Landa, “The Doom of Zionism,” in The Manchester
Guardian, Jan. 10, 1905.
313
“Palestine Revisited,” The Statesman, Oct. 23, 1904.
314
Lucien Wolf, article on “Zionism” in the Encyclopaedia
Britannica.
315
Report in The Daily Chronicle, May 18, 1903.
316
Reuter telegram, dated Basel, Aug. 24, 1903.
317
Reuter telegram, dated St. Petersburg, Oct. 12, 1903.
318
“Palestine Revisited,” The Statesman, October 23, 1904.
319
On this aspect of the Jewish question see an article by M.
Anatole Leroy-Beaulieu in the Revue des deux Mondes, March
1, 1903; and another on La Langue Française en Orient in Le
Monde Illustré, April 11, 1903.
320
321
L. J. Greenberg, report of a meeting of “Friends of Jewish
Freedom,” in The Times, Dec. 7, 1904.
322
Communication dated Foreign Office, Aug. 14, 1903.
323
Report in The Standard, May 4, 1904.
324
Reuter telegram, dated Paris, Dec. 21, 1903; Paris
correspondent of The Times, under same date.
325
The Daily Chronicle, Dec. 22, 1903. Cp. Mr. L. J. Greenberg’s
statement, The Times, Dec. 7, 1904.
326
“The East Africa Protectorate,” The Nineteenth Century,
September, 1904; cp. his book under the same title (1905), pp.
177–8; 315.
327
See The Times, Dec. 7, 1904.
328
Reuter telegram, dated Dec. 24, 1904.
329
Report in The Times, Dec. 20, 1904.
330
The American Hebrew, quoted in The Literary Digest, May 20,
1905.
INDEX
Abdul Hamid, 491, 492, 501.

Abdul-Rahman III., 71.
Abraham, 39, 312, 502, 518.
Abramovitch, 355.
Abu-Yussuf Chasdai, 71.
Acosta, Uriel, 249–50, 298.
Act of 1858, allowing Jews to omit certain words from oath, 324.
Addison, 282–4.
Aelia Capitolina, see Jerusalem.
Africa, flight of Jews to, 150.
Age of Bronze, The (Byron), 316.
Agricultural settlements, 363, 507;
college, 509;
colonies, foundation of, 507, 509.
Agriculture, attitude of Jews towards, 509, 510, 514.
Agrippa, King, 23.
Akers-Douglas, 462–4, 469.
Albigensian sect, in France, 91–5, 144, 217.
Albigenses, 83.
Alexander the Great, 1, 20, 301, 302, 408.
Alexander Severus, Emperor, 39.
Alexander II., Czar, 332–3;
assassination of, 334, 335, 368.
Alexander II., Pope, 142.
Alexander III., restrictive policy, 335.
Alexandria, Jews in, 2, 20, 22, 47, 73, 195;
anti-Jewish movement in, 23;
Graeco-Jewish feud, 25–6.
Alexis Petrovitch, 330.
Alfonso VI. of Castile, 142–3.
Alfonso X. (the Wise), 144–5, 150.
Alfonso XI., 146, 148.
Algeria, Jewish Question in, 436.
Alien Peril, Royal Commission appointed to enquire into, 460, 465,
466.
Alien question, 460, 478.
Aliens Act, 475–6.
Aliens Bill, 462–7, 469, 472–5.
Alliance Israélite Universelle, 482, 483, 507, 510.
Almohades, the, 74.
Alroy, David, 90.
Alypius, of Antioch, 45.
Alsace, Jews in, 294–5, 296.
Ambrosius, Bishop of Milan, 52.
America, 277, 357, 397, 398, 403, 417, 460.
American Note (Mr. Hay’s), 398–403.
Amsterdam, 247, 277, 329;
synagogue inaugurated and press established, 248.
Andalusia, Semitic renaissance in, 70.
Anglo-Jewish Association, 483.
Anglo-Jewish prayer to the King, 324.
Anne, Queen, statute of, concerning Jews, 282;
repeal of, 323.
Anti-Semitic League, The, 421–2.
Anti-Semitism, origin of, 407, 411, 434;
literature, 418–9, 433;
its effect on modern Jews, 479–80.
Antioch, Jews of, 47, 49–50.
Antiochus Epiphanes, 3, 32.
Antoninus Pius, 38.
Apis, Temple of, 21.
Aquinas, Thomas, 99, 110, 185.
Aramaic Papyri (discovered by R. Mond), 2.
Archangel, British traders at, 329–30.
Argentine Republic, 361.
Argyll, Duke of, 438.
Arian kings, Israel under, 57.
Armenians, 402.
Arnold, Matthew, 457.
Asher, 200–1.
Ashkenazim, the, 508.
Asia Minor, Jews in, 90.
Assideans, the, see Chassidim.
Atonement, Day of, 212.
Augustus, 21, 22.
Austria, 292, 397, 412, 415;
anti-Semitic agitations in, 426, 429, 490.
Austrian Constitution grants full liberty to Jews, 309.
Avignon, Council of, 93–4, 186, 235.
Avitus, Bishop of Clermont, 56.
Baalshem, Israel, 326, 380, 381, 382.

Babylon, 1, 11, 55, 300;
Jews in, 35, 39.
Babylonian captivity, return from, 325.
Bacon, 272–4.
Balfour, Arthur, 460, 466, 467.
Balkan States, number of Jews in, 395.
Baltic provinces, 334–5;
Russification of, 336.
Barcelona, theological contest at, 98, 145, 147.
Bar-Cochba, 37.
Barth, Dr., publication in Die Nation by, 358.
Basel, Zionist congresses at, 501, 506, 511–6.
Basil, 51–2.
Bathori, Stephen, 237.
Bayezid (the Lightning), 180.
Beaconsfield, Lord, see Disraeli.
Beckmann, General, 360.
Bel, Temple of, 1.
Belisarius, 49, 54.
Benjamin, of Tiberias, 50.
Benjamin, of Tudela, 52, 89–90, 147, 486.
Bentwich, Herbert, 515.
Berlin, 292;
Congress at, 385, 398, 483;
Treaty of, 390, 391, 399, 401;
foundation of anti-Jewish society in, 421;
Jews’ Chace at, 423.
Bessarabets, the, anti-Semite paper, 358–9.
Bessarabia, 360, 361;
massacre of Jews in, 510.
Beth Din, the, 64, 141.
Beziers, 68–9;
massacre at, 92;
Council of, 100.
Bismarck, 307, 384, 385, 416, 420, 421, 424.
Black Art, Jewish professors of, 103, 222.
Black Death, 147, 158.
Black Sea opened to international commerce, 383.
Boccaccio, 187, 189.
Bodo, Bishop, apostacy of, 80–1.
Bologna, university of, 410.
Book of Maxims (Santob de Carrion), 147.
Bordeaux, internecine feud at, 294.
Boulanger, General, 432–3.
Bratiano, 383.
British East Africa, 511, 513, 515;
Commission sent to, 515, 516.
British Jews’ Society, 466.
Bucharest, 382, 429.
Buda-Pesth, outrages in, 426.
Bulgaria, 387, 395.
Bund, the, secret society, 376.
Cabbala, the, 194–5, 200, 225.

Caesar, Julius, 20–1, 302.
Caligula, 22, 23, 31.
Cambridge, 131, 133, 324.
Canada, emigration of Jews to, 403.
Cancionero, 147.
Captivity, The (Goldsmith), quoted, 299.
Cassius, Dion, 35.
Cassius, Quaestor, 20.
Castile, Civil war in, 148;
Holy Office established in, 156, 405.
Cathari, see Albigenses.
Catholicism, the poet of, 184;
warfare against, 187, 311.
Chamberlain, Joseph, 399, 511.
Chanukah, see Feast of Dedication.
Charlemagne, 78–9, 302, 409.
Charles II., 280, 281.
Charles the Simple, 81–2.
Charles X. of Sweden, 241.

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Edition Sparling Test Bank

3. Something that disrupts homeostasis is known as _____.

6. Which of the following types of stress is brief but intense?

7. Which of the following types of stress is regular or predictable but intermittent?

8. A form of stress that is prolonged and continuous is referred to as _____ stress.

16. Stressful experiences seen as person-environment interactions are known as the:

23. The interruption of breathing during sleep is known as _____.

24. Which of the following refers to daytime attacks of sleep?

26. Stress can _____ the aging process.

38. The planned efficient use of one's time is called _____.

39. Which of the following is NOT a step in effective time management?

48. Physical activity simulates the actions of:

49. Which of the following is true of progressive muscle relaxation?

True / False Questions

50. The origin of the word "stress" can be traced to psychology.

51. Stressors disrupt a person's natural state of balance, or homeostasis.

57. Persistent stress is not physically harmful.

60. The tend-and-befriend stress response is a universal female phenomenon.

Short Answer Questions

67. Explain the general adaptation syndrome.

68. Explain the transactional model of stress and coping.

70. Explain the tend-and-befriend response to stressful events.

71. Identify some of the challenges confronting today's college student.

Abdul Hamid, 491, 492, 501.

Baalshem, Israel, 326, 380, 381, 382.

Cabbala, the, 194–5, 200, 225.

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