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The reality of learning a language is that students are diverse in terms of capability to grasp the language lessons given. Cognitive development, socio-cultural background, gender, motivation are a few factors that affect their ability to learn a target language. Thus, this paper is concerned about the effectiveness of Differentiated Instructions (DI) in catering low proficiency students so that they could excel in their ESL writing tasks and their perceptions of DI in improving their writing skills. A study was conducted in a sub urban primary school in Sandakan, Sabah, Malaysian Borneo. There were 29 respondents altogether from a class of Standard 4 which are categorized as low proficiency students based on their LINUS results in the previous year. The data were collected using mixed methods and, an analysis and discussion about the effectiveness of DI were done by comparing students’ pre-test and post-test scores and their perceptions towards DI were concluded from the interview and observations throughout the study. A questionnaire adapted from VARK questionnaire version 7.0 was used to determine students’ learning preferences before they were divided into three groups to undergone the DI strategies. The results of the study show there are some improvements in students’ writing as shown in the post-test results. Their behaviours in writing classes also have changed from being anxious to being confident at the end of the study. In general, it seems that DI could be used as one of the approach to help primary schools’ students to excel their ESL writing lessons. Besides, teachers should also take into consideration of implementing DI not only for writing skills but also other language skills.

Stress is a state to which the natural body equilibrium i.e. Homeostasis is disturbed caused by any threat to organism. Only some stresses are universal. Stress relates to the force applied to a system that invariably brings about some change or modification. The present study was conducted in university of Kashmir. For the Present study, few departments were selected which are M.C.A, Botany, chemistry, Home Science, Education and Psychology department. Six hundred (600) women students were serving as subject in the study. The sample was consists of 100 M.C.A, 100 Botany, 100 chemistry, 100 Home Science, 100 Education and 100 Psychology women students of Kashmir University. The stress of various departments’ women college students of Kashmir University was measured by the standard questionnaire of stress inventory designed by Arun Singh, K. Singh and Arpana Singh. All the statement was scored on the five point (3) scale. All the items were given a score of 3 for frequently, 2 for Sometimes, 1 for Seldom. The sum of these scores gives the attitude score for the subject. The total score varies from showing positive/ negative stress facing by various departments’ women students of Kashmir University.

Personality is a structure gathering interrelated behavioral, cognitive and emotional patterns that biological and environmental factors influence; these interrelated patterns are relatively stable over time periods, but they change over the entire lifetime. For the Present study the Subjects was selected from the M.C.A, Botany, chemistry, Home Science, Education and Psychology department of Kashmir University. Six hundred (600) women students were serving as subject in the study. The sample was consists of 100 M.C.A, 100 Botany, 100 chemistry, 100 Home Science, 100 Education and 100 Psychology women college students of Kashmir University. The simple random sampling technique was applied to select the subjects for the study. Data reveals that the mean of personality development was highest in the women students of MCA department of 59.18, the data was again analyzed by applying‘t’ test. Before applying‘t’ test, standard deviation was calculated and was standard deviation of the Botany department was 7.01and 5.96 was the lowest of Home Science Department.

The study was conducted at Faculty of science, Federal University Dutse, Dutse LGA. Jigawa State Nigeria. Using random sampling, a total of 500 Students of Federal University Dutse, faculty of Science were assessed. These were categorized into male and female. A cross-sectional descriptive study of 500 adolescents attending Federal University Dutse, Faculty of Science, in Northwestern Nigeria was carried out to examine the association of HGS with the BMI. It was observed that the hand grip strength in both males and females are significant as the value of p is <0.05. The estimation of right handgrip strength with age, and it has shown that it have no significance because p=0.058. The estimation of left handgrip strength with age, and it has shown that it has significance because the value of p=0.0174. The right handgrip strength was higher in males than females. The handgrip strength was not always higher with respect to age. Having higher BMI does not determine higher grip strength and vice versa.

Stress is primarily a physical reaction and is defined as a state characterized by symptoms of physical and mental tension or strain, such as depression or hypertension. This often occurs in response to situations in which a person feels threatened, under pressure, or both. Students in secondary and tertiary education settings face a wide range of ongoing normative stressors, which can be defined as normal day to day hassles such as ongoing academic demands. This study investigates the relationship between academic stress and mental health among senior secondary students in Uttarakhand State. During the present study, simple random sampling technique has been applied to draw the sample from population. The sample consisted of 200 students (100 boys & 100 girls) of Haridwar district of Uttarakhand state. 100 students were taken from the government school and 100 from non-government school. A quantitative approach was employed, utilizing standardized questionnaires to collect data from a sample of senior secondary students. The findings indicate a significant correlation between academic stress and various mental health indicators, suggesting a need for interventions to mitigate the adverse effects of academic pressure on students\' well-being.