Selfishness in Todays Society free essay sample

The simple things matter. Offering your seat to an elderly person, answering door-to-door salesman, saying please and thank-you. The list goes on. A new TV Show called â€Å"What Would You Do† is a programme about social experiments that they conduct public with hidden cameras. It usually involves their actors playing the victim in distress to see how people react. The number of people that ignore the victim is an utter disgrace. An issue in today’s society that deserves discussion. There once was a time (as hard as it is to believe for you youngsters) that people put their own lives at risk to help others. Over 400,000 Australian men volunteered in World War 1 and 156,000 of those men died or were wounded. Last Thursday, we celebrated Anzac Day. Even though many people attended the dawn services, not as many as you would expect did. What were they busy doing that was so important? Another hour sleep? or more likely, they simply just didn’t care for all the men and women that died for them. We will write a custom essay sample on Selfishness in Todays Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But it’s not about the lack of people attending dawn services. People being selfish can be from simple things to life threatening. For an example, in the show â€Å"What Would You Do† the show used a young actress in the street and a man in the street with her. The scenario that the actors portrayed was that the young girl was being abducted by the man. The young girl started screaming that this man wasn’t her dad and begging for him to let her go. The man also started yelling things such as â€Å"Get in my car! † and â€Å"You’re parents won’t know! † making it obvious to the public that she was being abducted. The scene was done over and over again throughout the day. Out of those people a shocking number of only 10% stopped to help then girl. Hundreds of people walked past the scene, stopped stared and continued walking. Bill Stanton, social scientist expert says â€Å"The more people there are watching something go down, the less likely someone is going to take action. It’s called the Bystander Effect. † The bystander effect is a social psychological phenomenon that refers to cases in which individuals do not offer help to a victim. The producers of the experiment stopped a lady who had walked past the scene and asked why she didn’t do anything. â€Å"I just thought somebody else would take the responsibility, you know someone else would see it and help. † Bill Stanton also said â€Å"We live in a society where everybody is in tune with what they have to do. Even if you are afraid of retaliation, call 991, do something at least. You can get involved without putting yourself at risk and that’s the difference between being selfish and selfless. † These statistics shocked me. Imagine if this scenario was real, if the young girl was being abducted. If people just keep waiting for the next person to do it, then no one will help We all need help from time to time and depend on strangers, and as weird as it is, we’re all brothers and sisters in this world, and we need to look out for each other. If you see someone who needs help, put yourself in their shoes. What if you were in trouble and no one helped you? You may be 5 minutes late for work, or miss your train or don’t get your morning coffee. Help out, put others before you. Whether it’s a small selfless gesture to saving someone’s life. Selfishness in Todays Society free essay sample Selfishness, putting ourselves in front of others, seems to be the norm nowadays. The simple things matter. Offering your seat to an elderly person, answering door-to-door salesman, saying please and thank-you. The list goes on. A new TV Show called â€Å"What Would You Do† is a programme about social experiments that they conduct public with hidden cameras. It usually involves their actors playing the victim in distress to see how people react. The number of people that ignore the victim is an utter disgrace. An issue in today’s society that deserves discussion. There once was a time (as hard as it is to believe for you youngsters) that people put their own lives at risk to help others. Over 400,000 Australian men volunteered in World War 1 and 156,000 of those men died or were wounded. Last Thursday, we celebrated Anzac Day. Even though many people attended the dawn services, not as many as you would expect did. We will write a custom essay sample on Selfishness in Todays Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What were they busy doing that was so important? Another hour sleep? or more likely, they simply just didn’t care for all the men and women that died for them. But it’s not about the lack of people attending dawn services. People being selfish can be from simple things to life threatening. For an example, in the show â€Å"What Would You Do† the show used a young actress in the street and a man in the street with her. The scenario that the actors portrayed was that the young girl was being abducted by the man. The young girl started screaming that this man wasn’t her dad and begging for him to let her go. The man also started yelling things such as â€Å"Get in my car! † and â€Å"You’re parents won’t know! † making it obvious to the public that she was being abducted. The scene was done over and over again throughout the day. Out of those people a shocking number of only 10% stopped to help then girl. Hundreds of people walked past the scene, stopped stared and continued walking. Bill Stanton, social scientist expert says â€Å"The more people there are watching something go down, the less likely someone is going to take action. It’s called the Bystander Effect. † The bystander effect is a social psychological phenomenon that refers to cases in which individuals do not offer help to a victim. The producers of the experiment stopped a lady who had walked past the scene and asked why she didn’t do anything. â€Å"I just thought somebody else would take the responsibility, you know someone else would see it and help. † Bill Stanton also said â€Å"We live in a society where everybody is in tune with what they have to do. Even if you are afraid of retaliation, call 991, do something at least. You can get involved without putting yourself at risk and that’s the difference between being selfish and selfless. † These statistics shocked me. Imagine if this scenario was real, if the young girl was being abducted. If people just keep waiting for the next person to do it, then no one will help We all need help from time to time and depend on strangers, and as weird as it is, we’re all brothers and sisters in this world, and we need to look out for each other. If you see someone who needs help, put yourself in their shoes. What if you were in trouble and no one helped you? You may be 5 minutes late for work, or miss your train or don’t get your morning coffee. Help out, put others before you. Whether it’s a small selfless gesture to saving someone’s life.

The Randolph Caldecott Medal Current and Past Winners

The Randolph Caldecott Medal Current and Past Winners About the Randolph Caldecott Medal In the United States, receiving the Randolph Caldecott Medal is the highest honor an artist can achieve for childrens book illustration. The Caldecott awards are administered by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA).  The award is named after Randolph Caldecott, a nineteenth century English illustrator who was known for his picture book illustrations. According to ALSC, the Caldecott Medal is an annual award. and childrens picture books published in the previous year in English in the U.S. are eligible as long as the artwork is original and the artist is a U.S. citizen or a resident of the United States. The Medal honors the years most distinguished American picture book for children. The 2016 Caldecott Medal Winner and Honor Books The 2016 Caldecott Medal winner is Finding Winnie: The True Story of the World’s Most Famous Bear. Sophie Blackall is the illustrator and Lindsay Mattick the author of the story of the bear who became the inspiration for A.A. Milnes Winnie-the-Pooh. To learn more about the storys background, history, author and illustrations, watch the excellent  Finding Winnie: The True Story of the World’s Most Famous Bear video from the publisher. (Little, Brown and Company, an division of Hachette Book Group, Inc., 2015. ISBN:  978-0316324908) 2016 Caldecott Honor Books Four childrens picture books were selected as 2016 Caldecott Honor Books. Two of them are on my Best Illustrated Picture Books of 2015 list. Trombone Shorty - The painting and collage mixed media illustrations by Bryan Collier and the words by New Orleans musician Troy Trombone Shorty Andrews make this picture book autobiography sing. (Abrams Books for Young Readers, an imprint of ABRAMS, 2015. ISBN: 9781419714658)Waiting, illustrated and written by Kevin Henkes (Greenwillow Books, an imprint of HarperCollins Publishers, 2015. ISBN: 9780062368430). For more information, read my summary of Waiting.Voice of Freedom:  Fannie Lou Hamer, Spirit of the Civil Rights Movement - Illustrated with dramatic collage by Ekua Holmes, Voice of Freedom is a biography in verse written by Carole Boston Weatherford for ages 10 and up. (Candlewick Press, 2015. ISBN: 9780763665319)Last Stop on Market Street, illustrated by Christian Robinson and written by Matt de la Peà ±a Last Stop on Market Street is also the 2016 John Newbery Medal winner for young peoples literature. (G. P. Putnam’s Sons, an imprint of Penguin Group (USA), 2015. Past Randolph Caldecott Medal Winners and Honor Books In most years, in addition to the Caldecott Medal winner, several books are designated Caldecott Honor Books for the quality of their illustrations. For Caldecott Medal winners from 1938 to 2013. To learn more about recent Caldecott Medal winners and Caldecott Honor Books, see: 1938 - 2015: All the Randolph Caldecott Medal Winners2014 Randolph Caldecott Medal Winner and Honor Books2013 Randolph Caldecott Medal Winner and Honor Books2012 Caldecott Medal Winner and Caldecott Honor Books2011 Caldecott Medal Winner and Caldecott Honor Books2010 Caldecott Medal Winner and Caldecott Honor Books2009 Caldecott Medal Winner and Caldecott Honor Books2008 Caldecott Medal Winner and Caldecott Honor Books2007 Caldecott Medal Winner and Caldecott Honor Books There are many wonderful childrens books on these lists, and I hope you will have the time to look over the lists and select some of these picture books to share with your children.

Burj Khalifa Assignment Example | Topics and Well Written Essays - 750 words

Burj Khalifa - Assignment Example From the outset, we decided a leader and set about delegating tasks and dividing labor to be more productive (Murphy, pg.12). Someone was assigned to draw the schematic that we were to follow. Another pair was assigned to make the measurements and do the adequate research to ensure accurate replication. Moreover, assignments were made to ensure that there were a few people that were dedicated solely to the actual building of the tower, while someone was delegated the task of painting the tower, and finally, the most diligent of us all was selected to make final measurements and check to see whether everything has been up to par. Delegation of tasks really helped us save time, while allow each individual to focus on one task, making the whole project efficiently done throughout (Lussier & Achua, pg. 194). We started by drawing out a schematic picture of the tower, as we wanted to build it. This stage involved a lot of work as every line and angle had to be accurately drawn, as it woul d be the blue print we would be working against. Pictures of the tower were downloaded, and much research was done to get the images of the inside of the tower, with its floors, ceilings, and curvatures. Those of our team that were the best with a pencil got to work, and drew a good, detailed and revealing picture of the tower, with exact dimensions and angles. ... We used rulers, setsquares, and many protractors while building the erect tower. The base of the hotel was built using plaster of Paris hard clay that was left to dry overnight to give the model a hard, sturdy texture. The plaster was shaped into the curved "sail" that the hotel is often compared to by building it upright by adding layer upon layer of the plaster and making minute changes as it grew taller and took on its final shape. The final, top most portion of the tower, which was pointy was the hardest bit, and was made using a blade and a softer plaster to allow for finesse that is more delicate. Finally, after leaving the figure to dry, the rough edges of the top layer of the tower were scraped off with a blade, leaving a smooth, tall tower behind, that appeared majestic, even without being coloured into. Once the base of the tower and the building itself had been made, the painter got to work by painting the tower, adding details such as windows and lights that gave the towe r a realistic look. To ensure the colors were close to the actual building, we used color charts and different shades of paint. Finally, last measurements were made using the finest of rulers and vernier calipers to check whether the plan was adequately followed, and that the tower was really a miniature version of the hotel we had set out to replicate. Even though this was a very hard project, we were pleased with what we had achieved, although it was not without challenges. For example, during our planning stages we had not allowed enough time for the Plaster to dry up and harden, and so, once we continued to mold it after letting it stand for a few hours, we felt it give.

Toy as Visual Stimulator for Early Childhood Research Paper

Toy as Visual Stimulator for Early Childhood - Research Paper Example This was demonstrated by measuring the way infants sucked on pacifiers (they typically sucked harder the better they liked something). However, objects such as balls and basic shapes did not instigate a strong reaction in the infants. Most studies that measure infant response to objects use a similar route, measuring the individual baby’s responses through the use of pacifiers and presenting to the infants a variety of objects, familiar and not familiar (Spitz and Woolf 90). Additional studies with infants can be done to help us better understand this concept of visual perception before six months old. For instance, with the advent of technology, more computerized visuals could be created, with not only patterns and faces, which have been so commonly used, but also moving stimuli. Not many tests have been done to see how young infants actually react to moving stimuli. We have established, through current research, that young babies are able to perceive outlines and do have the ir own ways of understanding when they see familiar items and faces. However, their own particular reactions to moving stimuli have not been measured. Of course, young infants are generally not able to follow items side to side, but items placed directly in front of them on a computer screen can still be used in order to measure their reactions. Many studies have been done like this with older babies and toddlers to measure their responses to sounds and colors, generally done by researchers of children’s television shows, like Nickelodeon, and toy companies wanting to sell successful products. However, it would be interesting to see if certain objects could be used to create a show that might be interesting to very young babies, as it may help them... One recent study included putting a variety of faces and other objects on a screen for three-month-old infants to see. Infants responded to all faces, having a heightened response to familiar faces. This was demonstrated by measuring the way infants sucked on pacifiers. However, objects such as balls and basic shapes did not instigate a strong reaction in the infants. Most studies that measure infant response to objects use a similar route, measuring the individual baby’s responses through the use of pacifiers and presenting to the infants a variety of objects, familiar and not familiar. Additional studies with infants can be done to help us better understand this concept of visual perception before six months old. For instance, with the advent of technology, more computerized visuals could be created, with not only patterns and faces, which have been so commonly used, but also moving stimuli. Not many tests have been done to see how young infants actually react to moving stimuli. Many studies have been done like this with older babies and toddlers to measure their responses to sounds and colors, generally done by researchers of children’s television shows, like Nickelodeon, and toy companies wanting to sell successful products. However, it would be more interesting to see if certain objects could be used to create a show that might be interesting to very young babies, as it may help them perceive and learn at an even earlier age. For most parents, the earlier they can assist their child with learning, the better.

Should Workers be Allowed to Go on Strike Essay Example | Topics and Well Written Essays - 750 words

Should Workers be Allowed to Go on Strike - Essay Example Workers strive to achieve their basic rights in the service industry and can use different techniques to persuade the authorities to provide them with these rights. Striking is one form of the persuasion techniques used by the workers to get their rights. In the garment industry, the workers should be allowed to go on strike for the reasons. Workers tend to go on strikes to persuade the authorities into their demands. Some argue that these workers tend to use these strikes in an unfavorable manner, and the strikes should be stopped. However, a worker thinks of this instance â€Å"What if my daily wage was low enough that I could not even feed my family?† In simple words, if the workers are not paid enough to meet their needs then they should at least have a right to appeal against injustice. Strikes allow the workers to appeal to the authorities regarding any of the issues that they face in the workplace. This further shows that workers have a weaker side if the authorities fo rced to implement a decision which is unjust. The strikes can only provide a way to the workers so that they can force the authorities to reconsider their decisions.

Intervention to Reduce Progression of Diabetes

Intervention to Reduce Progression of Diabetes Developing an Intervention to Reduce Progression and the Development of Complications from Diabetes Mellitus in Adults in Glasgow. Introduction Type 2 diabetes is a serious medical condition that is increasingly prevalent in developed countries (International Diabetes Federation, 2013) and the most common variants of the condition are Types I and II. Type I patients have a deficiency in their pancreatic beta cells which leaves them unable to produce insulin. Thus in these individuals, some control over the condition can be achieved using insulin therapy (Schilling, 2007). Type II diabetics, have cells that have become resistant to the effects of insulin resulting in a delayed reduction in blood glucose (Skrha et al., 2010). There are additional types of diabetes; gestational, and a variety of Type III diabetes, however, the overwhelming majority of cases are of Type II with a significant minority of type I cases (Hardt et al., 2008). Complications of Diabetes Regardless of the underlying aetiology, the long-term complications of diabetes are similar. Excess blood glucose is thought to drive increases in oxidative stress both directly and via the derangement of mitochondrial energy pathways (Cade, 2008). Long term macrovascular damage will inevitably increase the risk of coronary heart disease (CHD), and ischaemic heart disease, with diabetics estimated as having a 3 and 5-fold increased risk of CHD mortality for men and women respectively (Loveman et al., 2008). Cerebrovascular disease is also a consequence of the chronic macrovascular damage with similar increases in stroke risk (Naci et al., 2015) Since each organ has its own microvascular supply, chronic hyperglycaemia also results in diffuse and widespread damage to a variety of body organs. As a result, diabetic complications include visual disability due to diabetic retinopathy; the leading cause of blindness in working age adults in the UK (Fowler, 2008; Kempen et al., 2004). In addition, patients suffer end stage renal disease from diabetic nephropathy (Adler et al., 2003), diffuse impairments of autonomic and somatic neural function, including pain perception, due to diabetic neuropathy (Stirban, 2014; Voulgari et al., 2013). Furthermore, the combination of microvascular damage, and reduced pain sensation, usually in the lower limb, results in many patients developing ulceration and necrosis of the inferior surface of the foot, the most common cause of non-traumatic amputations in the UK (Elraiyah et al., 2016). Costs of Diabetes In addition to the significant cost to the individual suffering with diabetes in terms of reduced personal health and quality of life, there are significant financial costs in treating the condition. In 2010-11, the total cost of diabetes to the UK was estimated at  £23.7bn (Hex et al., 2012). This was comprised of  £9.8bn in direct costs related to treating the disease, and  £13.9bn in indirect cost (e.g. lost productivity through absenteeism, early retirement or unemployment, (Hex et al., 2012)). More recently, the direct costs were estimated at  £13.7bn in 2012 (Kanavos et al., 2012). Within these direct costs, only around a quarter is directly spent on treating diabetes its self, and the remaining three quarters is spent on treating the complications following from the disease, (e.g. CHD, retinopathy, liver failure, diabetic foot, neuropathy (Kanavos et al., 2012)). Risk Factors for Diabetes There are a variety of factors that have been identified that places individuals at risk of developing type II diabetes, these include; having a family history of diabetes, obesity assessed using body-mass index, hypertension, visceral adiposity, adverse blood lipids, smoking, and impaired fasting glucose control (Lyssenko et al., 2008). Notably, several of these risk factors, including blood lipids, BMI, hypertension and visceral adiposity, are shared risk factors for CHD, which may in part explain the elevated risk of CHD in diabetics (Haffner et al., 1998). Indeed the clustering of these risk factors has been shown to be predictive of both CHD and diabetes (Haffner et al., 1998) and are collectively referred to as the metabolic syndrome. Moreover, these risk factors, appear to primarily be related to obesity in general, and excessive visceral adiposity in particular (Wozniak et al., 2009). Early work by West and colleagues (1978) demonstrated a strong positive association between rates of obesity and rates of diabetes with a variety of populations. Since then, the epidemiological link between excess body fat and risk of developing type II diabetes in particular has been repeatedly supported. For example, in the Nurses Health Study (Chan et al., 1994) females who had a BMI of greater than 35 kg.m-2 had a risk of diabetes 95 fold higher than those with a BMI of less than 21 kg.m-2 . Epidemiology of Diabetes The incidence and prevalence of diabetes have increased dramatically in the last two decades. Currently, the World Health Organisation estimates that diabetes effects around 9% of the adult global population (International Diabetes Federation, 2013) with variations in prevalence ranging from 26.4% in Kiribati to 1.54% of the population in Manin (International Diabetes Federation, 2013). Overall the UK ranks relatively favourably; in the same data from 2014, the UK had a prevalence of 3.9% (172nd out of 193 countries). Despite this relatively low ranking, the UK, in line with many developed countries, has experienced a rapid growth in the proportion of the population suffering with diabetes. Between 2007 and 2015 the number of patients diagnosed with diabetes increased by 75% from two to three and a half million cases (Diabetes UK, 2015). There are also an estimated half a million undiagnosed individuals at any one time. Indeed, the absence of overt symptoms in the early stages of the disease means that it is not uncommon for patients to have had the disease for several years prior to diagnosis, and confounds attempts to accurately calculate prevalence rates. Scotland has experienced similar increases, with the number of individuals diagnosed with diabetes increasing markedly over the last decade. The Scottish Diabetes survey (2014) demonstrated that the number of individuals with diabetes doubled from approximately 100,000 to 200,000 individuals between 2002 and 2007 despite a stable population of 5 million. Currently estimates for Scotland indicate that there are 276,500 diabetics in Scotland resulting in an overall prevalence that is a third higher than the UK average at 5.2% (NHS Scotland, 2014). Diabetes and Deprivation While the reasons that link indices of deprivation to diabetes are likely multifactorial, they undoubtedly exist. Individuals living in the most deprived areas of the UK are 2.5 times more likely to suffer from diabetes than those in the least deprived areas (Diabetes UK, 2006). Moreover the complications arising from diabetes such as CHD and stroke are more than three times higher in the lowest socio-economic groups and those with lowest educational achievement are twice as likely to have heart disease, retinopathy and poor diabetic control (Diabetes UK, 2006; International Diabetes Federation, 2006). The cause of the increased risk is not clear, however many of the risk factors such as obesity, smoking and physical inactivity, are also higher in those areas with the greatest degree of deprivation (Diabetes UK, 2006; International Diabetes Federation, 2006). From the data outlined above, the development of diabetes is a serious chronic medical condition that can result in early morbidity and mortality and is associated with significant personal and healthcare costs. Despite many of the risk factors for its development being modifiable, it remains a significant and increasing health risk that has a disproportional focus on the areas of greatest deprivation. Given that there is strong evidence that Glasgow has higher rates of both deprivation and type 2 diabetes than the rest of the UK, the aims of this paper are to discuss methods of describing the degree of the problem in Glasgow, as well as identifying, implementing and evaluating initiatives designed to reduce the burden of Type 2 diabetes within that area. Epidemiological Investigation of Diabetes in Glasgow The Centre for Disease Control defines public health research as consisting of four phases, public health tracking, public health research, health intervention programmes, and impact and evaluation (CDC, 2015). Thus before designing and implementing a diabetes focused health initiative, it is necessary to first establish that there is a public health need within Glasgow. This can be undertaken using primary or secondary data sources. Although secondary data sources are repositories of data that have been collected for some purpose other than the investigators main research question, Bailey et al. (2012) suggest that secondary sources also have several advantages. Typically, they are large data sets, and their use is highly cost efficient, as the data collection has already taken place. In terms of this investigation into Diabetes prevalence in Glasgow, there are a number of possible secondary data sources. The most directly relevant data is from the Scottish Diabetes Survey, the most recent data for which covers 2014 (NHS Scotland, 2014). In the most recent report, there is evidence that diabetes is a specific public health concern in Glasgow. For example, while it is not surprising is that Glasgow has the highest number of diabetics, around 22% of Scotlands diabetic population, since it is also the most densely populated region. However, this also translates to the region having the highest age adjusted prevalen ce of diabetes within Scotland at 5.8%. Furthermore the Greater Glasgow and Clyde (GGC) NHS board is criticised as falling behind other NHS health boards within Scotland, in its system of managing and screening its diabetic population in order to limit the progression of the disease. In addition, the Scottish Public Health Observatory (SPHO) provide a number of secondary data sources which may be valuable in triangulating conclusions and include; mortality rates, primary care information from GP practices, the Quality Outcomes Framework (QOF) detailing the performance of GP practices in dealing with key health issues, the Scottish Diet and Nutrition Survey, and the Health Education population survey (Scottish Public Health Observatory, 2015). In addition, both English and Scottish governments produce databases of indices of multiple deprivation (IMD), which can be useful when attempting to standardise the degree of a public health issue by deprivation level. This secondary data should be supported with primary evidence of the population of interest. While there are a number of research designs that could be used to collect primary data on Glasgow residents with diabetes, in this instance a cross-sectional observational design would be most useful. This method has several advantages, it is cost effective, requires only a single group, and each participant is only required to be assessed at a single time-point. This means that it becomes feasible to assess relatively large numbers of people (Bailey Handu, 2012). The limitations of this method are that it represents a single point in time and as a result, cannot be used to determine the sequence of events for a given set of exposures and outcomes. Therefore, it is not possible to infer causality from cross-sectional data. This type of research is most useful for determining prevalence rates for a specific condition (Bailey Handu, 2012).. An ecological study design might also be used, however, in this case, there are wide variations in income levels and deprivation levels within specific postcodes. Thus the possibility for the data to be affected by unknown confounding variables is significant. Similarly a case control study design has some additional control regarding possible confounders, but is again limited in being retrospective in nature and is predominantly used for rare diseases, which type 2 diabetes is not (Greenfield, 2002). Experimental designs such as prospective cohort studies or randomised control trials are the most internally valid designs to attribute causation of a condition to a specific exposure. However, they would not be appropriate in this instance, as they time consuming, expensive, and typically include far fewer individuals. Thus in order to use this type of study, the cost would be greater than the cost of any proposed intervention. In addition, while such designs are internally valid, they often lack ecological validity. That is, while the exposure and outcome can be linked in the study, at the population level, individuals may experience exposure to several predicating factors, and several protective factors. Thus, it is not always straightforward to transfer the findings from a highly controlled study to individuals (Peat et al., 2008). In order to undertake the cross-sectional survey, would require defining a series of areas (e.g. roads or school catchment areas) within specific post-codes to act as the sample frame. The survey data would be collected on these areas. The main problem with collecting this kind of data is a low response rate (Levin, 2006), and the possibility that individuals may responder or not due to the influence of some other factor introducing some systematic bias into the data. The main protection from this is to maximise the response rates. This is best done using face-to-face interviews with individuals in the sample frame (Levin, 2006). Diabetes Interventions The evidence for the type of behaviours that are useful in limiting the adverse complications of diabetes, have been the subject of several large scale epidemiological studies. In the UK the UK Prospective Diabetes Study (UK Prospective Diabetes Study, 1998) and its 10 year follow up (Holman et al., 2008) evaluated the effect of managing type II diabetes through diet alone, versus aggressive management aimed at restricting blood sugar concentrations. The data from the study indicated that while both the aggressive intervention only lowered blood sugar for one year, this translated into significantly lower rates of complications at the 10-year follow up. In the US, the Diabetes Control and Complications Trial (DCCT, 1993) and its 10 year follow up (the Epidemiology of Diabetes Interventions and Complications EDIC (Nathan et al., 2005)) also demonstrated that limiting increases in blood sugar, by maintaining concentrations within strict individualised limits, reduced the incidence of c omplications at the 10 year follow up by 57%. Similar reductions in adverse outcomes have also been found when diabetics have measures of blood lipids, blood pressure, nephropathy, retinopathy and diabetic foot complications assessed at regular intervals. It is also noteworthy that the Greater Glasgow and Clyde NHS region regularly performed in the lowest quartile of Scottish NHS authorities for implementing each of these evaluations (Scottish Diabetes Survey 2014). In long-term conditions such as Type 2 diabetes, the most appropriate strategies to control and manage the condition is for patients, to recognise themselves as stakeholders in their own treatment and to take ownership of the critical aspects of their care such as pharmacological treatment, dietary modifications and physical activity recommendations (National Institute for Health and Care Excellence, 2015). There have been several interventions that have aimed to use patient education to allow for a greater degree of self-management with a resulting closer control of risk factors for diabetic complications. Most recently Minet et al. (2010) evaluated the efficacy of 47 RCT studies aimed at improving diabetic patient education, and found that there was a significant reduction in the degree of hyperglycaemia experienced by the patients at the 6 and 12 month follow up time points. Similar meta analyses have supported the role of education in reducing the incidence of nephropathy and dia betic foot (Elraiyah et al., 2016; Loveman et al., 2008). Given that the UKPDS (1998) demonstrated that even short term reductions in blood glucose can reduce the numbers of patients who progress to sever complications, and given that the majority of the financial burden in treating type 2 diabetes is related to complications rather than the disease its-self. It seems clear that patient education could significantly improve the prognosis of diabetics as well as reduce the costs of future treatment. Implementing an Intervention in Glasgow Having identified a suitable educational intervention, the next stage is to ensure its faithful and appropriate replication within patients with Diabetes in Glasgow. A limitation of much of the available research is that interventions are predominantly applied in academic settings, and the effectiveness of interventions in community and primary care settings are frequently lower than anticipated from the scientific literature. This is a continuing challenge for implementing evidence-based strategies for public health issues. Kilbourne et al. (2007) recommend the REP framework, which although originally devised for faithful implementations of HIV educational programmes has been evaluated and found to help improve the effectiveness of other public health interventions. In order to use the REP framework for educational programmes aimed at Diabetics in Glasgow, the four stages of the REP framework would be developed. Pre-condition requires the identification of a suitable educational intervention. In this phase it is important that the chosen intervention is both feasible and appropriate for the setting in which it will be used. Pre-implementation requires that all staff involved in the intervention undergo training not only in the interventional educational curriculum, but also in the underpinning theories that shaped the original intervention. Implementation requires the educational programme is rolled out to diabetics within Glasgow, and that feedback is sought from stakeholders including patients undergoing the education. In this way it is possible to modify the intervention to better fit the situation, while still remaining faithful to the initial conceptual design. Finally, maintenance and evaluation requires further feedback regarding the effe ctiveness of the intervention, as well as ongoing support for partners who are delivering or helping ensure the continuation of the intervention. Monitoring an Evaluation For the proposed educational intervention, the evaluation would use the RE-AIM framework. This is the most widely adopted model for evaluation of public health interventions originally proposed by Glasgow and Colleagues (1999). This framework proposes the evaluation of five key elements of the intervention. Reach assess the number of individuals from the target population who received the interventions. Efficacy evaluates the degree to which the education intervention improved patients ability to manage their condition (e.g. better control of blood glucose, maintained or lowered blood pressure). Adoption would focus on the number of patients receiving the educational intervention whose behaviour was altered as a result. Implementation attempts to assess the degree to which the intervention was faithful to the evidence base upon which it was designed or was there pragmatic or other issues that meant the interventions was poorly delivered, or delivered in a manner not originally envisa ged. Maintenance attempts to quantify the degree to which the intervention becomes self-sustaining. This can be at an institutional level, i.e. does the health authority feel the programme is sufficiently successful to continue its development. However, it can also be at the individual level, were patients value the intervention and it becomes part of the persons habitual processes. Conclusion The aim of this paper was to investigate an intervention aimed at reducing the complications of type 2 diabetes in individuals diagnosed with the condition, living in Glasgow. It has established that in order to implement any such strategy, it is necessary to evaluate the degree of the problem using secondary and if required primary sources of data. In addition, any intervention should be evidence based, and attempt to replicate those interventions that have been demonstrated to be successful. This should be attempted in a strategic and structured manner in order to ensure high fidelity conversion from research evidence to intervention. The intervention its-self needs robust evaluation to determine if it was effective, and if not was it because of a failure of the underpinning theories or a failure in delivery. Unless they are well managed, individuals with Type 2 diabetes are at a significant risk of serious and life threatening complications. Educational interventions may be one wa y to provide effective strategies to enable better outcomes and reduced personal and financial costs. References ADLER, A.I., et al., 2003. Development and progression of nephropathy in type 2 diabetes: the United Kingdom Prospective Diabetes Study (UKPDS 64). Kidney International. 63(1), pp. 225-232. BAILEY, S. and HANDU, D., 2012. Introduction to epidemiologic research methods in public health practice. Jones Bartlett Publishers. CADE, W.T., 2008. Diabetes-related microvascular and macrovascular diseases in the physical therapy setting. Physical Therapy. 88(11), pp. 1322-1335. CDC. 2015. Public Health Cycle [Online]. [Viewed 4th April 2016]. Available From: http://www.cdc.gov/ncbddd/hearingloss/publichealth.html. CHAN, J. M., RIMM, E. B. COLDITZ, G. A. 1994. Weight gain as a risk factor for clinical diabetes mellitus in women. Diabetes Care, 17, 961-9. DIABETES CONTROL AND COMLICATION TRIAL RESERCH GROUP, 1993. The effect of intensive treatment of diabetes on the development and progression of long-term complications in insulin-dependent diabetes mellitus. N Engl j Med. 329(14), pp. 977-986. DIABETES UK 2006. Diabetes and the disadvantaged: reducing health inequalities in the UK World Diabetes Day 14 November 2006. A report by the All Parliamentary Group for Diabetes and Diabetes UK. https://www.diabetes.org.uk/Documents/Reports/Diabetes_disadvantaged_Nov2006.pdf. DIABETES UK. 2015. Diabetes Facts and Stats November 2015 [Online]. [Viewed 20th March 2016]. Available From: https://www.diabetes.org.uk/Documents/Position statements/Diabetes UK Facts and Stats_Dec 2015.pdf. ELRAIYAH, T., et al., 2016. A systematic review and meta-analysis of adjunctive therapies in diabetic foot ulcers. Journal of Vascular Surgery. 63(2), pp. 46S-58S. e2. FOWLER, M.J., 2008. Microvascular and macrovascular complications of diabetes. Clinical Diabetes. 26(2), pp. 77-82. GLASGOW, R.E., VOGT, T.M. and BOLES, S.M., 1999. Evaluating the public health impact of health promotion interventions: the RE-AIM framework. American Journal of Public Health. 89(9), pp. 1322-1327. GREENFIELD, T. 2002. Research Methods for Postgraduates, London, Arnold. HAFFNER, S.M., et al., 1998. Mortality from coronary heart disease in subjects with type 2 diabetes and in nondiabetic subjects with and without prior myocardial infarction. New England Journal of Medicine. 339(4), pp. 229-234. HANLON, P., et al., 2005. Why is mortality higher in Scotland than in England and Wales? Decreasing influence of socioeconomic deprivation between 1981 and 2001 supports the existence of a Scottish Effect. Journal of Public Health (Oxford, England). 27(2), pp. 199-204. HARDT, P.D., BRENDEL, M.D., KLOER, H.U. and BRETZEL, R.G., 2008. Is pancreatic diabetes (type 3c diabetes) underdiagnosed and misdiagnosed?. Diabetes Care. 31 Suppl 2 pp. S165-9. HEX, N., et al., 2012. Estimating the current and future costs of Type 1 and Type 2 diabetes in the UK, including direct health costs and indirect societal and productivity costs. Diabetic Medicine. 29(7), pp. 855-862. HOLMAN, R.R., et al., 2008. 10-year follow-up of intensive glucose control in type 2 diabetes. New England Journal of Medicine. 359(15), pp. 1577-1589. International Diabetes Federation 2006. Diabetes, deprivation and outcomes in a wealthy world. Diabetes Voice, 51, 37-40. INTERNATIONAL DIABETES FEDERATION. 2013. IDF Diabetes Atlas [Online]. [Viewed 20th March 2016]. Available From:https://www.idf.org/sites/default/files/EN_6E_Atlas_Full_0.pdf: IDF. KANAVOS, P., VAN DEN AARDWEG, S. and SCHURER, W., 2012. Diabetes expenditure, burden of disease and management in 5 EU countries. LSE Health and Social Care. KEMPEN, J.H., et al., 2004. The prevalence of diabetic retinopathy among adults in the United States. Archives of Ophthalmology (Chicago, Ill.: 1960). 122(4), pp. 552-563. KILBOURNE, A.M., et al., 2007. Implementing evidence-based interventions in health care: application of the replicating effective programs framework. Implementation Science. 2(1), pp. 1-10. LOVEMAN, E., FRAMPTON, G.K. and CLEGG, A., 2008. The clinical effectiveness of diabetes education models for Type 2 diabetes: a systematic review. Health Technology Assessment. 12(9), pp. 1-136. LYSSENKO, V., et al., 2008. Clinical risk factors, DNA variants, and the development of type 2 diabetes. New England Journal of Medicine. 359(21), pp. 2220-2232. MINET, L., et al., 2010. Mediating the effect of self-care management intervention in type 2 diabetes: a meta-analysis of 47 randomised controlled trials. Patient Education and Counseling. 80(1), pp. 29-41. NACI, H., et al., 2015. Rethinking the appraisal and approval of drugs for type 2 diabetes. BMJ Open. 351(h5260),. NATHAN, D.M., et al., 2005. Diabetes Control and Complications Trial/Epidemiology of Diabetes Interventions and Complications (DCCT/EDIC) Study Research Group: Intensive diabetes treatment and cardiovascular disease in patients with type 1 diabetes. N Engl J Med. 353 pp. 2643-2653. NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE, N. 2015. Type 2 diabetes in adults: management: NICE guidelines [NG28] [Online]. [Viewed 20th March 2016]. Available From:https://www.nice.org.uk/guidance/ng28: NIHCE. NHS SCOTLAND 2014. Scottish Diabetes Survey 2014. Scottish Diabetes Survery Monitoring Group. PEAT, J., BARTON, B. ELLIOT, E. 2008. Statistics Workbook for Evidence-Based Health Care, Wiley-Blackwell. SCHILLING, J. A. 2007. Diabetes Mellitus: A guide to patient care, Ambler, USA, Lippincott. SCOTTISH PUBLIC HEALTH OBSERVATORY. 2015. Overview of Key data sources [Online]. [Viewed 4th April 2016]. Available From: http://www.scotpho.org.uk/publications/overview-of-key-data-sources/introduction. SKRHA, J., CERIELLO, A. GITT, A. K. 2010. Chapter 6 Microvascular and Macrovascular Complications. In: HALAN, P. (ed.) DIAMAP 1 : Roadmap for Diabetes Research in Europe. http://www.diamap.eu: European Union. STIRBAN, A., 2014. Microvascular dysfunction in the context of diabetic neuropathy. Current Diabetes Reports. 14(11), pp. 1-9. UK PROSPECTIVE DIABETES STUDY (UKPDS) GROUP, 1998. Intensive blood-glucose control with sulphonylureas or insulin compared with conventional treatment and risk of complications in patients with type 2 diabetes (UKPDS 33). The Lancet. 352(9131), pp. 837-853. VOULGARI, C., PAGONI, S., VINIK, A. and POIRIER, P., 2013. Exercise improves cardiac autonomic function in obesity and diabetes. Metabolism. 62(5), pp. 609-621. WEST, K.M., 1978. Epidemiology of diabetes and its vascular lesions. Elsevier. WOZNIAK, S.E., GEE, L.L., WACHTEL, M.S. and FREZZA, E.E., 2009. Adipose tissue: the new endocrine organ? A review article. Digestive Diseases and Sciences. 54(9), pp. 1847-1856.

The Physics of Scales :: Physics Weight Scale Essays

The Physics of Scales To the dismay of some and a necessity for others, scales can be found about everywhere in today’s society. It never fails; if you go to the doctor you will step on the scale. They are at the grocery store, in most bathrooms and even in some of our favorite stores. Were we might even pay a quarter to have a machine tell us our weight, out loud. We as a society are obsessed with our weight. You’re asked for your weight when renewing your driver’s license. Every time you get in an elevator and see the little sign saying do not exceed *** lbs, the quarter-pounder with cheese and milkshake you ate for lunch, is brought back to your memory. A scale receives more mental and physical abuse than any other appliance that has ever been invented. All this abuse stems from a lesson each of use were taught at a young age, which is that we should always tell the truth. Well let’s look a little deeper into the scale and see the physics involved in how two different typesà ¢â‚¬â„¢ of scales weigh objects. There are two general kinds of scales. The first is a spring scale and the other type uses a load cell to electronically register a weight. Spring scales are the most common type of scale. The scale in your bathroom and those found in the produce department of your favorite grocery store are examples of spring scales. This summer when you go to weigh that fat juicy watermelon, think about the mechanics of how the scale works. The basket is attached to a spring that stretches in response to the weight of the melon or other objects placed in it. The weight of the melon creates a downward force. This causes the spring to stretch and increase its upward force, which equalizes the difference between the two forces. As the spring is stretched, a dial calibrated to the spring registers a weight. When designing scales one needs to take into account that every spring has a different spring constant (k). Bloomfield (1997) defines k as â€Å"a measure of the spring’s stiffness. The larger the spring constant-that is, the stiffer the spring-the larger the restoring forces the spring exerts† (p. 82). In analyzing the force associated with a certain spring, whether it is in you pen or under your truck, Hooke’s Law applies. The Physics of Scales :: Physics Weight Scale Essays The Physics of Scales To the dismay of some and a necessity for others, scales can be found about everywhere in today’s society. It never fails; if you go to the doctor you will step on the scale. They are at the grocery store, in most bathrooms and even in some of our favorite stores. Were we might even pay a quarter to have a machine tell us our weight, out loud. We as a society are obsessed with our weight. You’re asked for your weight when renewing your driver’s license. Every time you get in an elevator and see the little sign saying do not exceed *** lbs, the quarter-pounder with cheese and milkshake you ate for lunch, is brought back to your memory. A scale receives more mental and physical abuse than any other appliance that has ever been invented. All this abuse stems from a lesson each of use were taught at a young age, which is that we should always tell the truth. Well let’s look a little deeper into the scale and see the physics involved in how two different typesà ¢â‚¬â„¢ of scales weigh objects. There are two general kinds of scales. The first is a spring scale and the other type uses a load cell to electronically register a weight. Spring scales are the most common type of scale. The scale in your bathroom and those found in the produce department of your favorite grocery store are examples of spring scales. This summer when you go to weigh that fat juicy watermelon, think about the mechanics of how the scale works. The basket is attached to a spring that stretches in response to the weight of the melon or other objects placed in it. The weight of the melon creates a downward force. This causes the spring to stretch and increase its upward force, which equalizes the difference between the two forces. As the spring is stretched, a dial calibrated to the spring registers a weight. When designing scales one needs to take into account that every spring has a different spring constant (k). Bloomfield (1997) defines k as â€Å"a measure of the spring’s stiffness. The larger the spring constant-that is, the stiffer the spring-the larger the restoring forces the spring exerts† (p. 82). In analyzing the force associated with a certain spring, whether it is in you pen or under your truck, Hooke’s Law applies.

British and American Culture Essay

Most of us used to think that there is just one important difference between British and American culture, that is accent of English language. However, experience of the american exchange students shows that is not true.There are a lot of others cultural, social and economical aspects differing USA and Great Britain, but still they have got some things in common, probably because English culture used to be considered as mother- culture for American. I would like to start with such an interesting and modern cultural aspect as food. In Great Britain they have got a number of restaurants representing cousins from all parts of the worlds, just like in USA. For example, when you are traveling to New-York, you have a possibility to try Chinese food and by passing few stations by subway, you may have a dinner in Russian restaurant. Also, both countries have a big assortment of goodies at the stores. Nonetheless, there is a difference between the diets following by citizens of the both countries. One of the good examples is the breakfast, in England people are eating a lot of proteins such as mushrooms and beens; in contrast, in USA for breakfast people are eating some flakes with milk or juice, or some toasts, pancakes,etc. I suppose we can observe this difference, because people in this countries are living different lifestyles. We can see a good number of social differences between American and English cultures, one of them is sense of humor. English sense of humor was named by american students as â€Å"dry†; however I would characterize it as ironic and a bit sarcastic, also I believe that the sense of humor is something personal, than national. One more important thing is the using of cell phones, british people have got one special habit as talking on cellphone in subways, while American people don’t have it , they are using phone wherever they want.Also, I guess English people are used to talk on cellphone, and American are using messages more, then actually talking on phone. Apparently, there is a huge culture difference in social aspect such, as attitude to history. Americans are looking through history with modern prospective, on the other hand, British people are feeling respectfully for their past, being proud of the rich for events and old history that England has. Obviously, America is much more younger country , than England, therefore they donot have such a long history. American students for time being in England had to point out that living in England is more expansive ,then in America. I believe , that it  has to do with life- level in both countries, it is well known fact that salaries in Great Britain are pretty high. Statistically , the young people over 21 have a sallary around 12$ per hour , while in USA is just 7.25$ per hour, therefore the rent in England is more expensive, then in USA. In conclusion, I would like to say, that students who are going for exchange program, are very good example of how lively culture is, and everyone can notice just these differences which is familiar to himself.All cultures have got differences, and when we are going for living abroad, we are challenging ourself for adaptation foreign culture to our own lifestyle, also I believe that such a unique experience can help us to valuate and appreciate our own cultural aspects.

3 Examples of Strengthening Parallel Structure

3 Examples of Strengthening Parallel Structure 3 Examples of Strengthening Parallel Structure 3 Examples of Strengthening Parallel Structure By Mark Nichol In each of the sentences below, misplacement of a word, or absence of a word, presents an obstacle to comprehension. Discussion and a revision follows each example. 1. These regulations either need to be revised or repealed. When employing an â€Å"either . . . or† phrase, the verb that applies to both choices, which are represented by two words or two phrases that follow either and or, should precede either: â€Å"These regulations need to be either revised or repealed.† 2. Smith, a former journalist and passenger on the flight, said that fellow passengers subdued the man until the plane landed about an hour later. Smith is a former journalist. She is also technically a former passenger, but the relevant fact is that she was a passenger at the time of the incident, not that she used to be a passenger. Therefore, she should be identified both as â€Å"a former journalist† as well as â€Å"a passenger on the flight†: â€Å"Smith, a former journalist and a passenger on the flight, said that fellow passengers subdued the man until the plane landed about an hour later.† 3. They can think more strategically when working with the committee and executive management to formulate plans and analyzing risks. Readers are likely to assume that â€Å"formulate plans† and â€Å"analyzing risks† are parallel and that, therefore, the inconsistent inflectional ending of analyzing must be corrected. However, â€Å"analyzing risks† is parallel not with â€Å"formulate plans† but with the larger phrase that begins â€Å"working with† and ends with â€Å"formulate plans,† so analyzing correctly matches working. To make clear the extent of the phrase equivalent to â€Å"analyzing risks,† repeat when immediately before the latter phrase to match the one before working: â€Å"They can think more strategically when working with the committee and executive management to formulate plans and when analyzing risks.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsFlier vs. FlyerWord Count and Book Length

Welfare Reform essays

Welfare Reform essays The article The Shrinking Welfare State: The New Welfare Legislation and Families takes a look at the welfare reform that occurred starting in 1996. This article keys in on the negative outcomes that have resulted from welfare reform, and attempts to establish alternatives. I found this article to be very interesting, and it allowed me the opportunity to look at welfare with a much different perspective. It has always been my opinion that welfare is just a means to keep people comfortable with living at the poverty level. If the government is willing to provide something for nothing, why aspire to do anything more? This article has opened my eyes to a great deal of information that I would not have otherwise sought out on the topic of welfare, and has also altered some of my previous opinions on the welfare system. It has always been my opinion that the welfare system is too lenient. It gives individuals a safety net with no expectation that they will first attempt to fly on their own. With unemployment compensation individuals are required to continue looking for gainful employment, and the benefits will only be provided for a set amount of time. In the original welfare system there was no time limit, and no obligation to find work. Mothers were provided with more financial assistance with each child they delivered, which in my opinion promoted the idea of having more children to make more money. I found it very interesting that since 1970, the average monthly payment from AFDC has decreased by almost 50 percent, and that in states with lower benefits rates the illegitimacy rate is higher (cited in Post, Lawrence, ...

Critical film review Essay Example | Topics and Well Written Essays - 500 words

Critical film review - Essay Example Until today, out-of-body experiences raise eyebrows, and for some, they would rather shrug it off as mere dreams with nothing beyond that. Dreams and reality do not meet for many. In this film though, the two are merged with a lot of ease (McElroy, 2007). As the story opens, detective Toshimi Konakawa is seeing Paprika for counseling. He has a recurring dream that has disturbed him for quite a while. As much as disembodied experiences are not as credible to the natural senses as other forms of reality, they are real, and they exist. If we become obsessed so much with disembodied experiences than in other easily tangible reality, we can be overwhelmed. Individuals cannot understand the nature of this other reality that is a bit too abstract (Haddock, 2001). This is what happens to Doctor Torataro Shima when he realizes that the gadget he treasured had been stolen and there was no hope of getting it back. He almost commits suicide. To Shima, this scientific discovery is like a dream and the experience makes him walk on clouds. Dreams and out-of-body experiences are pleasurable, but it is clear too that there is a big disconnect between reality and such experience. Many people including philosophers of ancient time agree that dreams come to reveal things repressed in to our unconscious mind. In this film, when people get to move around freely and interact in dreams, they are in a way building on the same premises. As Konakawa comes to realize later as the film closes, the blanks he had been having in his recurrent dreams were as a result of an unfinished film that they wanted to produce with deceased friend. Another eminent element is that experience in dreams and out-of-body episodes can actualize in the reality. In his constant dream, and in his role, in the film, he acts as a cop; just what they had agreed with his deceased friend when preparing for their movie (Schofield, 2004). Paprika is almost

Standardized Testing Research Paper Example | Topics and Well Written Essays - 1000 words

Standardized Testing - Research Paper Example Furthermore, the grading system might be a disadvantage to most of the students thus making them fail. Different students can be motivated differently when they are doing these tests. Others can get demoralized during the test process while others can be motivated by how the questions set and the way they are answering them. However, there many factors than can affect how the students will perform in these tests. SAT and ACT testing systems have different ways in which they test their students. Although these two tests fulfill the same role i.e. college acceptance, each one has different testing skills. SAT test on the critical thinking and the solving ability of the students while the ACT tests on the content of knowledge that a student has on a particular topic. It tests major things on what you been taught in class. Some students may find this testing very difficult because of the low skills that they have on the topics tested. This will make most of them fail the test, not becaus e they are poor in learning but due to the inadequate skills in answering the questions. Some students do not care what grades they are going to be in the tests. They make sure that they do the tests. These students will react negatively to test because it is not an issue to them. Some students have learning disabilities and they should be treated differently from others. They should be given extra time during the test and even different examination rooms. These students are believed to do better in ACT test because these tests are straightforward and more knowledge-based (Kaplan, 9). The grading system of SAT and ACT have different portions. These portions are marked differently. The writing portion is the part where a person marks it. This is because this portion has different ways in which the students can give answers. Students will express their knowledge here depending on how they understood some topics. The second portion has multiple choices. This is where a student chooses the correct answer from five choices. One choice is always correct. This portion can be mark by a machine. Marks awarded in this portion vary from the type of tests. For instance, in SAT test, if a student fails one question from the multiple choices, a fourth of the marks will be deducted from the total marks in the multiple-choice questions. This is completely different from ACT test because even if a student fails a question, there will be no deduction made from the other scored questions. The third portion of the test includes materials that are not covered in school. The teacher will not check them because the student will be taking the materials to the college (Allyn & Bacon, 23). The students’ knowledge on these tests can also depend on the motivation that they have on their learning. Students should have good motivation during learning to ensure that they get relevant knowledge that will be applied during the tests. Each student must have a desire on what is expected from the studies they are taking. They should know that these studies have meaning in their lives and should take them seriously. Another factor that will help students get the required knowledge is by making sure that they attend SAT classes. These classes are very importance because most of the topics that are tested in exams are discussed during these classes (Allyn & Bacon, 25). On the other hand,