Determining the Right Quantity of Food (Home Remedy) To Give a Diabetic Patient In Case Of a Hypoglycaemic Episode The WritePass Journal

Determining the Right Quantity of Food (Home Remedy) To Give a Diabetic Patient In Case Of a Hypoglycaemic Episode Introduction Determining the Right Quantity of Food (Home Remedy) To Give a Diabetic Patient In Case Of a Hypoglycaemic Episode ; Cryer, 2012; Frier, Schernthaner Heller, 2011; Yakubovich Gerstein, 2011, Heller, 2008). There are studies that have directly found links between hypoglycaemia and high mortality rates in diabetic patients and those that link it directly through other complications. According to Mccoy et al., (2012), severe hypoglycaemia has been associated with 3.4 times increased threat of death. This was a conclusion obtained from self-reports on hypoglycaemia. Additional information from patient-reported hypoglycaemia from hospitals could only mean that the risk is higher (Mccoy et al., 2012). Any health management officer would think of preventing hypoglycaemia so that this increased risk is reduced. One way of preventing it is through access to relevant information about its management. This proposed idea will contribute to the reduction of severe hypoglycaemic cases that may then lead to death. The same information about 3.4 fold risks is communicated in Cryer (2012). The study also indicates that hypoglycaemia is an impeding factor in the glycaemic management of diabetes. It damages the defences that can protect an individual from subsequent hypoglycaemia, therefore, causes recurrent hypoglycaemia. It causes morbidity in many with advanced type II diabetes and in most people with type I diabetes. It prohibits the maintenance of euglycemia and reduces the quality of life; the benefits of glycaemic control are never realized by the patient. Cryer (2012) also reviewed information from various reports about hypoglycaemia and found out that one in every ten or one in every twenty-five people with type I diabetes die from hypoglycaemia. It concluded that hypoglycaemia episodes need not to be life threatening for them to cause devastating effects (Cryer, 2012). This only emphasises the impact that this proposed innovation may have on diabetes patients. It has the potential of preventing any devastating effects, including death. Hypoglycaemia also has other health effects, for example, the effect on the cardio -vascular system, which in turn contributes to increased mortality. According to Frier, Schernthaner and Heller (2011), hypoglycaemia cause hemodynamic changes such as peripheral systolic blood pressure, and increased heart rate, reduced peripheral arterial resistance, a fall in central blood pressure and increased stroke volume, myocardial contractility and cardiac output. If such high work load finds an already weakened heart, like the ones found in type II diabetic patients with coronary heart disease, dangerous consequences should be expected. Hypoglycaemia has also been associated with abnormal electrical activity in the heart, therefore, has high chances of causing sudden death (Frier, Schernthaner Heller, 2011; Yakubovich Gerstein, 2011). All these evidences support the importance of preventing hypoglycaemia, at all levels. Prevention or good maintenance of blood glucose levels can enhance the quality of life. Risks and Benefits of the Innovation Provision of the leaflets is a way of providing high-quality information recommended for self-care and helps in decision-making. In this case, there will be a variety of fast-acting carbohydrates with the right quantities. A patient may get tired of taking non-diet soda all the time, and decide on other options such as fruit juice, glucose tablets, and honey. The leaflets will improve: health literacy, clinical decision making, patient safety, care experience, self-care, service development, and access to health advice for both the patient and the family members (Greenwood, 2002). Research evidence has shown that chronic conditions cause anxiety, but understanding of the condition and how to manage and treat it improves the ability of the patient to cope with the condition or to recover from it. It is for this reason that the leaflets with information on what to take when attacked by an episode of hypoglycaemia are very important for diabetic patients. Patient information leaflets merge information (Lowry, 2005). The leaflets also act as health promotion devices and will assist nurses in their health education and promotional activities (Greenwood, 2002). This innovation has other advantages, such as they contain information relevant for the individual, ensure consistency of information, are cheap and easy to produce and can be easily updated. This proposed innovation would also allow readers to work through their own pace. According to Lowry (2005), they provide the carer and the patient with a focus for shared knowledge and discussion, and can also be used as a resource to healthcare organizations for informing their new staff members. In order to ensure that the leaflets have specific information specific to an individual patient, it will make use of a structure that allows for a variety of options to be included. Disadvantages of Leaflets Some are usually produced for general issues, therefore not individualised. This may be a problem to diabetic patients who need special attention or have specific restrictions when it comes to taking some fast acting carbohydrates. Some may be allergic to some foods. This may not be a problem in this case since the leaflet will provide a variety of food and their quantities. The leaflets can remain unused unless those they are meant for are motivated to use them. In the case of managing hypoglycaemia among diabetic patients, for those who do not suffer hypoglycaemia, these leaflets may remain unused. To avoid this problem, here will be monitoring of the use of the leaflets (Lowry, 2005). The leaflets may do more harm than good if they are badly produced. There are specific recommendations on how to produce a health information leaflet. If the leaflets are, for example, produced in a manner that can lead to the misconception of information, they may not achieve their aims as expected (Lowry, 2005). This will be avoided by a series of tests with the draft leaflet to ensure they are not misunderstood. Leaflets can be lost or misplaced easily. A proposed idea to eliminate this is to encourage the users to stick some of them on walls where they can easily be seen and have others in their bags, or wallets. Those that require professional attention may take longer to update and may also be costly. It needs some groundwork done before the resource is developed. As in the case of the proposed leaflet, there will be the groundwork needed to determine those with diabetes in the community, the number of the patients, and complications that they suffer. Groundwork will also find out about the family members around, their current self-care practices, and other important information that can inform the development of this health promotional resource (Lowry, 2005). Potential Resources Needed to Implement the Innovation A research study will be conducted on the community to find out the number of people with diabetes, what they know about hypoglycaemia and how they currently manage the episodes. There is also need to prepare for an education program for these people and their family members on how to manage such episodes and get the neighbours, and friends involved. One can experience a hypoglycaemic episode unexpectedly and can need help. It is important to know how to relay relevant information, and quick to the person that the patient may seek help. Resources needed, therefore, are; Field researchers or interviewers Health educators or just nurses Financial resources to undertake the research and educational program activities The innovation development and implementation have about five main stages. There is the planning stage, the writing stage, conducting final checks, the consultation, and finally the distribution stage. Planning This is the initial preparation stage where the leaflet developer will consider the kind of information he or she will need, and for what purpose, the kind of resources, needed and the people who will be involved. It will entail identification of those who will be involved and how each of them will be involved, for example, the research will need interviewers who will seek specific information from the patients. The person has to state why specific information is needed from a clinician, patient or carers. It is while planning that the individual should review all relevant and available information from relevant sources, for example, the NHS, peer-reviewed journal articles and Diabetes associations. He or she should also think of distribution methods, for example, if the leaflets will be given to the patients directly, placed on the rack where they can easily be accessed, emailed, or even just posted (NHS, 2008). Writing This stage involves writing down patient information and assessing its effects. One can look for recommended frameworks to guide the development of patient information. With the evidence from previously conducted research, the leaflet should contain the right information and should be easy to read. It involves a series of writing and testing until the right product is finally produced. When assessing readability, the developer can check the draft against leaflet development guidelines, and then check with team members, and maybe members of the public. When assessing whether it is good for patients, the developer can test it on people who are not familiar with the condition. The draft can also be checked by clinicians, patient support groups, experts, to confirm that it is right for the targeted patients (NHS, 2008). Conducting Final Checks Whatever is to be done in this stage depends on the contents in the leaflet and the purpose of producing such leaflets. In this proposed innovation, the leaflets are meant to improve patient self-care. Final checks may include confirming the patients’ and family members’ numbers and checking if the information conflicts with other information from influential and reliable health sources (NHS, 2008). Consultation In this stage, the draft is given to the patients and interested groups for feedback. Changes can be made depending on the responses received from the parties (NHS, 2008). Distribution This stage is all about identifying the right distribution strategies in relation to the aim of developing the leaflets. For example, if the leaflets are meant for improving self-care, the healthcare professional will have to think of how these leaflets will reach the targeted patients. The perfect method is to deliver each leaflet to each patient and family members after consultation with them, and educating them on its benefits. They should also be informed about the whole project of improving health care delivery. The stage also involves monitoring to identify how the information is used, and if there is a need for any improvements (NHS, 2008). Additional resources that will be needed are; writing materials, human resource for distribution, and financial resources for distribution and other project activities such as testing the leaflet draft.   Implementation Difficulties There are no current implementation difficulties except for finding adequate resources to conduct the research in the community and identify the patients. It may also be difficult to convince all diabetes patients to come to educational programs on how to manage hypoglycaemia alongside the management of diabetes. According to the NHS guideline, the best approach is educating the patients and their families on a one-on-one basis, but this is expensive and time consuming. It may depend on the patients visit to the hospitals, which is an unsure way of reaching the patients. Leadership and Management Skills Needed The leadership and management skills belong to one category of management which is; project management. Under this category, these skills can again be classified under technical project management skills, general management skills, and leadership skills (Hallows, 2002). Technical project management skills are such as project planning and execution skills. Planning skills gives one the ability gather and assess information for estimates, identify dependencies, develop a work breakdown structure, assign and level resources, and analyse the risks among other abilities. Project execution skills give one the ability to develop estimates at completion, gather and evaluate data, prepare meaningful reports, and monitor the progress of the project (Hallows, 2002). These technical skills are very important for planning and execution of the proposed project. Project leadership skills involve managing the expectations and relationships of the participants. Hallows (2002) indicates that project m anagement leadership requires the ability to engage the main stakeholders involved in the project in each phase. An example, is, in the planning stage, the project manager has to get all the relevant departments involved, and any other parties that will be involved. Like in the leaflet development case, the project manager has to find a way of engaging the patients, the carers, family members and the health care organization supporting or sponsoring the project. The project manager can decide when it is necessary to share ideas, and the communication strategy that is necessary for attainment of the objectives of the project (Hallows, 2002). The project manager of this proposed project should have the ability to convince others about the benefits of the project, and explain the value of their roles. General management skills are such as; the ability to listen, delegate, goal setting, time management, communications, negotiation, and meeting management. There is also the need for huma n resource management skills. Project planning and implementation will require people to perform different duties. The performance of the project depends on the employees activities, without good management skills, the outcome of the project may be affected negatively (Hallows, 2002). References Ali, Z. H. (2011). Health and Knowledge Progress among Diabetic Patients after Implementation of a Nursing Care Program Based on their Profile. Journal of Diabetes and Metabolism, 2:121. Boughton, B. (2011). Patients with Diabetes Lack Knowledge about Hypoglycemia. Medscape Medical News. Retrieved from: medscape.com/viewarticle/740881 Briscoe, V. J. and Davis, S. N. (2006). Hypoglycemia in Type 1 and Type 2 Diabetes: Physiology, Pathophysiology, and Management. Clinical Diabetes, 24 (3): 115-121. Cryer, P. E. (2012). Severe Hypoglycemia Predicts Mortality in Diabetes, Diabetes Care. 35(9): 1814-1816. Fonseca, V. (2010). Diabetes: Improving Patient Care. New York: Oxford University Press. Frier, B. M., Heller, S. and McCrimmon, R. (2013). Hypoglycaemia in Clinical Diabetes. (3rd Ed.). West Sussex, UK: John Wiley Sons. Frier, B. M., Schernthaner, G. and Heller, S. R. (2011). Hypoglycemia and Cardiovascular Risks. Diabetes Care, 34(2): S132-S137. Greenwood, J. (2002). Employing a Range of Methods to meet Patient Information Needs. Nursing Times. Retrieved from: nursingtimes.net/employing-a-range-of-methods-to-meet-patient-information-needs/200054.article. Hallows, J. E. (2002). The Project Management Office Toolkit. New York: AMACOM Div American Mgmt Assn. Heller, S. (2008). Sudden Death and Hypoglycaemia. Diabetic Hypoglycemia, 1(2): 2-7. Kalra, S., Mukherjee,J. J., Venkataraman, S., Bantwal, G., Shaikh, S., Saboo, B., Das, A. K. and Ramachandran, A. (2013). Hypoglycemia: The Neglected Complication. Indian Journal of Endocrinology and Metabolism, 17(5): 819–834. Lowry, M. (2005). Knowledge that Reduces Anxiety: Creating patient information leaflets. Professional Nurse, 10 (5): 318-320. Mccoy, R. G.,   Van Houten, H. K., Ziegenfuss, J. Y., Shah, N. D., Wermers, R. A. and Smith, S. (2012). Increased Mortality of Patients With Diabetes Reporting Severe Hypoglycemia. Diabetes Care. 35(9):1897-1901. NHS. (2008). Quality and Service Improvement Tools. Retrieved from: institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/patient_information.html Onwudiwe, N. C., Mullins, C. D., Winston, R. A., Shaya, F. T., Pradel, F. G., Laird, A. and Saunders, E. (2011). Barriers to Self-management of Diabetes: A qualitative Study among Low-income Minority Diabetics. Ethnicity Disease, 21: 27-32. Werner, J. (2013). Diabetic Status, Glycaemic Control Mortality in Critically Ill Patients. ESICM News. Retrieved from: esicm.org/news-article/Article-review-ESICM-NEXT-Diabetic-status-Glycaemic-Control-Mortality-WERNER. Yakubovich, N.   and Gerstein, H. C. (2011). Serious Cardiovascular Outcomes in Diabetes: The Role of Hypoglycemia. Circulation, 123: 342-348.

Letting fear fuel you taking risks for great rewards

Letting fear fuel you taking risks for great rewards Terry Barclay, CEO of Inforum–one of the leading professional women’s associations in the country, shares some deceivingly simple advice about taking risks. If you’re dissatisfied with your position and your place, there’s no sense in letting a fear of failure stop you from pursuing new opportunities. [Source: Daily Fuel]

Understanding Stem Cells Research Paper Example | Topics and Well Written Essays - 1500 words

Understanding Stem Cells - Research Paper Example There are, moreover, ethical issues the stem cell raised that research studies, including the destructive human embryo research and human cloning, while trying to address the alternatives that are available to solve the immoral issues. The ethical issues that have been raised by studies reveal how the society needs to view stem cells in a way that respects the human dignity. Stem Cell Definition The body of a human being is made up of several different cells. Some of these cells include: bone cells, skin cells, muscle cells, and blood cells. These different body cells have specific shapes and each of them plays different roles in the human body. These cells can also be referred to as differentiated cells since they play several varied functions in the human body. In addition, these specialized cells can be characterized by their lifespan, which is a period of time within which they become old, stop dividing themselves and finally â€Å"die†. Moreover, when these cells divide t hemselves, they cause daughter cells that resemble their own type (Tremain, 2010). This further implies that in case of a skin cell, it can produce another skin cell, a muscle cell can produce another muscle cell; they are like the original parent cells. Human bodies are therefore made up of trillions of differentiated cells. Apart from the differentiated cells, the human body also has stem cells that are scarce. Unlike the differentiated cells, the stem cells are not specialized for certain functions and are, thus, called undifferentiated cells. These cells are immortal and they can divide themselves and continue growing as long they are kept in a suitable environment, such as in the laboratory as they receive the required nutrients. Stem cells in the other case can divide and cause... Stem cells are the basic building blocks of the human body. They are more so vital to the human body since they can change and become different cell types. Scientists, moreover, claim that the stem cell research would enable them to learn more about reproduction, cell biology, and the stem cell knowledge would be vital in testing of drugs, and development. There are, thus, three types of stem cells: embryonic stem cells, adult stem cells, and foetal stem cells. The stem cells have been recognized in the animal and human tissues (Ikemoto, 2009). Although it is not possible to replace somebody’s parts such as a leg or finger, it is, however, imminent that the human body usually regenerates blood, skin, and other body tissues. Some past research has brought about some knowledge that somebody’s cells allow the human body tissues to regenerate. This was possible through the existence of stem cells in the body of human beings. Physicians would be able to repair damaged cells through the stem cells' ability to create the body specialized cell types (Tremain, 2010). One would, however, ask what stem cells are? Why would scientists want to research on stem cells and yet they bring about a lot of controversy? And what can be done to bring about ethics in destructive human research? This paper tries to answer these questions based on stem cell research. The scientists that are involved in stem cell research have often been surprised by the opposition they are receiving from the public concerning their work.

Assessment for Taxation Law Assignment Example | Topics and Well Written Essays - 1000 words

Assessment for Taxation Law - Assignment Example A lump sum is subjected to tax on the extent to which it is quantifiable and identifiable as representing reimbursement of income loss. In this case, we shall analyze cases related to this scenario, and try to relate the extent to which the damage that was paid to Nutra Tech Pty Ltd is assessable for tax purpose. Cases and judgments In McLaurin v FCT, the court resolved a case that involved payment of lump sum amount, paid as damages caused by a bush fire on the taxpayers grazing property. 1 This lump sum was a collection of particular items of damage, which were not clearly disclosed to the taxpayer. The court ruled that the distribution was in order after analyzing the details of the case. The decision in this case supported dissection of a payment into several heads and classify some as income and others as non-income, given that the payments is in relation to separate claims, some of which must be liquidated (Nethercott, Devos, & Richardson, 2010). In Van den Berghs Ltd v Clark,2 the judge distinguished capital from income through two tests. One test aimed at establishing whether the contract was part of a fixed framework, that the capital belonged. The other test was to establish whether the contract was purely supplementary to profit-making or a crucial part of the process itself. In this case, the taxpayer entered a contract with a Dutch company, but the contract was terminated and Van den Berghs paid ?450,000 as damages for cancellation of the agreement. The judges held that this amount was capital in nature, since Van den Berghs gave up its right under the agreement. In addition, it was argued that the agreement which was canceled was not commercial in nature, but only affected the manner in which profit-making activities were run. Furthermore, examination of the company’s circumstances exposed that the contract stood for the permanent framework that Van den Berghs run its trade (Nethercott, Devos, & Richardson, 2010). The case of Californian Oi l Products (In Lia) v FC is also related to capital and revenue income. The case was concerned with a taxpayer, who entered into an agreement with a foreign company, which accorded it rights to dispense its oil products in Australia. 3As a result, the oil company terminated the contract and compensated California Oil for the termination. The court ruled that the amount paid as damages for termination of the contract involved ditching a fundamental sole business; hence, the compensation was of a capital nature. In FC of T v CSR, it was decided that capital gain tax provisions, were applicable if the taxpayer obtained a lump sum in exchange of damages for breach of contract. In regard to Income Tax Assessment Act, 118-20, which is related to CGT taxing powers relationships to the rest of the provisions, the capital gain would be reduced if the amount was assessable income, as stipulated in sections 20-25(4) (CCH Australia Limited, 2009). Application of the cases To establish whether t he damage received by Nutra Tech Pty Ltd is of capital or income nature, it is important to consider whether the terminated agreement, which was related to consultancy services, was associated to its profit-making activities. If Nutra Tech Pty Ltd could be able to obtain another contract to replace the terminated one, then it can be held that the agreement did not obstruct Nutra Tech Pty Ltd’s profit-making act

Should college athletes be paid Essay Example for Free

Should college athletes be paid Essay Should College Athletes be Paid? Maybe it was the annual spectacle of March Madness and the fact that UCONN came out of nowhere as an underdog to win their 3rd national NCAA men’s basketball title. Maybe it was the excitement of watching the UCONN football team playing in its first ever BCS Bowl against Oklahoma last year. Whatever he reason, the media and sports critics always ignite a fresh debate over the merits of paying college athletes for their services to the schools. Over the past few months, PBS, ESPN and HBO each aired major specials and documentaries on the relative injustices or justice – deepening our your view of the current college Division 1 (D1) system that allows amateur players to generate billions (that is correct, billions) in revenue each year for their respective schools and the NCAA organization, but prohibits them from receiving a dime of it or any compensation that might be offered from other sources deemed private or public. Coaches can sign multimillion-dollar contracts, endorse products, and rake in lucrative speaking fees. Is this fair? Are we being ethical and righteousness treating young and innocent individuals in this matter? Should we as a society allow these individuals to be taken advantaged in this matter? These are just a few questions many people ask, and the answers are not clear-cut as one might think. To pay or not to pay? The question everyone asks every year since the explosion of D1 College sports over the past couple of decades. The debate over the pros and cons in paying college athletes won’t end until changes are made or someone does something about the current system. My goal throughout this paper will be to present and clarify some of these arguments and why someone could make changes amendable to everyone involved. I will focus my arguments and debate on three major issues. (1) Should we pay students athletes and how much should they be paid? (2) How would they get paid and the challenges in managing this process, can the schools afford it? (3) And finally, what ethical issues, if any, would this pose to our schools and society at large? In conclusion, I will share my opinion and recommendation on what should be done to address this ongoing dispute. My discussion through out this paper will focus on  the â€Å"Primetime† college sports programs in the NCAA; Men’s College Basketball and College Football. As these two sports represent virtually the face of the NCAA and college sports on TV and to the public. While the other college sports are as important to student athletes and schools, they don’t drive the same level of viewing power and revenue numbers for the NCAA and their respective schools. In my opinion college is suppose to be a place you go to earn an education an d determine your future career. Although many college athletes are going to the school that offers them the most money potential at the next level of their carriers, paying the athletes based on their current star power or future potential could have the potential to turn the entire college arena into a bidding war. You would stop seeing athletes go to a place because of tradition or loyalty, but instead to whom would pay them the most money. This in turn would kill the magic of college sports and the purity of the game. Where only a few large schools would have enough capital and buying power to buy the top performing and premier student athletes. If this would to happen, the Butler Bulldogs would have never made it to the NCAA College Basketball finals against UCONN just this past May, as Butler could never compete with the deep pockets of schools like Duke, Syracuse, UCONN, and Georgetown, just to name a few. You may also see free agency enter college sports. Although they would have to sit a year, what would stop players from jumping universities because of money? It would dramatically change the college sport world, as we know it today. Butler again comes to mind, as most of their top athletes would jump ship to another school after they finished 2nd in the 2010 NCCA finals, in the hope of getting more money. In the long run, paying college athletes will make it ok to pay non professional athletes and thus you could then see high schools develop the same principles. If you are paying a player at the college level because they bring in money, then Bloomfield High, New Britain high and other dominant high schools would do the same, and you then re-create the problems I already mentioned. While the arguments above raise good concerns, I do have some major issues with college athletes not getting paid as well. If an ordinary student receives a grant or scholarship based on their intellectual power of monetary limitations, then its perfectly legal for the student to get a job while in college and use that money for whatever they want. Ive seen this happen. One of my friends in college got a $50K  scholarship to Northeastern; no strings attached (except for keeping up the GPA), paid tuition with that money, and then used his talents after schools hours to become an independent contractor whil e still attending school. He made enough money on the side to buy a used car in cash and pay for a couple of spring break vacations and a few other â€Å"luxuries† currently unavailable to college athletes. While college athletes get free room, board, books, tuition and fees covered by the scholarship, they don’t have the luxury or option to earn extra money for additional expenses (car, travel, vacation, nice dinner, etc.) as they spend most if not all of their time practicing or traveling when outside the classroom, limiting the amount of time they have to find any part time job. On the other hand, they are plenty of non-athletic students in college who have an equally difficult time having a normative college experience because the job that they do work is used to cover the enormous expense of room, board, books, tuition and fees. Furthermore, many of those non-athlete students have to take on mounds and mounds of debt to be able to afford the very things the athletes are given. I bet more than a few of them would gladly give up their play money for the chance to finish college without being $100-150k in the hole. That being said, I am convinced that student athletes deserve t he same opportunity regular students have. They should have the opportunity to earn additional money to cover expenses currently covered by their parents, friends family or bank loans. Do I feel that the players should be paid some amount of money to pay for additional expenses? Yes. The amount of money these kids generate is in the Billions and they get nothing (monetary) in return, as if these athletes use college as the tool that it is, then they should at least be getting an education. However, it does not make sense for college players to have no money and barely able to get by, while someone makes a substantial amount of money off their talents. However, the payment should be controlled and limited to a defined amount. More on this a little later. In the past, Maryland’s head basketball coach Gary Williams made a public statement in which he denounced the present system of not paying athletes. His proposal was to give those players in revenue-producing sports a stipend of $200/month. While I agree with Mr. Williams approach and argument, I disagree with the payment amount and structure. In my opinion his argument makes perfect sense and achieves a realist solution. He  points out that college athletics – specifically basketball and football are making a fortune for the NCAA, the schools, the coaches, the staff and filtering down to just about everyone else in the athletic department and sometimes even to other parts of the school. However, not a c ent is being given to those who are actually providing the product on the court and field. You know, the product that we love to watch and talk about during water breaks in the office, the product that creates so much exhilaration every weekend to millions of people across the US and world! Again, I realize the argument is that they are being given free housing and a free scholarship, etc. The problem is that there isn’t another kid at the school that has to have a life based upon $0 extra income to buy what he wants. As I mentioned above, these individuals don’t have the time to work and earn extra money, so they will be tempted to take some extra cash or a trip or a meal at a fancy restaurant from a â€Å"friend† or â€Å"acutance†. Who wouldn’t be? And there lies the problem. The student athletes under the current system will always be faced with the hard decision not to break the rules and laws, which honestly, other students don’t have to deal with. As I pointed out before and Williams makes the same point, regular kids are allowed to receive living expenses and spending money as part of financial aid from family, friends or even strangers. Since athletes cannot, they are clearly being discriminated against. The student athlete might bring thousands if not millions of dollars to the school and more importantly the NCAA in one way or the other, but how much does any other student bring to the school? In addition to the moral argument of making students paid employees of the school while attending school, there’s the cost argument. Can the NCAA and schools really afford it? The answer might surprise and shock you at the same time. The NCAA negotiated an $11 Billion (with a B) deal for the 2011 NCAA tournament. Not the regular season, just the tournament – and that’s just NCAA basketball. Doing some analysis show that, there are 346 Division One schools in basketball. If each one of them has 13 players, that’s 4,498 players. Divide $11 Billion by 4,498 and you get†¦ over $2 million per player! These figures clearly indicate that both the NCAA and schools could afford to pay the students athletes some monetary figure, more on that later. Clearly the argument is no longer about money! Or is it? Between 2004 and 2010, fewer than 7 percent of all Division I sports programs  generated positive net revenue, according to NCAA data. Fewer than 12 percent of all Football Bowl Subdivision (FBS) schools — 14 out of 120 — did so in fiscal year 2009. For that matter, the NCAA reports that only 50 percent to 60 percent of FBS football and basketball programs make money. In other word s, a significant chunk of top-level FBS programs are losing money. Should those programs be obliged to pay their football and basketball players, even though they aren’t actually producing a net profit. Paying student athletes large sums of money based on their natural ability would destroy the college sports, as we know it today and potential drive schools out of business into bankruptcy. Obviously a large majority of D-1 schools can’t afford to pay students athletes even if it was legal today. So, where’s the money going? As I mentioned before, the NCAA is signing record deals with the networks, shouldn’t that money go back to the schools? Nobody can answer this question with certainty, but one thing is clear, the NCAA could afford to compensate the student athletes, based on their current revenue streams. My recommended solution will address this disparity in D-1 schools and their ability to lash out money to pay student athletes. Indeed, with many coaches and college experts, the biggest problem with paying players isnt a money issue. Its the legal and structural chaos that would result. In an interview with PBSs Frontline that aired a few weeks back, NCAA president Mark Emmert said it would be utterly unacceptable to convert students into employees. Emmert had reason to be adamant. What happens when college athletes become employees? Can they collectively bargain? Can they strike? Do injured players receive workmans comp? Are players at state schools eligible for subsequent retirement benefits? Do only football and mens basketball players receive salaries? Should a star point guard earn more than a third-string center? Should an All-American quarterback earn more than his entire offensive line? Who decides and who controls all of these decisions? The NCAA? The School? Since student athletes are prohibited in gathering any additional money, the NCAA is making efforts to help support the future of college sports by helping to funnel $750 million over 11 years into funds strictly designed to benefit these athletes. This money is ideally going to be used by the NCAA to help fund student-athletes who are looking for clothing, emergency travel, educational and medical expenses, personal needs and also a injury  insurance. Even though this is a very nice touch by the NCAA organization, it however does not address the real issue of allowing college athletes in earning money, which can be used a the discretion of the student-athlete. Until that day comes, the future student-athletes have a lot of hard work, dedication and lessons to be learned from before they are all worthy enough of being able to accept salaries for their individual efforts. It is a fact that since its birth, the NCAA has grown into a multi-billion dollar industry and some experts feel college athletes should begin to benefit financially from the large revenues. The NCAA brought in more than a billion dollars more than what the NBA generated globally in the 2009-10 season, according to the most recent estimate from Forbes. One of the biggest revenue-creating sports a part of the NCAA today is college football that has come a long way since the establishment of the Harvard, Yale and Princeton football association. Recently in the last five years a few football teams have financially stood out amongst their competitors in the NCAA. NCAA players, coaches and officials constantly argue for the paying of student-athletes because for them the primary reason for massive profit earnings is due to the thanks of the hard work of their student-athletes. College athletes are constantly seeing their jersey numbers on the racks of their campus bookstores but instead of seeing any of the profits all they see is their coaches racking in multi-million dollar contracts year after year. In total there are 119 Division I-A football teams competing in the NCAA today and out of those a reported 42 of those team’s coaches received more than $1 million salaries, at least nine receiving more than $2 million. In Basketball, the University of Connecticut last year signed a 5-year contract with coach Jim Calhoun worth approximately $11M – including speaking and media fees. This is one of the biggest reasons why players argue for their own salary incomes due to the financial successes of their own coaches and seeing them living extravagant lifestyles. Meanwhile, would each salaried player on a given team be paid the same amount? If not, who would decide whether the All-American linebacker deserved more money than the All-American wide receiver, or whether Kemba Walker was more valuable than the star power forward, Jeremy Lamb. Would 18-year-olds be negotiating â€Å"contracts† with officials in their athletic department? Would they be hiring agents before high-school graduation? And how would all this affect  those sports programs that depend on football and basketball revenue to stay afloat? To pose an discuss these questions is to realize that paying college athletes merit salaries based on their â€Å"book value† is simply unrealistic and unfeasible. Still, the current NCAA rules are deeply flawed, and many players are indeed being ex ploited. Let’s face it: Big-time college football and basketball basically function as minor-league systems for the NFL and the NBA, respectively, while creating massive profits for everyone except the athletes. Scholarships are financially valuable, sure. But according to many experts, the average scholarship falls about $5,000 short of covering an athlete’s â€Å"essential† college expenses. Closing that gap — My proposed solution would address the majority of these concerns, if not completely eliminate them. Many experts have reach a determination that college sports have already effectively become professionalized. Given the N.C.A.A.’s abandonment of standard honored amateur principles, many experts argued, that there’s not a good enough reason preventing athletes from engaging in the same entrepreneurial activities as their celebrity coaches. Big-time college athletes should be able to endorse products, get paid for speaking engagements and be compensated for the use of their likenesses on licensed products. After all, aren’t non-athlete students allowed to go on a TV show like â€Å"MTV SpringBreak† and receive money for their appearances and efforts? If non-athletes students are a llowed, why can’t students athletes appear on ESPN shows and get paid for it? They should! They should be allowed to also negotiate an actual contract with the N.B.A. as part of a final project in a finance class, and have an agent from the day they decide to. In the past few years, the NCAA has cracked down on players taking illegal benefits from â€Å"agents and boosters†. USC was under two years of probation for the Reggie Bush affair. Cecil Newton openly shopped his son around to SEC schools. And just a few months back, the University of Connecticut was found guilty and punished by the NCAA for violating its rules and laws. Schools, coaches and athletes decide to take these risks and break the rules because they know what’s a stake, millions and millions of dollars. All of these things are clearly against NCAA rules, but how fair are the rules? We all know how much money colleges bring in off of the hard work of these kids, and we all know what its like to be young and poor. Should college football players be paid or at least allowed to accept benefits? After long  hours of research, deliberation and studying both sides of the argument in paying student athletes for their services to the NCAA and respective schools, I came up with the following recommendations. Frist and foremost, student athletes should continue to receive scholarships from their schools with the same benefits as they receive today. I also think that we should not pay large salaries to these athletes based on their personal ability or star potential as it would turn college into even more of a business and less of an academic institution. Furthermore if would open the floodgates for paying athletes very large sums of money. It has been said again and again; more money more pr oblems. However, I also believe that it is unfair for these athletes not to receive anything for the services they provide to their schools which yield millions and millions of dollars in profits, prestige recognition and increase in student enrollments, all very positive for the school’s bottom line. In my opinion, students’ athletes should receive from the NCAA NOT their schools a yearly payment (for all 4 years) equal to the average school annual tuition amount– in other words, take all D1 schools, average out the full tuition across all schools and make that the payment to every school athlete. This money would come from the lucrative contracts the NCAA signs with TV networks, clothing companies, etc. While in some cases this represents more income than what students could need, it would eliminate calculating complex and unfair student payments, and give student athletes additional spending money. It would also avoid any student athlete from choosing one school over the other because of this payment, as it would be the same independent of what school they eventually select. This approach would also eliminate the fact that a majority of D-1 schools have a negative balance sheet and realistically can’t afford to pay any student athlete’s salaries. If not else, it certainly would be a great deterrent for the vast majority of otherwise good players, but not ready to jump to the NFL or NBA early.

Roman Medicine Essay -- essays research papers fc

The Romans used both scientific and mythological methods in their medicine. By adopting the methods of Greek medicine; the Romans obtained a solid foundation. They copied Hippocrates, who separated the study of medicine from philosophy and had an overall approach to the health of humans. Hippocrates also observed the habits and environment of humans to accurately determine illnesses and discover treatments. The Romans adapted the Hippocratic method and combined it with mythical and religious views. The Romans used Greek methods, and also included prayers and offerings to the gods. Although all gods had healing powers, Aesculapius, the god of healing, was the most important. Unlike today, the Ancient Roman doctors received no respect, because they were considered to be fraudilant. This reputation was caused by the doctors magical tricks, and the lack of useful treatments. The job required minimal training, as they only had to apprentice with their senior. Thus, many free slaves and people who had failed at everything else filled this profession. Some did try to find new remedies; however, others used medicine to con people. Public surgeries were done to attract audiences as an advertisement. Doctors would even become beauticians providing perfumes, cosmetics, and even hairdressing. When wives wanted their husbands gone, they would say,  ¡Ã‚ §put the patient out of his misery ¡Ã‚ ¨ and the doctors would be the murderers. However, as wars began to break out, there were improvements bec...

Property Right Security in Russian Deprivatization Essay

The impact that the prospects of deprivatization have on investment by managers of privatized firms is that these managers will come to a realization that additional investments are prone to more risks in respect to the potential payback. In this situation, the time frame for returns on investments is shortened immensely. The uncertainty stems from the longer time frame, which results in managers hesitating from entering as a private firm. If this notion of deprivatization is upholded upon organizations, the owners will potentially lose any gains they may possess. The effect that deprivatization will have on foreign investments in Russia is that foreign financiers will comprehend the political risks of deprivatization in Russia is vital to the success of many organizations. They will be tentative to make capital investments in Russian businesses because there will be no security that there will be any return, regardless of how prosperous the prospect may seem to be. Deprivatization would primarily be for foreign private business owners considering they can take their profits and send them back to their home countries. For the most part, the Russian economy would behoove having some deprivatization influenced businesses and industries. From an overall standpoint and point of view, Russia has benefited with the movement of a free market but consequently would hinder the underprivileged population if the amount of supply were not readily available. â€Å"Free market economy under centralized political control is the most effective way for these countries† (EconomyWatch, 2010). When one is questioning the beneficiaries of political and economic decisions, the first ones to benefit from this would be the family and friends of these politicians. Also many workers will become at an advantage because since deprivatization creates openings in positions once held by other owners, these positions, once deprivatized, become readily available to be occupied. People they know and people they surround themselves with such as family, friends and such often fill these positions. The ones that would lose in a deprivatization firm are normally the foreign investors that are affiliated. Immediate losers in deprivatization efforts are usually foreign investors. If more people are hurt by deprivatization than helped, the local politicians would support such a policy because they would want to portray an image that shows they know what they are doing and what they are doing is in the best interest of the people. More often than not, when a political figure makes a mistake or does something that is not in the best interest of the people admitting to their mistake is by far the last thing they will do. This would make them seem weak and unknowledgeable. Adversely, they will embrace their mistake and make it part of what they intended to do from the beginning. â€Å"Economic decisions in a market system are decentralized to individuals who are likely to have the relevant specific knowledge† (Brickley, Smith, Zimmerman, 2009). References Brickley, J.A., Smith, C.W., & Zimmerman, J.L. (2009). Managerial economics and Organizational architecture (5th ed.). New York: McGraw Hill/Irwin. EconomyWatch (2010). Advantages of Market Economy. Retrieved from http://www.economywatch.com/market-economy/advantages-market- economy.html

Feminism present in “The Yellow Wall Paper” & “Girl” Essay

Gender equality has been a prevalent theme writer’s use to deliver their own personal views on the female role in society. This is the case in both â€Å"Girl† by Jamaica Kincaid and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gillman. Kincaid and Gillman use their works to present a feminist approach on women’s roles and societal standings in their respective eras. Feminism can be defined as a diverse collection of social theories, moral philosophies and political movements, fundamentally motivated by/ concerning the experiences of women. These experiences have a tendency to revolve around women’s social, political and economic standings. As a social movement, feminism mainly focuses on limiting or eliminating gender inequality and promoting women’s rights, interests’ and issue in society. Feminist literary criticism is literary criticism informed by feminist theory or by the politics of feminism more broadly. Its history has been broad and varied. Kincaid and Gillman are two of many writers whose works adopt this criticism as a way in which to discuss their respected lives pertaining to the view and treatment of women by their societies. In the most common and simple terms, feminist literary criticism before the 1970s (in the first and second waves of feminism) was concerned with the politics of women’s authorship and the representation of women’s condition within literature, this includes the depiction of fictional female characters. The father or in this case the mother of feminist literary criticism, is â€Å"Jane Eyre† written by Charlotte Bronte in 1847. Jane Eyre follows the emotions and experiences of its eponymous character, including her growth to adulthood and her love for Mr. Rochester. The novel contains elements of social criticism, with a resilient sense of morality at its core, but is nonetheless a novel many consider ahead of its time given the individ ualistic character of Jane and the novel’s exploration of classism, sexuality, religion and feminism. In its internalization of the action, the story revolves around the gradual unfolding of Jane’s moral and spiritual awareness and all events are colored by a heightened intensity that were previously confined to poetry. Bronte’s story allows her to be labeled â€Å"the first historian of the private consciousness† and the literary ancestor of Jamaica Kincaid. Jamaica Kincaid-Girl Jamaica Kincaid was born Elaine Potter Richardson in 1949 in Antigua, in the British West Indies, but changed her  name when she started writing because her family disliked her career choice. Her simple change of her name and having to operate under an alias provides and insight to Kincaid’s life. Her family disliking her choice of career gives a suggestion to the societal perception of a woman’s role. Women in society in the 1970s were only beginning to find their voice and Richardson’s family’s disapproval of her career choice, proposes the idea that socie ty were still not comfortable with the newly found voice women had. Jamaica Kincaid’s â€Å"Girl† can be analyzed from a Feminist perspective like Jane Eyre as it also revolves around a young girl’s interaction with her mother. Upon closer examination, the reader sees that the text is a string of images that are the cultural practices and moral principles that a Caribbean woman is passing along to her young daughter. Jamaica Kincaid has taken common advice that daughters are constantly hearing from their mothers and tied them into a series of commands that a mother uses to prevent her daughter from turning into â€Å"the slut that she is so bent on becoming† (Kincaid 23). But they are more than commands; the phrases are a mother’s way of insuring that her daughter has the tools that she needs to survive as an adult. The fact that the mother takes the time to train the daughter in the proper ways for a lady to act in their culture is indicative of their familial love; the fact that there are so many rules and moral p rinciples that are being passed to the daughter indicates that mother and daughter spend a lot of time together. The story is written in the second person point of view, in which the reader is the girl and the speaker (perceived to be her mother) is passing on her interpretation as to what a girl should be. Jeanette Martinez, an English Literature major studying at NYE notes in a paper â€Å"Analyzing ‘Girl’ from a feminist perspective†: â€Å"the diction degrades women; the word â€Å"slut† is used to describe a girl that does not conduct herself like a â€Å"proper† lady.† This is an interesting way in which to observe the diction used by Kincaid. The term â€Å"slut† is used as a negative comparison in which the mother in the story fears her daughter will become. Kincaid using the term â€Å"slut† takes a step in the wrong direction where feminism is concerned. The inclusion of the word and the sexual connotations attached draws attention to women being seen as depraved of morals if they are promiscuous. This word takes attention away from the real message and goal of feminism; equality amongst men and women. Reducing a woman to being  debauched purely on the premise of sexual immorality, takes respect away from women as their moral fiber is not taken into consideration. Martinez then proceeds to discuss how the tone and style of the text can be seen as being â€Å"reflective of Kincaid’s own social stand point.† Martinez states, â€Å"The tone is commanding; we see a repetitive â€Å"this is how† throughout the short story. The style of the short story is in lines, which allows each line to be a command. For example: â€Å"This is how you smile to someone you don’t like too much; This is how you smile at someone you don’t like at all; This is how you smile to someone you like completely’† (Kincaid 24).† The tone and short, sharp manner in which Kincaid decides to communicate the life instructions, is representative of the voice of society and the harsh ways in which it tries to control and impart wisdom/ teachings. The final paragraph is integral to understanding this story from a feminist perspective. Kincaid states; â€Å"But what if the baker won’t let me feel the bread? you mean to say that after all you are really going to be the kind of woman who the baker won’t let near the bread?†. This interaction is essential to understanding and indicating Kincaid’s attempts to comment on her society. This excerpt can be interpreted as the mother challenging the girl’s morals. Kincaid uses this instead, to challenge the girl’s strength as a person. It is seemingly ironic that a mother has harshly demanded the young girl to learn all the mother’s habits and methods, not giving the girl much of a word in any of her decisions. This is Kincaid’s ways to speak directly to her audience and say â€Å"how can the voices of society order women and girls alike to act a certain way without giving them the strength to make these decisions themselves?† Kincaid ultimately uses her story to tell women ‘strength is learned through experience, not instruction.’ The Yellow Wallpaper The Yellow Wallpaper is a feminist text, telling a story about a woman’s struggles against male-centric thinking and societal ‘norms’. The text may be unclear to the reader who is unfamiliar with Gilman’s politics and personal biography, yet, it impresses any reader with the immature treatment of the main character, who remains nameless in the text. To the casual reader, the story is one of a good-meaning, but oppressive husband who drives his wife mad in an attempt to help her, but it story illustrates how established procedures of behavior could have distressing effects on the  women o f Gilman’s time, regardless of the intentions of the source. By late 20th century standards, the behavior of John, the husband, seems unnervingly inappropriate and restrictive, but was considered quite normal in the 19th century. After learning of Gilman’s life, and by reading her commentary and other works, one can readily see that The Yellow Wallpaper has a definite agenda in its quasi-autobiographical style. As revealed in Elaine Hedges’ forward from the Heath Anthology of American Literature, Gilman had a distressed life; because of the choices she had made which disrupted common conventions—from her ‘abandonment’ of her child to her amicable divorce. Knowing that Gilman was a controversial figure for her day, and after reading her other works, it is easy to see more of her feminist suggestions in â€Å"The Yellow Wallpaper.† She carefully crafted her sentences and metaphors to instill a picture of vivid and disturbing male oppression. Her descriptions of the house recall a past era; she refers to i t as an ‘ancestral hall’ (Gillman 648) and goes on to give a gothic description of the estate. She falls just short of setting the scene for a ghost story. The reference to old things and the past can be seen as a reference to out-dated practices and treatment of women, as she considers the future to hold more equality. By setting the story in this tone, Gilman alludes to practices of oppression that, in her mind, should be relegated to the past. Charlotte Gillman’s â€Å"The Yellow Wallpaper† and Jamaica Kincaid’s â€Å"Girl† are both great examples of feminism being represented in literature. A feminist text states the author’s agenda for women in society as they relate to oppression by a male-controlled power structure and the consequent creation of social ‘standards’ and ‘protocols’. Kincaid and Gillman’s tales respectively, are outstanding examples of this and are great tales in which the writers point out deficiencies in society regarding equal opportunity. Both texts are used by the writers to discuss their respected lives pertaining to the view and treatment of women by their societies.

Free Essays on Stupidity Is A Normal Phenomenon

"...of the many individuals of any species which are periodically born, but a small number can survive. I have called this principle, by which each slight variation, if useful is preserved, by the term Natural Selection . . . " Charles Darwin, M.A., 1859 Not long ago, my brother and I were driving down Main St. on a Friday night. We were pulled over by a police officer. The officer had time only to ask us for our drivers licences and registration, before we heard the sickening crunch of twisted metal. It seemed that a young man, who was driving a lifted Ford pickup, had been mesmerized by the flashing red and blue lights on the patrol car. Failing to look where he was going, he crashed into the rear of the four door car stopped at the light. It was obvious that he was rubber necking, and paying more attention to us than the road. With a frustrated growl, the police officer let us go. As we drove away, we saw the young man standing outside his vehicle wearing a foolish grin, shrugging his shoulders as the police officer spoke to him. I sat, amazed at the sheer stupidity of the driver, and his amusement in a situation that should be somber, or at least serious. I read an article about two years ago in which a U.S. Marines plane, on a low-level flying mission in Italy, cut the wire supporting a cable car on its way down from a ski resort on Cermis Mountain. All twenty passengers, including the cable car operator, perished when the gondola plunged to the mountain below. Each of the four men manning the plane was initially charged with negligent homicide and involuntary manslaughter, but only the two men actually flying the plane were court martialed. Over the course of the trial, it was found that the plane was flying at speeds more than 500 miles per hour, faster than military regulations allow. Additionally, it came out in the trial that the military-issued map that the pilots were using did not show the cabl... Free Essays on Stupidity Is A Normal Phenomenon Free Essays on Stupidity Is A Normal Phenomenon "...of the many individuals of any species which are periodically born, but a small number can survive. I have called this principle, by which each slight variation, if useful is preserved, by the term Natural Selection . . . " Charles Darwin, M.A., 1859 Not long ago, my brother and I were driving down Main St. on a Friday night. We were pulled over by a police officer. The officer had time only to ask us for our drivers licences and registration, before we heard the sickening crunch of twisted metal. It seemed that a young man, who was driving a lifted Ford pickup, had been mesmerized by the flashing red and blue lights on the patrol car. Failing to look where he was going, he crashed into the rear of the four door car stopped at the light. It was obvious that he was rubber necking, and paying more attention to us than the road. With a frustrated growl, the police officer let us go. As we drove away, we saw the young man standing outside his vehicle wearing a foolish grin, shrugging his shoulders as the police officer spoke to him. I sat, amazed at the sheer stupidity of the driver, and his amusement in a situation that should be somber, or at least serious. I read an article about two years ago in which a U.S. Marines plane, on a low-level flying mission in Italy, cut the wire supporting a cable car on its way down from a ski resort on Cermis Mountain. All twenty passengers, including the cable car operator, perished when the gondola plunged to the mountain below. Each of the four men manning the plane was initially charged with negligent homicide and involuntary manslaughter, but only the two men actually flying the plane were court martialed. Over the course of the trial, it was found that the plane was flying at speeds more than 500 miles per hour, faster than military regulations allow. Additionally, it came out in the trial that the military-issued map that the pilots were using did not show the cabl...

Inference Questions on SAT Reading 6 Strategies

Inference Questions on SAT Reading 6 Strategies SAT / ACT Prep Online Guides and Tips Inference questions make up nearly 15% of all SAT Reading questions (based on analysis of four publicly available new SATs). Answering inference questions correctly requires the ability to take information given in the text and then draw logical, supported conclusions from it. What are the different kinds of inference questions asked on the SAT Reading Section, and how should you go about answering them? I've got the answers for you in this article. feature image credit: Fellow citizens of Massachusetts! by Boston Public Library, used under CC BY 2.0/Cropped from original. What Are Inference Questions? Inference questions ask about the meaning of a line, paragraph, or even an entire passage. The ideas being asked about are not directly stated in the text, which mean that inference questions often include the phrases â€Å"could be interpreted to mean† or â€Å"suggests that." Since there can only be one correct answer to any SAT question, however, the answers to these questions cannot be subjective or ambiguous. Via funnyworld.info. Inference questions often also require big picture skills, since you must be able to get meaning from entire passages to answer questions about paired passage relationships, or from entire paragraphs for other inference questions. In contrast to function questions, which ask "what does [this word, phrase, or line] DO," inference questions ask "what does [this word, phrase, or line] MEAN?" There are three main kinds of inference questions: deduction, speculation, and examination. Type 1: Deduction Inference questions that fall into this subcategory ask you to fill in missing information. The gist of most of the questions is "If something is said in the passage, what is the logical extension?" Deduction questions are very close to detail questions, except that you must make a logical deduction, rather than relying only on information in the passage. For example: According to the passage, Woolf chooses the setting of the bridge because it A) is conducive to a mood of fanciful reflection. B) provides a good view of the procession of the sons of educated men. C) is within sight of historic episodes to which she alludes. D) is symbolic of the legacy of past and present sons of educated men. The relevant lines: Close at hand is a bridge over the River Thames, an admirable vantage ground for us to make a survey. The river flows beneath; barges pass, laden with timber, bursting with corn; there on one side are the domes and spires of the city; on the other, Westminster and the Houses of Parliament. It is a place to stand on by the hour, dreaming. But not now. Now we are pressed for time. Now we are here to consider facts; now we must fix our eyes upon the procession - the procession of the sons of educated men. To get the correct answer, (B), you must deduce from the info given. My thoughts: Normally we'd be on the bridge to dream and have fanciful reflection, but that's not the case now. Instead, now we have to do something else while standing on the bridge. What is that something else? Fixing our eyes on the procession of the sons of educated men. There will be a more full walkthrough of an inference question later on in this article – the point of that was to show the eensy, teensy step you have to take beyond what is written to answer inference questions. It's not like high school English literature classes, where you’re encouraged to make any interpretation you can, as long as you can back it up with enough words/rambling. In fact, I know that some people just think of these kinds of inference questions as paraphrasing, becaus so little interpretation is involved. Some examples of how these questions have been asked on the SAT (with some modifications to keep them on the same theme): Based on the passage, the authors’ statement â€Å"If a pair consisted of two piccolos, for example, there would not be room for it† (lines 29-30) implies that a pair The narrator implies that Ms. Boulanger favors a form of education that emphasizes In Passage 1, Bach contends that breaking the laws of counterpoint has which consequence? La Orquestra Filharmà ³nica Nacional entonà ³ el Himno Nacional y la cancià ³n Patria Querida by Luigino Bracci, used under CC BY 2.0/Cropped from original. From my constant comments about musicians, you may be able to DEDUCE that I, too, am a musician. Type 2: Speculation These inference questions ask you to speculate about the meaning (or "suggested" meaning) of a statement, description, or something else in the passage. In some ways, these are similar to function questions, but the answers the SAT is looking for are very different. Take this question: In the passage, Akira addresses Chie with If this were a function question, the answer choices would be generic, like â€Å"a continuation of an extended comparison† or â€Å"an unexpected answer to a question.† Since this is an inference question, the answer choices are more specific, along the lines of â€Å"affection but not genuine love† or â€Å"amusement but not mocking disparagement.† Some examples of how this sort of inference question is asked: It can reasonably be inferred that â€Å"the strong-minded† (line 32) was a term generally intended to In line 42, the authors state that a certain hypothesis â€Å"can best be tested by a trial.† Based on the passage, which of the following is a hypothesis the authors suggest be tested in a trial? The phrase â€Å"liquid gold† (line 71) most directly suggests that What does the author suggest about the transgenic studies done in the 1980s and 1990s? Type 3: Examination Inference questions which fall into the examination subcategory question you about the internal life (thoughts, feelings, motivations) of the narrator, author, or someone mentioned in the passage. They can mostly be summed up as asking "What would [this person] think about [that thing]?" Examination questions are the most complicated type of inference questions, because they ask you to get into the head of the author/narrator/character/other person mentioned in the text. You will often see these sorts of questions on paired passages. Fortunately, it is pretty easy to identify examination inference questions, since they do tend to fall into "what does X think about Y" format. See below for some examples: The â€Å"social psychologists† mentioned in paragraph 2 (lines 17-34) would likely describe the â€Å"deadweight loss† phenomenon as The passage indicates that when the narrator began working for Edward Crimsworth, he viewed Crimsworth as a It can be inferred that the authors of Passage 1 believe that running a household and raising children It can most reasonably be inferred from Passage 2 that Paine views historical precedents as Beecher would most likely have reacted to lines 65-68 (â€Å"Now . . . woman†) of Passage 2 with Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 6 Superior Strategies for Attacking Inference Questions So how do you attack inference questions? Is there any way other than just reading the entire passage? (Answer to the first question: hold on one moment. Answer to that second question: yes, for sure) I've compiled for you a bunch of different strategies for attacking inference questions. Some of these strategies work better if you read the passage a certain way (for instance, looking for context may not be as necessary for students who read the passage all the way through), but much of the advice is useful no matter what your method of reading the passage. Strategy 1: Understand What The Question Is Really Asking Understanding what an inference question is actually asking can be hard to wrap your head around, particularly when they ask about multiple passages. Questions are often wordy and seem to require a lot of information before you can even begin to answer them. For instance: The author of Passage 2 would most likely respond to the discussion of the future of space mining in lines 18-28, Passage 1, by claiming that such a future A) is inconsistent with the sustainable use of space resources.B) will be difficult to bring about in the absence of regulations.C) cannot be attained without technologies that do not yet exist.D) seems certain to affect Earth’s economy in a negative way. This question requires you to find information about the future of space mining in Passage 1 and then put yourself in the shoes of the author of Passage 2 and figure out what that author would think about the topic †¦ugh. Aches and pains by Quinn Dombrowski, used under CC BY-SA 2.0/Cropped from original. How do you answer this kind of question without causing your brain to hurt too much? You break it down, piece by piece, into a question that is answerable. For the example above, you have to start by figuring out what the future of spacing mining says in Passage 1. How? Look at the sentence(s) referenced in the question (sometimes the quoted word may actually refer to something in another sentence, but I’ll go into that later). In this case, the author of Passage 1 claims that not only will space miners might "[meet] earthly demands for precious metals...and the rare earth elements," "enrich themselves," but they will also "build an off-planet economy free of any bonds with Earth." Now all you have to do find specific places in Passage 2 where the author talks about the implications of space miners meeting demand for elements rare or valuable on earth (vaguely referenced in lines 48 and 51), getting rich themselves (specifically mentioned in lines 57-66), or creating an off-world economy (mentioned in lines 73-78). As you can see, figuring out what an inference question is asking can get you most of the way to figuring out what the answer is. Let's look at the example from above again, keeping the three topics discussed in lines 18-28 in mind. The author of Passage 2 would most likely respond to the discussion of the future of space mining in lines 18-28, Passage 1, by claiming that such a future A) is inconsistent with the sustainable use of space resources.B) will be difficult to bring about in the absence of regulations.C) cannot be attained without technologies that do not yet exist.D) seems certain to affect Earth’s economy in a negative way. To find the answer to this question, use the process of elimination on the answer choices. Do any of the parts of Passage 2 that address the claims in lines 18-28 of Passage 1 support the choices? Choices C) and D) can be eliminated immediately because Passage 2 does not make either of these claims at all, which leaves you with a choice between choices A) and B). While the authors of Passage 2 posit that "Others will suggest glutting ourselves on space’s riches is not an acceptable alternative to developing more sustainable ways of earthly life," they do not make any claims about the sustainable use of space resources, which means that choice A) is wrong. By contrast, after mentioning that "the relevant legal and regulatory framework" for space mining "is fragmentary, to put it mildly" in lines 73-78, the author of passage 2 concludes that â€Å"†¦miners have much to gain from a broad agreement on the for-profit exploitation of space. Without consensus, claims will be disputed, investments risky, and the gains made insecure.† This directly discusses regulation of space mining and how it would be difficult to move forward with space mining in the absence of regulation, making the correct answer to this question choice B). Strategy 2: Look For Context SAT Reading may lull you into a sense of false security, because line numbers are given in a question (so you clearly don't have to look elsewhere). WRONG! The lines present in the question (particularly when it is an inference question) are not necessarily the only lines you’ll need to answer the question - often, more context is needed. If you're having trouble with an inference question because the lines cited aren't enough, the best strategy is to look at the sentences before and after the phrase/sentence/lines you’re given in the question. Sometimes even that isn't enough, and you'll need to know the main point of the passage or the perspective of the author in order to properly answer an inference question. Don't panic if this is the case - if you're struggling to answer the question, mark it in your test booklet and come back to it after you’ve answered other relevant questions (like questions about the paragraph/section the lines in question are in, or even questions about the whole passage). Strategy 3: Answer In Your Own Words For me, this strategy is the key to answering inference questions correctly. If I don't come up with the answer in my own words before I look at the answer choices, I get tripped up by answer choices that include irrelevant information (because I search for ways to prove that they are true) - this is a waste of time and an easy way to get confused. Your answer for "Based on the passages, Lincoln would most likely describe the behavior that Thoreau recommends in lines 64-66 (â€Å"if it . . . law†) as" will probably not be as prettily worded as the actual answer choices, but because your answer should include only relevant and accurate information, matching it to the correct answer should be easier. The College Board knows that you've been trained (via high school English classes) to see as many different points of view as possible and is banking on you getting bogged down in wrong answers that are interpretations that â€Å"seem like they could be true.† Don't be fooled: there is only one right answer on the SAT, and if you start with the right answer in your own words, it’s a lot easier to choose the right answer in THEIR words. But how do you figure out what a phrase, line, or sentence means/suggests/indicates, or what its implications are? Strategy 4:Nail Down Other SAT Reading Skills The skills you need to answer inference questions build on other SAT Reading skills. Take this question: The author's attitude toward pharming is best described as one of A) apprehension. B) ambivalence. C) appreciation. D) astonishment In order to answer this question sucessfully, you need all of the following skills: Vocab in Context – you need to be able to sum up an attitude in a single word Little Picture – you need to figure out what pharming is and when it's discussed in the passage Big Picture – you need to be able to scan the passage to get a sense of the attitude of the author If all else fails, you can use author technique skills to figure out the general tone of the passage (is it positive or negative towards pharming? Which answers are positive and which are negative?) Pulling all of these skills together allows you to successfully answer an examination inference question that asks you "How does the author of the passage feel about pharming?" Nail by Craig Dugas, used under CC BY-SA 2.0. Nail down those SAT Reading skills better than some person nailed down that...nail. Strategy 5:Answer Questions In The Order That Works For You What order this is will depend on the way you read the passage. If you read the passage all the way through, then look at the questions, I'd recommend starting with big picture questions and then going to inference (and function) questions. That way, you can answer questions about larger amount of text while it's still fresh in your mind, and you might get some useful information that'll help you with inference questions. It's also possible that just answering questions in order of appearance might work best if you read quickly enough to get through the passage and have plenty of time to answer the questions, because you'll be less likely to accidentally skip a question or fill in the wrong answer bubble. If you start by reading through all the questions, then jumping back to the passage(s), start with little picture and vocab in context questions (which themselves can require some degree of inference, if you don't know the word being asked about and need to rely on context clues) to get more information about the author and topic being covered, then move on to inference questions. If it turns out you need big picture information to answer a particular inference question, mark it on your test booklet and come back to it later. If you skim the passage and then tackle questions, it's better to answer both big and little picture questions before you start in on the inference questions. Even if the phrases/sentences/lines mentioned in an inference question are in introduction or conclusion sentences (or paragraphs), chances are that more context will be needed than you picked up on your initial skim. Leave inference questions until after you've answered the questions that are easiest to answer after skimming a passage - big picture questions (because they ask about a large amount of text) and little picture questions (because you will have a good idea of where in the passage details might be located). Strategy 6:Eliminate Answers As you may or may not already know, the fundamental rule for SAT Reading is that you must eliminate 3 wrong answers. For inference questions, this can be difficult, because even if you answer the question in your own words correctly, the inference you make may not what they’re looking for. How do you figure out if an answer can be eliminated? After all, you have to go through the text and then match it with these weird answers that have all these different components. That last part, however, actually makes going throught the answer choices to inference questions easier, because if any part of the answer choice does not match with the passage, then you can eliminate that answer choice. Take this examination question, for instance: Based on the passages, both authors would agree with which of the following claims? A) Women have moral duties and responsibilities. B) Men often work selflessly for political change. C) The ethical obligations of women are often undervalued. D) Political activism is as important for women as it is for men. The correct answer must be completely correct. So even the author of Passage 2 would agree that political activism is just as important for women as it is for men, as per answer choice (D), if the author of Passage 1 would not also agree with it then you must eliminate it. For this question, the correct answer, (A), passes this test: the author of both passages would agree that women have moral duties and responsibilities. Inference Questions: A Walkthrough To finish up (and before you get to practice inference questions), I’ll do an in-depth walkthrough with you of a particularly nasty inference question. On the actual SAT, you won't need nearly as much explanation to justify the correct answer - I just wanted to make sure my reasoning was clear. Which reaction does Akira most fear from Chie? A) She will consider his proposal inappropriate. B) She will mistake his earnestness for immaturity. C) She will consider his unscheduled visit an imposition. D) She will underestimate the sincerity of his emotions. Because the question is asking what reaction Akira most fears from Chie, I’ll need to focus on the parts of the passage that are from Akira’s point of view or talk about what he is concerned about only. The question isn’t asking what any other character thinks Akira fears, just what Akira fears, so the evidence should come from him. Here’s the two sections of the passage that are from Akira's point of view or involve him expressing things he cares about: â€Å"Madame,† said Akira, â€Å"forgive my disruption, but I come with a matter of urgency.†His voice was soft, refined. He straightened and stole a deferential peek at her face.In the dim light his eyes shone with sincerity. Chie felt herself starting to like him.â€Å"Come inside, get out of this nasty night. Surely your business can wait for a moment or two.†Ã¢â‚¬Å"I don’t want to trouble you. Normally I would approach you more properly but I’ve received word of a position. I’ve an opportunity to go to America, as dentist for Seattle’s Japanese community.†(Lines 31-42)Akira blushed.â€Å"Depending on your response, I may stay in Japan. I’ve come to ask for Naomi’s hand.†Suddenly Chie felt the dampness of the night.â€Å"Does Naomi know anything of your . . .ambitions?†Ã¢â‚¬Å"We have an understanding. Please don’t judge my candidacy by the unseemliness of this proposal. I ask directly because the use of a go-between takes much time. Either method comes down to the same thing: a matter of parental approval. If you give your consent, I become Naomi’s yoshi.* We’ll live in the House of Fuji. Without your consent, I must go to America, to secure a new home for my bride.†Eager to make his point, he’d been looking her full in the face. Abruptly, his voice turned gentle. â€Å"I see I’ve startled you. My humble apologies. I’ll take no more of your evening. My address is on my card. If you don’t wish to contact me, I’ll reapproach you in two weeks’ time. Until then, good night.†He bowed and left. Taking her ease, with effortless grace, like a cat making off with a fish.*a man who marries a woman of higher status and takes her family’s name(Lines 57-78) My thinking: At first glance, Akira appears to be afraid of a few things (in order of appearance in the passage): worried he’s interrupting (line 31, â€Å"forgive my disruption†) doesn’t want to trouble because of his improper method of approaching (lines 39-40, â€Å"I don't want to trouble you. Normally I would approach you more properly†) concerned he might be turned down because of the way he approached (lines 63-64, â€Å"Please don’t judge my candidacy by the unseemliness of this approval†) On the face of it, these are all possible answers (although the question asks what he most fears, so eventually I’ll have to narrow it down a little). But are there any answer choices that can be eliminated right away?A) She will consider his proposal inappropriate.That matches up with the third thing Akira is worried about, so we definitely can’t eliminate that.B) She will mistake his earnestness for immaturity.That doesn’t match with any of the three things Akira is worried about, so it seems unlikely. This is a sneaky answer choice, though, because in a section of the passage we learn that Chie does think he’s immature (â€Å"That’s how she viewed him, as a child†). But there’s no evidence that Akira is worried about this, so it can’t be the correct answer and thus can be eliminated.C) She will consider his unscheduled visit an imposition.This matches up with the second thing on the list above, so it shouldn’t be elimi nated yet.D) She will underestimate the sincerity of his emotions.That doesn’t match with any of the reasons Akira is worried. It does seem like a logical thing for Akira to worry about, but to make that inference is too big a leap, particularly when there are two other choices that are supported by the passage. Plus, the only thing the passage does state about Akira’s sincerity is â€Å"In the dim light his eyes shone with sincerity. Chie felt herself starting to like him.†, which if anything would imply that Chie knows Akira is sincere. Eliminate it!So now I’m down to two answer choices:A) She will consider his proposal inappropriate.andC) She will consider his unscheduled visit an imposition. Since the remaining answer choices are both things that Akira fears from Chie, the next step is to figure out which one Akira most fears. There can only be one right answer to an SAT question, so the correct answer has to be clearly more fear-inducing. One of the reasons this question is so tricky is that figuring out which scenario Akira fears the most requires other SAT Reading skills like finding the detail and understanding the big picture. Here's more of my thinking as I reasoned through the rest of this question: The whole reason Akira approaches Chie in the first place is about the proposal, and the first words out of his mouth have to do with it (â€Å"forgive my disruption, but I come with a matter of urgency†). This detail isn’t the only evidence that suggests Akira is more worried about his proposal than about his visit being an imposition, which would suggest answer choiceA). The bulk of the supporting evidence for the answer to this question, though, requires big picture skills. The main reason Akira visits the house is to tell Chie he wants to marry her daughter. While C) She will consider his unscheduled visit an imposition. is something that Akira fears, it is only a smaller subset of Akira’s fear about the inappropriate nature of his proposal. In fact, the only reason Akira worries about his visit being seen as an imposition is because he worries it might make Chie see his proposal as inappropriate. So in this case, the thing that Akira most fears (and the corr ect answer) is A) She will consider his proposal inappropriate. Can we go for a walk? by Kathleen Tyler Conklin, used under CC BY 2.0/Cropped from original. Your reward for completing that arduous question is this picture of an adorable dog. Enjoy! Inference Questions: Practice Time! I've included three medium-level official practice questions for you to...practice...with. Unfortunately, the most complicated inference questions required too much text to copy and paste, so you will just have to hunt those down on your own (perhaps via our complete list of official SAT practice tests?). This passage is adapted from MacDonald Harris, The Balloonist.  ©2011 by The Estate of Donald Heiney. During the summer of 1897, the narrator of this story, a fictional Swedish scientist, has set out for the North Pole in a hydrogen-powered balloon. 1. Over the course of the passage, the narrator’s attitude shifts from A) fear about the expedition to excitement about it. B) doubt about his abilities to confidence in them. C) uncertainty of his motives to recognition of them. D) disdain for the North Pole to appreciation of it. 2. Which choice best describes the narrator’s view of his expedition to the North Pole? A) Immoral but inevitable B) Absurd but necessary C) Socially beneficial but misunderstood D) Scientifically important but hazardous 3. The question the narrator asks in lines 30-31 (â€Å"Will it . . . railway†) most nearly implies that A) balloons will never replace other modes of transportation. B) the North Pole is farther away than the cities usually reached by train. C) people often travel from one city to another without considering the implications. D) reaching the North Pole has no foreseeable benefit to humanity. Answer key (scroll down when ready): 1. C 2. B 3. D In Conclusion Inference questions ask you to deduce, speculate, and examine based on evidence directly stated in the text. In order to successfully answer inference questions, you must make sure you understand the question Look for context to help if the lines/words mentioned in the question aren't enough Answer the question in your own words before looking at the SAT’s answer choices Nail down other SAT Reading skills to help you with inference questions Answer questions in an order that makes sense and is not confusing/disorienting Eliminate three wrong answers What’s Next? Did you find this SAT Reading skill-focused article useful? You're in luck - we have a whole series of SAT Reading skills articles! You can find them all collected here in our ultimate guide to SAT Reading, or you can jump to specific articles on main point, little picture, function, vocab in context, author technique, analogy, and paired passage questions Feeling overwhelmed and not sure what the best way to practice SAT Reading is? Find out how to read the passage and how to attack paired passages. Worried about running out of time on SAT Reading? You’re not alone. Read more about how to avoid getting caught in a Reading time crunch here. Do you find that breaking down questions by skill type and drilling them really works for you? Consider the PrepScholar platform to help you with your SAT test prep! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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