Friday, May 22, 2020

A Cohort Of Adult Egyptian Patients With Acute Myeloid...

The clinical relevance and prognostic significance of ABCG2 gene expression in a cohort of adult Egyptian patients with acute myeloid leukemia Abstract Purpose ; Acute myeloid leukemia (AML) is a genetically heterogeneous clonal disorder, with several novel prognostic factors including changes in levels of gene expression. Limited number of clinical studies are available about the role of multidrug transporter adenosine triphosphate–binding cassette protein (ABCG2) gene expression in adult AML. Methods; In this study we measured ABCG2 mRNA expression by quantitative real time RT-PCR in 50 de novo adult AML patients and 20 healthy normal controls. We evaluated the of expression in relation to other clinical and prognostic factors, response to treatment and disease free survival in AML patients to investigate their possible association with clinical outcomes. ABCG2 mRNA was over expressed in AML patients than in control. Results; There was a positive correlation between ABCG2 gene expression level and the percent of CD34expression (p= 0.016, r= 0.330). There was no statistically significant relation between ABCG2 mRNA expre ssion level and response to induction treatment as well as disease free survival of the studied group of patients. Conclusion; ABCG2 m-RNA is over expressed in AML ,but it did not affect the prognosis of the patients. The biology of ABCG2 expression and function in AML is more complex and needs more standardized clinical studies. Key words; ABCG2,

Saturday, May 9, 2020

Using Renewable Energy Systems ( Ac ) - 2416 Words

Summary: At present, most distributed renewable energy systems produce direct current (DC) electricity which is then inverted to alternating current (AC) and fed into the electric grid. Simultaneously, many modern building loads and storage systems use rectifiers to convert AC grid electricity to DC for use at the load or battery. Onsite use of renewable energy production therefore requires two energy conversions: DC/AC at the point of generation and AC/DC at the load. The Bosch DC Building Scale Microgrid Platform (DCBMP) offers significant benefits relative to conventional AC grid systems by distributing as much solar power as possible to DC loads/storage, and then inverting only the excess power to AC for AC loads and export to the grid. The DCBMP maximizes the utilization of solar energy on-site, smooths the volatility of the PV output, increases the load and storage efficiencies and minimizes dependence on grid-based electricity. The proposal incorporates long-life (20-25 year s), commercially ready technology, increasing energy efficiency and improving energy security. These features are provided at a low up-front investment when compared to conventional AC-based systems, enabling a levelized cost of electricity (LCOE) less than $0.14/kWh by 2020 for behind-the-meter PV and storage systems and a lower total cost of ownership for the DC loads and DC resources as compared to other approaches, while providing export power to the utility grid through smart inverterShow MoreRelatedUsing Matpower For Wholesale Power Management1518 Words   |  7 Pages Using MATPOWER for Wholesale Power Management Faizul Haque M.E (Eng MGMT) ENN590 – Project Submitted in partial fulfilment of the requirements for the degree of Master of Engineering (Coursework) Science and Engineering Faculty Queensland University of Technology October 2015 Acknowledgements I wish to express my gratitude and appreciation to my Project Supervisor Dr Yateendra Mishra, Course Co-ordinator Dr Dhammika Jayalath and Mechanical Co-ordianator Dr Wijitha Senaeera for theirRead MoreAlternative Energy: Solar Energy1323 Words   |  5 PagesIn the world today, alternative energy source which is an alternative to fossil fuel and nuclear energy is becoming more and more of a necessity. 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The dc distributionRead MoreControl System And Performance Of Dc Micro Grid Under Various Loads1597 Words   |  7 PagesControl System and Performance of DC Micro grid under Various Loads Ya Min Soe#1, Soe Soe Ei Aung#2, Zarchi Linn#3 Ph.D Student, Department of Electrical Power Engineering, Yangon Technological University, Yangon Technological University, InseinTownship, Yangon, Myanmar Ph No: +95 95070091 Abstract: DC microgrid is the high quality electric power system focused on the development of renewable energy resources. The dc distributionRead MoreResearch Project On Energy Neutral Homes1619 Words   |  7 PagesThis career episode gives the brief description about my roles and responsibilities executed during the project on Energy Neutral Homes in Geelong which was done as a part of my Masters in Automotive and product development at Deakin University, Geelong, Australia. Chronology: 20 Name of the Organization: Deakin University Graphical location: Geelong, Australia Project Title: Energy Neutral Homes in Geelong Position: Student Trainee Background CE 3.2 This project was implemented as a partRead MoreSolar Panel For The Greenhouse Effect1459 Words   |  6 PagesAbstract: Energy is one of the issues that is causing the most controversy as fossil fuels are the greatest pollutants and the greatest contributors to the greenhouse effect .The increasing importance of environmental concern, fuel savings and unavailability of power has led to the renewal of interest in renewable energies. It therefore stands to reason that developing countries whose energy consumption rate is increasing at a very fast rate should be investigating new energy systems based on renewableRead MoreSystem Advisor Model Is Developed By The National Renewable Energy Laboratory ( Nrel )1261 Words   |  6 PagesIndependent Study EEL 4905-Spring 2015 03/09/15 System Advisor Model (SAM) or System Advisor Model is developed by the National Renewable Energy Laboratory (NREL) and is available for free download. Its main function is to predict the performance and cost of residential and commercial projects. SAM has different options for predicting the performance of photovoltaic systems. The model requires that the user choose from different photovoltaic system models, and depending on that choice, possibly chooseRead MoreWhat Is The Impact Of Renewable Energy, And What Is It Has Increase In Distribution Network?954 Words   |  4 Pagesnetwork I. INTRODUCTION Due to growing environmental concerns, adoption of policies favoring renewables and governments incentivizing renewable energy technologies such as solar and wind, these are expected to become larger part of our energy profile in the next couple of decades. (grid impacts†¦) Renewable energy is the fundamental and growing part of world’s energy transformation. Figure 1 shows the renewable electricity capacity growth by technology and it can be observed that a significant growthRead MoreAdvantages Of Optimum Design Of Islanded Microgrid863 Words   |  4 Pagesin Myanmar Abstract: Renewable energy sources in energy generation can decrease the costs of system fuel and also can have desirable impact on reliability of system. According to the weather condition in Myanmar, solar energy is the best renewable energy source to provide electricity for both urban and rural areas. 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Wednesday, May 6, 2020

Interview with a Counselee Free Essays

This interview was conducted one month after the counseling took place. The counselee was an average high school student who attempted to take suicide by slashing her wrist and cutting her tongue. The counselee informed the author of this paper that she made a suicide attempt due to feelings of abandonment by her family and friends. We will write a custom essay sample on Interview with a Counselee or any similar topic only for you Order Now At present, the student is still undergoing follow-up sessions with the school counselor, and being observed by her class adviser. During the interview, the student showed some mannerisms of biting her fingers, and narrowing her eyes. She and the author (interviewer) sat in front of each other in a small counseling room. 1. When asked about her thoughts and feelings as she prepared for the counseling experience, the student said that she felt a little nervous that the counselor would get mad at her for attempting suicide. She did not want to open up at first because the counselor was unknown to her. Although she often saw the counselor in the school whenever she passed by the counseling room and during the orientation for freshmen, she had not come as close to the counselor as that time when she had counseling. Due to unfamiliarity with the counselor, she somehow felt that she could not trust her, and that the counselor would relay her secrets to other people. 2. The counselee also expressed that when she came inside the counseling room, the counselor smiled at her at once, and asked her to sit. The first words that the counselor uttered were, â€Å"How are you? † When the counselor spoke this, the student said she felt appeased that the counselor was not mad at her. She sensed then that the counselor was concerned about her. During the session, the counselor said that she would value whatever the student would share to her, and her feelings are very precious. She also told the student that everything they would talk about would be confidential, and as long as the counselee promises never to do the attempt again, the counselor would not inform her parents of what the student shared to her. Because of this, the student said she felt comfortable with the counselor and could not help but to express what she felt and thought that day. In assurance, the counselor said that she could be of help to the counselee if the counselee would allow her to help. In this particular counseling situation, we may note that the counselor was successful in building up rapport between her and the counselee. She did this by expressing that she values the feelings of the counselee (Wexler, as cited in Lambie, 2004 ), and the counselee could trust her with secrets. 3. As regards the obstacles that hindered the counselee from sharing her experience with the counselor, the counselee commented that due to the friendly approach and concern of the counselor, she felt at ease with her. 4. When asked what she learned about the helping/counseling process after undergoing it, the student said that she was very glad that they have a service like this in school and through this program she realized a couple of things. First, she realized that some people are concerned about her and she could find a friend among them, such as the counselor and other counselors as well. She also stated that she felt lucky that her school has a friendly and compassionate counselor who would listen to her, without condemning what she did. She also appreciated the fact that the counselor was not grading her for how she performed during the counseling session, and she did not have to be conscious of what she would tell the counselor. In other words, the process made her express her real self and provided her someone whom she felt was concerned. 5. As we can see, the counseling process that took place was of great help to the student. Through the school counseling program, students like the interviewee in this report are given the attention they need. Just like any counseling process, it is very important for every counselor to listen attentively, offer advice when needed, and make the counselee feel comfortable. In the case of the student, we may say that a lot of students nowadays have a different view of counseling unless they have undergone one. The misconceptions expressed by the counselee before the session include imagining the counselor getting mad at her, or relaying her secrets to her parents. These are the same examples of how some students view counseling. However, these misconceptions are proven wrong once they encounter the real counseling experience. Reference Lambie, Glenn. Motivational enhancement therapy: A tool for professional school counselors working with adolescents. Professional School Counseling. Retrieved February 1, 2008, from http://findarticles. com/p/articles/mi_m0KOC/is_4_7/ai_n6033401 How to cite Interview with a Counselee, Papers

Tuesday, April 28, 2020

Studying Abroad as a Chance to Employed

Abstract Study abroad graduates have twice the chance of getting employed. About 97% of them gain employment in their first year of graduation. Their initial salary figure is 25% more than study home graduates. Employers prefer study abroad graduates because of their perceived high interactivity developed from their interaction abroad.Advertising We will write a custom essay sample on Studying Abroad as a Chance to Employed specifically for you for only $16.05 $11/page Learn More It prepares them adequately for global assignments where organisations operate in multicultural societies. Domestic employers, however, may consider them to be less valuable than locally trained graduates. The spell of interruption in their studies may convince local employers that they have little mastery of the local market situation. Introduction Studying abroad has become an ever growing phenomenon as people seek to obtain mixed skills and experiences to enhance their perfor mance. According to a general survey result, many students who studied abroad at some point during their graduate studies are more likely to find employment within their first year of employment compared to those who studied at home. This paper seeks to discuss the impact of studying abroad in graduate level on employability. Current Graduate Labour Market According to the University of Wolverhampton, 59.2% of graduates who had attained their first degree in 2009 were engaged in employment only. Another 15.3% of the graduates went for further studies only; that is, without engaging in employment at the same time, while 8.0% were both studying and employed (University of Wolverhampton, 2008, para 1). Unemployed graduates comprised of 8.9% of the total number, while a paltry 3.8% of the graduates were neither studying nor employed. The remaining 4.6% of the graduates were not grouped under any activity (University of Wolverhampton, 2008, para 1). Increased competition in the global ar ena, as well as advanced technology is demanding higher skills for the workforce. Owing to these changes and growing demands, occupations that previously did not require graduate employees now require degree holders. Higher education has expanded a great deal.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This has attracted more people to go for degrees to increase their chances of gaining employment (University of Wolverhampton, 2008, para 5). Analysis of employability of graduates who studied abroad Vs those who did not Employability The University of California, Merced, reports that there are limited statistics indicating the true comparison between graduates who studied in the home country against those who studied abroad. However, it cites a notable research indicating that up to 97% of students who studied abroad at one time found employment in the first 12 months of their graduatio n (University of California, 2013, para 1). In comparison, only 49% of graduates who studied in the domestic colleges were able to secure employment. It implies that graduates who study abroad have twice the possibility of gaining employment as opposed to their local college graduate counterparts. Of the 97% study abroad alumni, about 90% of them got employed in the first six months of their graduation (University of California, 2013, para 1). Salaries Study abroad graduates, in comparison to their study home counterparts, enjoy a better starting salary by about 25% more. It has been established that graduates who school abroad earn a higher salary of at most 25% higher than their home counterparts. This additional salary figure is equivalent to about $7,000 more each year. Throughout their employment period, the study abroad alumni earn an average of about $567,500 more compared to their graduate counterparts who study locally (University of California, 2013, para 1). Other areas o f comparison Study abroad graduates are more likely to land either their first or second choice graduate school compared to those who study at home. According to the statistics, 90% of the graduates who study abroad have higher chances of landing either their first or second choice graduate school (University of California, 2013, para 2). It implies, therefore, that they have a higher likelihood of attaining the right skills and education that they intend to achieve. This eventually improves their chances of getting employed after their studies because of their highly competitive skills.Advertising We will write a custom essay sample on Studying Abroad as a Chance to Employed specifically for you for only $16.05 $11/page Learn More A majority of employers also confirm the fact that graduates who study abroad are more likely to be of benefit to the organisation than employing graduate students with only local education. Up to 59% of the employers concede that study abroad graduates have a higher likelihood of having a better career, thus benefiting their organisations more (University of California, 2013, para 3). The opportunity to study abroad, according to employers, empowers a graduate to gain more valuable skills and techniques. Such individuals can fit into any society and perform their roles well. It enhances an individual’s interaction ability and the ability to study and understand a foreign business environment faster than their competitors in the job market (University of California, 2013, para 7). Valuable Skills and Knowledge Acquired from Studying Abroad Cultural competence Personal relationships play a critical role in enhancing business performance, especially where international trade is involved. An individual in the business must be able to understand his or her own culture, as well as understand others’ cultures to achieve cultural competence. As Earley and Peterson (2004, p. 100) suggest, cultural intelligence is a crucial component of business that describes the behavioural, meta-cognitive, and motivational factors. Graduate students who study abroad get the opportunity to develop multi-faceted interpersonal skills. The opportunity helps the individuals to develop their self-awareness and understand the perceptions of others (Hogan Warrenfeltz, 2003, p. 74). These are important job market skills, particularly owing to the changing market trends and business operations. More companies are seeking to expand their markets and involve multi-cultural societies or communities that require cultural competence (Earley Peterson, 2004, p. 101). Global Industry Competence Graduates who get the opportunity to study abroad build their global industry competence and understanding. This skill mainly involves an understanding of the association between global industries, on the one hand, and the economies within which they are located, on the other hand.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such individuals are poised to easily understand the interconnectivity of the international markets, what the global customer preferences and needs are, and how to conduct effective marketing processes (Knight Kim, 2009). Entrepreneurship Competence Graduates who study abroad gain the ultimate skills and knowledge of leadership that is able to steer entrepreneurship to admirable heights. Such individuals, by virtue of their experience studying in a foreign country, have developed a great understanding of the international commerce and its impact on business. Such students are more likely to work for small-sized firms and gain a lot of experience in terms of entrepreneurship competence in general while undertaking their studies abroad (Knight Kim, 2009, p. 225). Job Positions likely to be secured by Study Abroad Graduates Graduates who studied abroad are more likely to be employed as marketing managers (University of Wolverhampton, 2008, para 6). Marketing requires a lot of skills in understanding culture and having the ability to interpret others’ needs and requirements accurately. The opportunity to study in a foreign country, therefore, makes it a good experience to equip one with the understanding and knowledge about other people and how to relate with them. IT specialists are also more likely to be individuals who acquired their education from abroad. With technology advancements taking place at a fast pace, individuals may seek to travel to other countries to get a better experience on technology. This may be the case in a scenario where one country is more advanced in terms of technology than a student’s home country (University of Wolverhampton, 2008, para 6). Studying abroad: Extent to which it increases graduates’ likelihood of working in a foreign country Graduates who studied abroad at some point during their studies have a higher likelihood of working abroad than those who studied in their home countries throughout. Study abr oad graduates have experienced a different culture and tradition, different from their home cultures (Earley Peterson, 2004, p. 100). Thus, employers in foreign countries or those owning multinational firms may be more willing to work with such individuals because of their developed interpersonal skills. Such study abroad graduates may not need extensive training and orientation sessions when they go to work in a foreign country because they are already experienced. The foreign employers look up to them as the best alternative during employment drives because they will spend less resources and time on the graduates to try and have them understand and accurately interpret their new environments (Earley Peterson, 2004, p. 100). Employment Disadvantages for Study Abroad Graduates Domestic employers may consider individuals who studied abroad in low esteem compared to those who studied at home. The study home graduates may be considered to understand the local market more than the stu dy abroad graduates because of their continued stay at home (Feldman Ng, 2007, p. 350). The experience with the local situation and market that the study home graduates enjoy might prove convincing to the employers that they are better placed to handle the demanding market situation. Although the study abroad graduates may have acquired superior skills, particularly skills on interrelationships, local employers may not consider it to be of much relevance. The fact that the local population may be of homogeneous cultural background may make local employers to consider such foreign-trained individuals to be of less value to their organisations or institutions (Feldman Ng, 2007, p. 350). Conclusion Study abroad graduates have a better chance of securing employment opportunities compared to college graduates who may have studied in their home country throughout their education. Labour market trends indicate that up to 97% of study abroad graduates secure employment within the first ye ar of their graduation. Study abroad graduates use their interaction abroad to hone their interrelations skills to admirable standards. They have a better chance of working for foreign firms because of their intercultural experience gained during their studies abroad. Recommendations Individuals should consider studying abroad to increase their chances of employment. It also provides them with a better opportunity to earn higher salaries. Marketing and management skills should be the best choice of graduates seeking to study abroad. Most employers prefer managers and marketers with foreign training skills. Study abroad graduates should also ensure they keep abreast with the domestic market situation and development to enhance their chances of getting employed at home. List of References Earley, PC Peterson, RS 2004, ‘The elusive cultural chameleon: cultural intelligence as a new approach to intercultural training for the global manager’, Academy of Management Learning and Education, vol. 3 no. 1, pp. 100-115. Feldman, DC Ng, TW 2007, ‘Careers: Mobility, embeddedness, and success’, Journal of Management, vol. 33, no. 3. pp. 350-377. Hogan, R Warrenfeltz, R 2003, ‘Educating the modern manager’, Academy of Management Learning and Education, vol. 2, no. 1. pp. 74-84. Knight, GA Kim, D 2009, ‘International business competence and the contemporary firm’, Journal of International Business Studies, vol. 40, no. 2, pp. 225-73. University of California, 2013, Study abroad and careers, salaries, and job skills. Web. University of Wolverhampton 2008, Graduate labour market. Web. This essay on Studying Abroad as a Chance to Employed was written and submitted by user Jamarion K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Friday, March 20, 2020

The Ultimate Study Guide for SAT Reading Strategies, Tips, and Practice

The Ultimate Study Guide for SAT Reading Strategies, Tips, and Practice SAT / ACT Prep Online Guides and Tips We've created the best guide to the SAT Reading section out there. This is not just us tooting our own horns. By reading many SAT prep books as well as studying the CollegeBoard’s own resources, we've been able to take the best aspects of each and combine them into a magnificent Frankenstein’s monster of a guide. We cover each SAT Reading question type in detail, organized not by how the questions are asked, but by the essential underlying skills the questions are testing. You'll get the best SAT Reading tips and strategies available, as well as information about how to get the most out of your SAT Reading practice and prep. If you're looking for a comprehensive guide to SAT Reading and how to improve your SAT Reading score, the information provided herein is invaluable. Master all these concepts, use realistic practice questions, and learn how to learn from your mistakes, and you'll be able to increase your SAT Reading score drastically. This article is organized into three sections. We'll start with understanding SAT Reading section at a high level, followed by going into SAT Reading questions in depth and delineating the skills tested by each question type. Finally, we'll end with study plans and how to maximize your study time for score improvement. I suggest that you read the articles in order (as listed) on your first time through. In the future, you can use this guide as a reference page to come back to as you progress in your test prep. feature image credit: Enquire Within Upon Everything by Jeremy Keith, used under CC BY 2.0/Cropped from original. High Level Guidance for SAT Reading These guides lay the groundwork for your SAT Reading practice and preparation. Read on to find out how to approach SAT Reading, and what high level strategies to always keep in mind. What's Actually Tested On SAT Reading? Make sure you understand the format of the SAT Reading section- it might be different from what you expect. Get a detailed overview of what types of questions are on SAT Reading, and what people think is tested but really isn't. The Fundamental Rule Of SAT Reading(Must Read) There are many skills you need to excel on SAT Reading, but ultimately there is one rule that should guide your SAT Reading practice and prep. Using this rule, you will be able to understand the SAT Reading section and eliminate answer choices like never before. This should underlie all of your SAT Reading prep from this point on. The Best Ways To Read The Passage On SAT Reading There is no one right way to read the passages on SAT Reading. This doesn’t mean, however, that some ways aren’t more effective than others. We show you three ways to read the Reading passages and teach you to decide for yourself which way will work best for you. How To Get An 800 On SAT Reading: 10 Strategies From A Perfect Scorer Our ultimate SAT Reading guide covers motivation, study strategies, and more, based on the experience of our resident perfect scorer (and PrepScholar co-founder) Allen Cheng. Use these strategies in your studying to aim for a top score. How To Improve Your Low SAT Reading Score The strategies you’ll need to use if you’re aiming for a 30/40 on the SAT Reading section are not the same as those needed by perfect scorers. If you have a low SAT Reading score and need help getting up to a 30/40 on Reading (or a 600/800 on Evidence-Based Reading and Writing), this article can help. SAT Reading Skills These guides go into detail about major question types on the SAT Reading test. Learn about the skills each question type is testing, get strategies for dealing with these questions, read our walkthroughs of actual SAT Reading questions, and try out some practice questions. Reading Comprehension Skills and Strategies Big Picture Questions You need to be able to separate details from what’s important to find main point or primary purpose of a paragraph, series of paragraphs, or a passage. This involves being able to read a sizeable amount of text and glean from it what’s important. Inference Questions Being able to draw (supported) inferences is the most important skill to have on SAT Reading. You must be able to make logical deductions, based on information in the passage. This means that you’ll need to be able to separate out what â€Å"could be possible, depending on a few things† from what â€Å"is likely true, given the information stated in the passage.† Words in Context: Key SAT Reading and Writing Strategies The most direct way you'll be tested on vocabulary in the SAT Reading section is through questions that ask you to explain the meaning of words in context in the passage. Often, all the answer choices will be correct for a certain definition of the word- it's up to you to figure out which meaning is being used in that particular context. Evidence Support Questions One of the most common types of questions on SAT Reading, Evidence Support questions test your ability to find the answer that best backs up your answer to the previous question. We go over the different ways you'll be tested on your command of evidence, walk you through sample questions, and give you essential tips for mastering this skill. How to Analyze Data Graphics on SAT Reading On the new SAT Reading section, you need be able to interpret graphics and tables as well as passages. Discover what analytical skills you'll need to successfully answer these quantitative questions and how to train for the three to six data analysis questions that appear on every SAT Reading section. Little Picture/Detail Questions Just as important as being able to understand the big picture in SAT Reading passages is being able to locate specific details. For little picture questions on SAT Reading, you'll need to be able hunt down specific information in a passage, whether you're given a line number or not. The examples in this article are not updated for the new SAT, but you can still skim it for general reading tips that are applicable to the new SAT Reading section. Function Questions Other questions on SAT Reading ask you to define not just what a phrase, line, or series of lines says, but what it does, or what effect something like italics or extra quotation marks has on a sentence. These function questions may seem as if they're asking you to read the author's mind, which is a futile endeavor. Find out how to translate questions that seem to require psychic abilities into ones that you can actually answer! The examples in this article are not updated for the new SAT, but the tips are still applicable to the new SAT Reading section. Author Technique Questions Everyone should take a look at author technique questions, even if it’s just to get a look at how these questions are asked. For the completionist SAT Reading studier, we’ve included strategies focused on questions that ask about tone and mood. The examples in this article are not updated for the new SAT,but the tips are still applicable to the new SAT Reading section. Analogy Questions You may have thought that analogy question disappeared entirely from SAT Reading, but au contraire! They are still there, just sneaky (and rare). If you want to make sure you've covered absolutely everything you need to know about SAT Reading, you'll need to learn how to deal with analogy questions in their current form. The examples in this article are not updated for the new SAT,but the tips are still applicable to the new SAT Reading section. Max can be stealthy by Tomi Tapio K, used under CC BY 2.0/Cropped from original. Felinopomorphic representation of the stealth analogy questions on SAT Reading. Special Guides The Vocabulary You Must Know For SAT Reading The skills you need for SAT Reading are pretty different from those developed in your standard high school English literature class, but there is sometimes a little bit of overlap in terminology. If you aren’t fluent in what words like "metaphor," "anecdote," and "irony" mean, you’ll need to learn a few terms. How to Attack Paired Passages on SAT Reading This is the passage type on the SAT Reading section with some of the trickiest questions (because it includes questions that ask about multiple passages). You’ll need to make sure you have the right tools to get the job (of doing well on paired passage questions) done. The examples in this article are not updated for the new SAT, but you can still skim it for general reading tips that are applicable to the new SAT Reading section. How Science/Math People Can Do Well On SAT Reading Do you consistently struggle with your SAT Reading score, even though you do really well on the more concrete Math and Writing sections? Read this article for guidance on how to apply the analytical skills you already have to SAT Reading. Which Question Types Show Up The Most Often On SAT Reading? Not all question types show up on the SAT Reading section with the same frequency. Find out which are the questions you need to invest the most time in preparing for and which you might be able to skip preparing for altogether. 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! SAT Reading Strategies and Tips Now that you understand the SAT Reading section at a deeper level, the next step is to actually apply your knowledge and work on improving your skills. The guides I've linked to below will help you structure your SAT Reading practice and make sure you're prepping in a way that will be reflected on test day. The Best SAT Reading Practice Tests If you're not going to use high quality materials for your SAT Reading practice, you're basically just throwing away your time. We've gathered for you a comprehensive list of all the SAT Reading practice tests out there (including links to free resources) and advice on which are the best and which you should avoid at all costs. Stop Running Out Of Time On SAT Reading Ever run out of time on SAT Reading? You're definitely not alone. Your ability to read quickly and thoroughly under time pressure is one of those skills that is informally tested by SAT Reading. This article has tips for those whose reading pace does not match the frenetic pace necessitated by the SAT Reading section. How to Master SAT Reading Questions: A 5-Step Process Sometimes it's hard to know where exactly to begin with finding the answers to SAT Reading questions- unlike with SAT Math or Writing and Language, there are no equations you can plug numbers into or grammatical rules to refer to. Use the five-step framework outlined in this article as a way to systematize your approach to every SAT Reading question. The Best Way To Practice SAT Reading Hey, you're a busy person. You probably have limited time for test prep (unless you can control time, in which case I have some other questions for you), which means you need to make sure you're going about preparing for the SAT Reading section in as efficient a manner as possible. Create your own SAT Reading action plan using the advice in this article. PrepScholar's Top 4 SAT Reading Strategies It's all very well and good to attack SAT Reading head on, but there is also value in strategy. Use this compilation of our best SAT Reading strategies as a reference during your SAT Reading prep. Find the strategies that work best for you and apply them as needed. 10 Essential SAT Reading Tips In need of some quick fixes you can use to improve your SAT Reading score? This is the article for you. Read through these tips if you're running short on study time and could use a quick score boost. The Best Books To Use For SAT Reading Practice When online resources aren’t always enough, students often turn to books to help with their SAT prep. But which books are the best for SAT Reading? How can you be sure? Be certain you're using the best resources available with our list in hand. Evidence-Based Reading and Writing Overview and Tips On the new SAT, your performance on the Reading and Writing sections is combined into one out-of-800 Evidence-Based Reading and Writing score. Learn what skills are tested across both the Reading and Writing sections and the most effective ways to boost your overall Evidence-Based Reading and Writing score. Vocabulary-Specific Strategies How to Study Vocabulary for the New 2016 SAT Reading The new SAT doesn't have sentence completion questions, but that doesn't mean that you don't need to know advanced vocabulary to answer certain question types. Learn about the ways you'll be tested on vocab meaning and usage on the new SAT with this article. The Best Way To Study Vocabulary for SAT Reading Do you do okay with most Reading question skills, but struggle with words-in-context questions or more complicated passages? This article covers the best way to learn new vocabulary for the SAT Reading test and gives you lists of the most commonly tested words you'll need to know. Using the method laid out in this article, you'll learn more words in less time by focusing on the words that are hard for you. The 262 SAT Vocab Words You Need To Know If you're going to make the time to study vocab for the SAT, you should absolutely study the most frequently-seen words. Use this free resource to guide your SAT Reading practice. Best SAT Reading Vocab Lists On The Web Already powered through our list of 200+ vocab words and looking for more? Go through this guide to get more sources for more SAT Reading vocabulary lists. The Best SAT Vocabulary Practice: Tips and Resources Do you struggle to learn new vocabulary just through brute-force memorization? Explore other ways to get comfortable with unfamiliar words and learn how to apply your increased vocab knowledge successfully on the SAT. What’s Next? Whew. That is a lot of information, but then again, there is a lot of information to process about SAT Reading if you want to do well. And of course, it's not enough to just read all these articles- even for SAT Reading, merely reading does not automatically boost your score. After reading these articles, you have to take the next steps: Go out and forage for high quality materials. First and foremost, this means practicing with real SATs, but it also means making sure you only use the highest quality SAT Reading practice material, like this guide (shameless plug). Diagnose your SAT Reading weaknesses and review your mistakes. Stay motivated. We have some great tips for this in our article on how to achieve a perfect score on the SAT. If all of this seems daunting, it’s worth checking out our SAT test prep platform. 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 of practice 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:

Tuesday, March 3, 2020

The Impact of Race on Childrens Friendships

The Impact of Race on Childrens Friendships In his 1963 â€Å"I Have a Dream† speech† the Rev. Martin Luther King Jr. longed for the day when â€Å"little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.† While in 21st century America, King’s dream is certainly possible, more often than not black children and white children remain strangers thanks to de facto segregation in the nation’s schools and neighborhoods. Even in diverse communities, however, children of color and white children tend not to be close friends. What’s responsible for this trend? Studies reveal that children internalize society’s views on race relations, which has largely given them the idea that it’s best for people to â€Å"stick to their own kind.† The older children get, the more likely they are not to socialize closely with peers of a different race. This paints a relatively bleak picture for the future of race relations, but the good news is that by the time youth reach college they aren’t as quick to rule out people as friends on the basis of race. Why Interracial Friendships Are Important Cross-race friendships have a number of benefits for children, according to a study on the subject published in the Journal of Research on Childhood Education in 2011. â€Å"Researchers find that children who hold interracial friendships tend to have high levels of social competence and self-esteem,† according to study lead Cinzia Pica-Smith. â€Å"They are also socially skilled and tend to have more positive attitudes about racial differences than their peers who do not have interracial friendships. Despite the benefits of interracial friendships, several studies have shown that even young children are more inclined to have intra-racial friendships than interracial ones and that cross-race friendships decrease as children age. â€Å"Children’s Perceptions of Interethnic and Interracial Friendships in a Multiethnic School Context,† Pica-Smith’s study of 103 children- including one group of kindergartners and first graders and another of fourth- and fifth-graders- found that younger children do have a more positive outlook on inter-group friendships than their older peers. In addition, children of color favor cross-racial friendships more than whites do, and girls do more than boys. Due to the positive impact cross-racial friendships have on race relations, Pica-Smith encourages educators to foster such friendships among the children in their classrooms. Kids on Race CNN’s report â€Å"Kids on Race: The Hidden Picture† made it clear that some children hesitate to form cross-race friendships because they’ve picked up cues from society that â€Å"birds of a feather flock together.† Released in March 2012, the online report focused on the friendship patterns of 145 African-American and Caucasian children. One group of study subjects fell between the ages of 6 and 7 years old and a second group fell between the ages of 13 and 14 years old. When shown pictures of a black child and a white child together and asked if the pair could be friends, 49 percent of young children said they could be while just 35 percent of teens said the same. Moreover, young African-American children were far more likely than either young white children or white teens to believe that friendship between the youths in the picture was possible. Black teens, however, were just four percent more likely than white teens to think cross-race friendship between the youths in the picture was possible. This indicates that skepticism about cross-race friendships rises with age. Also of note is that white youths in majority black schools were more likely than whites in majority white schools to view cross-race friendship as possible. Sixty percent of the former youths viewed interracial friendships favorably compared to just 24 percent of the latter. Diversity Doesnt Always Result in Interracial Friendships Attending a large, diverse school doesnt mean that children will be more likely to form cross-race friendships. A University of Michigan study published in the Proceedings of the National Academy of Sciences journal in 2013 found that race is a bigger factor in larger (and typically more diverse) communities. The larger the school, the more racial segregation there is, says sociologist Yu Xie, one of the studys authors. Data on 4,745 students in grades 7-12 during the 1994-95 school year was collected for the study. Xie explained that in smaller communities the number of potential friends is limited, making it more difficult for students to find a person who has the traits they want in a friend and shares their racial background as well. In larger schools, however, its easier to find someone who will meet other criteria for a friend plus be of the same race, Xie says. Race plays a bigger role in a larger community because you can satisfy other criteria, but in a smaller school other factors dominate the decision who is your friend. Interracial Friendships in College While several reports indicate that interracial friendships wane with age, a study published in 2010 in the American Journal of Sociology found that first-year college students â€Å"are more likely to make friends with peers they share a dorm room or major with than they are to befriend those from similar racial backgrounds,† the Houston Chronicle reported. Researchers from Harvard University and the University of California at Los Angeles tracked the Facebook profiles of 1,640 students at an unnamed university to determine how they picked friends. The study suggested students are more likely to become friends with peers they see often, peers from the same state or peers who attended similar types of high schools than they were to become friends with peers who simply shared their same cultural background. â€Å"Race is important in the end,† explained Kevin Lewis, one of the study’s authors, â€Å"but it’s nowhere near as important as we thought.†

Sunday, February 16, 2020


EFFECT OF CHIROPRACTIC CARE ON HEART RATE VARIABILITY AND PAIN - Article Example This seems to be a study of the neurological system. The study is to look at interventions and their impact in two areas. First there is the cardiovascular system and the other is the sensation and intensity of pain in parts of the body. It will be compared with studies that gave results for the cardio vascular system. These two areas are controlled by two different pathways or mechanisms. The research says it seeks to show that the PNS and the SNS are working in an antagonistic relationship. There is already much established authority that considers them to be working in a complimentary relationship. That first position may be relevant in an allopathic mode. It should have no place in a holistic field like chiropractic. Chiropractic considers all the systems to be part of a whole working together. There is a comparison with other studies with results for HRV. There is an unnecessary complication to consider the pain facto in this study. The exception would be if the pain was considered in a specific area of the body. An example would be chest pain. The chest pain should be of a certain type and duration. The pain analysis should be further broken down between those with known conditions and those in the general population. The procedure for collection is reasonable. The results are problematic. First, the T-test is used when the data follows a normal distribution. There seem to be no normal distribution. 70 percent of the patients were taken from the general population. The other thirty percent were participants with known heart conditions. It would have been better to study known patient cases or a general population group. Second, the ANOVA is used to recognize differences in two variables. There are two different variables and two different types of variables. First there is the variable of the two patient groups. That is the regular patients and the patients with the heart