The New Enhanced ACT Writing Test (2016) Complete Guide

The New Enhanced ACT Writing Test (2016) Complete Guide SAT / ACT Prep Online Guides and Tips Did you know that the ACT Writing Test changed dramatically in Fall 2015? You might not, because people haven't talked about it much, but it changed the ACT and possibly standardized testing in general. It's scored based on all of the old ACT's criteria, but also on a number of new concepts. We've written the most comprehensive guide available on the new ACT Writing section. Keep reading to find out how you can prepare for and ace this new test. Because there's a lot to cover, we've divided this article into 3 sections, each exploring a major change in the new ACT Writing assignment: Part 1: Expanded Prompts Part 2: More Open-Ended Assignment Part 3: Redesigned Scoring Criteria Before we dive into this, it's useful to understand why they're changing the ACT Essay section, because this will help you write a better essay. Why Is the Writing Section Changing? One of colleges' biggest complaints about high school graduates is that their writing isn't academic or complex enough. Because the ACT is trying to position itself not only as a college entrance exam but also as a state-mandated graduation benchmark, it's always trying to stay relevant to the modern education system, and the Enhanced ACT Writing Test is a big part of that. ACT, Inc. gives a number of reasons for the changes to the essay assignment. The simplest explanation they give is that it "will allow students to more fully demonstrate their analytical writing ability." Edward R. Colby, a spokesman for ACT, has also commented on the increased complexity of the Enhanced ACT Writing assignment: â€Å"It won’t be ‘this side or that side,’† Mr. Colby said. â€Å"The question will ask students for multiple perspectives and support. It will be a more-complex prompt than what we’re delivering now.† But the real motivations behind the redesigned ACT Writing test are related to broader changes in education. Until recently, each state decided what to teach its students, and many students were graduating from high school totally unprepared for college. So in 2010, the National Governors Association released the Common Core standards in English and math. Forty-four of the fifty U.S. states and the District of Columbia have adopted the Common Core State Standards Initiative. The Grades 11-12 Common Core Writing Standards include references to three very specific types of writing: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence." "Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content." "Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences." As you'll be able to see in the scoring criteria later in the article, these three modes of writing correlate directly to the newly-added columns of writing modes in the ACT's new Writing Competencies Model. Will the Enhanced ACT Writing Test Matter More to Colleges? We don't yet know whether these changes will make the writing test more relevant to colleges, most of which don't require applicants to submit writing scores. But some of those colleges are big, and over 50 percent of high-school seniors are still writing essays when they take the ACT. Ultimately, colleges won't change their policies until the 2015 new ACT Writing test has been administered a few times, to see what the scores end up reflecting. For example, the old ACT essay is generally considered to be a somewhat skewed measure of students' writing ability. It can't test, as the Enhanced ACT Essay claims to, "insight/deeper understanding through thoughtful consideration." The closest it comes to testing "insight" is whether the examples logically support the point being made. It appears, though, that the new version is trying to capture more of the depth and meaning of an essay than has been attempted by standardized tests so far. PART I: Expanded Prompts While ACT, Inc. has only released a few sample prompts for the Enhanced ACT Writing section, we can learn a lot from them. The prompts are longer, more complicated, and cover a broader range of topics than the old prompts did. The topic of the old prompts mostly covered high school and education. They gave a paragraph on the topic and asked only that you "take a position" and support it. Old Prompt Style and Topic Here's the old style of prompt (this is all of it): Rather than concentrating on doing one thing at a time, high school students often divide their attention among several activities, such as watching television and using the computer while doing homework. Some educators believe multitasking is a bad practice when doing homework because they think dividing attention between multiple tasks negatively affects the quality of students' work. Other educators do not believe multitasking is a bad practice when doing homework because they think students accomplish more during their limited free time as a result of multitasking. In your opinion, is it too distracting for high school students to divide their attention among several activities when they are doing homework? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position. As we discuss in our blog post about current ACT Writing prompts, and as is reflected in the prompt above, the old ACT prompts were all about topics related to high schoolers and high school education. And as you'll read next, that is no longer true with the introduction of the Enhanced ACT Writing Test. New Prompt Style and Topics The redesigned ACT Writing prompts are much more complex. They start with a passage about the same length as the old one, shown below. Notice that the prompt does not ask a specific question about the information. The prompt topic below, about the mechanization of the workforce, is a broad and often controversial issue in modern society. As you can see, it has nothing to do with high school or education. Note: in the prompt below, released by the ACT, the emphasis (in italics) of certain key phrases has been added by the editor. Intelligent Machines Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Since this is one of five prompts the ACT has released, we don't know anything about the range of topics they'll be covering. But we can draw some basic conclusions about their scope and structure. The Anatomy of the New ACT Writing Prompt Let's break down the new prompt, sentence by sentence. Sentence 1: General statement about "intelligent, automated machines" providing "goods and services" Sentences 2-4: Three specific examples of robots replacing human workers Sentence 5: Core question, "what is lost when we replace humans with machines?" Sentence 6: Instruction, "[Examine] the implications and meaning of [intelligent machines'] presence in our lives." As you can see, the instruction in Sentence 6 is phrased somewhat abstractly- it just says the topic is "worth examining." But since this is an essay prompt, we know that that sentence is actually telling us what it wants us to do. But that's not all! Added Perspectives, a.k.a. Points of View In addition to the large text prompt above, the Enhanced ACT Writing test gives you three different perspectives on the issue in thepassage: Perspective One What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. Let's simplify the three perspectives: 1) Mechanization is related to and a symbol of perceived modern cultural disintegration (It's bad). 2) The efficiency of mechanization can only benefit humanity (It's good because it's efficient). 3) Mechanization is good because it tests our ideas about humanity (It's good because it challenges us). There's no way to know what the perspectives will be on future redesigned ACT Writing prompts, but it's safe to say that at least one will be positive and at least one will be negative. We'll explain what you're supposed to do with these perspectives below. PART II: More Open-Ended Assignment After the ACT presents you with this heap of information, it finally gives some specific instructions on what it wants you to do. Revised Expanded Instructions and Hints Here's the new 2015 ACT Writing Essay Task. It's safe to assume that this will be the same in every subsequent ACT Writing test. Essay Task Write a unified, coherent essay about the increasing presence of intelligent machines. In your essay, be sure to: clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective develop and support your ideas with reasoning and examples organize your ideas clearly and logically communicate your ideas effectively in standard written English Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. There are a few new important things to note here: you now must not only choose a perspective on the issue (which, to make your life easier, should be one of those given), but also must discuss the relationship between the perspective you choose and at least one of the others. This is significantly more challenging than the amount of analysis you were expected to do in the old ACT Writing test. We'll get more deeply into this in a moment. New: Focus on Planning But wait! There's more! On a second page, the Enhanced ACT Writing Test gives space for planning your essay, and reminders of some things to consider including: Planning Your Essay Your work on these prewriting pages will not be scored. Use the space below and on the back cover to generate ideas and plan your essay. You may wish to consider the following as you think critically about the task: Strengths and weaknesses of the three given perspectives What insights do they offer, and what do they fail to consider? Why might they be persuasive to others, or why might they fail to persuade? Your own knowledge experience and values What is your perspective on this issue, and what are its strengths and weaknesses? How will you support your perspective in your essay? You can see, given the instructions, that there are a lot of elements to consider. It's a lot more open-ended than the old ACT essay. How Has the Assignment Changed? In the old ACT essay, you had 2 jobs: take a position on the topic (and defend it), and address (and disqualify) the opposing perspective to your own. In the Enhanced ACT Writing, you have still have 2 analytical jobs, but the specifics of the jobs have changed. You still have to take a position on the topic (and defend it), but,and this is the most novel part, you also have to discuss the relationship between the perspectives. The ACT gives you space in the essay booklet that's specifically for planning (to emphasize that planning is CRUCIAL to the assignment) and contains ideas for brainstorming support. Unfortunately, the ideas they give are a bit obtuse. Let's translate them into simpler wording: "What insights do they offer, and what do they fail to consider?" = how is each perspective right and wrong? "Why might they be persuasive to others, and how might they fail to persuade?" = why would people agree or disagree with each perspective? "What is your perspective on the issue, and what are its strengths and weaknesses?" = think about the perspective you choose and make sure it's easy to support (which, hopefully, you'd do automatically) "How will you support your perspective?" = the same thing you had to do on the old ACT essay: think of reasons and examples that show the validity of your argument PART III: Redesigned Scoring Criteria The old ACT Writing score criteria were in paragraph form, by score, and not broken down into categories. Let's take a look. The Old ACT Essay Scoring Criteria Score = 6 Essays within this score range demonstrate effective skill in responding to the task. The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. By contrast, the ACT's new "writing competencies model" looks really complicated, but much of it is the same as the old ACT essay requirements. The major categories are still the same- "generate ideas" is the same as "takes a position and supports it" and so on. Let's look at each section; the items in blue boxes are the newly-introduced elements. However, it's not 100% accurate to say that all of these are newly introduced. After the new criteria, we break down what's actually new and how it fits into the simpler, older scoring model. The Redesigned 2015 ACT Essay Scoring Criteria Generate Ideas Develop Ideas Sustain Ideas Organize Ideas Communicate Ideas There's a lot to digest here, so we've created a condensed version of the old ACT scoring criteria on the left and the new additions from the blue boxes above on the right. Old ACT Writing, Score of 6 New ACT Skill Name Enhanced ACT Writing adds... The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Generate ideas (Judgment, Analysis, Narration and Reflection) multiple perspectives articulate insight/depth of understanding situated perspectives (context) Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. Develop Ideas (Develop a Position, Support an Explanation, Give an Account) appeals to emotion/feeling identify and explore relevant underlying assumptions, ideas, or values arrive at insight/deeper understanding through thoughtful consideration A clear focus on the specific issue in the prompt is maintained. Sustain ideas (Focus) Nothing New The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. Organize ideas (Organization) Sequence narrative elements effectively The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. Communicate Ideas (Language Use) Use appropriate voice and tone Use narrative techniques Use descriptive vocabulary Why Are There 3 Columns of Criteria? The old ACT was entirely focused, in its instructions and scoring, on the Persuasive/Argumentative mode of writing. You were supposed to analyze the topic thoughtfully, which is part of the Analytical Expository mode, and you were encouraged to use examples, which requires the Reflective Narrative mode. But only the goals of the Persuasive/Argumentative mode were meant to count toward your score. Like many recent education changes, redesigned ACT Writing scoring is purposely in line with the Common Core state standards, which are meant to improve the U.S.'s competency in relation to the education systems of other countries, and to make sure all students graduate college-ready. These standards are considered more difficult than previous public school standards, and the changes are somewhat controversial in some circles. In any case, the ACT is now including this more complex (and accurate) view of writing competency in their new essay format. Let's get more in depth with these two new modes of writing. Analytical Expository Mode You've probably written plenty of expository papers for high school, but the redesigned ACT Writingis focusing more on the Analytical part of the description. While the old ACT essay (and the SAT essay) scored only the persuasive elements of the essay- whether your arguments logically supported your point- the new scoring system is meant to reward INSIGHT. This is actually a huge revelation for standardized testing, and is not something that can be scored by a computer. Reflective Narrative Mode Really, this could just be called Storytelling. It's supposed to cover any specific examples or personal stories you choose to use to support your thesis. It's the least important of the three modes, both in the ACT essay and in academic writing. We don't need to worry much about these criteria- just give your examples clearly, and try to include all the relevant details. In scoring essays at PrepScholar, we don't find that this is a common problem for students. Which ACT Writing Test Should I Take? Most people will probably tell you that the old ACT Writing test was easier than the Enhanced ACT Writing test, and that you should definitely choose it over the new test if you have a choice. But it's a bit more complicated than that: it may be more accurate to say that the old test is more formulaic, scoring only for logical structure rather than actual insight or ability to analyze multiple viewpoints. If you're the kind of student who writes great essays for English class, or who loves writing well, the redesigned ACT Writing test may be for you. It will take into account analytical skills that aren't part of the old essay, so if you write a really insightful essay for the old test, you won't be rewarded for it. On the redesigned ACT Writing test, you will. Personally, I've always been the kind of person who hates writing to a formula and who wants all my writing to be interesting and insightful. For that reason, I'd choose the new test. How Can I Study for the New ACT Writing Test? Well, since we only have a few prompts, we don't know yet what specific topics you should read up on. But we do know you'll be asked to write about multiple perspectives on common cultural debates, such as nuclear power or government-subsidized health insurance. So you can google "debate topics," choose a few that are appropriate for high schoolers, and prepare your own prompts: just find three different perspectives on the issue, and then use them to perform the Essay Task above. The ACT may be releasing more information before the redesigned Writing test is administered, so stay tuned to the PrepScholar blog to keep yourself in the know! What's Next? If you're researching this topic, you're probably looking to score a pretty high score. Read our guide to how to get a perfect ACT score, written by our 36 ACT scorer. Also, read our guide on how to get a perfect 12 on the ACT Writing section. What's a good ACT score for you? Find out how to get your ACT target score, step by step. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

How to Avoid the Freshman 15

How to Avoid the Freshman 15 The Freshman 15 is one of the things incoming students hear about the most. Legend has it that the average student gains fifteen pounds during their first year in college. Urban myth or not, keep these tips in mind to ensure you eat and stay healthy as you adjust to eating on campus. Walk whenever and wherever you can on campus. Your campus may be big or small, hilly or flat, but regardless: its probably walkable. Do your best to take the long way when you can. Join an intramural sports team. Never played rugby or softball before? Who cares! Intramural sports can be a fun way to learn a new sport, meet people, and stay healthy during your time at school. Use the campus gym. Its most likely free, or very cheap. Make the most of it while you can. Get a workout partner. Not good at always making it to that 8:00 a.m. spin class? Find someone else who is interested in attending on a regular basis, and help hold each other accountable. Choose diet soda instead of regular. You might be surprised at how quickly all of those calories add up! Eat a salad (or a piece of fruit, or a healthy side veggie) with whatever else you grab for dinner. And do it every time. Eat a healthy breakfast. Your mom was right: your day does go better when you eat a good breakfast. Avoid the d onuts and grab some oatmeal to go. Keep healthy snacks in your room. Even if you dont have a fridge in your room, you can still keep pretzels, fruit (dried or fresh), healthy nuts, and energy bars on hand. Dont get dessert every time you eat. True, the dining hall may have unlimited self-serve ice cream, but that doesnt mean you should eat it every night. If youre going to order food late at night, make smart choices. Up late studying with your roommate and want to order pizza? Choose cheese only instead of loading up on toppings. Do something physical every weekend. Go for a run, join a pick-up game, play Ultimate Frisbee with some friends. Just get your body moving. Walk when you go off campus. Are your friends and you heading to a nice, neighborhood restaurant to get away for a while? If you can, try walking as a group instead of hopping in a car. Let yourself splurge every once in a while. Giving in to the self-serve ice cream machine is fine, as is the donut you are craving for breakfast, as long as you dont do it every day. But you do deserve a treat every once in a while! Drink water throughout the day. Do you go for 8 hours straight, from work to class to your club meeting to work again? Bring a water bottle with you to make sure you stay hydrated and healthy. Dont go long periods without eating. Running around all day, only to realize you havent eaten in a long time, isnt good for your body. It also may increase the likelihood that youll eat whats first available, instead of the food and nutrients your body needs. If you know you have a long day coming, pack some snacks ahead of time so your body has the fuel it needs to keep up with that big, college-educated brain of yours.

English Composition Essay Example | Topics and Well Written Essays - 750 words

English Composition - Essay Example ot only mean surfing online research sites or going to the libraries to dig up on records, books, and journals about the chosen topic; it also means talking or doing interviews with the experts on the field that covers the topic to be written about. Persuasive essay is also known as the argument essay because the writer states an argument about the chosen topic of a literary piece. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts (Essay Info, 2007). Topics for this type of essay may vary from a simple question whether a school uniform is still apt to wear these days to a more volatile subject of abortion or death penalty. Persuasive essays are usually written in a way that it can be delivered as speeches. Writing a persuasive essay requires an open-minded writer. For example, the topic is about the fear of the elderly about the new technology such as computers. The writer may make a stand that there is no reason to fear the technical innovations. Apart from preparing for the facts that will support the argument of the essay, the writer should also get ready for objections that the opposition will most likely present. In thinking about the opposition, here are a few questions that the writer should ask: What will they say against my idea? How can I defend my idea against their arguments? Are there any of my points that they can easily attack? Can I see any weak links in the oppositions thinking? (Geocities, 2007). In the topic on the elderly people’s fear of new technology, the opposition will be the elderly themselves and some old-fashioned persons. Every possible points of the opposition should be included in the essay, and the writer must be able to answer and overcome the objections. However, this style may not be applicable to other topics. Hence, experts suggest four steps in planning for a persuasive essay: the writer needs to choose the position or stand on a

Child Physical Performance Participation in Physical Activity Essay

Child Physical Performance Participation in Physical Activity - Essay Example Physical activity habits and preferences are not static but are continually in a state of flux throughout the life cycle. The most substantial changes occur at major passages in peoples lives and these activities are added and deleted as personal and situational factors change over time. There is an inverse relationship between age and physical activity levels. Physical activity patterns peak in childhood, but an incipient decline continues through the life cycle. Relatively active adolescents become increasingly inactive adults. Situational factors specific to adolescence, such as beginning to drive, beginning part-time employment, and disengaging from competitive sports, may be contributory factors to a less vigorous lifestyle. The high attrition rate in organized sports may be partially due to the confluence of averslye or negative experiences. The work-like approach to sports may result in a spillover effect in which not only the sport but all physical activity is perceived negat ively. As athletes are pressured to succeed and spend long hours in repetitive, almost assembly-line type practices, they may be inhibited from developing a positive attitude toward physical activities. Blair (2004, 585) noted that with increasing age, there was an increasing professionalization of attitude toward play. Consequently, as childrens activities evolve from free play to more organized contexts, there is a corresponding transition from an expressive orientation to a more instrumental one. This transition results in an increasing emphasis on winning and defeating an opponent and a decreasing emphasis on playing fair and having fun. This transformation of attitude is most pervasive and pronounced with young men, although young women may be expected to exhibit a similar trend or transition as sporting opportunities continue to unfold. It is thus plausible that the spillover effect and the progressive professionalism of play coupled with the increased

Thw Pathophysiology Of Diabetes Health And Social Care Essay

Thw Pathophysiology Of Diabetes Health And Social Care Essay Millions of people around the world suffer from Diabetes Mellitus. It is a chronic disease in which the body cannot produce enough insulin or the body is resistant or abnormally responds to the insulin being produced. The result of these complications involve the individual becoming hyperglycemic, meaning the sugar in their blood is elevated, which can secondarily lead to more serious health problems. There are different types of Diabetes Mellitus and they include; Type 1-Also known as Insulin Dependent Diabetes and it is suggested that it is an autoimmune disorder. It most commonly affects children and adults (20-40 years old). It also most commonly affects non-hispanic whites, African Americans and Hispanic Americans. The pathophysiology of this type of Diabetes is defined as the pancreas not being able to produce enough insulin that is required for normal body processes. The individuals immune system secretes substances that attack the beta cells of the pancreas, also known as the islets of Langerhans, resulting in little or no insulin being produced. Individuals with Type 1 Diabetes can expect symptoms of polyuria (increased urine), Polydipsia (increased thirst), Polyphagia (increased hunger or eating) weight loss, nausea, blurred vision, fatigue and weakness, muscle cramps, gastrointestinal symptoms and peripheral neuropathy (numbing and tingling in both hands and feet). The second type of Diabetes is Type 2 Diabetes, also known as non-insulin dependent Diabetes or adult onset diabetes. 90-95% of Diabetics have this type of diabetes, 20% of that number coming from the population over 65 years of age. 55% of individuals are obese. The pathophysiology of this type of Diabetes is simply defined as being insulin resistant. Insulin is needed to move blood sugar into the cells where it can be stored for later use. Having type 2 Diabetes makes the fat, muscle cells and liver resistant to insulin, resulting in blood sugar not getting into the cells to be stored fo r energy. This results in the blood glucose level becoming elevated which triggers the pancreas to produce more and more insulin but not enough for the bodys demand. Individuals with Type 2 Diabetes can expect symptoms such as; Blurred vision, fatigue, frequent or slow-healing infections, increased appetite, increased thirst, increased urination and erectile dysfunction. The third type of Diabetes is Gestational Diabetes. This type of Diabetes is only diagnosed during pregnancy. The pathophysiology of Gestational Diabetes is defined as being the body not being able to make or use all of the insulin it needs for pregnancy. It is said that the hormones released from the placenta, block the action of the mothers insulin, resulting in elevated blood sugar. This can be extremely dangerous for mother and baby. The extra blood glucose goes through the placenta, giving the baby high blood glucose levels resulting in the babys pancreas to make extra insulin to get rid of the excess blood glu cose received from the mother. This extra energy will result in being stored as fat, which can lead to macrosomia, or fat baby. The baby can also have low blood glucose levels at birth, which will in turn give them breathing problems. These babies also have a high risk for obesity. Women with gestational diabetes have very few symptoms, but those documented include; excessive weight gain, excessive hunger or thirst, excessive urination or recurrent vaginal infections. The exact causes of Diabetes is still unknown to medical scientists but what is known is that certain factors also known as risk factors may contribute to the disease. These risk factors vary with what type of Diabetes the individual has but some of them coincide with each other. Type 1 Diabetes is is considered an autoimmune disease, which is the cause of 0.3% of type 1 cases. Other risks factors include the individual being genetically susceptible to the disease, having a poor diet or being malnourished, and the environment in which the individual lives that may give off a virus that affects the pancreas. With Type 2 Diabetes, genetics also play a big role as with Type 1 Diabetes. The offspring is more likely to develop Diabetes if the mother had diabetes, and 2 to 3% of offspring will develop diabetes from their father is diabetic. If both parents are diabetics, the risk is much greater. Other risk factors include, age-80% of all cases occur after the age of 50, poor diet, as with type 1, obesity and fat distribution-having excess body fat over 30% will result in increased insulin resistance, sedentary lifestyle, stress, certain drugs-clozapine, olanzapine, risperidone, quetiapine and ziprasidone, infection-such as strephylococci, sex-more common in women especially those with a history of multiple pregnancies and those suffering from Polycystic Ovarian Syndrome, Hypertension, and high triglycerides and cholesterol levels-which lead to high blood sugars. There are many consequences for the individual that poorly controls their Diabetes and these consequences are generally the same for both types of Diabetes. Individuals that have had Diabetes for 10 to 15 years are at risk for eye problems such as Retinopathy-which is damage to the small blood vessels and nerve endings that are responsible for vision. Large blood glucose levels can also cause blurred vision, and difficulty in focusing. Cataracts are also more likely to occur in elderly person with Diabetes. Other consequences include kidney problems known as Nephropathy. The kidney filters waste products from our bodies and expels this waste into the urine. If blood sugar is elevated, increased glucose is filtering through the kidneys, which will in time, cause kidney damage which will require dialysis or kidney transplantation. Screening for this complication is recommended 2 years after diagnosis of diabetes in adolescents and 5 years in individuals diagnosed with diabetes after pu berty. Nerve problems such as Neuropathy (nerve damage) are also cause for concern in those with Diabetes. Symptoms of this complication include; numbness or feelings of pins and needles in the extremities. It is not typically found in young people but can arise with poor control of Diabetes. If neuropathy is found in the early stages, it can be reversed with improved Diabetes control. Vascular Disease is another complication arising from poorly controlled Diabetes. This complication can be very serious because it can lead to heart attacks and strokes due to the narrowing or blockages of the large blood vessels. Those individuals with secondary diseases such as untreated high blood pressure and high cholesterol levels or those who smoke are at greater risk for this type of complication. Foot problems, due to decreased blood flow or nerve problems are also possible complications. Although children and adolescents generally do not get this complication, it is always advised that they protect their feet from injury. Plantar warts, calluses, corns and in grown toe nails will be slower to heal with the high sugar environment so proper care of these issues is important to prevent more further damage. Aside from complications that can arise from poorly controlled diabetes, there are other medical conditions that are at higher risk with the individual has diabetes and those include thyroid problems, such as hypothyroidism and hyperthyroidism, and coeliac disease-which is an autoimmune condition in which the body forms antibodies against the protein gluten, which can be found in rye, oats, barley and wheat. Many medications are used for the treatment of Diabetes I and II. Everyone with Type 1 Diabetes and some with Type 2 Diabetes must take Insulin to control their diabetes if diet and exercise is not effective. Insulin cannot be taken in a pill form because the stomach enzymes break it down, so most people inject it or use an insulin pump. The most commonly used form of insulin is the synthetic human insulin, which is chemically identical to human insulin. The only problem with this type of insulin is that it doesnt mimic the way natural insulin is secreted, but there are newer types of insulin called insulin analogs that more closely resembles the way natural insulin acts in the body. The medications used for the management of type 2 diabetes include; Sulfonylurea drugs-which stimulate the pancreas to produce and release more insulin, Meglitinides- which work like the Sulfonylureas, but the patient is less likely to develop low blood sugar and they work quickly and results fade rapidl y, Biguanides-which inhibits the production and release of glucose from the liver, which means you need less insulin to transport blood sugar into your cells, Alpha-Glucosidase inhibitors-which block the action of enzymes in your digestive tract that break down carbohydrates. This means blood is absorbed into your bloodstream more slowly, which helps prevent the rapid rise in blood sugar that usually occurs right after a meal. Thiazolidinediones- This drug makes your body tissues more sensitive to insulin and keep your liver from overproducing glucose. Drug Combinations- Which is a combination of these drugs which will control the individuals blood sugar in several different ways. Nutrition plays a big part of Diabetes and may even cure Type 2 diabetes. Any food you eat will raise your blood sugar with its highest peak 1 to 2 hours after you eat, and how much you eat, and the time of day can have an impact on how high it is. Many people think that is order to control diabetes, you have to follow the diabetes diet which includes boring and bland foods but that is only a myth. In order to control diabetes, fruits (because fruits contain sugar fructose, which does not need insulin for its metabolism and well tolerated for diabetics), vegetables (raw vegetables should be taken liberally because they stimulate and increase insulin production), whole grains, foods that are high in nutrition and low in fat and calories, fewer animal products (increases the toxemic condition underlying the diabetic state and reduce the sugar tolerance) and fewer sweets is what needs to be implemented. It is also important to eat 4 to 5 small meals a day instead of 3 to keep your blood sugar balanced so its not low at some points and sky rocketing others. It is also suggested that caffeine products such as coffee, cocoa, and tea be avoided because of their adverse influence on the digestive tract. Other foods that should be avoided are white flour products, sugar, tinned fruits, sweets, chocolates, pastries, pies, puddings, refined cereals and alcoholic drinks. Finally, the do-good foods that every diabetic should be eating include; celery, cucumbers, beans, onion, and garlic. Eating a nutritious diet is the first step in controlling your diabetes. Exercise is good for everyone but it is especially important for diabetics to partake in some form of exercise most days. Exercise improves your bodys use of insulin, burns excess body fat, helping to decrease and control weight-(improved insulin sensitivity), improves muscle strength, increases bone density and strength, lowers blood pressure lowers LDLs and increases HDLs, improves circulation, increases energy level and reduces stress. It is important to see a doctor before you start an exercise regimen but once an individual gets the free and clear, 30 minutes of aerobic exercise such as walking, hiking, jogging, biking, tennis, cross-country skiing and swimming or good choices. When exercising the body needs extra energy in the form of glucose for exercising the muscles so with exercise, the liver can release stored glucose, and the muscles can take up glucose at almost 20 times the normal rate, which lowers blood sugar levels. It is important for the individual to not overdo it though because strenuous exercise can actually have the opposite affect and increase blood sugar levels because the body recognizes intense exercise as stress and releases stress hormones that tell your body to increase available sugar to fuel your muscle. If this happens, insulin will be needed after the workout. As long as the individual follows a safe exercise routine, diabetes can be controlled and with along with a correct diet, may even be cured. A discharge teaching plan for diabetes mellitus includes; advising the patient on the importance of an individualized meal plan by reducing carbohydrates and stressing that fad diets are not recommended and can make the condition worse, discuss the goals of dietary therapy for the patient, and if the patient is obese, setting a goal of 10% of patients body weight over several months to reduce blood sugar. Explain the importance of exercise in maintaining and reducing body weight and lowering blood sugar, demonstrate and thoroughly explain the procedure for insulin self-injection and ask them to re-demonstrate it to you to show understanding and review dosage and time of injections in relation to meals, activity, and bedtime based on insulin regimen. Teach patient how important it is to test blood sugar before meals to avoid hypoglycemia and after meals to avoid hyperglycemia and teach them how to correctly monitor blood sugar and ask them to re-demonstrate it to you to insure accurac y. Explain the symptoms to look for when possible complications of the disease arise. Encourage patient to wear an identification bracelet in the case that the patient is unable to speak and needs medical treatment. Teach the family or caregiver the same information to ensure competency. Provide emotional support for the patient and the family. Diabetes is a rapidly growing disease that everyone needs to be aware so everyone can work together to bring it to an end. Although some cases will never be eliminated, education, diligence and hard work will reduce the amount of people that have it or are diagnosed with it and the complications will be decreased. Without that, the numbers will continue to increase.

The BCS system versus the playoff system

The NCAA division 1-A football is different from the rest of the sports in that it uses the BCS system to determine its champions instead of the normal playoff system. The BCS includes a polling system to determine the two best teams in the country, who then play against each other at a bowl game and the team that wins becomes the overall national champion. It has been said to be a very complicated formula and less preferred than the play off system.Supporters of the adoption of a playoff system in the ongoing debate argue that the BCS system is making the football fans to miss the high level of excitement that is normally there in other tournaments. Others say that the true champion can only be determined in the field, so the BCS system should be denounced. This is a well put phrase, in that out of the possible 28 games, only one game counts. If a play off system was adopted, then the fans would have 16 team playoff matches to watch, which is obviously much more exciting compared to watching just one determining game.(Bruce Varnadore, Will College football ever have a playoff? ) The BCS system was modified in 2004 and some champion determinants such as the records set by the team, how strong their schedule is and numbers of their wins were eliminated. The new system then included polling, where the coaches and the Associated Press writers were required to vote in order to determine the champions. This means that the voter’s influence on who the champions should be in the current system is two-thirds, compared to that of the old system which was only a quarter, which makes the situation even worse than before.(James Alder, About. com). The National Council of Athletic Association should adopt the playoff instead of the BCS system that is still in use. It does not seem to understand that the best and most legitimate manner that a champion can be crowned is through establishing a playoff system. They may say that the BCS is a far much better way to look fo r a champion among American colleges, but the truth of the matter is that it is not. I believe that a champion should defend his title at the pitch through the action he shows, not by being voted in.This would not only create a lot of excitement for the fans, but it would also give more meaning and gusto to the beginning of the year. Arguments for the playoff. The playoff system would generate as much money as the BSC system. The estimated cash in flows are estimated to be between three to four hundred million dollars, and if this money was distributed fairly among all division 1-A schools, then each school could get approximately 2. 5 million dollars every season. (Bruce Varnadore, will college football ever have a playoff?) Deserving teams that have good players and who’ve got game are denied the chance to be in the competition for the national championship title. Such teams as the BYU, a non conference team, are not given an equal chance and are therefore left out. This is not only a waste of talent, but is also shows unfairness. The playoff system would establish who the champion is through a one on one competition among all the teams. This is the much preferred bowl among many football fans. A recent opinion poll showed that most people prefer the playoff system than the BSC system.The results were such that 82 percent of the respondents would love to see a change in the current bowl games system, BSC to a playoff. The playoff system has also been favored because it would at least minimize the doubts concerning who the national champions should be even if it would not completely eliminate them. The play off system would work out just as fine as it does in the other season's games. Those in favor of the BSC system have said that the playoff would take a longer season and student players would not have enough time to concentrate on their academic work.However, this is not true because the division 1-AA applies a 16 team playoff system, and most times finishes ten days to the New Year, much earlier than the division 1-A games. It would also be much easier to implement the aforementioned system just as the NCAA implemented the BSC system. Arguments against the BSC system. Firstly, the basis on which a national champion is selected is unfair because it is based on statistics of people’s preference and personal opinion instead on the performance in the pitch.Secondly, there have always been controversies on who the real winner should have been had the game not been judged on the polls, but on action performance. Thirdly, just a single off game can cause the team to be eliminated from the championship contention, and finally, the minor non-BSC conference teams are often disadvantaged because they never get the chance to contend at the championship games. These are just but a few of the many shortcomings of the BSC system that make the fans of the game wonder why the NCAA won’t just adopt the playoff system.(James Alder , About. com). I think its time that the NCAA woke up, realize that this is the 21st century and bring a lot more excitement to the field. The empty seats at many of the bowl games should be enough indicators to them. Moreover, the idea of â€Å"preserving the culture and the integrity of bowl games† has been labeled as a lame excuse to avoid implementing the playoff system. They need to know that football fans deserve the kind of action there used to be just a few years ago, from Rose, Sugar and Gator to the big games at Orange bowl.(Gilbert Don, College bowls on road to nowhere. ) Works Cited 1) Alder. J. BCS vs. Playoff System, 1/5/2006. About. com, Retrieved 1/15/2009 http://football. about. com/od/bowlchampionship/i/bcsvsplayoffs. htm 2) Gilbert Don, College bowls on road to nowhere, January 4th 2009, HOF blog, Retrieved 1/16/2009: http://blog. hofmag. com/2009/01/04/college-bowls-on-road-to-nowhere/ 3) Varnadore Bruce, will college football ever have a playoff? 2003, Co llege football, Retrieved 1/16/2009: http://iml. jou. ufl. edu/projects/Spring03/Varnadore/index. htm

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