Facility & Equipment Injuries Essay Example | Topics and Well Written Essays - 250 words

Facility & Equipment Injuries - Essay Example Backboard cables can be any hazard for injury. Dunking is a frequent occurrence in the game of basketball. Therefore use of poorly constructed rims that do not break on hard impact pose risk to the hands of basketball players (Borkowski, 2004). Improperly designed basketball rims can also be a hazard for basketball players, when they dunk the basketball (Kidman & Hanrahan, 2004). Debris, or dirt, or playing floors and missing or raised floor plates can also cause injuries to players (Borkowski, 2004). To prevent injuries from collusions with objects outside the playing area, I will create buffer zones providing a minimum of three feet space from the playing area; preferably I would like to have buffer zones of ten feet. I will regularly check the backboard cables to ensure that they do pose any hazard to the players. I will report any faulty rims and backboards to the authorities, and will not allow the players to use them till they are replaced. I will regularly ensure that dirt, debris, and wet spots from the playing floors. In the case of raised floor plates I will report it to the authorities, and the relevant playing area will not be used till the defects are addressed. In this manner I hope to reduce injuries to basket ball players from facilities and equipment (Borkowski,

Money should be the primary consideration in the selection of one’s career Essay Example for Free

Money should be the primary consideration in the selection of one’s career Essay Young people generally start thinking about their future career when they are still at school, by making the right choice of subjects to study. What the financial package of their dream career is may not be important at that stage, but it certainly becomes a relevant consideration later on. However, how important this consideration is varies from one person to another. On the one hand, financial gain is definitely a factor one should consider when choosing a career. There is no denying that the salary is one of the top priorities when people start looking for a job. Most people start to take on the responsibility for the cost of living when they leave school, and it is of great importance to find a job with a higher salary, even though working hours might be longer than in other occupations. Moreover, these positions may have numerous potentials, such as a chance for promotion, training opportunity, a good work environment, and reputation. Having money also helps one gain his independence, for instance, maintaining a family, buying a house, paying rent, travelling around the world. Money is also necessary to buy basic utilities such as food and water, and it also aids to secure your home from theft. On the other hand, many people do not, and should not, focus on this factor as the main one. Salaries should not be the most important factor in choosing a career. People may neglect many other things that are worth to pursue in ones life if they consider money to be the most important factor in choosing a career. In fact, many people choose to fulfil their life goals and give up the job opportunity with the highest salary. For one thing, being engaged with the job you love can let you work in a pleasurable atmosphere in order to enhance your work efficiency. People can gain more satisfaction once they achieve their goals. Not only that, but focusing primarily on money when selecting a career ignores the concept that making money is not the reason most of us get jobs, but rather a means of obtaining material goods and services and of achieving important goals, such as providing security for oneself and one’s family, lifelong learning, freedom to travel or to pursue hobbies. Acknowledging the distinction, one may select a career on the basis of money, since more money can buy more goods and services as well as the security, freedom, and time to enjoy them. It does not mean that everybody should regard it as the most important factor in life. After all, money is just a way satisfy our basic life needs. All in all, I think the best career choice is the combination of personal interests and financial benefits. If people choose a career that they do not like, they may be impatient when they are at work. Only in doing what they like or have interests in, can people improve their working productivity and performance.

Human Concepts of Aging :: Sociology Age Agism Stereotype

In this essay about aging, I will focus not only on the stereotypical view of what aging can mean to most, but also the broader focus on the many ways aging can be defined. The essay will look at what aging means to different cultures and historical periods and take a broad overview of the concept from different perspectives. Moreover it will also discuss social factors relating to aging. It will show the significant changes of aging historically and various underlying factors as to the changes. Finally, I will discuss what the changes suggest for our future. What does the concept of aging mean? Aging is defined into a definition as "Changes that significantly decrease the probability of survival caused by processes within the individual that are universal, inevitable and irreversible" (Schulz & Ewen, 1993 p. 5). However it is a narrow definition of what aging means as there is not one person who would define aging in the same manner. Most of what we think and know about aging are opinions that reflects the stereotyped and exaggerated attitudes about decline and fall that are so common in the western culture. Even though it can be defined in biological terms aging also has another perspective, an entirely social construction and the way we perceive age varies from culture to culture and from one historical period to another (Coleman & O' Hanlon, 2004). Defining what is old to oneself depends on who we are and our own social position. According to the NSW Department 1989 Report of the Healthy Older People Project, age is defined differently according to the individual. For example a medical professional would state post-menopausal women and retired men as being old. To a fifteen-year-old, parents, grandparents and 30 year olds would be seen as old, and sick elderly people are viewed as older than healthy older people. This shows that there is not one ideal for what old and age is supposed to mean. Since 1900 life expectancy at birth has increased by more than 20 years for females and males. This therefore has influenced our definitions of old age. NSW Health Department (1989) categorised old into groups. Group one `young old' 60 years and over. Group two ` Old old' 75 years to 84 years and group three, the oldest, being 85 years and over. Moreover although old can be defined to Australians somewhat differently depending on the individual it also can't be forgotten that our Australian Indigenous population vary what old age is once again.

Challenging Behavior

Challenging Behavior Case Study Essay Module 1 essay submitted by Charles LaRocca Under the IDEA act, there is a greater responsibility to provide a positive learning environment for all students not just those with disabilities. IDEA is the vehicle that drives special education policies and procedures throughout the nation. Before IDEA, there was a very myopic view for teaching students with disabilities. In the past special education teachers provided instruction to their students in the classroom with little or no input from other teachers. Today, students with disabilities are more inclusive in the general curriculum and their education is a cooperative collaborative effort. In almost any public school today, you will observe the special education teacher sitting in the general education teachers classroom (CC) collaborating and engaging with their students. The teacher’s expanded role because of IDEA to ensure a conducive environment for learning for all students is evident in the case study challenging behavior. My first impression is that Ms. Allison has other special education students in her room since she has a teaching assistant. I mention this only to further illustrate that general education teachers have an increasing role as members of IEP teams in the collaboration process. In the case study, the teacher, Ms. Allison has identified Leonard’s challenging behavior which is the first step before a functional behavioral assessment can be implemented. By simply moving his seat to the back of the room will not do any good in effectively intervening or preventing his behavior. The teacher has taken the next step in her referral by listing in concrete and clear terms examples of Leonard’s challenging behavior. She has collected data as to when it occurs by observing his behavior in different settings and during different types of activities. The teacher has collected enough data to form the opinion that Leonard’s challenging behavior is a result of ADHD. She has demonstrated that is behavior is affecting his learning and is interfering with the learning of his/her peers. In this case study, all of the IDEA rights and requirements are met for an IEP team to begin to devise a plan for conducting a functional behavioral assessment. The team must explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers (614 (d)(3)(b)(I); The fact that Leonard’s parents refuse testing and refuse the consent for special education services means that he is subject to the same disciplinary actions as those who receive no special services. He has no IEP, therefore he would not be protected under the IDEA act that addresses any disciplinary actions by school personnel. In response to certain disciplinary actions by school personnel, the IEP team must within 10 days, meet to formulate a functional behavioral assessment plan to collect data for developing a behavior intervention plan, or if a behavior intervention plan already exists, the team must review and revise it (as necessary), to ensure that it addresses the behavior upon which disciplinary action is predicated (615)(k)(1)(b). In this case the role of the parent and their consent is an important part of the IEP team by refusing to sign the child will receive no services. However, if the school district wants to go to due process in over -turning the parent’s decision they may do so but in my opinion that is not very likely unless they can prove his behavior is a threat to himself and to others. Challenging Behavior Challenging Behavior Case Study Essay Module 1 essay submitted by Charles LaRocca Under the IDEA act, there is a greater responsibility to provide a positive learning environment for all students not just those with disabilities. IDEA is the vehicle that drives special education policies and procedures throughout the nation. Before IDEA, there was a very myopic view for teaching students with disabilities. In the past special education teachers provided instruction to their students in the classroom with little or no input from other teachers. Today, students with disabilities are more inclusive in the general curriculum and their education is a cooperative collaborative effort. In almost any public school today, you will observe the special education teacher sitting in the general education teachers classroom (CC) collaborating and engaging with their students. The teacher’s expanded role because of IDEA to ensure a conducive environment for learning for all students is evident in the case study challenging behavior. My first impression is that Ms. Allison has other special education students in her room since she has a teaching assistant. I mention this only to further illustrate that general education teachers have an increasing role as members of IEP teams in the collaboration process. In the case study, the teacher, Ms. Allison has identified Leonard’s challenging behavior which is the first step before a functional behavioral assessment can be implemented. By simply moving his seat to the back of the room will not do any good in effectively intervening or preventing his behavior. The teacher has taken the next step in her referral by listing in concrete and clear terms examples of Leonard’s challenging behavior. She has collected data as to when it occurs by observing his behavior in different settings and during different types of activities. The teacher has collected enough data to form the opinion that Leonard’s challenging behavior is a result of ADHD. She has demonstrated that is behavior is affecting his learning and is interfering with the learning of his/her peers. In this case study, all of the IDEA rights and requirements are met for an IEP team to begin to devise a plan for conducting a functional behavioral assessment. The team must explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers (614 (d)(3)(b)(I); The fact that Leonard’s parents refuse testing and refuse the consent for special education services means that he is subject to the same disciplinary actions as those who receive no special services. He has no IEP, therefore he would not be protected under the IDEA act that addresses any disciplinary actions by school personnel. In response to certain disciplinary actions by school personnel, the IEP team must within 10 days, meet to formulate a functional behavioral assessment plan to collect data for developing a behavior intervention plan, or if a behavior intervention plan already exists, the team must review and revise it (as necessary), to ensure that it addresses the behavior upon which disciplinary action is predicated (615)(k)(1)(b). In this case the role of the parent and their consent is an important part of the IEP team by refusing to sign the child will receive no services. However, if the school district wants to go to due process in over -turning the parent’s decision they may do so but in my opinion that is not very likely unless they can prove his behavior is a threat to himself and to others.

Ethics of Welfare and Government Assistance

Patrick Cassidy PHL 215 3/23/10 Ethics of Welfare and Government Assistance When the topic of welfare is brought into an ethical discussion most individuals would surely see it as an ethical act that genuinely helps those in need. This is true to an extent, but is it possible that welfare does more harm than good? Most would argue that the hand out of money to those less fortunate is being socially responsible. The question that drives this ethical issue is where does social responsibility end and personal responsibility pick up? This question is difficult to answer because every family in need is in a different situation. Government benefits are supposed to be used as a crutch for families to get back on their feet, but about twenty percent of all families receiving welfare stay on the program for more than five years. {text:bibliography-mark} This is the base of ethical issues surrounding government assistance and social responsibility for the needy. Many individuals believe that receiving a government hand-out allows people to become satisfied with being on welfare. If programs like food stamps and welfare aren’t effective, they are essentially a black hole for the tax dollars of working Americans. There is no denying the fact that there are needy families out there who are so impoverished that they need aid, but it is nearly impossible to separate the abusers from the desperate. It is for this reason many arguments can be made for both sides of government assistance. The most common question is, how far should a government’s social responsibility stretch? The issuing of government benefits derived from tax dollars is a strong ethical dilemma that has both social and economical repercussions. text:bibliography-mark} The first way to look at this problem from an ethical and moral point of view would be from the psychological egoist perspective. An egoist is a person who believes all that matters in moral issues are the elements that deal with self. They are believers that all people’s decisions in life are based on selfishnes s. Therefore, if welfare were a charity, rather than a government run program, the psychological egoists of the world probably would most likely not contribute. On the other side of the coin, psychological egoism would suggest that all people who qualify for government benefits would try to collect these benefits. That is where psychological egoism falls short of defining exactly how humans behave. Social stigmas associated with government assistance keeps some individuals from applying. This shows that selfishness takes a backseat to pride and dignity when placed against these moral values. The real problem with government programs like welfare, food stamps, and free lunch is that the line between assistance and benefits is very dull. For example, a man who makes enough money to support his family may still qualify for welfare. If the person solely spends their welfare checks on alcohol, cigarettes, and gambling is it really helping them prosper? The reality is that every person has different tolerance for assistance. Welfare that may feel like warranted assistance for one family could be seen as excess unearned benefits for a different family. That is where the psychological egoism perspective of all actions being driven by self-interest falls apart. It also does not hold up against thoughts of compassion. If all people lacked compassion in their actions the United States government would have never been able to pass a bill to create welfare and other tax-dollar funded assistance programs. {text:bibliography-mark} There is another ethical theory that is based on people acting on self-interest, it is titled ethical egoism. There are three different types of ethical egoism; however, only two are actual theories on moral behaviors. The first is Individual ethical egoism. Individual ethical egoists believe that they should only act in self-interest, and that other around them should act out of their self-interest as well. This is the definition of being completely selfish, not only are you only looking out for yourself, but you expect others to help you along the way as well. In regards to government assistance, these people would likely complain about paying taxes for these programs, but also are very likely to want to use and abuse them. Another type of ethical egoism that exists is called universal ethical egoism. The main belief behind universal egoism remains the same as that of individual egoism; individuals should only act out of their own self-interest. Where these two types of egoism differ is that universal egoism suggests that all people should act in a selfish manner, removing all altruistic acts from society. If this type of egoism really described the actions of all people, it is likely most people would favor the individual egoism theory, for they would desire to have everybody acting for their personal interests. Both of these types of egoism don’t give a realistic grasp of the American society when dealing with government assistance. These egoists would surely all desire government benefits, but they would have no desire to give back to the community. If everybody were solely out for themselves, there would be no government assistance because working tax-payers would refuse to fund such a thing. Therefore those that believe in egoism are likely against government assistance programs, but are happy to reap the benefits if they qualify. The essential opposite to egoism is known as utilitarianism. Utilitarianism is based on the idea of morality revolving around creating the most good for the most people. When it comes to decision making surrounding utilitarianism actions are based on the consequences that will ensue from the action. When this type of thinking is applied to the government assistance problem, utilitarian’s would surely side with providing those in need with as much as possible. This is a difficult position, because the abusers of these programs are still going to be allowed to collect, but if allowing these programs to operate helps the most people, then utilitarian’s will be supportive of them. This theory on moral behavior is most definitely not an accurate representation of how society actually treats the poor and needy. Most people would only like to assist individuals if they are positive that they are desperate. The thought of people abusing the system drives many people to criticize it. People are greedy, and want to make sure all their money is being spent the way they desire. Therefore, the amount of people who support utilitarianism is the reason that these government assistance programs have been established. Greed and egoism are the reason that these programs are dysfunctional in many ways. {text:bibliography-mark} Who is at fault for those who require assistance? The egoists would argue that if one acts solely on self-interest and still comes up empty, they have to sleep on the bed they have made. Utilitarianism argues the complete opposite; all people as humanity are responsible for helping out each other. Since greed and materialism dominates American culture, it would be safe to say the egoists are winning this battle. Furthermore, by allowing abuse of government assistance programs it only advances the egotistical belief that the world is every man for themselves and to take all benefits possible. This is what drives most complaints within the system, the government not doing a good enough job of regulating these assistance programs. The issuing of government assistance is an ethical issued because it deals with multiple different opinions on the matter all based on morals. People who believe that every family should have to earn everthing they receive are basing this reasoning off egoism. Those who feel that it is the duty of society to help those in need are basing their reasoning off of utilitarianism. The issues that most people bring up within the government assistance programs are that they are not managed and policed well enough. This is not a moral issue; rather just issues of the government not doing all it can to make sure the right people are receiving assistance. Another reason that people have a large problem with assistance is because the government is in charge of it, and some people will go against anything that is government run. For these people there is no purpose in reasoning, they simply believe the government is out to get us all. The main reason people have such strong opinions on this matter is because those who work likely envision portions of their check being mailed to people who don’t even attempt to land a job. This is what creates the social stigma associated with government assistance. In this day and age a country as prominent and developed as the United States must look out for their impoverished population. The assistance programs offered may not have all the kinks worked out and may not be well liked by everybody, but there is no denying that these programs are helping more than they are hurting. Works Cited

Drug Use essays

Drug Use essays Should Society have the right to prohibit drug use? Why would the government care if you use drugs? Is it because drugs can be harmful to your heath? But what does the government care about your heath for. Shouldnt your health be your business and not the governments? These are some of the many questions people have asked throughout history. I think the government should be allowed to prohibit drug use. There are many reasons that it should be allowed to but the most important one is because drugs have always led to violence and crime. Many people have argued that if they legalized drugs that there wouldnt be anyone breaking the law because drugs were legal. But it has been known that heavy drug users sometimes need their drug so badly, that they will do anything to have it, leading back to crime. But what about alcohol? Alcohol is bad for you and can make people violent. So how come alcohol is legal? The reason alcohol is probably legal is because it is considered a lighter drug. So if alcohol is legal because it is a lighter drug, then why not legalizes marijuana? I think the main reason that marijuana is not legal is because there has been so much effort in the war against marijuana that they will never legalize it. Another reason they wont legalize it is because marijuana is considered a gate-way drug, which will only lead to more serious drugs. So in the end, the government seems to be right on top of keeping us healthy and smart about drugs. Although many people will continue use illegal drugs behind the governments back probably until the end of time. ...

ACT Test Dates Study Plan for Summer Before Senior Year

5-Step SAT/ACT Test Dates Study Plan for Summer Before Senior Year SAT / ACT Prep Online Guides and Tips Your senior year is coming up, and you’re ready to blow those standardized tests out of the water once and for all. It’s time to figure out the best study plan for you that still leaves time for summer jobs, shameful levels of ice cream consumption, and acquiring incomprehensible tan lines. Follow these five steps to make the most of your summer studying before your SAT or ACT test date! Step 1: Determine Your Goal The first step in creating a study plan is knowing how much you need to improve.You can calculate your target scores for both the SAT and ACT based on your college admission goals. Google your college of choice and â€Å"SAT scores† or â€Å"ACT scores† to find the score range of the middle 50 percent of admitted applicants - in other words, a 25th percentile score and a 75th percentile score. Aim for the 75th percentile score (a better score than 75 percent of admitted applicants) to give yourself the best chance of being admitted. Then, take a practice test to see where you stand score-wise, or,if you’ve already taken the SAT or ACT at least once (hopefully you have!), you can use that score to judge how much you need to improve.Here are some links to free practice tests for the SAT and ACT if you feel you’ve improved significantly since the last time you took the tests and need to get a new baseline score. Step 2: Figure Out How Many Hours You Need to Study Now that you know your baseline and target scores, you can use the difference between them to estimate the number of hours you’ll need to study to achieve your goals by the time of your SAT/ACT test date. Here’s an estimated breakdown of point improvement per number of study hours for the SAT: 0-30 SAT Composite Point Improvement: 10 hours30-70 Point Improvement: 20 hours70-130 Point Improvement: 40 hours130-200 Point Improvement: 80 hours200-330 Point Improvement: 150 hours+ And here’s the same infofor the ACT: 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACT Point Improvement: 40 hours4-6 ACT Point Improvement: 80 hours6-9 ACT Point Improvement: 150 hours+ Remember, these are rough estimates, which means they’re not necessarily going to apply to everyone. That’s why the next step is about adjusting thenumber of summer-studying hours to meet your specific needs. Step 3: Factor in Your Study Habits and Learning Style You now have a rough idea of how many hours you’ll need to put in, but you might need to study for more or less time based on how you process information and how focused you are. Here are some factors that might lead you to add or subtract study hours from your plan. You’ll Need to Study for More Time If ... You get distracted easily - If you have trouble focusing, you probably aren't getting as much out of your study time. Make sure you study in a quiet place with your phone turned off. If you find you can't focus on studying for hours at a time, stagger your time throughout each week rather than studying in big chunks. You struggle with running out of time on the test - The more comfortable you are with the test questions and their structure, the less stressed you'll be about time. You're less likely to psych yourself out if you've studied enough to feel comfortable with the test material. You take a while to learn from your mistakes - On standardized tests it can be difficult to accumulate knowledge about your mistakes and apply it to future scenarios. If you have particular difficulty with identifying and understanding your mistakes, you may need more study time. You've already studied a lot without much score improvement - In this case, it might be time to change study tactics and commit to more hours. Reevaluate how you've been studying. If you're just taking a bunch of practice tests and not really investigating your incorrect answers, you probably won't see much of an improvement in your scores. You’ll Need to Study for Less Time If ... You are a super focused studier- If you really get in the zone when you study, you might not need to set aside as much time. You don’t have difficulty finishing the sections with time to spare- Since you're comfortable enough with the questions to get through them all, you've already conquered one of the most troublesome aspects of the test. You learn from your mistakes right away - If all it takes for you to learn the right way to answer a question is to answer it wrong once, you probably don't need as much study time as the average person. You are new to the test- This one’s unlikely if you’re coming up on senior year, but even if you just haven’t studied a lot up to this point, it will be easier for you to make improvements quickly. Remember that literal osmosis is not a viable studying technique. Step 4: Spread Out Your Estimated Hours Based on Summer Plans and Summer and Fall Test Dates Now for the actual plan - you know approximately how many hours you need to study, but how will you fit them into your schedule? If you’re planning to take the SAT or ACT on the first test dates in the fall, you have until October 5, 2019, for the SAT and September 8, 2019, for the ACT. If you want to take a test at the end of the summer, the SAT is now also offered at the end of August (August 24, 2019), while the ACT is offered in the summer on July 13, 2019(except in CA and NY). Note that the tests are held at roughly the same time every year, so these dates should still be good benchmarks if you’re reading this later. From the start of the summer you’re looking at aboutthree months of study time, with a little extra time once the school year starts up again.It's a good idea to spread out your hours out as much as possible week by week so you don't get overwhelmed. Here are a couple examples of plans for different point improvements: I Want to Improve by 30-70 Points on the SAT or 1-2 Points on the ACT You have an estimated study time of 20 hours, which is easily manageable over the course of three months.Choose one to two hours a week that you will set aside for studying.By the end of the summer, you will accumulate at least 20 hours of study time. If you think you need to study for more than 20 hours, two hours a week for the summer will give you about 30 hours plus whatever study time you can fit in during the fall before your last shot at the test. I Want to Improve by 130-200 Points on the SAT or 4-6 Points on the ACT For this level of improvement, the estimated study time is 80 hours, so you’ll have to be slightly more disciplined. Try setting aside an afternoon once a week that you will devote to studying.Five hours a week for the whole summer will get you close to 80 hours.After that, if you feel you need more preparation, you can do a little more studying during the fall before the test. I Want to Improve by 200-330 Points on the SAT or 6-9 Points on the ACT You’re going to have to put in quite a bit of effort to see the improvements you’re looking for no matter how good your studying habits are.Studying for 150 hours or more in the summer is a tall order, but it’s not impossible. In this case, you should schedule10 hours a week for studying.It might sound like a lot, but think about it: it’s the time equivalent of less than two days of school and you have the option of being outside or sitting in a comfy chair in a cafe as you do it. Whatever Your Goals, It’s Not Too Late to Get Your Scores up to Speed! If you think you'll need more study time, you can also take the tests later in the fall.The SAT offers November and December test dates, and the ACT offers October and December test dates.If you're considering these dates, check with the admissions offices of the colleges where you plan on applying to see how late they accept scores. I recommend signing up for the first available fall test dates to see where you stand after all your summer studying. If you don’t do as well as you hoped, you can then immediately sign up for the next date. I get it now! Thanks, disembodied hand! Step 5: Execute Your Study Plan, but Keep It Flexible OK, now it’s time to put your plan in motion!You’ve blocked out your study time, and you’re committed to following through.However, it’s important to remember to roll with the punches if conflicts arise (and they will!). Maybe you end up going on a family vacation, camping with your friends, or taking on a part-time job.Make sure you don’t let studying fall by the wayside just because you skip a day or a week.Be open to moving around your study schedule so that you can maintain your goals while also taking advantage of the summer in other ways. Also remember: if you think you should be studying more or if you don’t feel like you are getting anywhere with your current methods, it’s OK to change your plan.It can be critical to maintain flexibility in terms of study strategies if you want to see real improvement. Try to be honest with yourself about what you’re getting out of your time and whether you need to reevaluate your study habits and techniques. As long as you can maintain the right balance of flexibility and commitment, you’ll have a fun and productive summer! What's Next? Still trying to decide when to take the SAT or ACT? Learn which senior year SAT/ACT test dates are best for you.Also take a look at upcoming test dates for SAT subject tests if you still need to take those! If you've already taken the SAT, find out how many times you should take it in totalbefore you apply to college. Finally, if you're aiming for a really high score, or just want to know how you can make the biggest improvements, check out our guides to getting a perfect score on the SAT or ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: