Past Year Question Pad120 Essay Example

Past Year Question Pad120 Essay Example Past Year Question Pad120 Essay Past Year Question Pad120 Essay UNIVERSITI TEKNOLOGI MARA(UiTM) PAD 120: Introduction to Political Science PAST EXAMINATION QUESTION PAPERS (2007 †2010) COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : OCTOBER 2010 TIME : 3 HOURS This inquiry paper comprises of two (2) sections. Section A (5 Questions) Part B (4 Questions) Answer ALL inquiries from Part An and any two (2) inquiries from Part B in the Answer Booklet. Start each answer on another page. Section A QUESTION 1 a) Define Politics. (5 imprints) b) Explain the connection among financial matters and political theory. 5 imprints) QUESTION 2 Explain TWO(2) reactions of the hypothesis of division of forces. (10 imprints) QUESTION 3 Describe the hypothesis of power. (10 imprints) QUESTION 4 Explain the idea of constitutionalism . Give guides to help your answer. (10 imprints) QUESTION 5 Describe TWO(2) kinds of sway. (10 imprints) PART B QUESTION 1 Describe FOUR (4) burdens of majority rules system. (25 imprints) QUESTION 2 Elab orate on TWO (2) sorts of law. (25 imprints) QUESTION 3 Describe FOUR (4) components of the State. (25 imprints) QUESTION 4 Elaborate on FOUR (4) benefits of a government. (25 imprints) END OF QUESTION PAPER COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD 120 EXAMINATION: APRIL 2010 TIME : 3 HOURS This inquiry paper comprises of two (2) sections: PART A (5 Questions) PART B (4 Questions) Answer ALL inquiries from Part An and any two (2) inquiries from PART B in the Answer Booklet. Start each answer on another page. Section A QUESTION 1 Elaborate on any TWO (2) burdens of an unwritten constitution. (10 imprints) QUESTION 2 Describe any TWO (2) highlights of Theory of Force. (10marks) QUESTION 3 Explain any TWO (2) ideas of constitutionalism. (10 imprints) QUESTION 4 Clarify custom and arbitration as TWO (2) significant wellsprings of law. (10 imprints) QUESTION 5 Describe any TWO (2) sorts of absolutism. (10 imprints) PART B QUESTION 1 Elaborate on any FOUR (4) techniques to complete exploration in political theory. (25 imprints) QUESTION 2 Elaborate on any TWO (2) benefits and bad marks of unitary government. (25 imprints) QUESTION 3 Describe any FOUR (4) highlights of a presidential type of government. (25 imprints) QUESTION 4 Elaborate on any FOUR (4) qualities of sway. (25 imprints) END OF QUESTION PAPER COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD 120 Assessment: OCTOBER 2009 TIME : 3 HOURS This inquiry paper comprises of two (2) sections: PART A (5 Questions) PART B (4 Questions) Answer ALL inquiries from PART An and any two (2) inquiries from PART B in the Answer Booklet. Start each answer on another page. Section A QUESTION 1 Explain any TWO (2) extents of political theory. (10 imprints) QUESTION 2 Identify any Two (2) controls of sociology that are interrelated with the investigation of political theory. (10 imprints) QUESTION 3 Explain any TWO (2) wellsprings of intensity. (10 imprints) QUESTION 4 Describe ONE (1) bit of leeway and ONE (1) detriment of a composed constitution. (10 imprints) QUESTION 5 Elaborate on any TWO (2) components that establish a state. (10 imprints) PART B QUESTION 1 Elaborate on any FOUR (4) wellsprings of law. (25 imprints) QUESTION 2 Elaborate on any TWO (2) merits and any TWO (2) negative marks of majority rules system. (25 imprints) QUESTION 3 Describe any FOUR (4) kinds of power. (25 imprints) QUESTION 4 Elaborate on any FOUR (4) qualities of a presidential type of government. (25 imprints) COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD 120 EXAMINATION: APRIL 2009 TIME : 3 HOURS This inquiry paper comprises of two(2) parts: PART A (5 Questions) PART B (4 Questions) Answer ALL inquiries from PART An and two (2) inquiries from PART B. Section A QUESTION 1 Describe any TWO (2) contentions to help the investigation of political theory as a science. (10 imprints) QUESTION 2 Describe any TWO (2) highlights of the Force Theory of the starting point of state. (10 imprints) QUESTION 3 Elaborate on any TWO (2) attributes of law. (10 imprints) QUESTION 4 Explain any Two (2) highlights of a decent constitution. (10 imprints) QUESTION 5 Elaborate on any TWO (2) kinds of sway. (10 imprints) PART B QUESTION 1 Discuss any FOUR (4) highlights of majority rule government. (25 imprints) QUESTION 2 Elaborate on any FOUR (4) sorts of absolutism. (25 imprints) QUESTION 3 Discuss any FOUR (4) highlights of the administrative type of government. (25 imprints) QUESTION 4 Elaborate on any FOUR (4) basic components of the state. (25 imprints) END OF QUESTION PAPER COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : OCTOBER 2008 TIME : 3 HOURS This inquiry paper comprises of two (2) sections: PART A (5 inquiries) PART B (4 inquiries) Answer ALL inquiries from PART An and two (2) inquiries from PART B. Section A QUESTION 1 Explain open organization and universal relations as sub-fields of political theory. (10 imprints) QUESTION 2 Describe the importance of well known power and legitimate sway. (10 imprints) QUESTION 3 Explain any TWO (2) highlights of a constitution. (10 imprints) QUESTION 4 Power is a mind boggling subject in political theory. Expound on any TWO (2) wellsprings of intensity. (10 imprints) QUESTION 5 Describe populace and government as the components of the state. (10 imprints) PART B QUESTION 1 Elaborate on FOUR (4) highlights of the unitary type of government. (25 imprints) QUESTION 2 Talk about any FOUR (4) highlights of the Social Contract Theory of the source of the state. (25 imprints) QUESTION 3 Compare any FOUR (4) contrasts among unitary and administrative types of government. (25 imprints) QUESTION 4 Law is made to control an individual’s and a group’s lead. Clarify any FOUR (4) wellsprings of law. (25 imprints) END OF QUESTION PAPER AM/APR 2008/PAD 120 UNIVERSITI TEKNOLOGI MARA COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD120 EXAMINATION: APRIL 2008 TIME : 3 HOURS Answer ALL inquiries in PART An and TWO (2) inquiries from PART B. Section A QUESTION 1 Expand on any TWO (2) ways for a pioneer to acquire authority. (10 imprints) QUESTION 2 Describe any TWO (2) qualities of government. (10 imprints) QUESTION 3 Elaborate on any TWO (2) highlights of the hypothesis of Divine Rights in the root of the state. (10 imprints) QUESTION 4 Explain TWO (2) reactions in the act of the partition of forces. (10 imprints) QUESTION 5 Describe ONE (1) favorable position and ONE (1) hindrance of an adaptable constitution. (10 imprints) PART B QUESTION 1 a) Define Political Science. (5 imprints) b) Explain any FOUR (4) techniques utilized by the political specialist in the investigation of political theory. 20 imprints) QUESTION 2 a) Define sway. (5 imprints) b) Differentiate with models interior power from outside sway. (20 imprints) QUESTION 3 a) Define government. (5 imprints) b) Differentiate the acts of a parliamentary framework from a presidential framework. (20 imprints) QUESTION 4 a) Define despotism. (5 imprints) b) Elaborate on any FOUR (4) t ypes of despotism. (20 imprints) END OF QUESTION PAPER AM/OCT 2007/PAD 120 _____________________________________________________________________________________ UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION _____________________________________________________________________________________ COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : OCTOBER 2007 TIME : 3 HOURS INSTRUCTIONS TO CANDIDATES 1. This inquiry paper comprises of two (2) sections. Section A (5 Questions) PART B (4 Questions) 2. Answer ALL inquiries from PART An and Two inquiries from PART B. 3. Answer to each address must be written in the Answer Booklet. Start each answer on another page. 4. Try not to carry any material into the diagnostic room except if authorization is given by the invigilator. 5. Kindly check to ensure that this assessment pack comprises of : I) the Question Paper ii) an answer Booklet gave by the Faculty. Section An ANSWER ALL QUESTIONS QUESTION 1 Explain any TWO (2) advantages of the investigation of Political Science to an understudy. (10 imprints) QUESTION 2 The investigation of Political Science can be considered as a science. Distinguish any TWO (2) contentions to help the announcement. (10 imprints) QUESTION 3 Explain any TWO (2) ways for a legislature to accomplish authenticity. (10 imprints) QUESTION 4 Discuss any TWO (2) elements of the state. (10 imprints) QUESTION 5 Explain any TWO (2) highlights of transformative or recorded hypothesis on the inception of state. (10 imprints) PART B ANSWER TWO (2) QUESTIONS ONLY. QUESTION 1 Elaborate on any FOUR (4) kinds of law. (25 imprints) QUESTION 2 Describe any FOUR (4) techniques for building up a constitution. 25 imprints) QUESTION 3 Elaborate on FOUR (4) contrasts among unitary and administrative types of government. (25 imprints) QUESTION 4 Discuss FOUR (4) shortcomings of vote based system. (25 imprints) END OF QUESTION PAPER UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : APRIL 2007 TIME : 3 HOURS INSTRUCTIONS TO CANDIDATES 1. This inquiry paper comprises of TWO (2) sections. Section A ( 5 Questions) PART B ( 4 Questions). 2. Answer ALL inquiries from PART An and TWO (2) inquiries from PART B. 3. Answers to all inquiries must be written in the Answer Booklet. Start each answer on another page. 4. Try not to carry any material into the diagnostic room except if authorization is given by the invigilator. 5. It would be ideal if you check to ensure that this assessment pack comprises of: I) the Question Paper ii) an Answer Booklet gave by the Faculty _________________________________________________ AM/APR 2007/PAD120 PART An ANSWER ALL QUESTIONS. QUESTION 1 Describe any two (2) techniques utilized by specialists in the field of political theory. (10 imprints) QUESTION 2 Explain quickly two (2) method of reasoning of detachment of forces. 10 imprints) QUESTION 3 Elaborate on two (2) manners by which an administration acquires authority. (10 imprints) QUESTION 4 Elaborate on two (2) sorts of constitution. (10 imprints) QUESTION 5 Describe two (2) sorts of popular government. (10 imprints) PART B Answer any TWO (2) of t

Consider Some Key Theories and Concepts of Learning and Assessment Essay

In this task I will investigate the idea of learning and utilization of some learning speculations inside the in the professional further instruction segment. I will investigate the use of speculations to wellbeing and social professional themes and how this helps with creating key properties for students on these projects. I will distinguish appraisal techniques and give an investigate of the legitimacy of these in various instructive projects. Meanings of learning fluctuate definitely. This is basically because of the varying originations of what realizing really is. Saljo (1979) recognized five classifications of learning. It is recommended that the five classes: â€Å"†¦increase in information; remembering data; Acquiring realities, abilities, and strategies; appearing well and good or abstracting meaning; deciphering and understanding reality in an alternate way† (Saljo, 1979), conceptualize learning as procedure. There has been broad discussion with respect to the learner’s consciousness of occasions while experiencing this procedure. Rogers (Weilbel, 2011) distinguished two classes of learning: Acquisition and formalized. Procurement learning is action or undertaking based learning connected to a ceaseless, oblivious learning process that happens all through life, in instruction and individual encounters. As it is suspected of as an oblivious procedure, Rogers approach underscores the absence of student mindfulness during learning. Formalized learning is by and large encouraged by training proficient where the student is effectively aware of getting the hang of occurring (Colley et al, 2003). While numerous experts concur there are varying sorts of learning, the more ordinarily alluded to measurements of learning are frequently classified into five measurements instead of the two classifications distinguished by Rogers. The behaviorist methodology contends that conduct is an aftereffect of natural improvement and the experience following the conduct of positive or negative result will decide reactions to the equivalent ecological upgrade later on. Fortification of positive results by positive recognition or input can quicken learning by molding the students in the example of conduct reaction to ecological improvement (Minton, 2005). Behaviorist view learning as a bit by bit procedure and this joined with successive commendation will empower students to connect a positive involvement in learning. These behaviorist ideas have a substantial impact over the entire instruction framework and are implanted into administrative rules anyway loan themselves well to professional, competency based capabilities, for example, the BTEC given the secluded idea of the program. The secluded format empowers customary open door for the improvements: conduct reaction relationship to be implemented through positive accomplishment. Despite the fact that this latent learning approach is used inside most instructive foundations, where students get information, constructivists contend that students play a progressively participatory job in their learning and there is degree that every student will have a varying impression of a learning experience and draw upon their own translation of the information introduced to them. Dissimilar to the behaviorist methodology where the instructor is the information base, the constructivist hypothesis puts the student at the focal point of an increasingly significant learning experience (Driscoll, 1994). The constructivist approach fits the encouraging strategies applied in professional subjects. It joins learners’ experience of the more extensive world incorporating their professional involvement in the points being instructed. It makes open door for the utilization of student information, in actuality, circumstances which permits them to assemble their own develops (Petty, 2004). This methodology interfaces vigorously with the humanistic way to deal with instructing and learning in that experiential or applied information ideas encourage a positive learning condition. Rodgers recognized intellectual and experiential as the two sorts of learning. As indicated by Rodgers, subjective learning is insignificant and regularly comprises of students presenting data given; it doesn't depend on comprehension or the use of the information. Experiential adapting anyway is firmly identified with professional training in that it depends on learner’s capacity to apply information to circumstances that they have an individual enthusiasm for. In doing this, it makes open door for important student inclusion and noteworthy learning (Beard and Wilson, 2006) In 1984, Kolb featured the advantages of a learning cycle created because of an encounter and underscored how this empowers information move as well as creates expertise skills. This is especially significant in the wellbeing and social consideration segment as utilization of information and professional competency are vital to the future employability of students. The social learning hypothesis consolidates components of subjective and conduct learning speculations. Bandura built up a methodology where these two speculations coordinated and shaped four classes of learning: perception, maintenance, multiplication and inspiration. This learning hypothesis depends intensely on demonstrating practices and is used vigorously in the wellbeing and social consideration area through professional situations and acceptance periods where proper conduct is shown for new representatives to impersonate. Professional Health and Social Care course results and groundwork for work in the division require a specific arrangement of student qualities and in that capacity, instructors in this segment should know about the abilities set to create suitable to the necessities of the segment and less fatty. Not all learning can depend on the molding of students and the psychological methodology dependent on constructivism contends that learning is the obtaining of information as well as expertise by mental and subjective procedures. Accordingly learning is a functioning procedure and as instructors we have to value the restrictions of the suppositions of the intellectual hypothesis of interactive media figuring out how to help with making an encounter which expands the potential for figuring out how to happen. This would incorporate thinking about the sound-related and visual channels, the limit of each channel and the phases of the learning procedure (Mayer, 2001) Mayer (2001) features the significance of transferable learning and the coordination of new data with earlier information. This is essential in the BTEC courses as the module results are generally consecutive and depend on the augmentation and utilization of existing information Atherton (2011) anyway proposed that the manner by which understudies learn is gigantically characterized by their inspiration. The model utilized distinguishes two kinds of learning: profound and surface. This model connects well with the Access to HE Diploma in that most leaners are adult and have reconnected with training simply as a venturing stone to prevail in a given profession pathway. The inspiration of Access students is typically high and as Atherton (2011) proposes, inherent inspiration of the students will probably trigger a profound learning procedure. Albeit conceivable, some examination recommends that learning is routine and paying little mind to the inspiration, past encounters and ways to deal with learning are bound to illuminate current commitment with the learning procedure. Talk about the key standards and ideas of evaluation According to Gravell’s (2011), appraisal is utilized to â€Å"†¦ see whether learning has taken place†. Evaluation techniques ought to be utilized at normal interims all through an exercise and educates practice, it ought to be utilized to inform future exercise arranging concerning a similar subject and ensuing exercises inside the plan of work. This is indispensable as though students neglect to meet the evaluation; changes should be made to the exercise plan and plan of work to address this before further points can be educated. The two primary types of appraisal are summative and developmental. The strategies utilized for each sort of evaluation and their separate points change. Developmental evaluation is typically done all the time. It permits helpful input dependent on appraisal of student information or work and recognizes that learner’s capacities can be tested with persuasive criticism which aids improvement. Summative criticism is generally a last appraisal of a student which is unbending in structure and last. Inside the Health and Social Care segment, professional training is intensely focused towards developmental appraisal and guides are supported by the accreditation body to give chance to leaners to build up their work utilizing developmental evaluation given verbally and reported on bits of work. The appraisal, accreditation and administrative systems put on instructive foundations force tight limitations on the substance of educating, anticipated learning results, and their view of what realizing is. There are quality and legitimacy issues encompassing evaluation in each instructive foundation which directly affects the accomplishment of students. Connected with quality confirmation, normalization and check methods, the consistency of mentor appraisal of learning and its dependability is put under exceptional investigation. This guarantees all students have similar desires set upon them and the work delivered fulfills the necessary guidelines to accomplish the honor. The idea of viable input in instruction is one which is questionable and with as well as can be expected, despite everything be confused. It is essential for educators to know and have existing information on proper criticism models which suit both student and the program which is being conveyed (Wiggins, 2012). Input can be given in numerous structures and a familiarity with the effect of these on the student, accomplishment, the instructor and the school is basic. Input given to an individual might be given officially, casually, verbally, composed, and be developmental or summative. Learning and Assessment in Practice According to Petty (

How to set up TimeZone on Google Blogger

How to set up TimeZone on Google Blogger For running a Blog correctly we should set the TimeZone on Google Bloggers Blog. If you dont set the TimeZone then your readers will be confused about the posting time and date. There are 98% Blogger Template display Article or content Posting time below post title on Homepage and content page. And If you dont set the TimeZone then it will display wrong information about posts. Suppose you are making post on 23th February2014 but your TimeZone is not set then your posting time will display different date and time instead of correct one. Beside of this if you planning to make schedule post then setting up TimeZone is very import. Because if yourTimeZone setting is not correct then it wont publish your scheduled time. For example, You have scheduled a post for 22nd day of the month at 6 A.M but if your TimeZone set in different zone then your post wont publish on your scheduled time. So for setting TimeZone on Google Bloggers Blog follow the simple steps Step 1Go tohttp://www.blogger.comand sign in to your account Step 2 Now under Blogger Dashboard click on -Settings -Language and formatting Step 3Under Formatting option set the TimeZone by selecting your City. By clicking on DropDown option you would find your city easily. Though I am from Bangladesh so I have Chosen Dhaka (Capital of Bangladesh) and GMT+06. Step 4 From Date Header Formatalter Date Header Format by clicking on DropDown option. Step 5 Similarly change the Timestamp Format and Comment Timestamp Format by clicking on DropDown option. Step 6Finally click on Save Settingsbutton from top right corner of the page. Congratulation you have successfully changed your TimeZone. Now your Blog Posting time will display accurately.

Symbolism In Shakespearian Sonnet - 705 Words

We can find three major character in Shakespearian sonnet. The fair youth, the dark lady and the poet himself. From sonnets 127-152 Shakespeare mention the dark. Though there is no specific identity of the dark lady. Some critics said that maybe dark lady’s name was Lucy Nego, or Mary Fitton, or maybe Emilia Lanier. From sonnet 78-86 represents directly poet himself. In sonnet 129,135 136, Shakespeare strongly allude the relationship of Shakespeare with the dark lady. But the relationship has no approval of the society. SOME COVENTIONAL AND COMMANPLACE PARALLELS AND COMPARISM The two main group of sonnets (1-126 and 127-154) discover a number of parallels, some of which are merely conventional and commonplace. In two of the sonnets (46 †¦show more content†¦In the initial 17 Sonnets Shakespeare has tended to hes companion as displaying a wonder which ought to be viewed as a few things to kids and not of a remark lost really the 15 16 and 17 Sonnets check a progress in the theam. In pieces 15 verse is offered as an option technique for guaranteeing everlasting status for excellence of Shakespeares companions; however in the following two work 16 and 17 verse is confessed to be a lacking alternative.And yet the poem 18 which takes after strikes another note of self-assurance when Shakespeare says that, insofar as men can inhale or eyes can see, so long would his work live and keeps his Friends childhood and magnificence alive and new. Also, in the Sonne 19 which takes after Shakespeare a greater amount of the marriage which Shakespeare had started encouraging as a methods for accomplishing everlasting status in the prior sonnets.Here in work 19 , Shakespeare hurls a test at time ,and says that his adoration for his companion would live in his Sonnets for ever youthful. Shakespeares own enthusiasm for his companion in this way settled is imperative if his non-physical association with his companion is to be separated from his physical energy for the dull woman. THE RELATION BETWEEN APPEARANCE AND REALITY The connection between appearance and the truth is another remarkableShow MoreRelatedLiterary Techniques Used in November Cotton Flower by Jean Toomer727 Words   |  3 Pagesdescribing the harsh, sudden and questionable bloom of a cotton flower in the month of November. It is composed of heroic couplets, with a regular rhyme scheme, which is as follows: A, A, B, B, C, C, D, D, E, E, F, G, H, H, but the poem reads like Shakespearian sonnet - three quatrains developing a certain tone and theme, followed by a couplet that undercuts or reverses them. In the beginning it portrays the scuffle for survival of cotton flower during November’s harsh winter weather; but towards the end

The Evidence for Evolution

The Legalization Of Medical Marijuana - 1314 Words

Thomas Gordon The Legalization of Medical Marijuana Health Care Research Utilization Marie Vasquez HCS 465 March 19, 2016 The Legalization of Medical Marijuana Marijuana is one of the most discussed and controversial topics in the U.S today. Many say that it has medicinal benefits and should be made legal. While many say that it has a â€Å"high potential for abuse† (Medical) and should remain illegal. Among the arguments, proponents for medical marijuana have presented a stronger argument for legalization through their use of research and evidence. Opponents of medical marijuana have given many reasons for why it should not be legalized. One of the main reasons they argue is that â€Å"Marijuana smoke contains known carcinogens and produces dependency in users† (Medical). In many studies it has shown that it does have some harm such as the harms associated with smoking, but the National Academy of Science affirmed that â€Å"marijuana’s short term medical benefits outweigh any smoking-related harms for some patients†(Medical). Though marijuana has been proven to be damaging to the lungs than tobacco, a study in 2006 â€Å"found no evidence that marijuana smokers had higher rates of lung cancer† (Medical Marijuana). The FDA has tested the effectiveness of marijuana and has found that the cannabinoids are helpful in â€Å"treating pain associated with chemotherapy, postoperative recovery, and spinal cord injury, as well as neuropathic pain, which is often experienced by patientsShow MoreRelatedLegali zation Of Medical Marijuana And Marijuana1486 Words   |  6 Pages Legalization of Medical Marijuana Name: Institution: Abstract In 1996, California set a pace that would lead to today’s debate on medical marijuana and marijuana as a whole by passing the Compassionate Use Act that allowed the use of medical marijuana. Other states have since followed the trend and school of thought, case in point; Alaska, Colorado, Connecticut, Hawaii, Maine, Massachusetts, Michigan, Montana, Nevada, New Jersey, New Mexico, Oregon, Rhode Island, Vermont andRead MoreThe Legalization Of Medical Marijuana1314 Words   |  6 PagesMarijuana is the most frequently abused illegal substance worldwide. Not only is there no legitimate medical use, it has been tied to physical, mental, and emotional damages. â€Å"Marijuana refers to the dried leaves, flowers, stems, and seeds from the hemp plant Cannabis sativa, which contains the psychoactive (mind-altering) chemical delta-9-tetrahydrocannabinol (THC), as well as other related compounds† (National Institute on Drug Abuse). There are many supporters of the legalization of medical marijuanaRead MoreThe Legalization Of Medical Marijuana1558 Words   |  7 Pages Alaskan Thunderbolt Whether pro, con, user or bystander. The issue of the nationwide legalization of medical marijuana is one that infringes both in political and social standards. Be it that marijuana is subsequently abused, and utilized as an illegal drug. It is regarded highly, as a controversial issue which affects the amenity of conservative, modern America. Because of which one should further seek to understand. 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Background The oldest recorded date for the plant wasRead MoreLegalization Of Marijuana For Medical Use1537 Words   |  7 PagesLegalizing Medical Marijuana Elizabeth Vogt ENC 1101 Professor Ruppert Keiser University October 23, 2014 Abstract Many people have different opinions on the delicate topic of the legalization of marijuana for medical use. Although it could help those who suffer from chemotherapy-induced nausea and vomiting (CINV), cachexia, spasticity, pain and rheumatoid arthritis, it also has a lot of negative side effects that many doctors and physicians are trying to inform the public. Some of these negative

Cardiovascular Disease and Diabetes

Question: Discuss about the Cardiovascular Disease and Diabetes. Answer: Introduction Chronic diseases is a term used to refer to a group of long lasting diseases with persistent effects (AIHW, 2015). Examples of chronic diseases include diabetes, arthritis, cancer, chronic obstructive pulmonary disease, mental health conditions, back problems and cardiovascular disease. They result to 7 of 10 deaths annually (CDC, 2016). The Australian Institute of Health and Welfare (AIHW), state that of all Australians, approximately half have a chronic disease, with approximately 20% having atleast two, meaning that one in five Australians are affected by multiple chronic diseases. Diabetes is one of the most significant chronic disease affecting most people in the world, and whose occurrence and incidence has been increasing from decade to decade despite interventions being taken. In 1985, diagnosed individuals with the disease reached 30,million, in 1995 the number reached 135 million, in 2011 the number increased to 366 million and in 2030, the number is predicted to reach 552 million globally (Murea, Ma, Freedman, 2012). Additionally, the condition affects the health of many individuals and may result to other complications such as blood vessel and nerves damage. In this regard, diabetes is a chronic condition growing rapidly among populations, and its rate of growth is higher in comparison with other chronic conditions such as cancer, stroke and heart disease. This explains why this chronic condition was considered for exploration in this paper. The current paper, therefore, seeks to explore on diabetes as a chronic disease in Australia and worldwide, its public health significance, burden of disease, broad determinants and individual risk factors. Moreover, exploration of a framework utilized in prevention of chronic diseases and a review of its applicability to diabetes will be looked at. Diabetes can be categorized as either type 1, type 2 (diabetes mellitus), or gestational diabetes, and is among the most significant chronic diseases in Australia as well as globally. The condition comes about when the body fails to generate insulin or it is not produced in adequate amounts. Insulin is a hormone responsible for controlling blood glucose levels. Therefore, in its complete absence or not enouph, the blood sugar levels go out of control. Lack of enough production of insulin by the body results to type 1 diabetes. Type 2 diabaetes is characterized by the ineffective use of available insulin by the body and is the most common among all diabetes types (WHO , 2016). On the other hand, gestational diabetes, unlike type 1 and type 2 diabetes, is a temporary condition occuring in pregnacy. However, gestational diabetes increases the risk of developing type 2 diabetes. The impaired fasting glycaemia (IFG) and impaired glucose tolerance (IGT) are transitional conditions transiti oning diabetes and normal blood glucose. They increase the risk of stroke and heart attack (WHO , 2016). Type 2 diabetes, being the most common, is discussed in more detail compared to other types. As already mentioned, diabetes prevalence has been rapidly increasing consecutively for years now. The number rose from 30 million in 1985 to 135 million in 2011, and is expected to rise to 552 million in the near future, by 2030. According to World Health Organization, in 2014, about 422 million adults worldwide had and were living with diabetes, an increase from the 108million diabetic people in 1980 and an indication that since 1980, the global diabetes prevalence had doubled to 8.5 % from 4.7%. In this regard, the asssociated factors of risk of this disease such as obesity or overweight have increased. Additionally, diabetes prevalence has been found to rise more rapidly in developing nations as compared to developed nations. In Australia, about 1.2 million people had diabetes in 2014-2015, with one million hospitalization cases being associated with this disease (AIHW, 2016). Among this, one million were diabetes mellitus cases (4,4%)(AIHW, 2016). This numbers indicate a rise in numeral value of affected individuals in comparison to 2011-2012. Directly diabetes associated deaths were 1.5 million in 2012 globally. Moreover, the number of deaths indirectly associated with this disease added up to 2.2 million (WHO, 2016). These were deaths resulting from blood glucose higher than optimal, thus elevating cardiovascular as well as other diseases risk. 43% of the total number of deaths directly or indirectly associated with diabetes occurs in populations aged below 70 years. These statistics make diabetes the eighth leading death cause among both males and females (WHO, 2016). Among women, it was ranked as the fifth principal cause of mortality. In Australia, in 2014, 15740 deaths occurred, that is, 1 in 10 peoples deaths were associated with diabetes. Disability Adjusted Life Years (DALYs) According to Australian Institute of Health and Welfare, the burden of disease constitutes both the prematurely dying burden and the living with ill health burden. This burden can be measured by disability indicators such as Disability Adjusted Life Years (DALY), which are important in portlaying the general burden of disease picture, just like mortality. A single DALY represent one year of lost healthy life as a resu;lt of death or illness In general, in 2011, there were 201 lost healthy years for every 1000 individuals in Australia as a result of death, injury or disease (AIHW, 2016b). This represents an equivalence of a total of 4.5 million DALYs. Globally, diabetes was ranked the fourteenth largest DALYs cause Diabetes impacts the affected people, families and nations economically, with direct or indirect costs. Due to the costs associated with medical treatment, loss of work and lack of independency, economic losses are experienced even by health systems as well as national economies. The cost for diabetic patients usually result from outpatient and medical care but also the increased expenditure for analogue insulins which are prescribed in most cases significantly play a role in further contributing to economic losses. Diabetes is highly significant in public health due to various factors. Firstly is due to its increasing prevalence as already discussed above. Secondly is due to its high cause of mortality, either directly or indirectly. Thrirdly is because diabetes elevates the risk of other diseases (American Diabetes Association, 2013). The disease is correlated with a diverse other health problems. For example, studies suggest that diabetic individuals are at more likelihood of dying from other diseases such as cancer compared to non diabetic individuals (American Diabetes Association, 2013). Additionally, there is an association between diabetes and premature deaths from a wide variety of causes such as stroke and heart disease. According to American Heart Association, (2015), a strong association between cardiovascular disease and diabetes exist, with at least 16% and 68% of diabetic individuals aged above 65 years die from certain forms of stroke or heart disease respectively. This may be as sociated with to blood vessels, kidney, nerves and eyes damage, caused by diabetes over time. Moreover, the likelihood of diabetic individuals dying from hear disease is twice that of non-diabetic. Diabetic individuals in most cases also bear some other health conditions including hypertension, abnormalcholestrol and high levels of triglycerides (American Heart Association, 2015). The elevation of risk for such diseases such as cancer and cardiovascular disease contributes greatly to the public health significance of diabetes. Diabetes is also associated with other health complications that lead to adverse outcomes especially when not properly managed. Extreamly high blood glucose levels may trigger conditions such as hyperosmolar in diabetes mellitus and diabetic ketoacidosis in both type 1 and diabetes mellitus. On the other hand, abnormally low levels of blood glucose may result to loss of conciousness and seizures (WHO, 2016). Diabetes also increases the risk for development of foot ulcers and infections, resulting to limb amputation. Kidney failure and blindness are also health prolems linked to diabetes. All these complications related to diabetes makes it important to public health as it leads to adverse outcomes such as mortality rate increase . The public health significance of diabetes is also contributed by multiple chronic comorbidities (MCCs). This is because MCCs are not only prevalent, but also increase disease burden as well as cost. According to Lin, Kent, Winn, Cohen, Neumann, (2015), diabetic patients have considerable cormobidities such as hyperlipidemia, depression, obesity, asthma, hypertension, chronic kidney disease, cancer, arthritis, retinopathy and heart failure. The study revealed that 80% of diabetic patients had at least one other chronic condition and 51% had more than three. In this regard, diabetes is highly significant in public health. Broad Diabetes Determinants The underlying diabetes determinants are similar throughout the world. The wellbeing of diabetic patients is determined by a range of aspects including social, economic, behavioral, cultural and environmental determinants. Cormobidities has been shown to be a determinant too (Maddigan, Feeny, Johnstone, Majumdar, Farris, 2006). Social determinants include income, educational attainment, employment insecurity, living standards and life stress (Hill, Nielsen, Fox, 2013). These factors determine the development as well as progression of diabetes. Social determinants are correlated with disproportionate chronic disease development and the difficulties in managing them. The prevalence and incidence of diabetes have been shown to socially graded. Individuals with less education and who earn less are two to four times at more likelihood of developing diabetes compared to more educated and more economically advantaged. Similarly, individuals who are unemployed, have low standards of living and exposed to stress also are more likely to develop diabetes. Cultural determinants also significantly contribute to diabetes. Traditional practices and cultural beliefs affect all diabetes aspects (Sachdeva, et al, 2015). Such determinants include perception regarding the disease, its diagnosis and assessment, expectation from care givers and care seeking behavior. These cultural determinants influence the management of diabetes (Sachdeva, et al, 2015). Environmental determinants, either genetical or non-genetical, are also linked to diabetes, and particularly type1 diabetes. Such environmental triggers include early exposure to rubella, enterovirus infection, hyperbiliru-binemia and ABO incompatibility during pregnancy (TEDDY Study Group, 2008). Exposure to such factors has been proposed to progress type 1 diabetes, although research is still underway to clearly clarify this. For non-genetic envirinmental determinants, they include dietary suppliments, obesity, western lifestyles, glycemic control and exposure to organic contaminants (Murea, Ma, Freedman, 2012). Diabetes Individual Risk Factors The risk factors for diabetes depend on kind of diabetes affecting an individual. For type 1 diabetes, investigation and research studies are being conducted to determine the risk factors (International Diabetes Federation, n.d). However, the risk of developing this type of diabetes is elevated if it exists in the family. Moreover, exposure to some viral infections and other environmental factors have been proven to increase the risk of having type 1 diabetes (TEDDY Study Group, 2008).For type 2 diabetes, various risk factors have been outlined. These factors associated with elevated risk include increase in age, overweight, family history of the disease, physical inactivity, unbalanced diets, ethinicity, impaired glucose tolerance, high blood pressure, and poor nutrition through pregnancy (International Diabetes Federation, n.d). Increased risk due to ethnicity can be associated with genetics and adaptation to environmental influences of lack physical exercises and poor diets. In ad dition, gestational diabetic women have elevated risks of having type 2 diabetes. Framework for Prevention of Chronic Diseases There are various frameworks that have been proposed and implemented to prevent, control or manage chronic diseases. Among them is the stepwise framework for action which is utilized by Global Alliance Against Chronic Respiratory Diseases (GARD). The planning steps of GARD corresponds to strategic action plans and objectives of the World Health Organization (WHO, n.d). The stepwise framework can be broadly divided intpo planning steps and policy implementation steps as shown below. Here, the focus is on estimating the chonic disease burden as well as population needs. The risk factors are identified and surveillance undertaken for trends in burden, costs, quality and even care affordability. Additionally, action advocation to combat the disease is done to raise awareness . To ensure that chronic diseases are allocated the appropriate priority and organization of resources is efficient, a national policy and framework for planning is developed. The developed policy and plan should be able to promote health via prevention of the disease, recommend affordable and simple tools of diagnosis of the condition and control and ensure accessibility of drugs for the condition. The appropriate steps to be employed depending on the needs identified and policy developed are identified. Implementation Step 1: Interventions practicable to employ in the short range with existing resources put in action. Implementation Step 2: Inteventions feasible in the medium term with a projected increase that is realistic or resources reallocation are put in action Implementation step 3: Evidence-based interventions pastexisting resources' reach are put in action Stepwise Framework in Diabetes Prevention The stepwise framework can be effectively be applied in the prevention of diabetes. This framework proposes a practical and flexible public health strategy to help public health departments throughout the world balance the many needs as well as priorities while at the same time implementing interventions that are evidence-based (Epping-Jordan, Galea, Tukuitonga, Beaglehole, 2005). The framework has been implemented in nations such as Phillipines, Indonesia,Tonga and Vietnam to prevent different chronic diseases, an indication that the it is applicable. In this regard, it can be applied to prevent diabetes in both developed and developing countries, where precise interventions will be applied depending on the results after each steps discovery. According to World Health Organization, n.db, while using the stepwise framework, each country is supposed to consider diverse factors so as to establish priorities. In this regard, the framework is applicable in prevention of a number of chronic conditions including diabetes since specific needs and risk factors will be assessed, a specific policy formulated depending on the discovered needs and appropriate implementation steps identified. The implementation action will then be chosen after careful consideration of various factors. Applicability of this framework is thus, not limited to any country or chronic condition. This makes the stepwise framework an important tool in prevention and control of diabetes. The stepwise framework is applicable in preventing diabetes in all three prevention stages which include primary deterrence, secondary avoidance and tertiary prevention. For primary deterrence, protection of non-diabetic individuals will be achieved through public awareness that will be created. Awareness will be emphasized regarding importance of healthy diets, avoiding obesity and physical activity. In regard to secondary prevention, the framework will assist in developing interventions to assist individuals with early diagnosed diabetes to control and reduce its impacts on their daily lives. Lastly, the framework will also develop evidence-based interventions to assist diabetic individuals whose conditions have been longterm, progressing to cause other complications and disabilities. All the prevention dimensions can be achieved through the stepwise framework since interventions are developed depending on the needs and population of patients under consideration. Conclusion Therefore, diabetes is a chronic disease still of concern to the public health and although measures to reduce its prevalence, incidence, mortality and complications have been done in Autralia as well as other countries globally, adequate measures are still deficient. The disease is still a significant burden to individuals, families and nations. Governments ought to consider diabetic issue more , raise public awareness regarding important characteristics of the disease and advocate fo prevention and control measures at individual as well as nation-wide level. Knowledge of risk factors by the public will further enable prevention. Additionally, application of prevention and management frameworks will assist in reducing the complexity of reducing the burden of this disease. References American Diabetes Association, ADA. (2013). Diabetes Increases the Risk of Other Diseases. 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