Essay Lottery Idea

Idea of Lottery Some people like to make a quick buck without toiling much. But the majority work hard to earn a living. Both of them cannot understand the other point of view. Those who don’t like to work cannot understand how the other group can toil all day long just to earn some money when there are other methods like lottery and gambling to make money quickly. Oh the other hand, those who believe in hard work cannot understand how people can hope to survive without working hard. It is true that people have to work hard to live a proper life and become successful. So many people have shown by example that it can be done. There are thousands of millionaires and less number of billionaires throughout the world history, who were able to amass wealth through their hard work and ingenuity. They have demonstrated to the world that man can succeed against all odds and become hugely successful. People who believe in the lottery and gambling, on the other hand, depend on luck and destiny to become rich. They lack any kind of self-confidence and wait for providence to smile at them. They are not sure when or if that would ever happen. But they are always eagerly waiting for it to happen. They would rather wait patiently than do anything constructive that can make them successful. Therefore, lottery and other kinds of get-rich-quick schemes simply destroy people’s will to work and succeed in life. People are lulled into a state of expectancy where they do nothing but wait for something to happen. To my mind, this method is extremely unreliable and it is always better to control your life on your own, than simply to wait for some fictional chance to become rich.

The Chicago Booth Approach - and You

Freedom and culture. These are the two operative factors for Booth’s MBA program. And they are not unrelated: Both forge a connection between the inner person and the outer world. Freedom is prominent in the full-time Booth MBA landing page and is portrayed in 3 facets: â€Å"academic freedom, freedom to take risks, and freedom to define your impact in the world.† Let’s look more closely at these 3 freedoms: Academic freedom means there isn’t a prescribed path; you can choose the courses and devise a learning program that suits your individual interests and needs. And you can explore beyond just practical applications. Freedom to take risks means, academically, you don’t have to stick with courses that support your goals; you can (and probably should) expand your horizons by trying out topics for the intellectual interest and challenge. It also means you can possibly risk a change in your planned career course if you encounter a new, compelling path. Also, you can risk personally, exploring and experiencing relationships and sharing ideas in ways that might challenge your worldview. Freedom to define your impact on the world means you can make happen what you want to make happen, what you think needs to happen (and implied therein is the responsibility to make a considered impact). Register for our webinar,  Get Accepted to Chicago Booth! The person who can productively use these freedoms is the person who is ideally suited to benefit from Booth’s renowned flexibility. And such a person, in turn, must: Have a high degree of self-understanding and sound judgment (i.e., be MATURE!). Know how to balance exciting exploration of the new with practical learning needs. Be able to both (paradoxically) create and follow a plan AND adapt to changing needs/circumstances. Possess initiative. That’s you? So far, so good. Now let’s look at the school culture that is described in the â€Å"Student Experience† page of the website. It’s intense. It has two key facets: Intellectual culture: This means students who thrill to explore new topics, challenge their own assumptions, push the boundaries of their capabilities and encourage others to do likewise, play with ideas, engage with contrarian views. One may be an intellectual individual, but intellectual â€Å"culture† indicates an engagement on this level, an ongoing give-and-take. Community culture: Sharing. Supporting one another, achieving together, exploring together. Growing together. Enduring together. Taking risks together. Celebrating together. You don’t have to be a gregarious socialite, you might well be reserved or a tad shy. But contributing to the community is a must. Given these characteristics, how do you show fit with the program? Don’t explain how you exercise these aspects, such as intellectual freedom or community participation. Do show how you exercise intellectual freedom, community participation, etc. Anybody can say they do these things. Showing that you do them makes your story credible. And, because showing necessarily involves detail and anecdote, it will also make your application interesting. Finally, showing – because each individual experience is unique – will differentiate and distinguish you from other applicants, even those from similar geographic, industry, and functional backgrounds. Here are some practical tips for integrating the characteristics of the program into your application naturally: Your resume should identify areas, roles and achievements that reflect a collaborative effort and, if relevant, risk-taking. In your main essay, in selecting and conceptualizing your topic, look for something that centers on and illuminates experiences reflecting the programs’ stated key qualities. Build your case with anecdote and example. If your recommenders welcome input, discuss with them this program’s character so that they can select points that will align with it. In your interview, discuss your understanding of and appreciation for these aspects of the program directly if/when asked why you want to attend Booth. If you are asked about your goals, you might also explain how they necessitate the approach that Chicago employs. Also, find opportunities to weave in examples and stories that reflect these characteristics. Good luck with Chicago Booth! Having worked with many successful Chicago Booth MBA applicants, I would be glad to help you craft an application that brings out your unique fit with this great program. ; Cindy Tokumitsu has advised hundreds of successful applicants, helping them gain acceptance to top MBA and EMBA programs in her 20 years with Accepted. She would love to help you too. Want Cindy to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  Fitting In Standing Out: The Paradox at the Heart of Admissions, a free guide †¢Ã‚  Chicago Booth MBA Essay Tips Deadlines †¢ 4 Ways to Show Youll Contribute in the Future The Chicago Booth Approach - and You Freedom and culture. These are the two operative factors for Booth’s MBA program. And they are not unrelated: Both forge a connection between the inner person and the outer world. Freedom is prominent in the full-time Booth MBA landing page and is portrayed in 3 facets: â€Å"academic freedom, freedom to take risks, and freedom to define your impact in the world.† Let’s look more closely at these 3 freedoms: Academic freedom means there isn’t a prescribed path; you can choose the courses and devise a learning program that suits your individual interests and needs. And you can explore beyond just practical applications. Freedom to take risks means, academically, you don’t have to stick with courses that support your goals; you can (and probably should) expand your horizons by trying out topics for the intellectual interest and challenge. It also means you can possibly risk a change in your planned career course if you encounter a new, compelling path. Also, you can risk personally, exploring and experiencing relationships and sharing ideas in ways that might challenge your worldview. Freedom to define your impact on the world means you can make happen what you want to make happen, what you think needs to happen (and implied therein is the responsibility to make a considered impact). Register for our webinar,  Get Accepted to Chicago Booth! The person who can productively use these freedoms is the person who is ideally suited to benefit from Booth’s renowned flexibility. And such a person, in turn, must: Have a high degree of self-understanding and sound judgment (i.e., be MATURE!). Know how to balance exciting exploration of the new with practical learning needs. Be able to both (paradoxically) create and follow a plan AND adapt to changing needs/circumstances. Possess initiative. That’s you? So far, so good. Now let’s look at the school culture that is described in the â€Å"Student Experience† page of the website. It’s intense. It has two key facets: Intellectual culture: This means students who thrill to explore new topics, challenge their own assumptions, push the boundaries of their capabilities and encourage others to do likewise, play with ideas, engage with contrarian views. One may be an intellectual individual, but intellectual â€Å"culture† indicates an engagement on this level, an ongoing give-and-take. Community culture: Sharing. Supporting one another, achieving together, exploring together. Growing together. Enduring together. Taking risks together. Celebrating together. You don’t have to be a gregarious socialite, you might well be reserved or a tad shy. But contributing to the community is a must. Given these characteristics, how do you show fit with the program? Don’t explain how you exercise these aspects, such as intellectual freedom or community participation. Do show how you exercise intellectual freedom, community participation, etc. Anybody can say they do these things. Showing that you do them makes your story credible. And, because showing necessarily involves detail and anecdote, it will also make your application interesting. Finally, showing – because each individual experience is unique – will differentiate and distinguish you from other applicants, even those from similar geographic, industry, and functional backgrounds. Here are some practical tips for integrating the characteristics of the program into your application naturally: Your resume should identify areas, roles and achievements that reflect a collaborative effort and, if relevant, risk-taking. In your main essay, in selecting and conceptualizing your topic, look for something that centers on and illuminates experiences reflecting the programs’ stated key qualities. Build your case with anecdote and example. If your recommenders welcome input, discuss with them this program’s character so that they can select points that will align with it. In your interview, discuss your understanding of and appreciation for these aspects of the program directly if/when asked why you want to attend Booth. If you are asked about your goals, you might also explain how they necessitate the approach that Chicago employs. Also, find opportunities to weave in examples and stories that reflect these characteristics. Good luck with Chicago Booth! Having worked with many successful Chicago Booth MBA applicants, I would be glad to help you craft an application that brings out your unique fit with this great program. ; Cindy Tokumitsu has advised hundreds of successful applicants, helping them gain acceptance to top MBA and EMBA programs in her 20 years with Accepted. She would love to help you too. Want Cindy to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  Fitting In Standing Out: The Paradox at the Heart of Admissions, a free guide †¢Ã‚  Chicago Booth MBA Essay Tips Deadlines †¢ 4 Ways to Show Youll Contribute in the Future

Spanish Verbs Taking Indirect-Object Pronouns

The difference between a  direct object and an indirect object of a verb is that a direct object is what or whom the verb acts upon, while the indirect object is the beneficiary and/or person who is affected by the verb. For example, in a sentence such as Le darà © el libro (I will give him the book), el libro (the book) is the direct object because its the thing being given, and le (him) is the indirect object because it refers to the person receiving the book. Indirect vs. Direct There are some verbs that use indirect-object pronouns even though native English speakers would probably think of them as using direct-object pronouns. One example would be a translation of the sentence I dont understand him—where him is a direct object—as No le entiendo or No le comprendo where  le  is an indirect-object pronoun. In this case, it is possible to say No lo entiendo or No lo comprendo, but the meaning would be different: I dont understand it. Gustar and Similar Verbs The most common type of verb using an indirect-object pronoun in Spanish—where it might not seem intuitive to English speakers—is with a verb such as gustar (like, please) as in: Le gustaba el libro. The book pleased him/her. This is the literal translation, but the sentence would generally be translated in English as He/she liked the book. Although usage can vary with region and individuals, verbs like gustar are often used with the subject following the verb. Another example might read: A la actriz le sorprendià ³ que hubiera un Starbucks en Espaà ±a. The actress was surprised there was a  Starbucks in Spain. Le isnt translated to English here and in some of the following sentences because in the translation, it is represented by the sentences subject. Spanish Sentence English Translation A los daneses les encantan las salchichas. The Danish love sausages. No le agradà ³ la decisià ³n. The decision didn't pleasehim/her.He/shedidn't like the decision. A los soldados les faltan pelotas de golf. The soldiers lack golf balls. A ella no le interesaba la polà ­tica. Politics didn't interest her. She wasn't interested in politics. A los internautas les preocupan los virus, la privacidad, y el malware. Viruses, privacy, and malware worry Internet users. Verbs of Communication It is common when using verbs of communication—such as hablar (to speak) and decir (to tell)—to use indirect-object pronouns. The logic behind this is that the speaker is communicating something; that something is the direct object, and the person spoken to is the recipient. Examples include: Le hablaron y no sabà ­a nada. They spoke to him, and he/she didnt know anything.Vas a ser madre, le dijeron. Youre going to be a mother, they told her.Voy a telefonearle de inmediato. I am going to call him/her immediately. Other Verbs A dozen or so verbs, several of them involving instruction or understanding, use the indirect object when the object is a person. Spanish Sentence English Translation Les enseà ±aban con un manual donde Tierra del Fuego pertenecà ­a a Chile. They taught them with a book where Tierra del Fuego belonged to Chile. No le creo, Sr. Hernà ¡ndez. I don't believe you, Mrs. Hernandez. ("No lo creo" here means, "I don't understand it.") El primer ministro dice que le inquieta la crisis humanitaria. The prime minister says the humanitarian crisis worries him. Hay veces que no le entiendo por su pronunciacià ³n. There are times I don't understand her because of her pronunciation.  ¿Y si no le obedezco? And if I don't obey him? Usage Depending on Verbs Meaning Some verbs use an indirect object when they have certain meanings but a direct object otherwise: Pegar when it means to hit rather than to stick. For example, A à ©l le pegaron con un bate en la cabeza. (They hit him with a bat in the head.)Recordar when it means to remind rather than to remember. For example, Le recordamos muchas veces. (We remind him often.)Tocar when it means to be someones turn rather than to touch. For example, A Catarina le tocaba. (It was Catarinas turn.)Discutir when it means to answer back rather than to discuss or to debate. For example, El estudiante le discutà ­a de igual a igual. (The student answered him back as one equal to another.)

Electronic Communication An Active Social And...

I have physical conditions that sometimes prevents me from being as physically present as I would often like. Even 10 years ago this would have been a major issue both socially and occupationally. However, with the improvements in technology, the increase in affordability of that technology, and the social acceptance of that technology, I have been able to have both an active social and occupational life. In chapter, 11 of the textbook Organizational Behavior by Timothy A. Judge and Stephen P. Robbins, there is an in-depth discussion about organizational communication, with a particular focus on electronic communication that starts on page 360 and runs through page 364. I felt this focus on the modern style of communication to be especially portent to my personal experiences, and also to the future of business communications. Electronic communication in the modern age. Since this version of the text is about seven years old, it is slightly outdated when talking about the topic of online communication. The text mentions of Facebook having 30 million users, it now has over 1.5 billion users (â€Å"Global Social Networks†, November, 2015). Also, the manner in which the site and company is ran differs from the description in the book of it simply being a combination of individual social networks. The reason I point out these differences is to show how quickly online communication is growing. Video conferencing is so easy that even our grandparents communicateShow MoreRelatedA Brief Note On Technology And Electronic Documentation1223 Words   |  5 PagesTechnology has become increasingly important over the years by making everyday life easier and more convenient. 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The News of the World Phone Hacking Scandal from Business...

The News of the World Phone Hacking Scandal from Business Ethics and CSR Point of View Date: 21 June 2012 Executive Summary The focus of the project you’re about to read is on the recently phone hacking scandal of famous UK News agency, - The News of The World. The report include a brief explanation of what has happened based on pre-selected online articles, analysis of the scandal from Business Ethics point of view by using various CSR theories discussed during the CSR course in period four and provides conclusion and recommendations on what could have been done. The research is built on identification of the moral problem identification, analysis of the scandal, optional actions which could have been taken to avoid the†¦show more content†¦With its paparazzi style and delivering personalized news, the paper was selling over 2 million copies on weekly basis up until 2010. Though the phone hacking allegations started back in 2006, accusations reached to its top level on the 4th of July 2011, when it was revealed that the newspaper staff had intercepted and deleted the voicemail of missing British teenager Milly Dowler, who was later found murdered. As a result of the intense allegations News International announced the closure of the newspaper on July the 7th 2011. However the scandal did not just end there by closing the company, it got deepened as the investigations got intensive. The most horrible news was that the company had hacked the phones of the British service personnel killed in action, their families, people who died during 9/11 and their families. However ethical dilemmas do not just end by the phone hacking scandal, but also secondary dilemma starts with the speech of the owner of the News Corp. Richard Murdoch’s announcement on February the 17th 2012 in London that they were soon to launch a Sunday edition of The Sun as a successor to the News of the World and they were planning to employ a number of former News of the World journalists. 1. What theShow MoreRelatedInternational Management67196 Words   |  269 PagesBehavior Eighth Edition Fred Luthans University of Nebraska–Lincoln Jonathan P. Doh Villanova University INTERNATIONAL MANAGEMENT: CULTURE, STRATEGY, AND BEHAVIOR, EIGHTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright  © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions  © 2009, 2006, and 2003. No part of this publication may be reproduced or distributed in any form or byRead MoreCase Study148348 Words   |  594 PagesPearson Education Limited 2011 Lecturers adopting the main text are permitted to download and photocopy the manual as required. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies around the world. Visit us on the World Wide Web at: www.pearsoned.co.uk ---------------------------------This edition published 2011  © Pearson Education Limited 2011 The rights of Gerry Johnson, Richard Whittington and Kevan Scholes to be identified as the authors of this workRead MoreContemporary Issues in Management Accounting211377 Words   |  846 PagesOxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With oYces in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand TurkeyRead MoreProject Mgm t296381 Words   |  1186 PagesSeppanen, Kumar, and Chandra, Process Analysis and Improvement, First Edition Simchi-Levi, Kaminsky, and Simchi-Levi, Designing and Managing the Supply Chain: Concepts, Strategies, Case Studies, Third Edition Sterman, Business Dynamics: Systems Thinking and Modeling for Complex World, First Edition Stevenson, Operations Management, 10th Edition Swink, Melnyk, Cooper, and Hartley, Managing Operations Across the Supply Chain, First Edition Thomke, Managing Product and Service Development: Text and Cases

Syrian Kurds And The Civil War - 2258 Words

In the midst of the chaos of the on-going Syrian civil war, the nation of Syrian Kurds has slowly coalesced and formed its own self-proclaimed sovereign country, complete with its own constitution and form of government. Though still in its early days, it has already collaborated with international powers to fight off terrorist groups, and remained a strong hold in the region of northern Syria. This conflict will continue to evolve and have major implications for the future of Syrian Kurds, and other groups in the region with regard to questions of resource control and Kurdish sovereignty. This is a conflict that requires national attention and concern because Syrian Kurds are the largest ethnic group in the world that does not have a†¦show more content†¦Therefore, this will be an area of further conflict due to the resources this region holds. When the fighting in Syria subsides, the Kurds in this region stand to lose their self-proclaimed autonomy due to outside influence and interest in these scarce resources. This paper examines the challenges Rojava will face in the coming years, and the possible necessary steps needed for the Kurds to claim stability in a region surrounded by opposition. This paper asks: how has elite manipulation for political, economic, and territorial gains produced unfavorable circumstances for the Syrian Kurdish population? And how will this factor into Kurdish claim of sovereignty in Rojava, given the region is rich with scarce natural resources? Therefore, the main point this paper will argue is that elite manipulation aided in creating the Kurdish ethnic conflict within Syria in the decades leading up to the Syrian civil war, along with how this elite manipulation holds the potential to cause further problems for Kurds when it comes to the issue of autonomy and self-governance in the region they have claimed as their own. In other words, the Kurdish ethnic conflict within Syria will create further problems for the notions of proclaimed Kurdish

Adolescents on Mental Illness Essay Example For Students

Adolescents on Mental Illness Essay Dr. Murphy PSY 100 Spring, 2005 Watson, Amy C., Otey, Emeline, Westbrook, Anne L., Gardner, April L., Lamb, Theodore A. , Corrigan, Patrick W., Fenton, Wayne S. (2004). Changing Middle Schoolers Attitudes About Mental Illness Through Education. Schizophrenia Bulletin, 30, 563-572. By Eric J. Pea Section 6 emailprotected Introduction This article shows the attitudes and intellect of Middle Schoolers about Mental Illness. The investigators are interested in the amount of improvement that the Middle Schoolers receive after being well-informed and educated about Mental Illness. They are especially interested in the changes in the attitudes of the pupils that think pessimistically about Mental Illness. Finding out if a curriculum informing the students about Mental Illness would significantly impact them is the other main interest of the investigators. Previous studies show that many adults are almost naturally prejudice to people with Mental Illnesses. Most adults automatically stereotype them as people that are dangerous, shouldnt be talked to, and have a slim-to-none chance of recovering. This comes from their lack of knowledge of Mental Illness growing up. In their childhood, they see Mental Illness as a disturbance and sway away from anything related to it. This concept is truly an unnoticed act of discrimination. Ultimately, the goal of the experiment was to find out how the minds of the students change toward Mental Illness after more knowledge of it is found out. The investigators supposed that there would be a bit of knowledge or at least some awareness of Mental Illness in the students minds. They figured that there would be many pessimists in the group (students that initially think negatively about Mental Illness. ) Also, they assumed that the curriculum would benefit all of the students (especially the ones with the negative attitudes.) Method The investigators used The Science of Mental Illness curriculum to educate the students. This curriculum consists of unique scientific discoveries and case studies that help students understand the link between the sciences and their applications to health care. Some parts of the curriculum are classic, lecture-style teachings and some are more interactive including online programs and situations on video clips. The variety of the curriculum keeps the students interested throughout the 5-week program. Helping the students understand that Mental Illness can be diagnosed and treated very well (unlike they might have thought) is one of the curriculums main goals. The other is to make the students more aware of Mental Illness and understand its different aspects. The curriculum is broken up into 5 lessons that cover everything from the brains functions to recognizing Mental Illness to methods of treatment. To continue the study, a curriculum evaluation was held. The students (the subjects) had a Knowledge Test that had 13 true/false/not sure questions, and 5 short answer questions. The students were to answer the questions as if they were referring to a new student with a Mental Illness. For instance, one of the questions was, Depression is the same thing as being sad. It was administered in 2 forms: Pretest and Posttest, to see if there was a significant change in knowledge. The independent variable of the experiment was clearly the enrolling and teaching the students into the curriculum. The dependent variable was the change in knowledge and attitude (the impact) that was due to learning from the curriculum. The investigators collected the data by reviewing the Pretests and Post tests and measuring the differences of the correct, incorrect and unsure answers. Results The investigators recorded results by numbers and percentages. They just subtracted the number of unsure answers from 1500, then divided the number of correct answers by the difference of 1500 and the unsure answers and multiplied that fraction by 100. .uae3d125384d9683734ec3b83572aa06e , .uae3d125384d9683734ec3b83572aa06e .postImageUrl , .uae3d125384d9683734ec3b83572aa06e .centered-text-area { min-height: 80px; position: relative; } .uae3d125384d9683734ec3b83572aa06e , .uae3d125384d9683734ec3b83572aa06e:hover , .uae3d125384d9683734ec3b83572aa06e:visited , .uae3d125384d9683734ec3b83572aa06e:active { border:0!important; } .uae3d125384d9683734ec3b83572aa06e .clearfix:after { content: ""; display: table; clear: both; } .uae3d125384d9683734ec3b83572aa06e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uae3d125384d9683734ec3b83572aa06e:active , .uae3d125384d9683734ec3b83572aa06e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uae3d125384d9683734ec3b83572aa06e .centered-text-area { width: 100%; position: relative ; } .uae3d125384d9683734ec3b83572aa06e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uae3d125384d9683734ec3b83572aa06e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uae3d125384d9683734ec3b83572aa06e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uae3d125384d9683734ec3b83572aa06e:hover .ctaButton { background-color: #34495E!important; } .uae3d125384d9683734ec3b83572aa06e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uae3d125384d9683734ec3b83572aa06e .uae3d125384d9683734ec3b83572aa06e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uae3d125384d9683734ec3b83572aa06e:after { content: ""; display: block; clear: both; } READ: Fall Back On Fitness Essay For instance, for the first question, Depression is the same thing as being sad, the number correct for the Pretest was 636 and number of questions answered not sure was 98. So, 1500-98=1402. Then, (636/1402)*100 = 45.4%, which is the percentage correct on the first question (for the Pretest.) The investigators found that there was a great improvement in the knowledge about mental Illness from the Pretest to Posttest. The total average score correct increased by 30% (from 6. 87 to 9.75!) Also, the attitude score decreased by a small but effective 3% (22.57 down to 21.99.) Also, once at Posttest, the .