Background: Diabetes mellitus (DM) is one of the most common endocrine and metabolic conditions in childhood. The Aim of the Study: to testing the effect of an intervention program on improving the knowledge and self-care practices for diabetic school-age children. Design: The study was conducted using pre/post research design. Setting: study was conducted in six governmental primary and preparatory schools in Mansoura city, Dakahlia Governorate. Sample: A purposive sample of 120 diabetic children and diagnosed as having type I diabetes mellitus (DM) for at least 6 months. Tools: Four tools were used to collect the data for this study, namely a structured interview questionnaire, knowledge assessment and reported self-care practices, an observation checklist, and intervention program. Results: there are clear deficiencies in diabetic schoolchildren's of their knowledge and the related self-care. Conclusion: after the implementation of a training program there was remarkable improving in their knowledge and practices. Recommendations:The training program should be implemented in settings providing care for diabetic children, with longer follow-up in order to assess its long-term effects.

Background: Quality of life (QOL) is one of the topics that have recently taken the attention of psychologists and human science and health researchers. Objectives: To comparing the QoL, test anxiety and its relation to academic achievement among university students in faculties studying applied versus theoretical sciences. Methods: Comparative cross-sectional study design was done on a convenience sample of 250 students who were selected from faculties applied and theoretical sciences. A self-administered questionnaire included demographic and academic data, QoL scale and a test-anxiety scale. Results: More than two-thirds of the students from applied sciences faculties were having high Quality of Life (QoL) compared with less than half of those from theoretical sciences faculties. QoL of the students from applied sciences faculties tended to be higher with low and moderate test anxiety, with a significant weak negative correlation. Conversely, the correlation was positive among the students from theoretical sciences faculties, and the QoL was lowest among those with low test anxiety levels. Theoretical faculties there were a positive correlation between the quality of life and grade point average (GPA) and a negative correlation between anxiety and GPA. Conclusion: More health educational activities are needed in universities, particularly in the theoretical sciences faculties.