21st century medication treatments. and 1960's medication treatments Research Paper

21st century medication treatments. and 1960's medication treatments - Research Paper Example has remained the same throughout the years, the ways of providing such treatment have changed, with the development of more efficient ways and medication to do so. Some diseases, which were previously thought to be untreatable, can now  be  more easily treated  than  before, and these include some mental disorders. In this paper, there shall be a comparison of the way treatments were done in the 1960s and how they are handled in the contemporary period. Among the areas to be discussed, include the medication that is given to patients, therapies, the various types of surgeries, and several minor treatments. In the twenty first century, there are medications for almost every medical condition, which is known to medical practitioners. These medications are based on a long period of research, and most have been proven to work extremely efficiently. Many of these medications have been designed to treat ailments and are continuously being improved to achieve the best result. However, most of the medications that are used in the twenty first century are dedicated to medical conditions, which are currently prevalent, and rarely are medications developed to deal with diseases that are thought to have been eradicated. This is highly risky because it enables such diseases as smallpox, which was thought to have been eradicated, to form new strains, which would be virtually untreatable using modern medicine. Despite this, it can still be said that contemporary medications have exceedingly improved the lives of people, and it has enabled people to lead normal lives despite some severe conditions wh ich they might have (Hitron 243). Medications in the 1960s were not advanced, as those used in the twenty first century, because  the technology used for their development was not advanced. However, it is during this period that research on various medical conditions began to be conducted so that cures could be found. It can be said that the medications used in the 1960s were still in

Handlin vs. McNeill Essay Example for Free

Handlin vs. McNeill Essay Although events in history occurred over a long span of time and development, history first became an academic subject a little more than 100 years ago (McNeill 12). Since then, a plethora of controversies appeared regarding how historians, scholars, and intellectuals should examine and analyze history. Among the initial methods of studying history was the scientific research method, or scientific source criticism, which fundamentally extracts valid, legitimate facts from a diverse range of historical sources. Throughout time, however, the facts derived from this method of historical study gradually altered, leading to a new method of historical study: using facts and combining them with opinions and goals to constitute personal interpretations. As Oscar Handlin zealously asserts, historians and scholars should provide a strict examination of history based on a chronological study of known and verifiable facts as opposed to using verifiable facts as the basis for their own interpretation, influenced by their own group, experiences, beliefs, and personal motives. Through implementing a strict examination of history, historians can successfully detect and eradicate bias in their writings, allow the government as well as individuals to gain an insight into the past in order to secure and progress the future, and grasp the magnitude of truth. First, because strict examination of history based on a chronology and conclusive evidence can aid in discerning bias from genuine fact, historians should utilize the scientific method of research. Although Oscar Handlin admits that historians are never totally free of bias (7), he does claim that removing facts from interpretations eliminates bias, opinionated statements, and fiction from history, which is supposedly the chief goal and use of history (Handlin 5). On the contrary, when scholars employ William McNeills method of investigating history through interpretation, biased and one-sided analyses emerge, and, therefore, scholars may elasticize actual truth to suit their purpose. Historians who use interpretation to depict history are likely to select facts to show that we-whoever we may be-conform to our cherished principles (McNeill 16). Consequently, a fusion between fact and bias results, distorting the truth and leading to ignorance. Take, for instance, the example of Christopher Columbus. When examined through strict examination based on chronology and evidence,  historians determine truths including the fact that Columbuss voyages increased Europes rate of expedition to the Americas and the fact that Columbus contributed to the horrifying genocide of Native Americans. These derived facts provide insight into two perspectives of Columbus, and so, it diminishes the threats of bias. However, when explored through interpretations to suit purpose or please the audience, historians exaggerate Columbuss prominence by omitting the negative perspective mentioned above and using overarching descriptions, verifying the detriments of bias. Essentially, the scientific method of research assists historians in limiting the bias and opinion used in their writing to produce exact facts that do not serve to please the audience. In conclusion, when historians adhere to a specific study of history founded on chronology and corroborative facts, they can locate truth amidst clouds of speculation, myth, opinion, and bias, and they can use this truth to advance the human race. Rummaging through the treasure chest of historical sources and only selecting the jewels of absolute truth can facilitate the process of abolishing partiality and attaining objectivity and allow humans to use the past as a tool for enhancing the future. Handlin aggressively proclaims, Truth is absolute; it is as absolute as the world is real (5). If historians truly possess profound feelings and support for the success of humanity, it is crucial that they acknowledge Handlins statement. If McNeills views are adopted and excessively used, however, absolute truth and its advantageous properties may be lost forever, masked by interpretations involving a blend of fact, fiction, and ideology. By working in accordance and using the scientific method of research, humans can conquer subjective interpretations and win the war against faction-a combination of fact and fiction (Handlin 8).

What Montag Learned in Fahrenheit 451 :: Ray Bradburys Fahrenheit 451

Simplicity vs. Reality Above all things, Montag loved to burn. It was pleasurable for him to set aside his ignorance, watching as the little papery ashes shrivel up, and wisp into the air like fireflies. But that was before he took the time to ask why. Montag had to ask himself why he was burning these books, when he didn’t even know what they were. So he decided to take action and read them. Where he lives, this is illegal. Reading these books brought misfortune, like loosing his wife, house, and being forced to become a nomad. But he also benefited from this. By reading these books and ruining his life he also gained many things. A few of these are knowledge, feelings, and understanding. Gaining this knowledge is the very thing that ruined his life, though it gave him a sense of meaning. Through all of this Montag learns the information he finds in the books was what he needed all along. The life he was living was a lie. He was an ant to his society, and it must have come as a relief to finally realize he was no longer being controlled by his lack of intelligence. Throughout this story as I started to become more familiar with the characters I noticed something quite unusual. In essence, the people around Montag only have two basic feelings, happiness and sadness. All these people ever know is that they want to be happy and they don’t care at what cost. They don’t have any knowledge or understanding of the way things work and that’s exactly what their government wants for them, because as soon as you have knowledge and understanding you start having more in depth emotions and begin asking questions, which leads to trying to makes changes. This causes complication, and that’s just the sort of thing they cannot allow in their simple, ant-like society. Montag gets feeling from the books, and the feelings he gets motivates him to do what’s right. Even if everyone else around him is self centered, they only care about their own happiness. In chapter One Clarisse asks Montag if he’s happy. She makes it seem like such an easy question, while in fact it’s one of the hardest questions he has ever had to ask himself. The truth is that Montag doesn’t understand what true happiness is. All he knows is that he needs to make some drastic changes, and Montag doesn’t even know how.

Montessori Language Rationale Essay

Language, simply put, is a system of symbols with an agreed upon meaning that is shared within a group of individuals. Maria Montessori understood that children have to learn language, that it is not inborn. She also understood the adolescent mind has a long sensitive period for language. Because language is deeply connected to the process of thinking, the child will need to be spoken to and listened to often. Each child learns language at their own rate and pace. There can be different factors, such as a child learning multiple languages at once. Most often, with little effort, the child will be able to learn oral language by being in an environment that fosters conversation. Early on, toddlers will begin to make intentional sounds, â€Å"At one year of age the child says his first intentional word†¦his babbling has a purpose, and this intention is a proof of conscious intelligence†¦He becomes ever more aware that language refers to his surroundings, and his wish to master it consciously becomes also greater†¦.Subconsciously and unaided, he strains himself to learn, and this effort makes his success all the more astonishing.† (The Absorbent Mind, p. 111) Most children by the age of two will have a rapid growth in language comprehension. Towards the end of the second year the child is able to combine two or more words into basic sentences, â€Å"Every child†¦bur sts out with a number of words all perfectly pronounced. And all this occurs at the end of the second year of his life.† (The Absorbent Mind, p. 103) The directress plays the most important role by giving objects labels within the environment. It is essential that all language be given to a child within a context. The child needs to know the names, labels, and the meaning of things in the environment in order for them to have relevancy, â€Å"At about a year and a half, the child discovers another fact, and that is that each thing has its own name.† (The Absorbent Mind, p.113) This allows the child to see and understand the greater picture of things and gives things meaning. Once the greater picture is achieved, it can then be broken down into smaller details. The Montessori language materials isolate elements of language and offer  Ã¢â‚¬Ëœportals’ for the children in the exploration of language. Maria crafted the materials to be presented to the child in the same manner in which they learn oral language, starting with nouns, articles, adverbs, etc. After a new concept is presented to the child, there should always be a return to the original environmental language using storytelling, poetry, storybooks and everyday speech. This allows the child to clearly see how the new concept is applied, with context, in our world. The Montessori preliminary language exercises give the child the vocabulary for objects in the immediate environment. Three part cards with appropriate terminology are a wonderful material to introduce new vocabulary for nouns. Sandpaper letters are a great tool to introduce the child to the sounds of alphabet. Puzzles may also be placed on the shelf, for they indirectly teach the left to right reading style. By the time the absorbent mind of the child has reached the age of six, they will come to understand that the sounds and words have meaning and that these symbols can be used in writing.  The Montessori curriculum helps the child develop writing skills through many materials. Tracing the sandpaper letters, working with the movable alphabet, metal insets, as well as using the sand tray, all help teach letter formation. A silent helper in the Montessori classroom is the practical life area. In the practical life area, you will find many jobs that indirectly teach proper pincer g rip for holding a pencil. Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them. The Montessori language program is like no other. With a prepared Montessori environment, the child can flourish in orally, in their handwriting, and  lastly in their reading.

Abortion in India

Abortion in India is more common than those would think, quite often a daily occurrence. In India, abortions are completely common because women are quite often having abortions after finding out the sex of the child. Not only is aborting a certain sex frowned upon, but the abortions given in India are often extremely poorly done because of the lack of trained professionals. Abortion in India should be more safe and sterile, while also done by properly trained professionals whom specialize in this area.Unfortunately in India the situation involving trained doctors and nurses for safe abortions is highly lacking making it much harder to provide for those in need of an abortion. Due to that other physicians and nurses get trained to provide medical abortions. â€Å"Abortion has been legalized in India for the past three decades† which made it possible to have medical and or surgical abortions available (Sarala Gopalan). Along with that came the complications of aborting certain sexes causing the passing of a law â€Å"India passed a law in 1994 making it illegal to abort a fetus based on its sex† (Kirkey).That law was passed because many Indian people were having children, trying to have a boy and when not successful would get an abortion. Quite often most of these abortions happened to be an unhealthy or unsafe abortion â€Å"Unsafe abortions constitute a major threat to the health and lives of women† (Sarala Gopalan). The result of an unsafe abortion can end up with terrible outcomes such as incomplete abortion, sepsis, haemorrhage, and damage to internal organs. The most major result of an unsafe abortion can result in the person receiving the abortion to die.

Psychology Term Paper A Complete Guide

Psychology Term Paper A Complete Guide A term paper is a common format of academic writing psychology students encounter in college. It is a research paper of significant size (normally up to 6000 words) that is assigned in the beginning of a term to be written over its duration, either individually or in a group. It should contain original research and detailed discussion of its subject matter, providing evidence in support of the writer’s point. Writing a good term paper will account for a large portion of your grade, so it pays to put every effort into it. In this psychology term paper writing guide, we will discuss the proper order of organizing your work on such assignments. Selecting a Topic Unlike essays whose topics are normally simply assigned to you, you can usually choose a topic of your term paper yourself (albeit in collaboration with your tutor). As you are going to spend the better part of the next term working on it, it pays to tread carefully here. Don’t choose a topic without thinking, hoping to find the necessary information later on – when the time comes, you may find out that the job is too challenging, and it will be too late to ask your tutor to change the topic. Try finding a topic of personal interest. It is not just that writing about something that fascinates you is easier – the quality of your writing is always directly proportional to how interested you are in the subject matter. At this point you probably won’t be able to single out a specific topic, so try to at least mark a general area (e.g., symptoms and treatment of depression); If you cannot think of something specific, try reviewing available literature using an online database (e.g., PsycInfo). This may inspire you to narrow the topic down to something more manageable and will show what sources you can base your research on; Narrow the topic down but don’t overdo it, or you risk ending up with a topic without relevant sources to use; Check if your topic contains a direct or implied question. You don’t write a report on someone else’s research, you are expected to do individual work and come up to your own conclusions, and for that you need to have a question to begin with. E.g., â€Å"Symptoms of a Histrionic Personality Disorder† is not a very good topic as it calls for a simple enumeration of symptoms. â€Å"Potential of Using Gestalt Therapy in Treatment of Histrionic Personality Disorder† is better, because it implies a question: Is gestalt therapy effective for that purpose? Discuss the topic with your tutor. If the topic you’ve come up with is off, he will be able to point it out and suggest alterations that will make it easier to write and to find the necessary information. In the end, you should get a topic that is both sufficiently broad to provide a lot of source materials to build upon and narrow enough to let you exhaustively study it within your word limit. Here are some examples: Situational Variables of Human Behaviors as Seen in Stanford Prison Experiment; Generalized Anxiety Disorder and Social Anxiety Disorder: Causes of Misdiagnosis and Ways to Prevent It; Comparative Efficiency of Treatments for Reactive Attachment Disorder in Children; Externalizing and Extroversion: Distinctions and Similarities; Conditioning Theory in Explaining Placebo Effect. Doing Your Research As a psychology researcher, you should learn to read and analyze sources critically for at least three reasons: To create valuable work you have to be well-versed in the subject matter; Through learning how to notice weak spots in papers of other researchers you will become better prepared to finding them in your writing, thus turning into a critical reader of your own work; Not all sources are equally valuable, and you have to learn how to differentiate between them to avoid relying too much on untrustworthy information. Remember – more sources is not always better by definition. From the abundance of information on the subject you should only choose what will be helpful in establishing the truth. Here are some ways to find information sources: Reading list. If you are given one by your tutor, start with it – it likely contains the most pertinent information on the subject; Online databases. PsycInfo and PubMed are the two most widely databases used in the field of psychology. More general ones like Google Scholar and Academic Search Premier can also be of help; Reference sections. Start with your textbook and go through all the sources you’ve found by other means. Here are the questions you should ask yourself when reading and analyzing every information source you deal with: Does the author have an agenda? Every paper is written to advance a certain point of view, but in some cases, an author may be blinded by his goal to do so and intentionally twist, conceal or fabricate evidence to promote his position. If the author has an obvious or implicit bias, it greatly decreases the value of the work as evidence. Is the author’s methodology sound? Students are often tempted to skip the Methodology section of a research paper, but it is very important in establishing the value of evidence. Check if the author’s methods are appropriate and relevant for the question he tries to answer. Is the author’s statistical analysis appropriate? Again, you may be tempted to skip this section (especially if you haven’t yet taken a statistics course), but even those without special training can glean important insights from statistical data. Does this information corroborate the author’s hypothesis? Are his conclusions logical? What is the amount of evidence supporting the conclusion? In psychology, just like in many other disciplines, empirical studies often report contradictory results. That is why a single study or experiment doesn’t automatically become evidence unless it is replicated multiple times. And if an author makes sweeping generalizations at a slightest provocation, he is likely to be biased. Is this information evidence? The fact that that author states something doesn’t make it evidence. Moreover, different disciplines have different standards of what is to be considered evidence. For example, in social sciences logical and rhetorical conclusions are treated as viable evidence. In psychology, however, these are considered are nothing more than personal opinions that have no value without being corroborated by empirical evidence. Writing Your Psychology Term Paper Psychology writing has many similarities to what you have previously learned in expository writing: you are expected to study an idea, investigate the available evidence, produce a thesis, support it with convincing and well-founded evidence and be ready to objections and corrections from your audience. However, there are differences. Psychology writing is based on the standards of American Psychological Association publication style. In addition to a host of formatting requirements (which you can learn on case-by-case basis using the publication manual), there are three general principles: clarity, conciseness and accuracy. As a result, psychology writing is supposed to be easy to read even for non-experts, straightforward so as to eliminate potential misunderstandings and devoid of redundancies. The main goal of psychology writing is information transfer with minimal distractions. Thesis Statement A thesis statement is a short summary of the main point of your paper (e.g., the claim you want to prove or disprove), usually limited to a single sentence. Thesis statement is different from topic – a topic is a general area of your investigation. A thesis statement is a claim or a viewpoint related to the topic. For example, â€Å"Correlation between time of diagnosis and necessary depression treatment methods† is a topic. â€Å"Early diagnosis of depression may prevent the need for medication-based treatment† is a thesis statement. Sometimes you have a basic idea of what you are going to write about and what you will try to prove before you do any research; sometimes you will have to review available literature before you can formulate your idea. Having an idea for thesis statement to begin with is useful because it limits the scope of your searches and motivates you to proceed. However, don’t feel obliged to stick to it. Remember, you are a researcher, and your thesis should be supportable by empirical evidence. If you start finding evidence to the contrary, change your thesis statement accordingly. A quality thesis statement is based on existing research done by other people but goes further than just summarizing and reiterating their findings. It should contain something new, something that is not immediately apparent from the topic itself. For example, â€Å"Bipolar disorder severely influences patient’s quality of life† is so obvious that writing a term paper about it has no sense. Here are some good ideas for thesis statements: Criticize an existing theory or hypothesis or offer your own that is better supported by your findings; Combine information from several topics that aren’t usually connected with each other to come to unexpected conclusions about them; Compare and contrast two or more theories on the subject and make a conclusion which one has more basis in empirical data; Point out a correlation between factors or a trend in statistical data that wasn’t noticed by other researchers. Outline Outline is a plan of your paper: here you jot down its basic structure, make notes of what you should mention at each moment and how to connect points with each other. It should contain the following: Main points of your argument; Evidence you will use to back up each point; How you address potential objections to each point; How you explain evidence that contradicts your points; Everything you will use to tie parts of the paper together: transition words and phrases, subtitles, etc. Body Paragraphs Body of the paper is where you say what you intended to say. Usually students consider it the main part of their work, but it is only true for those who haven’t done proper research. If you’ve carefully studied your sources, made notes and prepared a detailed outline, writing the body paragraphs turns into simple putting of already prepared content onto paper in an orderly form. It means that you should proceed in a uniform fashion: introduce a new point – provide empirical evidence to support it – address potential contradictions and objections – recap the point and relate it to the thesis statement of the paper or a current section. There are a few other principles you should follow: Consider your audience to be intelligent novices in the field of psychology. That is, assume that they have knowledge of general psychology but aren’t well-read in any particular branch of the science. Don’t explain the most basic terminology but provide the necessary background when you get deeper into specifics. Be as concise as possible. The fewer words you use, the better. However, don’t strive to achieve complete brevity in your first draft – that is what revision is for. Avoid emotionally charged language. You are writing a scientific paper, not a novel or poetry. Make your words as neutral and objective as possible. Make sure you define the most important terms relevant to your field of study or introduce them in context that makes their meaning immediately obvious. If a term has more than one meaning or connotation, specify which one you use in your work (e.g. â€Å"Aggression, for the purposes of this work, will be defined as any instance of unmotivated physical attack of one person upon another†). Don’t overload your writing with direct quotations. Remember that opinions of other scholars aren’t considered to be evidence in psychology. You should concentrate on documented facts and results of observations, not on what other people write about them. Try to rephrase quotations so that they are integrated into the flow of text more smoothly. Don’t use footnotes and endnotes. According to APA style guide, if information is important enough for understanding a point, it should be introduced directly into the body of the paper. If it isn’t that important, it shouldn’t be used altogether. Don’t write in first person. Phrases â€Å"I think† or â€Å"I suppose† shouldn’t be used in scientific writing. Revising Your Paper: Steps Our Academic Writers Make The first draft never turns out the way you’ve envisioned your paper. When you’ve finished writing the last line your work isn’t yet done, because revision is just as important a part of it as research and writing per se. If you have time to spare, leave your term paper alone for at least 24 hours. Immediately after finishing a paper you are too used to it and tend to skim over entire phrases, missing mistakes and flaws. Ask for a second opinion. Get somebody whom you trust to read your paper and ask for constructive criticism. It may be anybody – a friend, a relative, a roommate, a peer from the Writing Center. You don’t necessarily have to follow all the recommendations and comments he makes, but they will give you a much-needed perspective on your work. Check your paper for clarity. Read it as if you were seeing it for the first time and ask yourself if you would understand it were it written by somebody else. Check logical connections. Do your arguments naturally follow from one another? Do they really prove what they are supposed to be proving? Eliminate unnecessary words. Psychology values succinct writing, so remove every word, sentence, paragraph or even a section if it doesn’t move your point forward. Read your paper aloud. It is an old yet effective method for singling out fragments that don’t work, sound wrong or don’t serve any purpose; Don’t hesitate to rewrite huge swathes of your paper if you feel it will improve it; Check your paper for consistency with the APA style guide. Only practice can teach you how to write excellent psychology papers consistently, but with this guide, you will have sufficient groundwork to get you started.

Body image in todays society essays

Body image in todays society essays Parks, M.S., Read, M.H. (1997). Adolescent male athletes: body image, diet, and exercise. Adolescence, 32, 593-602. Today's society is heavily focused on the physical aspect of our bodies. It seems that our body image is of a very important concern to many. According to previous research studies one's self-esteem is closely related to the degree of satisfaction with one's body image. Most of the research before now on body image has been done in relation to the female population. The concerns of how one looks used to be thought of as a female preoccupation. However, cultural and societal trends have come to suggest that body image concerns may also affect males. New research has shown that the adolescent male is vulnerable to the pressures of obtaining the "ideal" male body. The ideal includes the V-shape, muscularity, and tallness. This new desire has led many to participate in athletics. Most of the data relevant to this subject has been done on college and adult aged people. This study is due to the limited information regarding younger male athletes. The study was done to investigate and compare body image concerns between two groups of adolescent male athletes. The two groups were composed of football players and cross-country runners. Diet and exercise often modify body image. So data was also collected on reasons for exercising and attitudes toward eating and weight control. I believe that the football players will be the ones who accept their body image more than the cross-country runners. The data was collected through a questionnaire. Various coaches were called up and asked to administer the questionnaire to their players at a convenient time. The players were told to answer seriously and make sure their answers were clear. The questionnaire included: Body Esteem Scale, Body Size Drawings, Eating Attitudes Test, and Reasons for Exercis ...