Adolescents on Mental Illness :: essays research papers

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. interpolationThis 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 levelheaded 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 primary(prenominal) interest of the investigators. Previous studies show that many adults are close 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 incur 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 think 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 arrange 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 calculate that there would be many pessimists in the group (students that initially think disallowly about Mental Illness.) Also, they assumed that the curriculum would benefit all of the students (especially the ones with the negative attitudes.)MethodThe investigators used The Science of Mental Illness curriculum to educate the students. This curriculum consists of unique scientific discoveries and case studies tha t help students understand the link mingled with 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 end-to-end 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.

History of Money Essay -- GCSE Business Marketing Coursework

History of Money Let us consider a problem. You catch fish for your food supply, but youre tired of eating it every day. Instead you want to eat some bread. Fortunately, a baker lives next door. work the baker some fish for bread is an example of barter, the direct exchange of one hot for another. However, barter is difficult when you try to obtain a good from a producer that doesnt want what you have. For example, how do you get shoes if the shoemaker doesnt like fish? The series of trades required to obtain shoes could be alter and time consuming. Early societies faced these problems. The solution was money. Money is an item, or commodity, that is agreed to be accepted in trade. Over the years, people have used a wide variety of items for money, such as seashells, beads, tea, fish hooks, fur, cattle and even tobacco. There are numerous myths about the origins of money. The concept of money is often mixed with coinage. Coins are a relatively modern form of money. Their first app earance was probably among the Lydians, in Asia Minor in the 7th century BC. And whether these coins were used as money in the modern sense has also been questioned. To determine the earliest use of money, we need to define what we mean by money. The early Persians deposited their grain in state or church grainaries. The receipts of deposit were then used as methods of payment in the economies. Thus, banks were invented before coins. Ancient Egypt had a similar system...

Baldwin and The Little Rock Nine Essay -- James Baldwin

The shortsighted quiver Nine Weaving the Tapestry of American Hi levelThroughout his literature, James Baldwin discusses the issues of racial difference within America and discusses reasons for the conflicts between races, proposing his solutions to the problems. One of the most authorised and recurring motifs between his works is the idea of history the history of whites in western monastic order and its origin in European thinking and the history of the American Negro, whose history is just as American as his white counterparts. The importance of these histories as being one combined American history is organic to the healing process between the two races. The 1954 Brown v. Board of Education Supreme cost decision is a landmark event for blacks and whites alike, and the events following tether years later in pocket-size sway, Arkansas mark the beginning of a long journey to fulfill the promise of equal education do by the Supreme Court. The 1957 events in Little Rock qu ickly became the nationally covered story of the Little Rock Nine, a legacy that still lives on today despite a James Baldwin prediction made in his essay assume Me to the Water. Specifically, nine African-American students were given permission by the Little Rock school board to attend Central High School, one of the nations top 40 high schools, integrating a formally all-white campus. During the initial weeks, these students were prevented from entering the school by US military summoned by the Arkansas governor. The Little Rock case drew immediate media attention and became a nationwide symbol of the civil rights movement. The story of the Little Rock Nine embodies James Baldwins arguments and observations regarding necessity of education as a crucial tempo to achievin... ... to Enter Topeka School. New York Times 29 Aug. 1958 11.Calloway-Thomas, Carolyn, and Thurmon Garner. Daisy Bates and the Little Rock School Crisis hammer the Way. Journal of Black Studies 26, 5 Special I ssue The Voices of African American Women in the Civil Rights Movement. May, 1996 616-628. JSTOR. 10 April 2004 Figures of the Civil Rights Movement. Videocassette. Princeton, 1999.Fine, Benjamin. Little Rock Faces Showdown forthwith Over Integration. New York Times 7 Sept. 1957 1.---. Little Rock Told To Integrate Despite Militia. New York Times 4 Sept. 1957 1.---. Students Unhurt. New York Times 24 Sept. 1957 1. unite States. Commission on Civil Rights. School Desegregation in Little Rock, Arkansas June 1977. Washington, D.C. June 1977. Baldwin and The Little Rock Nine Essay -- James Baldwin The Little Rock Nine Weaving the Tapestry of American HistoryThroughout his literature, James Baldwin discusses the issues of racial inequality within America and discusses reasons for the conflicts between races, proposing his solutions to the problems. One of the most important and recurring motifs between his works is the idea of history the history of whites in western soc iety and its origin in European thinking and the history of the American Negro, whose history is just as American as his white counterparts. The importance of these histories as being one combined American history is integral to the healing process between the two races. The 1954 Brown v. Board of Education Supreme Court decision is a landmark event for blacks and whites alike, and the events following three years later in Little Rock, Arkansas mark the beginning of a long journey to fulfill the promise of equal education made by the Supreme Court. The 1957 events in Little Rock quickly became the nationally covered story of the Little Rock Nine, a legacy that still lives on today despite a James Baldwin prediction made in his essay Take Me to the Water. Specifically, nine African-American students were given permission by the Little Rock school board to attend Central High School, one of the nations top 40 high schools, integrating a formally all-white campus. During the initial we eks, these students were prevented from entering the school by US military summoned by the Arkansas governor. The Little Rock case drew immediate media attention and became a nationwide symbol of the civil rights movement. The story of the Little Rock Nine embodies James Baldwins arguments and observations regarding necessity of education as a crucial step to achievin... ... to Enter Topeka School. New York Times 29 Aug. 1958 11.Calloway-Thomas, Carolyn, and Thurmon Garner. Daisy Bates and the Little Rock School Crisis Forging the Way. Journal of Black Studies 26, 5 Special Issue The Voices of African American Women in the Civil Rights Movement. May, 1996 616-628. JSTOR. 10 April 2004 Figures of the Civil Rights Movement. Videocassette. Princeton, 1999.Fine, Benjamin. Little Rock Faces Showdown Today Over Integration. New York Times 7 Sept. 1957 1.---. Little Rock Told To Integrate Despite Militia. New York Times 4 Sept. 1957 1.---. Students Unhurt. New York Times 24 Sept. 1957 1.U nited States. Commission on Civil Rights. School Desegregation in Little Rock, Arkansas June 1977. Washington, D.C. June 1977.

In what important ways is the American South Different to the North? Es

The American South represents the more agricultural sector of the United States it was and in some places is still quite far behind the northernern sectors of America. Northerners tended to be better educated than their southern partners. The North also had a much larger tribe than the South with a 21.5 million population, whilst the south had a population of 9 million. The fundamental differences between the two can be classified through religion, the slave movement as well as the agricultural and industrial differences between the north and south of North America.Religion played a major role in the split between the north and south. The original migrants were purely Englishmen abroad, moving abroad to follow their own religion without the authoritarian Church of England. A split between the two appears to be evident in the appellation of the states all southern states were named after English monarchs, whilst in the North none are named after English monarchs, this is due to t he mainly dissenting population of the north, who precious nothing to do with England. This is due to the domination the Church of England had over the south, whilst the Northerners pursued newer approaches such as Protestantism, Baptist and Methodist movements. The Baptist and Methodist movements seemed to reflect the newer mood and plans of the nation, and it is this that attracted the new chase particularly in the North. The United States still has the highest population of church attendees, more so in the South, this is partly why those who travelled around the country attempting to convert found most of their support in the south. The religious difference between the North and South was the start of the split.The first fundamental difference between the North and South was the slave trade, and subsequent racist hatred. All southern states with the exception of Texas had a slave population of between 25-30% of the entire population. Southerners saw thralldom as a constructive measure, whilst northerners began to see slavery as immoral. The legalisation of slavery varied from state to state, and there was no overall law on slavery during most of the eighteenth century. The use of African slaves in tobacco fields proved successful and more slaves were gradually imported, the practice was by ... ...uch as bankers and lawyers. This helps to come on illustrate the differing outlooks that the progressive North and the repressive South possessed.The American South took on many meanings during this period the South was seen as economically backwards, and socially and virtuously corrupt through the slave owners and the agricultural movement that was followed. Fundamentally the Southerners followed a less liberal belief system than the Northerners, and also followed many traditions, religious and other that the Northerners had wanted to leave behind in Britain. However it is unfair to portray the South as a completely backward movement, as the southerners did in particular have some progressive ideals and also succeeded agriculturally, but the two differed, and the civilised War can be accredited to the confrontational stance taken by both the North and the South during this time period.BibliographyAndrew Sinclair, A Concise History of the United States, Sutton Publishing Limited 1999Maldwyn A. Jones, The Limits of Liberty American History 1607-1980, Oxford University Press 1983Steve Collins, The Origins of Americas Civil War, Edward Arnold 1981

Pauls Character in Pauls Case :: Paul

capital of Minnesotas Character in Pauls Case   Paulss Case is the story of a late man who struggles with his identity. Paul feels that he knows where he belongs, but his family and teachers refuse to support his choices. In the middle of Pauls Case, there is a switch in narration. At this turn on, the subscriber can associate with Paul and his problems. Paul struggles with both internal and external conflicts, causing him to be quite a puzzling character. From tha perspective of his family and teachers, Paul seems abnormal. From his perspective, however, he seems misunderstood.   In the beginning of the story, Paul seems to be a typical teenage boy in trouble for causing problems in the classroom. As the story progresses, the subscriber can infer that Paul is rather withdrawn. He would rather live in his fantasy world than face reality. Paul dreaded returning theatre after the Carnegie Hall performances. He loathed his ugly sleeping chamber with the yellow walls, but m ost of all, he feared his father. This is the first sign that he has a disruptive homelife. Next, the reader learns that Paul has no mother, and that his father holds a neighbor boy up to Paul as a model . The lack of affection that Paul received at home caused him to look elsewhere for the attention that he craved.   The theater and Carnegie Hall was where Paul really lived. To him, the rest of his life was but a sleep and a forgetting. The moment Paul stepped into either one of those centers, he felt he was in his element. He breathed like a prisoner set free. Pauls life was so monotonous and dull in comparison to his theater life, which he felt was his secret temple. This alone provides taste into his character. He truly believed that he belonged to the arts. This makes Pauls case so sad because no one believed in him. This is what caused him to flee to New York to be in a place where he would be accepted for his true selt.   Pauls train trip is where the change in na rration occurs. Prior to this point, the author used an omniscient point of view. From this point on, the reader reads from Pauls point of view. The change in narration helps the reader understand Pauls perspective. He is not, as it seemed in the beginning, an abnormal person.

Pauls Character in Pauls Case :: Paul

capital of Minnesotas Character in capital of Minnesotas Case   Paulss Case is the story of a young man who struggles with his identity. Paul feels that he knows where he belongs, but his family and teachers refuse to support his choices. In the middle of Pauls Case, there is a switch in narration. At this point, the reader can associate with Paul and his problems. Paul struggles with both internal and external conflicts, causing him to be quite a puzzling character. From tha perspective of his family and teachers, Paul seems abnormal. From his perspective, however, he seems misunderstood.   In the beginning of the story, Paul seems to be a typical teenage boy in trouble for causing problems in the classroom. As the story progresses, the reader can infer that Paul is kinda withdrawn. He would rather live in his fantasy world than face reality. Paul dreaded returning home after the Carnegie Hall performances. He loathed his worthless sleeping chamber with the yellow walls, but most of all, he feared his initiate. This is the first sign that he has a troubled homelife. Next, the reader learns that Paul has no mother, and that his father holds a neighbor boy up to Paul as a model . The lack of affection that Paul received at home caused him to typeface elsewhere for the attention that he craved.   The theater and Carnegie Hall was where Paul really lived. To him, the rest of his life was but a sleep and a forgetting. The moment Paul stepped into either one of those places, he felt he was in his element. He breathed like a prisoner set free. Pauls life was so monotonous and dull in comparison to his theater life, which he felt was his secret temple. This alone provides insight into his character. He truly believed that he belonged to the arts. This makes Pauls possibility so sad because no one believed in him. This is what caused him to flee to New York to be in a place where he would be accepted for his confessedly selt.   Pauls train trip is where the change in narration occurs. Prior to this point, the author used an omniscient point of view. From this point on, the reader reads from Pauls point of view. The change in narration helps the reader understand Pauls perspective. He is not, as it seemed in the beginning, an abnormal person.