HLTA02H3 Lecture Notes - Lecture 3: Hippocratic Corpus

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amethystfly177

20 Sep 2016

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The biomedical model would focus on age, sex, and hereditary factors of health. In the biomedical model, roundworm isn"t only a biological factor it is also a social factor. Roundworm can be contracted by being in a society where there is garbage and dirty water. The term lay is someone who aren"t professionalized or knowledge about a topic. We as students wouldn"t be considered lay people because we are in the process of becoming a professional. This term is problematic because many of the lay people have some idea and knowledge about the topic at hand so they wouldn"t be as ignorant as the term would indicate. Interdisciplinary is coming with their method and their own idea of the topic and sharing their idea and coming up with a solution. An introduction to historic conceptualizations of health, disease and the body in western medicine.

Related Questions

Topic:
How would you explain the finding that people in high-income economies seem happier than people in low-income economies, but, over time, people in high-income economies do not seem to be any happier even if their country grows richer? Briefly discuss.

Optional Reading:

Income and Happiness

The Declaration of Independence in 1776 identified âcertain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.â This did not guarantee happiness but did establish the pursuit of happiness as an âunalienableâ right, meaning that right cannot be taken away, given away, or sold. Eighteenth century philosopher and social reformer Jeremy Bentham argued that government policy should promote the greatest happiness for the greatest number of people.

Many people today apparently agree. In recent polls, 77 percent of Australians and 81 percent of Brits believed that a government's prime objective should be promoting the greatest happiness rather than the greatest wealth. The United Nations in 2007 sponsored an international conference on âHappiness and Public Policy.â Thailand now compiles a monthly Gross Domestic Happiness Index. Even China has joined in the fun reporting a happiness index based on polling results about living conditions, income, the environment, social welfare, and employment. Australia, Canada, and the United Kingdom are also developing happiness indexes.

Economists have long shied away from asking people how they feel, preferring instead to observe their behavior. But more now see some value in asking questions. In the most extensive of polls, the Gallup organization asked people in 130 countries: âHow satisfied are you with your life, on a scale of zero to ten?â The results, reported in 2007, are not surprising. Most people in the high income areas, such as the United States, Europe, and Japan, said they are happy. Most people in the poor areas, especially in Africa, said they are not. Also, within a given country, income and happiness are positively related. After evaluating all the results of the Gallup world poll, Angus Deaton of Princeton concluded: âThe very strong international relationship between per capita GDP and life satisfaction suggests that, on average, people have a good idea of how income, or the lack of it, affects their lives.â 8

So these results are no surprise. What does puzzle economists is that other surveys suggest that in affluent countries people do not seem any happier over time even though each generation became richer than the last. For example, in the United States, the proportion of people who say they are happy has stayed about the same despite 60 years of economic growth. In Japan, happiness responses actually declined despite a substantial increase in real income over the last 50 years.

Here are two possible explanations. First, people begin taking for granted those luxuries they most desired. For example, two generations ago color TVs, automobiles, and major appliances were luxuries, but now they are must-items for most households. Computers and flat screen HDTVs will soon move from luxuries to necessities. As each generation attains a higher standard of living, people become less sensitive to the benefits, they take them for granted, and thus they say they are no happier.

Second, research suggests that what matters is not just the absolute level of income but income relative other people in the reference group. Imagine you have a choice between (1) earning $50,000 a year while others in your reference group make $25,000 or (2) earning $100,000 a year while others make $250,000 (suppose, too, that prices remain the same, so $100,000 is double the real income of $50,000). Which would you prefer? Studies show that when people face this hypothetical choice, most pick the $50,000 option. That is, they prefer to make more than others even if that means a lower real income. Thus, if all incomes rise on average over time, this does not affect that aspect of happiness linked to oneâs relative standing. As the social critic H. L. Mencken long ago observed, "A wealthy man is one who earns $100 a year more than his wife's sister's husband."

SOURCES: Daniel Gilbert, Stumbling On Happiness, (New York: Knopf, 2006); Marina Kamenev, âRating Countries for the Happiness Factor,â Business Week, 11 October 2006; Angus Deaton, âIncome, Aging, Health, and Wellbeing Around the World: Evidence from the Gallup World Poll,â Princeton Working Paper, (August 2007); and âWhere Money Seems to Talk,â Economist, 12 July 200

QUESTION 26

Age 65 has come to be considered the onset of old age in the U.S. because:

	a.	This is when most older adults find their abilities diminishing
	b.	At age 65, physical appearance makes it evident that a person is old
	c.	This is the age identified in Social Security and Medicare at the time these were enacted
	d.	This is the age at which life expectancy diminishes most rapidly

1 points

QUESTION 27

The concept of "dependency ratios" has been criticized because:

		Individual differences in needs as well as differences in aging and activity choices make it difficult to ascertain which generation depends on which other generations.
		Very few older adults ever rely on younger individuals for support and assistance
		The most dependent generation may well be young adults
		It is common knowledge that older adults are dependent on younger individuals

1 points

QUESTION 28

Which of the following is the most accurate statement about the purpose of theory in understanding aging?

	a.	Theories attempt to explai what we observe in empirical research or practice
	b.	A goal is to consolidate practice around a simple set of principles
	c.	Theories resolve disputes about the nature of reality and definitions of aging
	d.	The most important purpose is to reduce apparently complex phenomena to a few basic factors

1 points

QUESTION 29

Explanations that focus on the situations and problems that accumulate during the life span and cannot be understood separate from developmental experiences are considered to reflect:

	a.	The aged
	b.	Aging
	c.	Age
	d.	The meaning of life

1 points

QUESTION 30

Early theories of aging, described later life as a:

	a.	Problem
	b.	normal, welcomed stage of life
	c.	rare and unique process
	d.	Too idiosyncratic for generalized description

1 points

QUESTION 31

Theories that explain aging as resulting from the accumulation of "insults" from the environment, which eventually reach a level incompatible with life are labeled:

	a.	Sociocultural theories
	b.	Selective optimization with compensation
	c.	Model of Human Occupation
	d.	Stochastic theories

1 points

QUESTION 32

Psychological theories of aging seek to explain

	a.	Reasons for the emergence of mental disorders in late life
	b.	Why older individuals are likely to be pessimistic
	c.	Relationships among older and younger individuals
	d.	The multiple changes in individual behavior in late life

1 points

QUESTION 33

It is now believed that neurological theories of aging that focus on decline in neurological functioning may be:

	a.	Too optimistic
	b.	Lacking in clarity
	c.	Too pessimistic
	d.	Too limited

1 points

QUESTION 34

In the theory of Selective Optimization with Compensation, "optimization" refers to the idea that:

	a.	People engage in behaviors that augment or enrich their general reserves and maximize their chosen life courses
	b.	People make efforts in middle age to accumulate needed resources to ensure successful aging
	c.	Changing biological and psychological factors that enhance the abilities of older adults in memory and problem solving
	d.	Political initiatives that reduce stigma associated with later life

1 points

QUESTION 35

Mrs. Adams, an 87 year-old widow, has begun to distance herself from some of her extended family members. At the same time, she spends increasing time with her adult children, grandchildren, and some of her close neighbors. This would be an example of:

	a.	The Model of Human Occupation
	b.	Evolutionary Theory
	c.	Cognition and Aging theories
	d.	Socioemotional Selectivity Theory

1 points

QUESTION 36

A theory of particular relevance to occupational and physical therapy is:

	a.	Theory of Free Radicals
	b.	Systems theory of motor control
	c.	Stochastic theories
	d.

1 points

QUESTION 37

Theory is important to therapeutic decisions as a way to:

	a.	Reduce the therapist's need to address individual differences
	b.	Guide decisions about evaluation and intervention
	c.	Minimize the idea of complexity in understanding older adults
	d.	Clearly identify the specific evaluation instruments to be used

1. What was Darwin's theory of pangenesis and how did it fit his model of blending inheritance? How did it allow for the influence of the environment on hereditary characters?

2. How was the idea of environmental influence criticized by Weismann? What his idea of "germ plasm"?

3. What were Mendel's laws on the segregation of traits and on recessive and dominant traits? How did he support these ideas with evidence?

4. What was Galton's argument regarding the inheritance of genius and how did he attempt to prove it?

1. What is the definition of eugenics? What is the difference between positive and negative eugenics?

2. What was "feeblemindedness"? Why did scientists want to eliminate these people from the population?

3. What was the argument presented for sterilization based on the Jukes family history?

4. How was feeblemindedness portrayed in the Norton pamphlet on âSelective Sterilization in Primer Formâ?

5. How does the Carrie Buck case illustrate the concerns of eugenecists? How does it illustrate social values of the time?

1. What was the Kallikak family study, and how did it differ from the Jukes family study? What were its conclusions?

2. What were five factors that contributed to a growing concern over immigration and its threat to "nativism." (Be sure you know what American nativism was.)

3. What was the Immigration Restriction Act? How did passage of the act further eugenic goals?

4. How were eugenic doctrines popularized? What are some examples of positive eugenics?

5. What is the concept of "mental age" on which the Binet test was based? What did early researchers think they were measuring with these tests?

1. What were the results of the I.Q. test administered to World War I draftees? How did some people criticize this test and its results?

2. How did increasing research on development and genetics call into question the simple unit-character assumptions of earlier eugenecists?

3. What concerns did German âracial hygienistsâ express about different birthrates among Germans, Slavic peoples, and southern Europeans?

4. How was the rise of National Socialism (Nazism) in Germany based on promoting the genetically âhealthyâ and preventing reproduction among the âunhealthyâ? Who was included in the unhealthy category?

5. What was the purpose of the German âhealth courtsâ? How did U.S. sterilization laws serve as models for German sterilization programs?

1. How were Margaret Sangerâs view on birth control similar to and different from eugenics?

2. What were the fears over the âpopulation explosionâ in the 1960s?

3.What similarities are there between the case of the Relf sisters and Madrigal vs. Quilligan?

4. How were sterilizations in the 1960s and 1970s similar to and different from the eugenic sterilizations of the 1920s and 1930s?

5. Why were so many women sterilized in Puerto Rico?

1. What are the basic particles of the atom? What is an isotope?

2. What were the contributions of Roentgen, Becquerel, and Marie Curie to the discovery of radioactivity?

3. How did Rutherford explain radioactive decay (Experiment 1)? How are atoms of one element transmuted into another element during radioactive decay?

4. What was Thompsonâs model of the atom? What was Rutherford's model and how did he prove he was right (Experiment 2)?

5. What is the basic idea behind a nuclear chain reaction (fission)? Be able to explain 92235U â 56142Ba + 3691Kr + 3 neutrons + energy.

6. What were the circumstances that led Einstein to write to Roosevelt? What did he tell him?

1. How did the timing of the various decisions about deciding to make a bomb, making the bomb, and deciding to drop it coincide with the course of World War II? 2. What effect did the death of Roosevelt have on the decision to drop the bomb?

3. How did the relationship between the United States and the Soviet Union affect the decision to drop the bomb?

4. In what ways did Bohr, Szilard, and Franck try to get the politicians to think about the consequences of dropping the bomb? What were their various recommendations about international control?

5. How was the Interim Committee involved in the decision to drop the bomb? Which scientists advised the committee and what did they recommend?

1. How did Oppenheimer's attitudes toward the atomic bomb change over his lifetime? After the war was over, what was he advocating in relation to the bomb?

2. What were the reasons for and against initiating the project to build the atomic bomb? Did these reasons change during the course of the war?

3. What were the reasons in 1945 for and against dropping the bomb in a surprise attack?

4. With the benefit of hindsight, of more knowledge about the actual state of Japan in 1945, and of further understanding about the effects of the bomb, do you still think that the reasons you suggested in answer to question 3 are valid? Do you think there was any way to have done things differently?

1. How did the United States people first learn of the bombing of Hiroshima? What were they told?

2. What alternative to using the bomb was always mentioned by those justifying the bombings of Hiroshima and Nagasaki?

3. What was the Potsdam ultimatum and how did the Japanese respond? Why did they reject it?

4. What possibilities for a negotiated peace settlement with Japan existed during the summer of 1945? Why were they unsuccessful?

5. When and how did the American public first begin to learn about the effects of the bombings on the people of Hiroshima and Nagasaki?

1. What were some of the reactions of scientists to the bombing of Hiroshima and Nagasaki?

2. What were the major concerns of scientists after the war regarding the development and control of nuclear weapons?

3. How did the events of the Cold War influence the development of the Hydrogen Bomb?

4. What was the recommendation of the General Advisory Committee concerning the H-bomb, and on what reasons was it based?

1. In the years after World War II, how did scientists justify further research and development of nuclear weapons? How did cultural images facilitate this process? 2. What prompted U.S. policymakers to launch the "peaceful atom" campaign?

3. How was civil defense used to encourage public acquiescence during the early years of the nuclear arms race?

4. Why were so many civil defense campaigns directed toward women and children?

5. Did CDA materials provide an accurate portrayal of nuclear war?

HLTA02H3 Lecture Notes - Lecture 3: Hippocratic Corpus

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