Epilepsy Research Paper -- Papers Disorder Health Essays

Epilepsy Research Paper People most often associate violent twitching, falling to the floor and drooling with epilepsy. However the described event is only one kind of an epileptic seizure, which is called a tonic-clonic seizure. There are many other kinds of seizures, and each has different sets of signs and symptoms. During generalized seizures the whole brain is affected and the initial symptom is loss of consciousness. This category includes such seizures as absence seizure, myoclonic seizure, and atonic attack. Those seizures affect the whole body and brain of the patient, and are much more serious than partial or focal seizure, which only affects one muscle or one part of the body, and not accompanied by loss of consciousness. Epilepsy occurs when nerve cells in the brain fire electrical impulses at a rate of up to four times higher than normal. This causes a sort of electrical storm in the brain, known as a seizure. During a seizure the normal neuronal activity, which is usually responsible for human thoughts, feelings, and actions of glands and muscles, becomes disturbed and as a result strange behavior, convulsions and loss of consciousness might occur. Epilepsy knows no geographical, racial or social boundaries. It occurs in men and women and can begin at any age, but is most frequently diagnosed in childhood or old age. Anyone can be affected by seizures. In fact, up to 5% of the world's population may have a single seizure at some time in their lives, but a person might be diagnosed with epilepsy only after they had two unprovoked seizures. From many studies around the world it has been estimated that the m... ...mpted to move, chair should be put in supine position, everything should be out of the way and passive restraint should be used to prevent patient from hitting anything or falling out of the chair. Emergency assistance should be summoned right away. Epilepsy is not contagious and is not caused by mental illness or mental retardation. Many people with epilepsy have normal or above-average intelligence. Famous people who are known or rumored to have had epilepsy include the Russian writer Dostoyevsky, the philosopher Socrates, the military general Napoleon, and the inventor of dynamite, Alfred Nobel, who established the Nobel prize. Many people with epilepsy lead productive lives. Many medical and research advances in the past two decades have led to a better understanding of epilepsy and seizures than ever before.

Native American Boarding Schools

An Indian boarding school refers to one of many schools that were established in the United States during the late 19th century to educate Native American youths according to Euro-American standards. These schools were primarily run by missionaries. These often proved traumatic to Native American children, who were forbidden to speak their native languages, taught Christianity and denied the right to practice their native religions, and in numerous other ways forced to abandon their Native American identities and adopt European-American culture and the English language. There were many documented cases of sexual, physical and mental abuse occurring at these schools. In the late eighteenth century, reformers starting with Washington and Knox, in efforts to â€Å"civilize† or otherwise assimilate Native Americans (as opposed to relegating them to reservations), adopted the practice of educating native children in modern American culture. The Civilization Fund Act of 1819 promoted this civilization policy by providing funding to societies (mostly religious) who worked on Native American improvement. Attendance in Indian boarding schools generally grew throughout the first half of the 20th century and doubled in the 1960s. Enrollment reached its highest point in the 1970s. In 1973, 60,000 American Indian children are estimated to have been enrolled in an Indian boarding school. Several events in the late 1960s and mid-1970s (Kennedy Report, National Study of American Indian Education, Indian Self-Determination and Education Assistance Act of 1975) led to more emphasis on community schools. Many large Indian boarding schools closed in the 1980s and early 1990s. In 2007, 9,500 American Indian children lived in an Indian boarding school dormitory. This includes 45 on-reservation boarding schools, 7 off-reservation boarding schools and 14 peripheral dormitories. From 1879 to the present day, hundreds of thousands of American Indians are estimated to have attended an Indian boarding school. Native American children were often separated from their families and people when they were sent or sometimes taken to boarding schools off the reservations. These schools ranged from those like the federal Carlisle boarding School, to schools sponsored by religious organizations to some created by non-profits such as the founding of an Indian school in Hanover, New Hampshire in 1769. In addition to reading, writing, and arithmetic, the Carlisle curriculum constituted of vocational training for boys and domestic science for girls, including chores around the school and producing goods for market. In the summer students were often outsourced to local farms and townspeople to continue their immersion and provide labor at low cost. Carlisle and its curriculum would become the model for the Bureau of Indian Affairs and by 1902 there were twenty-five federally funded non-reservation schools across fifteen states and territories with a of over 6,000. Although federal legislation made education compulsory for Native Americans, removing students from reservations required parent authorization, although coercion and even violence were often used to secure the preset quota of students from any given reservation. Once the new students arrived at the boarding schools, life altered drastically. They were given new haircuts, uniforms, and even new English names, sometimes based on their own, other times assigned at random. They could no longer speak their own languages, even between each other, and they were expected to convert to Christianity. Life was run by the strict orders of their teachers, and it often included grueling chores and stiff punishments.

Was The Atomic Bomb Necessary For End World War II

RQ: Was the Use of the Atomic Bomb Necessary to End World War II? Alissa Spikes Mrs. Ferry AP World History 2 June 2015 Word Count: 2,181 Table of Contents A.Plan of investigation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 B. Evidence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 C. Evaluation of Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 D. Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦..†¦Ã¢â‚¬ ¦10 E. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.13 F. Works Cited†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Plan of Investigation This investigation assesses to what extent the atomic bomb was necessary to end the Second World War. This investigation will be limited to the years 1939 to 1945, the duration of World War II, to assess the justifications for the bombing. However, this investigation will also examine sources as recent as the 2010s to evaluate the objective necessity of the bombing because it has remained a consistently controversial topic despite the time difference. Additionally, the necessity of the bomb is a matter that is independent from the initial bombing because its effect went beyond just ending the war, and, contextually, it is essential to examine its causes and effects with respect to events both before and after the war. Throughout this investigation, novels, memoirs, and web articles will be analyzed with evaluations of their origins, purpose, values, and limitations. Word Count: 139 B. Evidence World War II lasted six years and resulting in 70,000,000Show MoreRelatedAtomic Bombs On Hiroshima And Nagasaki844 Words   |  4 PagesDuring World War II Americans dropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki killing nearly 200,000 people. This resulted in Japans surrender in World War II. J. 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