Download Free The Medicalization Of Americas Schools Book in PDF and EPUB Free Download. You can read online The Medicalization Of Americas Schools and write the review.

This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education "categories" and critically examines the misplaced medical model from which they are derived. The presumption that these disabilities cause school-related problems detracts from identifying factors within the classroom that create and maintain a child’s underachievement and disruptive behavior. Moreover, when the disability is finally named, it provides no functional information that translates into effective coping strategies. Macht delves into the misunderstood structure of these disabilities, pointing out that they are not verifiable disabilities but weak constructs that poorly describe each child’s uniqueness. Finally, he provides an alternative model based on children's strengths rather than their deficiencies, and presents strategies that advance school-related success.
This is one of the first American publications on medical education. It was delivered by Morgan and is on the nature and scope of medical education, its conditions in America, obstacles to medical study and reasons for the establishment of medical schools.
This book examines the phenomenon of medicalization and the increasingly large, invasive, and coercive role of medicine in society. Medicine today impinges territory formerly left to families, parents, society, and social and economic policy. Expanding disease definitions and allowing ever-milder conditions to qualify for medicine, ‘disease creep’, influences public policy and social behavior. Medicalization redirects those experiencing stress, sadness, or distraction to medicine, and impacts how society defines health and wellness. Medicalization in the contexts of diet, lifestyle, education and athletics, growing old, public safety, and mental and physical health, are all explored. Medicalization has adverse consequences both in that it may demonize those who do not go along, and it offers a false promise to remedy non-medical problems with a simple pill. The pharmaceutical industry profits from disease creep, and doctors are complicit in furthering a narrative that relies on medicine. Laws often support a medical approach to societal problems despite notable financial conflicts of interest. Written in a clear and accessible style, Medicalization is a valuable addition to the literature on bioethics, law, health policy, social sciences, and political studies.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Health, Illness, and Society, Updated Second Edition provides a comprehensive yet concise introduction to medical sociology. In his accessible style, Steven Barkan covers health and illness behaviors, the social determinants of health problems, the health professions and health care system in the U.S., and how the U.S. system compares to that of other countries. The updated second edition adds a new chapter, “The COVID-19 Pandemic,” which highlights several ways in which the pandemic exhibits health and health behavior disparities resulting from social inequalities and the deficiencies of the U.S. health system. The book also critically examines the achievements and limitations of the Affordable Care Act and discusses efforts of the Trump administration to weaken the ACA. Each chapter opens with learning questions to guide the student and “Health and Illness in the News” stories that apply each chapter’s contents to contemporary events. Chapter summaries reinforce key ideas and “Give it Some Thought” boxes emphasize critical thinking. New to the Updated Second Edition New Chapter 14, “The COVID-19 Pandemic,” discusses several ways in which the pandemic reveals health and health behavior disparities New data on medical students and faculty, sexual harassment in medical school, and medical school debt provide students with a deeper understanding of the issues facing doctors New health care data on peer nations and discussion of health and health care rankings of U.S. women provide a critical examination of the quality and cost of health care in the U.S. versus its peer nations Enhanced examination of health insurance status and surprise medical billing, updated survey data on health care costs, and a discussion of high deductibles emphasize the patient financial burden created by a private system of medicine
Responsible elementary schools strive to ensure that all pupils know more today than they knew yesterday thereby better preparing the youngsters for tomorrow’s lessons. However essential that aim, achieving the goal faces serious challenges due to what confronts quality classroom teachers daily: “It’s not the budget crisis or standardized testing…It’s the enormous variation in the academic level of students coming into any given classroom…” Our current educational system’s rigid graded format, i.e., first grade, second grade, is unable to accommodate this extraordinary pupil diversity. By habit rather than wise thinking, schools assign 25-30 children to classrooms and a teacher’s curriculum on the basis of age with no consideration for skills, a flawed approach called “lumping.” Doing so, even superior teachers are forced by time constraints to ignore many youngsters’ educational strengths and weaknesses thereby increasing the likelihood those schoolkids will suffer discordant “curriculum mismatches.” The book provides teachers and principals an effective alternative to the antiquated “one-size-fits-all” approach that ignores both advanced and struggling pupils, leaving many school children without essential everyday skills. The promising option offers all youngsters—low achievers, high achievers, and those in between—the opportunity to advance through the curriculum as far and as fast as their acquired skills allow.