Discuss the role that women play in representing the value systems available for Milkman to adopt. (Be selective; choose characters who best...

Milkman's mother, Ruth Foster Dead, his aunt, Pilate Dead, and his cousin and lover, Hagar Dead really seem to embody three different value systems that Milkman could adopt.  His mother is, in many ways, the quintessential old-fashioned wife and mother: she works in the home, is responsible for meals, raising the children, and so on.  Her role is to take care of her husband, and he expects to be taken care of by her.  In return, he provides financially for her and their family.  These are the major values of this particular system.

Pilate Dead represents quite a different system.  Here, men are practically nonexistent.  The men in Pilate's and Reba's lives have really just been sperm donors, though -- one imagines because of the way she welcomes Milkman and Guitar in -- men could theoretically be more involved if they wanted to be.  Pilate values raw and unconditional love, honesty, and pleasure.  She eats what she wants when she wants, makes and sells fruit wines to support her family, and is unfailingly loving and truthful.  Life is much more fluid and much less rigid than it is for Ruth because Pilate is so independent and cares not at all about what people think of her.

Hagar, Pilate's granddaughter, embodies a more modern sort of a sensibility: she doesn't want to just take care of her man -- she wants him to take care of her too.  She wants to dress well and look good, and she cares a great deal about things that Pilate and Ruth do not.  She doesn't seem to do anything by way of work, like Ruth and Pilate do, so this would imply that she has an expectation of being taken care of; also, she needs to feel desired, something that Ruth would like but Pilate doesn't really care about.  Hagar wants a passionate relationship where she is desired and cherished and cared for; this is a major value for her. 

What does the Forum symbolize in Wharton's short story, "Roman Fever"?

In ancient Rome, the Forum was the center for rituals and civic and political events. Also, because there were citizens of all levels present for these events, the forum was the heartbeat of Roman life. Thus, in Wharton's story, "Roman Fever," the forum symbolizes activity that is sensual and wildly passionate in nature, as well as being a site of victory and defeat. 

For Mrs. Ansley, the coliseum symbolizes a delicious moment of unbridled passion in her youth, a moment whose memory she has long cherished. This place in Rome is also where she defeated her rival, having made passionate love with the other woman's fiancé and later given secret birth to his child.
It is, indeed, ironic that the two women who have "visualized each other...through the wrong end of her little telescope" should bring their daughters to this very place where they once were on holiday together and, at last, have an intimate conversation which reveals the truth of what happened in the Forum. For, Mrs. Slade learns that her friend Grace Ansley was not the victim of her cruel deception of a forged love letter. Rather, it has always been she who has been deceived, thinking that the "illness"--the Roman fever--from which Grace suffered for so long was caused by the damp air of the Coliseum when it was no illness at all, but a pregnancy which had to be disguised. So, now as the two Victorian matrons overlook the ruins of a great empire where competitors engaged with one another long ago, a supreme victory of the soul is won.

What oxymorons are in the second and the last stanza of "Dulce et Decorum Est" by Wilfred Owen?

Oxymorons, figures of speech that put together two opposing words, often create paradoxes with just a few words.

In the second stanza of Wilfred Owen's "Dolce et Decorum Est," the oxymoron is in the first line of the stanza, line 9, as Owen describes the terrible gas that the Germans used against the Allied Troops in World War I:

Gas! Gas! Quick, boys!--an ecstasy of fumbling [...]

Certainly, the word ecstasy has a positive denotation of joyous excitement that opposes the idea of putting on gas masks to protect oneself from poisonous fumes. However, the word fumbling carries with it negative connotations and denotations since it means to use the hands in a clumsy or groping manner. Thus, a paradox is created.

In the last stanza of this poem, the oxymoron is line 26:

To children ardent for some desperate glory,

The meaning of desperate carries with it a negative denotation: reckless from despair or a sense of hopelessness. The word glory, on the other hand, is positive as it means exalted praise, or honor. This creates another paradox.

The apparent contradiction occurs as Owen implies that only someone desperate to be called a war hero would want to go to a war in which he would be subjected to the hideous pain and conditions as given in the description of the young man who could not get his gas mask on in time. Indeed, as the others watch the pitiful soldier thrown into a wagon with other dead soldiers, they realize only too well the meaning of the "old Lie," Dulce et decorum est.

In The Crucible, what does the Salemites’ willingness to support the girls' accusations reveal about Salem’s people? What about its leaders?

The Salem villagers' willingness to believe the girls' accusations shows how eager some of them are to find a scapegoat for their problems.  For example, Mrs. Putnam is desperate to find a reason for the deaths of seven of her eight children; all seven died within a day of their births despite their appearance of health.  She believes that it cannot be the work of God, as she does not feel she deserves such a punishment, and so she assumes that it must be the work of the devil.  Thus, she comes to suspect that her midwives are witches.  Mrs. Putnam needs there to be a reason, needs there to be someone to blame for her pain; thus, when Tituba accuses one of the women who served as midwife to her, it is all too easy to believe it because she so badly wants to believe.  Many of the villagers' will not look to themselves or to God for answers because they want something concrete, and the accusations give them someone tangible to blame.  People like to figure out who to blame, and so the accusations are satisfying in this way. 

The town leaders, however, seem to be much more aware that the accusations are simply untrue.  Reverend Parris knows that his niece and daughter danced in the woods with his slave, casting spells, and he withholds that information because it would make him look bad.  When the accusations begin and he sees how the trials could help him to stabilize his position and authority, he becomes Danforth's right-hand man.  Further, Thomas Putnam was overheard implying that he put his daughter up to making certain accusations so that he could purchase the land owned by the convicted when it went up for auction.  These leaders seem much less credulous than the villagers; instead, they exploit the accusations for their own gain because they are greedy and power-hungry.

Was the situation presented in "The Sniper" real? Could it happen today? What conditions are necessary for this type of thing to happen ?

Liam O'Flaherty's short story "The Sniper" is based on true events. Judging by information in the first paragraph of the story, it must be assumed that the setting of the story is the Battle of Dublin in June and July of 1922. That battle was centered around the Four Courts building in the center of Dublin. During the battle, Republican forces held some of the downtown streets and definitely used snipers perched on rooftops to control the activities below. It is also known that the author of the story was in Ireland during the war. Whether or not the exact situation in the story was true cannot be known, but it is for sure that members of the same family did fight on opposite sides during the war.

Scenarios similar to this are probably happening right now somewhere in the Middle East, Asia or Africa. In countries like Syria, Afghanistan, Yemen, Libya and elsewhere families are being torn apart by conflict. It has been widely reported that the rebel groups in Syria, who had been united in fighting government troops, are now fighting each other. Civil wars are usually fought over some basic principle like a political or religious goal. The Irish Civil War was fought over just such a disagreement. One side favored the Anglo-Irish Treaty and the other side did not. The same conditions could occur in a country where there are deep conflicts over important ideas as is currently happening in several places across the globe.

What are within-subject experimental designs?

Introduction

In an experiment, a particular comparison is produced while other factors are held constant. For example, to investigate the effects of music on reading comprehension, an experimenter might compare the effects of music versus no music on the comprehension of a chapter from a history textbook. The comparison that is produced—music versus no music—is called the independent variable. An independent variable must have at least two levels or values so that a comparison can be made. The behavior that is observed or measured is called the dependent variable, which would be some measure of reading comprehension in the example.

Presumably, any changes in reading comprehension during the experiment depend on changes in the levels of the independent variable. The intent of an experiment is to hold everything constant except the changes in the levels of the independent variable. If this is done, the experimenter can assume that changes in the dependent variable were caused by changes in the levels of the independent variable.

Role of Independent Variable

Experimental design concerns the way in which the levels of the independent variable are assigned to experimental subjects. This is a crucial concern, because the experimenter wants to make sure that it is the independent variable and not something else that causes changes in behavior.
Between-subject designs
are plans in which different participants receive the levels of the independent variable. Therefore, in terms of the example already mentioned, some people would read with music playing and other people would read without music. Within-subject designs are plans in which each participant receives each level of the manipulated variable. In a within-subject design, each person would read a history chapter both while music is playing and in silence. Each of these designs has unwanted features that make it difficult to decide whether the independent variable caused changes in the dependent variable.

Because different subjects receive each level of the independent variable in a between-subject design, the levels of the independent variable vary with the subjects in each condition. Any effect observed in the experiment could result from either the independent variable or the characteristics of the subjects in a particular condition. For example, the people who read while music is playing might simply be better readers than those who read in silence. This difference between the people in the two groups would make it difficult to determine whether music or reading ability caused changes in comprehension. When something other than the independent variable could cause the results of an experiment, the results are confounded. In between-subject designs, the potential effects of the independent variable are confounded with the different subjects in each condition. Instead of the independent variable, individual differences, such as intelligence or reading ability, could account for differences between groups. This confounding (the variation of other variables with the independent variable of interest, as a result of which any effects cannot be attributed with certainty to the independent variable) may be minimized by assigning participants to conditions randomly or by matching the different subjects in some way, but these tactics do not eliminate the potential confounding. For this and other reasons, many experimenters prefer to use within-subject designs.

Because each subject receives each level of the independent variable in within-subject designs, subjects are not confounded with the independent variable. In the example experiment, this means that both good and bad readers would read with and without music. Yet the order in which a subject receives the levels of the independent variable is confounded with the levels of the independent variable. Therefore, determining whether a change in the dependent variable occurred because of the independent variable or as a result of the timing of the administration of the treatment might be difficult. This kind of confounding is called a carryover effect. The effects of one value of the independent variable might carry over to the period when the next level is being tested. Just as likely, an unwanted carryover effect could result because the subject’s behavior changes as the experiment progresses. The subject might become better at the task because of practicing it or worse because of boredom or fatigue. Whatever the source of the carryover effects, they represent serious potential confounding.

Counterbalancing

Carryover effects can be minimized by counterbalancing. Counterbalancing means that the order of administering the conditions of an experiment is systematically varied. Consider the reading experiment: One condition is reading with music (M), and the comparison level is reading in silence (S). If all subjects received S before M, order would be confounded with condition. If half the subjects had M before S and the remaining subjects had S before M, the order of treatments would not be confounded with the nature of the treatments. This is so because both treatment conditions occur first and second equally often.

Complete counterbalancing is done when all possible orders of the independent variable are administered. Complete counterbalancing is easy when there are two or three levels of the independent variable. With four or more levels, however, complete counterbalancing becomes cumbersome because of the number of different orders of conditions that can be generated. With more than three levels, experimenters usually use a balanced Latin square to decide the order of administering conditions. In a balanced Latin square, each condition occurs at the same time period on average, and each treatment precedes and follows each other treatment equally often. Imagine an experiment with four levels of the independent variable, called A, B, C, and D. One might think of these as four different types of music that are being tested in the reading-comprehension example. Suppose there are four subjects, numbered 1, 2, 3, and 4. In a balanced Latin square, the following would be the orders for the four subjects: subject 1, A, B, D, C; subject 2, B, C, A, D; subject 3, C, D, B, A; subject 4, D, A, C, B. Notice that across subjects each treatment occurs first, second, third, and fourth. Notice also that each treatment precedes and follows each other treatment. Although these four orders do not exhaust the possibilities for four treatments (there are a total of twenty-four), they do minimize the confounding from carryover effects.

Inferential Statistics and Testing Subjects

Another feature favoring within-subject designs concerns inferential statistics. Because each participant serves in all conditions in within-subject designs, variability associated with individual differences among subjects has little influence on the statistical significance of the results. This means that within-subject designs are more likely than between-subject designs to yield a statistically significant result. Experimenters are more likely to find an effect attributable to the independent variable when its levels vary within subjects rather than between them.

A final reason within-subject designs are preferred to between-subject ones is that they require fewer subjects for testing. To try to minimize the confounding effects of individual differences in between-subject designs, experimenters typically assign many subjects randomly to each condition of the experiment. Since individual differences are not a hindrance in within-subject designs, fewer subjects can be tested, and there is a corresponding savings in time and effort.

Reversal Design

Experimenters in all areas of psychology use within-subject designs. These designs are used whenever the independent variable is unlikely to have permanent carryover effects. Thus, if the characteristics of the subjects themselves are the variable of interest (such as place of birth or reading ability), those variables must be varied between subjects. If permanent carryover effects are of interest (such as learning to type as a function of practice), however, experimenters use within-subject plans.

Many experiments undertaken to solve practical problems use within-subject designs. These experiments are often small-n designs, which means that the number of subjects (n) is small—sometimes only one. Consider an experiment conducted by Betty M. Hart and her associates. They wanted to decrease the amount of crying exhibited by a four-year-old boy in nursery school. They observed his behavior for several days to find the baseline rate of crying episodes. During a ten-day period, the boy had between five and ten crying episodes each day that lasted at least five seconds. Hart and her associates noted that the teacher often tried to soothe the boy when he began crying. The researchers believed that this attention rewarded the crying behavior. Therefore, in the second phase of the experiment, the teacher ignored the boy’s crying unless it resulted from an injury. Within five days, the crying episodes had decreased and remained at no more than one per day for a week. To gain better evidence that it was the teacher’s attention that influenced the rate of crying, a third phase of the experiment reinstated the conditions of the baseline phase. The teacher paid attention to the boy when he whined and cried, and in a few days the level of crying was back to six or seven episodes per day.

The small-n design used by Hart and her associates is an example of a reversal design. In a reversal design, there is first a baseline phase, then a treatment phase, and finally a return to the baseline phase to make sure that it was the treatment that changed the behavior. Hart’s experiment had a fourth phase in which the teacher again ignored the boy’s crying, because the purpose of the treatment was to reduce the crying. In the fourth phase, the level of crying dropped to a negligible level.

When there is only one subject in an experiment, counterbalancing cannot be used to minimize carryover effects. Thus, the experience in the treatment phase of a reversal design might carry over into the second baseline phase. Experimenters seek an approximate return to the original behavior during the second baseline phase, but the behavior is seldom exactly as it was before the treatment period. Therefore, deciding about the effectiveness of the treatment introduced in the second phase may be difficult. This means that the reversal design is not a perfect experimental design. It has important applications in psychology, however, especially in clinical psychology, where practical results rather than strict experimental control are often very important.

Trappers Case Study

Lise Saari conducted an experiment that used a more conventional within-subject design. Saari wanted to assess the effect of payment schedule on the performance and attitudes of beaver trappers. The trappers received an hourly wage from a forest-products company while they participated in the following experiment.

Initially, trapping performance was measured under the ordinary hourly payment plan. Later, the trappers worked under two incentive plans manipulated in a within-subject design. In the continuous-reward condition, trappers received an additional dollar for each animal that was trapped. In the second condition, trappers received a reward of four dollars when they brought in a beaver. They obtained the four dollars only if they correctly predicted twice whether the roll of a die would yield an even or an odd number. In this variable-ratio condition, the trapper could guess the correct roll one out of four times by chance alone. In summary, the trappers always received a one-dollar reward in the continuous-reward condition. In the variable-ratio condition, however, the payment of four dollars occurred once every four times on average. Therefore, the trappers averaged an extra dollar for each beaver in each condition.

To minimize carryover effects, counterbalancing the order of treatments occurred as follows. The trappers were split into two groups, which alternated between the two schedules, spending a week at a time on each. This weekly alternation of experimental payment continued for the entire trapping season.

Compared to the amount of trapping that occurred under the hourly wage, the results showed that beaver trapping increased under both the continuous and the variable-payment scheme. The increase was, however, much larger under the variable payment plan than under the continuous one. In addition, Saari found that the trappers preferred to work under the variable-ratio scheme. Since both plans yielded the same amount of extra money on average, the mode of giving the payment (continuous or variable) seems crucial.

The experiment by Saari has obvious important practical implications concerning methods of payment. Still, it is equally important that the design of the experiment was free of confounding. The counterbalancing scheme minimized the possibility of confounding the payment scheme with order. Thus, Saari could conclude that the change in attitudes and the increased trapping performance resulted from the variable payment plan, not from some confounding carryover effect.

Use in Psychology

Within-subject designs have a long history of use in psychology. The psychophysics experiments conducted by Ernst Weber and Gustav Fechner in the nineteenth century were among the first within-subject experiments in psychology. The tradition of obtaining many observations on a few subjects started by Weber and Fechner continues in modern psychophysical scaling and signal-detection experiments.

One of the most famous small-n experiments in psychology is that reported by Hermann Ebbinghaus in his book Über das gedächtnis: Untersuchurgen zur experimentellen Psychologie (1885; Memory: A Contribution to Experimental Psychology, 1913). Ebbinghaus tested himself in a series of memory experiments. In his work on remembering nonsense syllables and poetry, he discovered many laws of retaining and forgetting. These laws are now firmly established. Numerous modern experiments with larger numbers of experimental participants and various verbal materials have yielded results confirming Ebbinghaus’s work. Among the most important findings are the shape of the curve of forgetting over time, the important role of practice in improving retention, and the benefits of distributing practice as opposed to cramming it.

B. F. Skinner pioneered the use of small-n designs for laboratory experiments on rats and pigeons in the 1930s. Skinner’s work on schedules of reinforcement is among the most frequently cited in psychology. In his work, Skinner insisted on making numerous observations of few subjects under tightly controlled conditions. His ability to control the behavior of experimental subjects and obtain reliable results in within-subject plans such as the reversal design has led to the wide acceptance of within-subject plans in laboratory and applied experimental work.

Developmental psychologists regularly use a variant of the within-subject design. This is the longitudinal design, in which repeated observations are made as the subject develops and grows older. In a typical longitudinal experiment, a child first might receive a test of problem solving when he or she is three years old. Then the test would be repeated at ages five and seven.

Cross-Sectional Plan

The longitudinal design inherently confounds age or development with period of testing, since age cannot be counterbalanced for an individual. An alternative developmental design is the cross-sectional plan. In this design, subjects of different ages are tested at the same time. Since participants of different ages have grown up in different time periods with different people, age is confounded with generation of birth in the cross-sectional design. Thus, the cross-sectional plan is between subjects and cannot control for individual differences. Although the longitudinal design confounds age with time of testing, individual differences do not confound the results. Therefore, the longitudinal design is a valuable research tool for the developmental psychologist.

Because of their control, efficiency, and statistical power, within-subject designs are popular and important in psychology. All areas of applied and basic scientific psychology rely heavily on within-subject designs, and such designs are likely to remain important in the field.

Bibliography

Gescheider, George A. Psychophysics: Method and Theory. 2d ed. Hillsdale: Erlbaum, 1984. Print.

Gravetter, Frederick J., and Larry B. Wallnau. Study Guide: Essentials of Statistics for the Behavioral Sciences. 6th ed. Belmont: Thomson, 2008. Print.

Kantowitz, Barry H., David G. Elmes, and Henry L. Roediger III. Experimental Psychology. 10th ed. Stamford: Cengage, 2015. Print.

Martin, David W. Doing Psychology Experiments 7th ed. Belmont: Wadsworth, 2008. Print.

Nolan, Susan A., and Thomas E. Heinzen. Essentials of Statistics for the Behavioral Sciences. 2d ed. New York: Worth, 2014. Print.

Reis, Harry T., and Charles M. Judd, eds. Handbook of Research Methods in Social and Personality Psychology. 2d ed. New York: Cambridge UP, 2014. Digital file.

`int (dt)/sqrt(t^2 - 6t + 13)` Evaluate the integral

`intdt/sqrt(t^2-6t+13)`

Let's evaluate the integral by rewriting it by completing the square on the denominator,

`=intdt/sqrt((t-3)^2+4)`

Now let's use the integral substitution,

Let `u=t-3`

`=>du=dt`

`=int(du)/sqrt(u^2+4)`

Now use the trigonometric substitution: For `sqrt(bx^2+a)`  substitute `x=sqrt(a)/sqrt(b)tan(v)`

So ,Let `u=2tan(v)`

`=>du=2sec^2(v)dv`

`=int(2sec^2(v)dv)/sqrt((2tan(v))^2+4)`

`=int(2sec^2(v)dv)/sqrt(4tan^2(v)+4)`

`=int(2sec^2(v)dv)/sqrt(4(tan^2(v)+1))`

`=int(2sec^2(v)dv)/(2sqrt(tan^2(v)+1))`

`=int(sec^2(v)dv)/sqrt(tan^2(v)+1)`

Now use the identity:`1+tan^2(x)=sec^2(x)`

`=int(sec^2(v)dv)/sqrt(sec^2(v))`

`=intsec(v)dv`

Now use the standard integral.

`intsec(x)dx=ln|sec(x)+tan(x)|`

`=ln|sec(v)+tan(v)|`

Substitute back `tan(v)=u/2`

`=>1+tan^2(v)=sec^2(v)`

`=>1+(u/2)^2=sec^2(v)`

`=>sec^2(v)=(u^2+4)/4`

`=>sec(v)=sqrt(u^2+4)/2`

Plug these into the solution, thus

`=ln|sqrt(u^2+4)/2+u/2|`

Now plug back u=t-3 and add a constant C to the solution,

`=ln|sqrt((t-3)^2+4)/2+(t-3)/2|+C`

What does the phrase "Holmes sprang from his bed, struck a match and lashed at it furiously with his cane" imply about Sherlock Holmes?

Sir Arthur Conan Doyle used the words "The Adventure" in many of his Sherlock Holmes stories. Doyle usually saw to it that his hero was not only responsible for the solutions to the mysteries, but that he took the lead in dealing with the adventures. A good example of how Holmes takes the lead in dealing with danger at the end of a story can be seen in the climax of "The Adventure of the Red-Headed League." Although Holmes has brought a Scotland Yard detective to the bank's underground strong-room, and although he has brought his friend Dr. Watson, who is armed with a revolver, it is Sherlock Holmes himself who apprehends the John Clay the dangerous criminal they have been waiting to trap.

Sherlock Holmes had sprung out and seized the intruder by the collar. The other dived down the hole, and I heard the sound of rending cloth as Jones clutched at his skirts. The light flashed upon the barrel of a revolver, but Holmes' hunting crop came down on the man's wrist, and the pistol clinked upon the stone floor.

Watson always describes Holmes as being very quick and agile in his movements when there is occasion for them. Otherwise, Holmes generally appears to be indolent and highly susceptible to ennui. It is characteristic behavior of the great detective to spring into action in "The Adventure of the Speckled Band" when he hears the low whistle and realizes that the so-called "speckled band," a poisonous snake, must be in the pitch-dark room with them. His actions imply that he is quick, decisive, courageous, and that he is willing to face the dangers that result from his investigations.

The fact that he whips the snake furiously with his cane leads to a completely satisfactory ending. The angry snake bites Dr. Roylott when it retreats through the ventilator into his room. With Roylott dead, there is no need to prove anything against him. It would not have been possible to prove that he murdered Julia Stoner two years earlier. And it would have been very hard to prove that he intended to kill Helen Stoner. He could have claimed that the snake got loose and crawled through the ventilator. 

Dr. Roylott's death also resolves the main conflict in the story, which is a battle of wits between Dr. Roylott and Sherlock Holmes. After Helen leaves Baker Street that morning, Roylott bursts into Holmes sitting-room and threatens him.

“I will go when I have said my say. Don't you dare to meddle with my affairs. I know that Miss Stoner has been here. I traced her! I am a dangerous man to fall foul of! See here.” He stepped swiftly forward, seized the poker, and bent it into a curve with his huge brown hands.

Dr. Roylott is not seen again until after his death, but his violent character seems to hang over the remainder of the story like a black cloud. His appearance at Baker Street, where he learns nothing, is intended to establish a dramatic conflict between himself and Sherlock Holmes. Appropriately, Holmes wins by being responsible for Roylott's death.

Some of the blows of my cane came home and roused its snakish temper, so that it flew upon the first person it saw. In this way I am no doubt indirectly responsible for Dr. Grimesby Roylott's death, and I cannot say that it is likely to weigh very heavily upon my conscience.”

What is the irony of Miss Gates' statement?

Miss Gates was Scout's schoolteacher.  One day during an in class discussion, the topic of Adolf Hitler came up.  Miss Gates expressed her dislike for Hitler.  She also showed her empathy for the Jews in Europe.  She compared the dictatorship of Germany to the democracy of the United States.  Miss Gates told her students that:

'"Over here [people] don’t believe in persecuting anybody. Persecution comes from people who are prejudiced.'"

Miss Gates made it clear that prejudiced individuals treated groups of people badly.  She also stated that such things were against the beliefs of the United States.

Scout approached Jem one day with a question.  On the last day of the trial, she had overheard Miss Gates talking.  Her teacher had stated that it was "'time somebody taught [black people] a lesson, they were gettin‘ way above themselves.'"  She then expressed her disapproval of the idea that someday black people may want to marry white people.  

These statements were puzzling to Scout.  How could Miss Gates protest the persecution of the Jews, and yet speak to condescendingly of black people?  She wondered how Miss Gates could "'hate Hitler so bad'" and then speak of those in her own community in such a terrible way.  Miss Gates had stated that anyone who persecuted a group was prejudiced.  She also had said that such a thing was not tolerated in the United States.  Despite her words, black people in Maycomb and many other places were treated poorly.

Besides the trial and editorial, how else does Mr. Underwood show courage by protecting Tom Robinson?

Braxton Underwood is the editor of The Maycomb Tribune. He doesn't like black people, but he is a proponent for fair trials against lying petitioners like Bob Ewell. In chapter 15, Braxton Underwood, Link Deas and Sheriff Tate go to talk to Atticus about the night before Tom Robinson's trial. Scout is shocked to see Mr. Underwood involved with others in the community and visiting Atticus because he usually sits in his office and lets the news come to him. Scout even says, "Something must have been up to haul Mr. Underwood out" (148). This suggests that Mr. Underwood is acting out of character for some unknown reason.

Later, Scout discovers that while the Cunninghams show up to break Tom out of jail to lynch him, Mr. Underwood has a shotgun aimed out his office window to cover Atticus. This is a very courageous thing to do because it was highly possible that Underwood would have been called upon to shoot a human being had the kids not shown up and saved Atticus. Shooting a man isn't like shooting a mad dog as Atticus did in chapter ten. If push came to shove, Mr. Underwood would have been forced to shoot someone in order to save Atticus and Tom from a mob. Standing up against a mob and being prepared to shoot a man if necessary is no easy thing to do. Mr. Underwood could have turned his head, and his gun, away from the situation. Surprisingly, he didn't do that. He stands up for what is right even though he probably doesn't like either Bob or Tom in the situation.

It is also courageous because if Mr. Underwood had killed a Cunningham, he could have been faced with an uprising from the whole clan against his person and not only against his newspaper. He really put himself on the line for justice.

In the book In Cold Blood, what was Dick Hickock's plan when he got to Las Vegas? Why didn't it work?

When Dick Hickock arrived in Las Vegas with Perry Smith (in Part Three of In Cold Blood), Dick planned to impersonate an Air Force officer. Capote writes that "It was a project that had long fascinated him, and Las Vegas was the ideal place to try it out." Dick selected the name Tracy Hand, which was the name of the warden he had known at the Kansas State Penitentiary. Dressed in a uniform he ordered, Dick planned to visit the Las Vegas casinos, both large and small, and pass worthless checks--a plan he thought might bring him three or four thousand dollars in one day. He also planned to ditch Perry, who was annoying him with his superstitious and strange behavior. However, Dick's plan was spoiled when the police spotted the car he and Perry had been driving and noted that it had been reported as stolen. The police then picked up Perry and Dick. 

What is autism?

Causes and Symptoms

Autism is a lifelong neurodevelopmental disorder that is almost always diagnosed in early childhood, though mild presentations may not be diagnosed until middle childhood. According to the fourth edition of the American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental Disorders
(2000), autism is diagnosed if there is evidence of qualitative impairment in both social interaction and communication, together with a marked participation or interest in restricted and repetitive behaviors or activities. Autism also typically involves delays or abnormal functioning in imaginative and symbolic play in childhood. At least one of these symptoms must have been observed prior to age three for a diagnosis of autism to be made.

However, in the Diagnostic and Statistical Manual of Mental Disorders: DSM-5(5th ed., 2013), autistic disorder is no longer a separate diagnosis from autism spectrum disorder, which aggregates the formerly separate diagnoses of autism, Asperger syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS). According to a 2012 press release from the American Psychiatric Association, these disorders "represent a continuum from mild to severe rather than a simple yes or no diagnosis to a specific disorder." Children with this diagnosis tend to demonstrate a wide range of behavioral, psychological, and physical symptoms at varying levels of severity.

As of 2014, the US Centers for Disease Control and Prevention reports that one in sixty-eight children has autism spectrum disorder, with boys being four times more likely than girls to have these conditions.

Some researchers have argued that autism has become increasingly prevalent, citing studies from the 1950s and 1960s that listed the incidence of autism at four to five cases per ten thousand children. However, it has also been suggested that the apparent rise in the incidence of autism simply reflects a rise in awareness of the disorder and an increase in the accuracy of the diagnostic criteria. Because of such debates, current research is more specifically examining mechanisms by which children may obtain autism, in addition to useful treatment methods.

The social interactions of individuals with autism are strikingly abnormal, ranging from self-imposed social isolation to somewhat engaged but inappropriate social behavior. Typically, those with autism avoid eye contact. They also demonstrate little if any facial expressiveness, and they generally do not produce social gesturing or body language. Individuals with autism generally lack empathy; they do not smile in response to other people’s expressions of happiness, nor do they attempt to comfort others in distress. While the majority of children with autism develop attachments to their parents and other caregivers, there is a marked aloofness and lack of social reciprocity in their interactions even with close others. In adults with autism, close friendships and romantic attachments are not common. It is often said that individuals with autism do not relate to other people as people, but rather treat people more like objects. A classic example of this is a child with autism leading an adult by the hand and then placing the adult’s hand on a door, rather than verbally or gesturally requesting that the door be opened.

Language development in children with autism is almost always delayed, and between 25 and 30 percent never acquire spoken language, despite having normal hearing abilities. Those individuals with autism who do develop language often show evidence of low-level linguistic disorders such as echolalia, persistent use of neologisms, pronoun reversals, and other grammatical anomalies. The subset of individuals with autism who develop fluent speech typically demonstrate poor conversational skills, related to the general lack of social reciprocity seen in autism. Their speech is often delivered in a monotone, is repetitive, and focuses mainly on their own concerns. Autistic speakers typically show little awareness of the perspectives or interests of their listeners. Individuals with autism also show deficits in receptive communication; there is reduced attention to human voices in general, poor understanding of nonverbal language—including gesture and vocal intonation—and difficulties with nonliteral language such as metaphor and irony.

Individuals with autism demonstrate a preoccupation with restricted and repetitive behaviors, interests, and activities. This focus on repetition can take a range of forms, from performance of stereotypies to compulsive insistence on daily routines to an intense focus upon specific, narrow topics of interest. Common stereotypies seen in autistic individuals are hand flapping, head banging, or more complex whole-body movements. Autistic children sometimes engage in self-injurious behavior patterns, such as self-biting or head banging, and/or self-soothing behaviors, such as rocking or self-stroking. Some children with autism also develop pica, eating such things as paper, paperclips, or dirt. More complex ritualistic behavior patterns might include compulsive hand washing, counting, or arrangement of possessions. This aspect of autism can also include intense preoccupation with highly restricted topics, such as weather patterns, buttons, or television schedules.

Another defining characteristic included in the diagnostic criteria for autism is a lack of imaginative or pretend play in childhood. This symptom may be related to the general literalness seen in autistic communication. The play of children with autism tends to be solitary and to involve the repetitive manipulation of objects. The one-sidedness of autistic children’s play and their generally impaired social interactions typically result in failure to develop peer relationships appropriate to their developmental level. Children with autism are therefore often cut off from their peer groups, which can cause feelings of loneliness and depression, especially as they approach adolescence.

Up to three-quarters of children with autism are also intellectually disabled, with an intelligence quotient (IQ) below 70. The mental profiles of autistic children can be uneven, however, with particularly low verbal IQ scores but normal or near-normal scores on measures of mathematical and spatial IQ.

As of the early twenty-first century, there is no known cause of autism. Risk factors include genetic relatedness, difficult birth, and comorbid disorders such as attention deficit hyperactivity disorder (ADHD) and obsessive-complusive disorder (OCD). In the 1990s, scientists investigated the claim, initially made by parents and bolstered by apparently rising rates of autism, that the measles, mumps, and rubella (MMR) vaccine, typically given around age eighteen months, caused autism in some cases. A number of thorough epidemiological studies found no evidence for a link between the MMR vaccine and autism, although some researchers suggested that the vaccine could exacerbate already-present autistic symptoms in toddlers.

Treatment and Therapy

There is no cure for autism, nor is there one single treatment. Because children with autism can display such a wide range of symptoms, the range of available treatments is also wide. Physicians, psychologists, and other health professionals focus on alleviating the symptoms that are the most disruptive to a particular individual with autism. Available treatments include behavior modification, social skills training, speech therapy, language therapy, occupational therapy, play therapy, music therapy, dietary interventions or other natural treatments, and medication, among others. Often a combination of these types of treatments will be used to address the therapeutic needs of an autistic individual.

One of the most successful treatments for autism has been intensive behavior modification therapy. In his book The Autistic Child: Language Development through Behavior Modification (1977), O. Ivar Lovaas describes a program of intensive one-on-one behavior modification therapy that can be highly effective in alleviating disturbing symptoms and in engendering positive social behaviors in autistic children. Lovaas’s technique is controversial because it involves both rewards for appropriate behaviors, such as making eye contact or maintaining conversation, as well as punishments for inappropriate behaviors, such as self-damaging acts, stereotypies, or pica. In a well-publicized legal case in the 1990s, Massachusetts banned the use of punishment in a school for autistic children. As a result, the children’s levels of self-injurious behavior increased, to the extent that the parents petitioned for punishment to be reinstated in the school’s behavior modification program. While the utility of punishment is generally acknowledged, many behavior modification therapists now suggest that the positive reinforcement of rewarding appropriate behavior is effective enough that punishment for inappropriate behavior is not necessary. Despite variations in philosophy and technique, behavior modification aimed at increasing social responsiveness and decreasing inappropriate behaviors is generally an essential component of therapy for autistic children.

Social skills training is used to encourage individuals with autism to adhere to the implicit rules of conversation and social interaction (for example, looking at people’s faces when speaking to them). Occupational therapy focuses on teaching skills that allow individuals with autism to participate in daily life: crossing a street, preparing simple meals, making purchases, and answering the telephone. Play therapy involves entering the world of the autistic individual—in the case of children, spending “floor time” with them to break through their aloofness. Music therapy has been used to draw emotional responses from children with autism, with varied levels of success. Dietary interventions have also been found to alleviate some of the symptoms of autism in certain cases.

No drug is specifically prescribed for autism; however, various medications are sometimes used to treat the symptoms of autism. Stimulant drugs may be used to treat the inattentiveness of autistic children who are particularly isolated and unresponsive. Tranquilizing drugs may be prescribed to manage obsessive-compulsive behaviors that are disruptive to normal functioning. Antidepressants are also sometimes prescribed for autistic children to heighten emotional responsiveness and/or to stabilize mood. As many as one-third of children with autism develop seizures, often in adolescence, that are similar to epileptic seizures. These seizures are usually treated with medication.

Outcomes for individuals with autism depend on the severity of their symptoms. Autistic individuals with mild impairments can live at home, participate in family and social life, go to mainstream schools, and eventually take on appropriate paid work. In fact, some highly repetitive occupations, such as shelving books in a library or entering computer data, may fit extremely well with the desires and talents of individuals with autism. Some people with autism are very high-achieving. Those with more profound autistic symptoms or significant intellectual disability may go to special schools, participate in remedial programs, or live in special residential facilities. Whatever the setting, individuals with autism respond most positively to a highly structured environment in which the other people are understanding and tolerant of their social and communicative abnormalities.

Parents, siblings, and friends of individuals with autism may also benefit from therapy. Life with an autistic person can be rewarding, especially when progress is made, but it can also be frustrating and depressing. Often the parents, siblings, and friends of children with autism, as well as professionals working with such children, feel rejected by the autistic tendency to avoid close social contact. Most professionals suggest that anyone who spends extended periods of time with an individual with autism will benefit from some form of training and/or emotional support.

Perspective and Prospects

Though it is likely to be an old syndrome, autism was first described in the 1940s. Leo Kanner in the United States and Hans Asperger in Austria independently published papers describing children with severe social and communicative impairments. Both Kanner and Asperger used the term "autism" (meaning “alone”) to describe the syndromes they had identified. Kanner described children who had impoverished social relationships from early in life, employed deviant language, and were subject to behavioral stereotypies. Asperger’s description identified children with normal IQs and normal language development who suffered from social and some types of communicative impairments. As of the early twenty-first century, there is ongoing controversy as to whether autism and Asperger syndrome represent two ends of a single spectrum disorder or whether individuals with Asperger syndrome constitute a distinct clinical group.

In his original report, Kanner observed that the parent-child relationships in cases of children with autism appeared to be somewhat unusual. This suggestion fit with the tenor of the times, in which psychology and psychiatry were dominated by Freudian theories. Thus early explanations of autism, now discredited, suggested that children developed the syndrome as a result of cold, abusive, or confusing home environments (references were made to “refrigerator mothers”), and early treatments of autism focused on improving parent-child relationships or removing children with autism from their home environments.

In the twenty-first century, work on autism has focused on the physiological and cognitive aspects of the disorder. Brain studies utilizing functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) scanning have uncovered several abnormalities in the brains of individuals with autism, including larger than normal brains, and abnormal functioning in the areas thought to be responsible for social interactions. In particular, the structure and functioning of the mirror neuron system, hypothesized to be the structural substrate for empathy, have been shown to be abnormal in individuals with autism. Cognitive studies of autism have suggested that the perceptual and reasoning proclivities of individuals with autism are abnormal. One hypothesis is that autistic individuals’ minds are characterized by “weak central coherence,” such that they prefer to focus on details and parts rather than on global wholes, leading to the tendency to focus on concrete minutia while avoiding complex and dynamic human interaction. Another hypothesis is that individuals with autism lack a “theory of mind,” which results in an inability to consider others’ emotions, perspectives, desires, and thoughts.

Bibliography:

American Psychiatric Association. "DSM-5 Proposed Criteria for Autism Spectrum Disorder Designed to Provide More Accurate Diagnosis and Treatment." Release No. 12-03. Arlington: APA, 2012. Print.

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Arlington: APA, 2013. Print.

Autism Speaks. Autism Speaks, 2015. Web. 5 Aug. 2015.

"Autism Spectrum Disorder (ASD)." CDC. Centers for Disease Control and Prevention, 8 June 2015. Web. 5 Aug. 2015.

Frith, Uta. Autism: Explaining the Enigma. 2nd ed. Malden: Blackwell, 2006. Print.

Greenspan, Stanley, and Serena Wieder. Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think. Cambridge: Da Capo, 2006. Print.

Happe, Francesca. Autism: An Introduction to Psychological Theory. Hove: Psychology, 2002. Print.

HealthDay. "One in 50 School-Aged Children in the U.S. Has Autism: CDC." MedlinePlus 20 Mar. 2013. Web. 21 Aug. 2014.

MedlinePlus. "Autism." MedlinePlus 14 Aug. 2014. Web. 21 Aug. 2014.

Scherer, Lauri S. Autism. Detroit: Greenhaven, 2014. Print.

Volkmar, Fred R., et al. Handbook of Autism and Pervasive Developmental Disorders. Hoboken: Wiley, 2014. Print.

Wilkinson, Lee A. Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools. Washington, DC: APA, 2014. Print.

Wiseman, Nancy D., and Robert L. Rich. The First Year: Autism Spectrum Disorders—An Essential Guide for the Newly Diagnosed Child. Cambridge: Da Capo, 2009. Print.

Why is the Director angry after telling Bernard about his visit to the Savage Reservation in Brave New World?

The Director was angry because he realized that he had divulged his secret to Bernard. He tried to downplay his attachment to the lady he took for a visit to the reservation where she disappeared.

“Don’t imagine,” he said, “that I’d had any indecorous relation with the girl. Nothing emotional, nothing long-drawn. It was all perfectly healthy and normal.” He handed Bernard the permit. “I really don’t know why I bored you with this trivial anecdote.” Furious with himself for having given away a discreditable secret, he vented his rage on Bernard.

Bernard approached the Director so he could authorize his trip to the Savage Reservation. The Director did not notice the aim of the permit until he signed it. Bernard’s request to visit the reservation brought back sad memories that the Director had bottled up. The Director told Bernard about how he once took a lady to the reservation where she got lost. He had to leave her there after all attempts to trace her were unsuccessful. He was emotional as he narrated his story which implied that he was strongly attached to the lady and that the events continued to trouble him years later.

What is tinea versicolor?

Definition

Tinea versicolor is a type of dermatomycosis that is caused by a yeast that interferes with normal tanning. Dermatomycosis includes a
variety of superficial skin infections caused by fungi or
yeast. These types of infections almost always only affect skin, hair, and nails.
In people with severe immune problems, these infections can become more serious
and invasive.

Tinea versicolor can result in uneven skin color and usually affects the back, upper arms, underarms, chest, and neck. It rarely affects the face.

Causes

The fungus that causes tinea versicolor, Malassezia furfur, is normally present in small numbers on the skin and scalp. Overgrowth of the yeast leads to infection.

Risk Factors

Risk factors for tinea versicolor include age (more common in adolescents and young adults), gender (more common in boys and men), skin condition (more common in people with naturally oily or excessively sweaty skin), and climate (more common in warm and humid climates).

Symptoms

Symptoms include uneven skin color, with either white or light brown patches; light scaling on affected areas; slight itching that is worse when the person is hot; and patches that are most noticeable in summer months.

Screening and Diagnosis

A doctor will ask about symptoms and medical history and will perform a
physical exam. The patient may be referred to a dermatologist, a specialist in
skin
disorders and conditions. The doctor may use an ultraviolet
light to see the patches more clearly and may scrape the patch for testing.

Treatment and Therapy

Treatment options for tinea versicolor include topical medications such as selenium sulfide lotion (2.5 percent) or shampoo (1 percent; such as Dandrex, Exsel, and Selsun Blue), applied daily for one week and then monthly for several months to prevent recurrences. Another option is oral medication, such as prescription antifungal drugs. Oral medications make treatment shorter, but they are more expensive and associated with more adverse side effects.

Once the infection is successfully treated, the patient’s skin will naturally return to its normal color. However, this process usually takes several months. Also, the condition may improve in the winter only to return again in the summer months.

Prevention and Outcomes

One should avoid excessive heat and sweating to reduce the risk of tinea versicolor.

Bibliography

American Academy of Dermatology. “Tinea Versicolor.” Available at http://www.aad.org.

Berger, T. G. “Dermatologic Disorders.” In Current Medical Diagnosis and Treatment 2011, edited by Stephen J. McPhee and Maxine A. Papadakis. 50th ed. New York: McGraw-Hill Medical, 2011.

National Library of Medicine. “Tinea Versicolor.” Available at http://www.nlm.nih.gov/medlineplus/ency/article/001465.htm.

Richardson, Malcolm D., and Elizabeth M. Johnson. The Pocket Guide to Fungal Infection. 2d ed. Malden, Mass.: Blackwell, 2006.

What page is it when Ron Franz asked Chris McCandless to be his grandson?

The exact page number is going to be tough for me to give you.  I do not know which edition of the book that you are looking at, and the page numbers of different editions will be slightly different.  I can get you really close though.  I am looking at a PDF version of the book, and it says that the quote that you are looking for is on page 39.  

Regardless of page number, the quote is in chapter six.  About two thirds of the way through that chapter, Chris McCandless writes a very long letter to Ronald Franz.  In the letter, McCandless encourages Franz to take up a wandering lifestyle.  If you find that section of the chapter, the grandson quote is four paragraphs before it.  The paragraph ends with the word "grandson." 

Explain how and why Alexandria, Egypt developed, what were major advantages that Alexandria had during the time they were first established and...

Alexandria, Egypt was founded in 331 BCE, after Alexander the Great had a vision of building a city in his own name. The delta of Rhacotis provided a convenient backdrop for Alexander's (and his successor, Ptolomy) future endeavors in the Eastern Mediterranean because it advantageously linked the city to the Nile River. After Alexander's death, General Ptolomy assumed control, after which he developed the city into one of the most iconic cultural, educational, and trade centers of the ancient world.

Alexandria's central location within the Mediterranean, the weather, clean water, and most of all, its accessibility to sea ports, paved the way for Alexandria's success. All of these factors were rare in Egypt, especially given the volatility of the climate and the pollution which ran rampant in most of the deltas near the Nile. Due to these advantages, Alexandria could flourish in terms of trade and thus a cosmopolitan, commercial, and intellectual center was born.

The initial inhabitants were from Greece, Asia Minor, the Aegean Islands, Macedonia, Persia, and Judaea (Bagnall 51). Even though the population was varied, the Greek citizens were favored, most likely due to their cultural affiliation with Alexander the Great. According to Bagnall, at its height, the city housed 500,000 citizens, and much violence erupted between the Jewish and Greek sects, because the Greek inhabitants were seen as culturally superior (52). Even though the city of Alexandria was situated in Egypt proper, it was a “melting pot” of various people who originated from places throughout the Mediterranean. This, coupled with its naturally advantageous geographical locale, enabled Alexandria to flourish.

Works Cited

Bagnall, Roger S, and Dominic Rathbone. Egypt from Alexander to the Early Christians: An Archaeological and Historical Guide. Los Angeles: J.P. Getty, 2004. Print.

In the Broadway musical The Phantom Of The Opera, why does Christine die? Why does the Phantom let Christine and Raoul go in his lair? Does Meg...

That's a lot of questions--I'll try my best to help!

First of all, Christine doesn't die in either the musical or the book.  (She does meet her end in Love Never Dies, Andrew Lloyd Webber's sequel to Phantom that has no basis in Leroux's original work, but that musical was widely panned.)  I don't believe the musical explains what happens to Christine and Raoul after they leave the Phantom's lair, but in the book, they leave Paris.  Leroux presumes they've stolen away and gotten married.

The Phantom ultimately lets Christine and Raoul leave his lair because Christine shows him compassion, the first time he's been on the receiving end of any kindness at all.  She also kisses him, which almost certainly contributes to his more charitable mood, but in the end it's Christine's kindness that enables him to find that scrap of kindness in himself.

As for the question of the Giry women and the Phantom... given that Meg leads the angry mob to search for the Phantom after Christine's kidnapping, I find it a little hard to believe she would have secretly fallen in love with him, though it's worth mentioning that the comic strip Little Meg envisions a world in which a considerably younger Meg has an almost Calvin-and-Hobbes-like rapport with the Phantom.  You raise a good point regarding Mme. Giry; her history with the Phantom is an invention of the musical and wasn't in the original book, so that would seem to lay some groundwork for future romance.  Ultimately, though, this story is very much in the Gothic tradition, and one hallmark of Gothic stories is the innocent, virtuous heroine to whom many unimaginable, horrible things happen.  Christine fits that mold to a T--she's naïve enough to believe in the Angel of Music, she's very young, and she's presented as the virginal counterpart to Carlotta,  to say nothing of her manipulation and kidnapping at the hands of the Phantom.  Mme. Giry, on the other hand, is considerably older and also a mother.  In many ways, the Phantom is preying on Christine, and she's simply far more attractive prey than Mme. Giry.

What are ovarian cancers?

Related conditions:
Abdominal cancer, colon cancer, cancer of the diaphragm, lymphatic cancer, peritoneal cancer, stomach cancer

Definition:

Ovarian cancers result from the development of a malignant tumor in the ovaries and can be divided into three main types. The most common is epithelial ovarian cancer, which originates in the surface cells of an ovary. The second type, germ-cell ovarian cancer, starts in the interior cells of an ovary, where eggs are produced. A third main type, stomal ovarian cancer, begins in the connective tissue cells that hold an ovary together and generate the female hormones estrogen and progesterone.

Risk factors: One of the most important risk factors involved in the development of ovarian cancers is inherited gene mutations. In 2014 the National Cancer Institute reported that based on research published in 2005, the inheritance of mutated breast cancer genes, BRCA1 and BRCA2, is responsible for approximately 15 percent of all ovarian cancers. Other factors include having had breast or colon cancer, having a family history of ovarian cancer, not having given birth, taking fertility drugs, and using hormone replacement therapy after menopause. Age is an important risk factor. According to the American Cancer Society (ACS) in 2014, about half of the women diagnosed with ovarian cancer are sixty-three years old or older. ACS also stated that the cancer is more prevalent among white women than African American women.

Etiology and the disease process: The exact cause of ovarian cancers is still unknown. Some specialists have suggested that ovarian cancer in younger women is related to the tissue-repair process subsequent to ovulation. The formation and division of new cells at the site where an egg is released through a small tear in the ovarian follicle may produce genetic errors. Other specialists believe that the origin of ovarian cancers in younger women is related to the production of abnormal cells associated with the increased hormone levels that occur before and after ovulation.

Ovarian cancers are classified according to the histology of the tumor. According to research published in the Annals of Oncology in 2013, about 90 percent of all cases of malignant ovarian tumors are epithelial ovarian cancers, which are classified by cell type and graded from 1 to 3. Obstetrics and Gynecology reported in 2006 that 2.6 percent of US women diagnosed with ovarian cancers had germ-cell tumors, which develop in the egg-producing cells of the ovary and generally occur in younger women. Another type of ovarian cancer develops in the stomal cells, the tissue that holds the ovary together.

Ovarian cancer cells metastasize by spreading into the naturally occurring fluids in the abdominal cavity. These cells frequently become implanted in other peritoneal structures, particularly the uterus, the intestines, the omentum, and the urinary bladder. New tumor growths often occur in these areas. In rare instances, ovarian cancer cells spread through the bloodstream or lymphatic system to other parts of the body.

Incidence: In 2014 ACS reported that ovarian cancer is the fifth leading cause of cancer-related death in women, and estimates that for women in the United States in 2014, about 21,980 individuals will be newly diagnosed with ovarian cancer and 14,270 will die from the disease. In 2013 the Centers for Disease Control and Prevention (CDC) reported that 19,959 women in the United States were diagnosed with ovarian cancer and 14,572 died from it in 2010. Ovarian cancers are most common in industrialized nations. Statistics released by the US National Cancer Institute (NCI) in 2014 show that, based on data from 2008–10, women in the United States have about a 1.4 percent chance of being diagnosed with ovarian cancer over the course of their lives. NCI also reported in 2014 that an estimated 188,867 women were living with ovarian cancer in the United States in 2011.

Symptoms: In the majority of cases, ovarian cancer produces no symptoms or only mild symptoms until it progresses to an advanced stage. Symptoms include general abdominal discomfort, such as bloating, cramps, pressure, and swelling; nausea, diarrhea, or constipation; frequent urination; loss of appetite or feeling bloated after a light meal; and the loss or gain of weight for no apparent reason. Other symptoms can include fatigue, back pain, pain during sexual intercourse, abnormal bleeding from the vagina, menstrual irregularities, shortness of breath, and fluid around the lungs.

Screening and diagnosis: A medical doctor first evaluates a patient’s medical and family history, then performs, a thorough physical examination of the pelvic region. The presence of any abnormal growths should be further investigated using ultrasound imaging and computed tomography (CT) scans. Ultrasound can detect the difference between healthy tissues, fluid-filled cysts, and tumors. CT scans produce detailed cross-sectional images of regions within the body. In some cases, x-rays of the colon and rectum following a barium enema help identify the presence of ovarian cancers. The level of cancer antigen 125 (CA 125) should be assessed with a blood test; however, this marker identifies only about 10 percent of early ovarian cancers. The amount of four other cancer-related proteins in the blood shows some promise for diagnosing ovarian cancers.

A biopsy must be performed for a definitive diagnosis of ovarian cancer. Biopsies are usually done on tumors removed during surgery, although sometimes they are done during a laparoscopy or using a needle guided by ultrasound or CT scans. If ovarian cancer is present, the stage of the disease is assessed. Staging for ovarian cancer is as follows:

• Stage I: The cancer is limited to one or both ovaries.





• Stage II: The cancer has extended into the pelvic region, such as the uterus or Fallopian tubes.





• Stage III: The cancer has spread outside the pelvis or is limited to the pelvic region but is present in the small intestine, lymph nodes, or omentum.





• Stage IV: The cancer has metastasized to the liver or tissues outside of the peritoneal cavity.

These stages are further broken down into levels of seriousness from A to C.

Treatment and therapy: Depending on the stage of ovarian cancer, surgery is often performed to remove the ovaries, uterine tubes, uterus, omentum, and associated lymph nodes. This process is referred to as surgical debulking. The stage of the disease determines whether additional therapy is needed. Typically, chemotherapy is employed, and if the cancer is localized, radiation therapy is sometimes used. The most effective chemotherapy drugs used in treating ovarian cancers are carboplatin and paclitaxel (Taxol), administered intravenously. The combination reduces cell division in ovarian tumors.

Intraperitoneal therapy, or pumping chemotherapy drugs directly into a patient’s abdomen, extends the lives of ovarian cancer victims by an additional year or more; however, it can cause side effects such as stomach pain, numbness in the extremities, and possible infection. In January 2006, the National Cancer Institute recommended an individualized combination of intravenous and intraperitoneal therapy for ovarian cancer patients. New chemotherapy drugs, vaccines, gene therapy, and immunotherapy treatments are being explored as options for treating ovarian cancers.

Prognosis, prevention, and outcomes: More than 60 percent of ovarian cancer patients are in stage III or IV at the time of diagnosis, so the prognosis is not promising. In 2006 Obstetrics and Gynecology published a study showing that ovarian cancer patients had an overall five-year survival rate of less than 50 percent, with rates varying depending on the stage and specific type of ovarian cancer, as well as other factors. With early diagnosis, aggressive surgery, and chemotherapy, the five-year survival rate is above 90 percent and the long-term survival rate approaches 70 percent. In 2012 Obstetrics and Gynecology reported a five-year survival rate of 89 percent and a ten-year survival rate of 84 percent, both for stage I epithelial ovarian cancer. For germ-cell ovarian cancer, the prognosis is better than for epithelial ovarian cancer.

Eating well, exercising, and properly managing stress help produce good overall health and reduce the risk of developing ovarian cancers. Measures that help prevent ovarian cancer include having children and breast-feeding them, using oral contraceptives (30 percent reduction), and having a tubal ligation. For women who have a high risk of developing ovarian cancers, removal of the ovaries may be the best prevention.

Baldwin, L. A., et al. "Ten-Year Relative Survival for Epithelial Ovarian Cancer." Obstetrics and Gynecology 120.3 (2012): 612–618. NCBI PubMed.gov. Web. 21 Aug. 2014.

Bardos, A. P., ed. Trends in Ovarian Cancer Research. Hauppauge: Nova, 2004. Print.

Bartlett, John M. S. Ovarian Cancer: Methods and Protocols. Totowa: Humana, 2001. Print.

Centers for Disease Control and Prevention. "Gynecologic Cancers: Ovarian Cancer Statistics." CDC.gov. CDC, 23 Oct. 2013. Web. 21 Aug. 2014.

Chan, J. K., et al. "Patterns and Progress in Ovarian Cancer over 14 Years." Obstetrics and Gynecology 108.3 pt 1 (2006): 521–528. NCBI PubMed.gov. Web. 21 Aug. 2014.

Conner, Kristine, and Lauren Langford. Ovarian Cancer: Your Guide to Taking Control. Sebastopol: O’Reilly, 2003. Print.

Dizon, Don S. One Hundred Questions and Answers About Ovarian Cancer. 2d ed. Sudbury: Jones, 2006. Print.

Parker, James N., and Philip M. Parker. Ovarian Cancer: A Medical Dictionary, Bibliography, and Annotated Research Guide to Internet References. San Diego: ICON, 2004. Digital file.

Ledermann, J. A., F. A. Raja, C. Fotopoulou, A. Gonzalez-Martin, N. Colombo, C. Sessa, European Soc. for Medical Oncology (ESMO) Guidelines Working Group. "Newly Diagnosed and Relapsed Epithelial Ovarian Carcinoma: ESMO Clinical Practice Guidelines for Diagnosis, Treatment, and Follow-Up." Annals of Oncology 24 Suppl. 6 (2013): vi24–32. Print.

Nathan, David G. The Cancer Treatment Revolution: How Smart Drugs and Other New Therapies Are Renewing Our Hope and Changing the Face of Medicine. Hoboken: Wiley, 2007. Print.

Natl. Cancer Inst. "BRCA1 and BRCA2: Cancer Risk and Genetic Testing." Cancer.gov. Natl. Cancer Inst., 22 Jan. 2014. Web. 21 Aug. 2014.

Natl. Cancer Inst. "SEER Stat Fact Sheets: Ovarian Cancer." Seer.cancer.gov. Surveillance Research Program, NCI, 15 Apr. 2014. Web. 21 Aug. 2014.

Describe Theseus's character. What sort of leader does he seem to be?

Theseus is a patriarchal ruler who tends to expect women to fall in line when it comes to love and marriage. For instance, Hippolyta, his fiance, was queen of the Amazons until he forcibly took her from her home. As he puts it:

Hippolyta, I wooed thee with my sword

And won thy love doing thee injuries.

 However, he expects she will fall in line and be happy with marrying him:

But I will wed thee in another key,

With pomp, with triumph, and with reveling.

Likewise, when Egeus complains to him that his daughter, Hermia, refuses to marry the man he has picked out for her, Theseus supports the patriarchal order, telling Hermia

 Be advised, fair maid:

To you your father should be as a god

When Hermia says she wishes her father could see Lysander and Demetrius as she does, Theseus tells her that her duty is to see the men as her father would like her to:

Rather your eyes must with his judgment look.

He then tells her that if she doesn't marry the man her father has chosen she'll either face death or be shut up in a nunnery devoted to the goddess Diana. He seems to have little capacity to view love through the woman's eye and appears to work through coercion rather than gentle persuasion, though he does say he has no choice but to uphold the law. However, even if he is forced to uphold the law, he doesn't have to tell Hermia that she should treat her father as a god. 

Theseus's view of love is pragmatic as well as patriarchal. He famously likens lovers to madmen and poets, saying they're all out of their minds. 

However, near the end of the play, he does allow Lysander and Hermia to marry. And he shows tolerance for the Mechanical's play, understanding that they have good intentions even if they can't act. He seems, if a bit patriarchal at times, to be a practical and reasonable leader whose kingdom runs well and in an orderly fashion.

What do bacteria do that is especially helpful to plants?

Bacteria are microscopic life-forms and are present (pretty much) everywhere. These microorganisms affect biotic and abiotic factors in their vicinity through their activities. Many bacteria present in soil are beneficial neighbors to the plants around them.

Atmospheric nitrogen is in a form that cannot be directly used by plants. Nitrogen-fixing bacteria help plants in this regard. They form a symbiotic relationship with certain plants and while the plant supplies them with carbon, they convert nitrogen to nitrates, a form plants can readily use. Nitrifying bacteria present in the soil convert ammonium ions to nitrates, thus increasing the soil's nitrate content. Denitrifying bacteria convert nitrate to nitrogen and thus prevent buildup of nitrates in the soil. Some other bacteria, such as actinomycetes, act as decomposers and return nutrients back to the soil. Enriched soil is much better for plant growth. 

Thus, bacteria carry out important activities that are beneficial to the plants and the soil.

Hope this helps. 

What does getting married in Friar Laurence's cell symbolize about their coming marriage?

Romeo and Juliet's marrying in the friar's cell is symbolic of the secret nature of their union. The term "cell" refers to a small, private living space, sparse in decor. The marriage takes place as quickly and quietly as possible, so secretive, in fact, that Shakespeare does not even stage the wedding. Act II ends with Friar Lawrence's urgent words: 

"Come, come with me, and we will make short work.

For, by your leaves, you shall not stay alone

Till holy church incorporate two in one."

When Act III begins, the sun has risen, and we find Mercutiio and Tybalt arguing in the street. Romeo enters and wants to make peace, but he dare not confess that he and Tybalt are now related, so closeted is the marriage.

"I do protest I never injured thee,

But love thee better than thou canst devise,

Till thou shalt know the reason of my love.

And so, good Capulet—which name I tender

As dearly as my own—be satisfied."

In contrast, were the couple to have a public wedding, sanctioned by their parents, the celebration would be grand and opulent, as evidenced by the preparations for Juliet's wedding to Paris in IV.iv. The lavish plans are detailed when Lord Capulet, thinking Juliet dead, bemoans that fact that the music, flowers, and feasting will now be used for the funeral. 

All things that we ordained festival

Turn from their office to black funeral.

Our instruments to melancholy bells,

Our wedding cheer to a sad burial feast.

Our solemn hymns to sullen dirges change,

Our bridal flowers serve for a buried corse,

And all things change them to the contrary.

Describe the types of sexual assault perpetrators.

Introduction

Sexual assault is the threat or actual act of sexual physical endangerment of a nonconsensual person or legally defined minor child, regardless of consent. Rape is forced sexual penetration of a nonconsensual person or legally defined minor child, regardless of consent. Definitions of sexual assault and rape are further delineated by states’ criminal codes. The Crime Classification Manual (1992) notes that “definitions of what constitutes rape and sexual assault vary from state to state, resulting in marked differences in the reported frequencies of offense and behavior categories in different samples reported in the literature.”

According to the Office of Justice Programs of the US Department of Justice, 287,100 attempted or completed rapes or sexual assault victimizations against adolescents and adults were reported to law-enforcement agencies in 2010. This figure represents a victim ratio of 2.1 females in every 1,000 persons over age twelve and 0.1 males in every 1,000 persons over age twelve. However, it is significant to note that rape and sexual assault are the most underreported of the index crimes. Aggravated assault, robbery, and murder are commonly reported at near incidence level, but sex-related crimes are often not reported or are charged inaccurately.

Married or cohabiting people may be victims of forced sexual activity but do not report the behavior of their partner, or if they do report the behavior, it is commonly considered domestic violence and the formal legal charge is reduced to simple assault and does not represent the true, sexual nature of the assault. The question as to whether a husband can rape his wife has been debated in many courtrooms. The cross-examination of the victim is often a humiliating experience, and consequently, many victims choose not to press charges against the offender. Many women choose not to report forcible intercourse if they had previously been a consensual partner with the offender. It is also common that while children who are sexually molested by a parent are removed from the home under an order of child abuse, the offending parent is not charged with rape or sexual assault.

Sexual Paraphilias

The American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) recognizes a group of disorders known as sexual paraphilias. The essential features of a paraphilia are recurrent, intense, sexually arousing fantasies, sexual urges, or behaviors, generally involving nonhuman objects or the suffering or humiliation of oneself or one’s partner or children or other nonconsenting persons. Paraphilic disorders are paraphilias that occur over a period of at least six months and cause distress or impairment to the individual or cause harm to others. For some individuals, paraphilic fantasies or stimuli are obligatory for erotic arousal and are always included in the sexual activity.

It is significant to note that not all sexual paraphilias result in sexual assault or rape, and it is the preference of individuals who have paraphilias to identify consensual adult partners. It is also significant to note that the majority of those with known sexual paraphilias are male. However, some of the paraphilias are specific to nonconsensual parties and children. Children, because of their age, by law cannot consent to sexual activity. There are a handful of paraphilias that are commonly associated with nonconsensual partners.

Exhibitionism

Exhibitionism
is defined as “behaviors involving the exposure of one’s genitals to an unsuspecting stranger.” The nature of this paraphilia requires a nonconsensual relationship with a stranger; consequently, it must be considered a form of sexual assault.

Frotteurism

Frotteurism is defined as “touching and rubbing against a nonconsensual person.” A frotteur (usually a man) rubs his genitals against the victim, often in a crowded public place, or fondles the victim. Like exhibitionism, the nature of this paraphilia requires a nonconsensual victim and, consequently, must be considered a sexual assault.

Voyeurism

Voyeurism is defined as “the act of observing unsuspecting individuals, usually strangers, who are naked, in the process of disrobing, or engaging in sexual activity.” A voyeur (usually a man) is sexually excited by looking (“peeping”), sometimes masturbating to orgasm either in the process of peeping or later while retrospectively reviewing what he has seen, but does not seek actual sexual contact with the victims. As in the previous paraphilias, the nature of voyeurism requires a nonconsenting person and, consequently, is considered a sexual assault.

Pedophilia

Pedophilia
is defined as “recurrent, intense sexually arousing fantasies, sexual urges, or behaviors involving sexual activity with a prepubescent child or children (generally age thirteen years or younger).” State statutes define the minimum age at which a person may consent to sexual relations. Pedophilic behavior is by definition a violation of law and consequently is a sexual assault.

Sexual Sadism

Sexual sadism is defined as “recurrent, intense, sexually arousing fantasies, sexual urges, or behaviors involving acts (real, not simulated) in which the psychological or physical suffering (including humiliation) of the victim is sexually exciting to the person.” Persons with this sexual paraphilia are continuously looking for a consensual partner. The practice of sexual sadism is commonly comorbid with sexual masochism. Sexual masochism is defined as “recurrent, intense, sexually arousing fantasies, sexual urges, or behaviors involving the act (real, not simulated) of being humiliated, beaten, bound, or otherwise made to suffer.”

People with one or both of these sexual paraphilias frequent bars and social clubs where sadists and masochists congregate. They are able to establish consensual relationships and mutually satisfy their sexual urges. In the absence of a consensual partner, or when a masochistic party refuses to proceed as far as the sadist desires, the sadist may force compliance and a sexual assault takes place. Sexual assaults that occur because the masochist refuses to continue to participate are rarely reported. When no consensual partners are available and the sadist is experiencing intense sexual arousal, the sadist may forcibly rape a nonconsensual stranger party.

Rape

The concept of rape has a historical and common definition of a man forcing a nonconsenting woman to engage in sexual intercourse. The definition is no longer contemporary. Men and women engage in sexual intercourse with children under the legal age of consent and, consequently, meet the statutory definition of rape. Men and women also engage in same-sex relationships that may result in behaviors that may be, in fact, forcible sexual assault or may be rape as defined by statute. Some hate-motivated crimes involve rape and sodomy. Consequently, the entire legal and philosophical concept of rape must be viewed from an expanded, inclusive definition.

The Crime Classification Manual includes a taxonomy of rape and sexual assault that outlines numerous categories: child pornography; criminal-enterprise rape; felony rape; personal cause sexual assault; nuisance offenses; domestic sexual assault; opportunistic rape, including social acquaintance rape, authority rape, power-reassurance rape, and exploitative rape; anger rape; sadistic rape; abduction rape; group-cause sexual assault; formal gang sexual assault, informal gang sexual assault; military sexual harassment; and military sexual assault/rape. The manual also classifies rapists based on motivations.

The taxonomic studies that describe the styles of convicted rapists focus on the interaction of sexual and aggressive motivations. Although all rape clearly includes both motivations, for some rapists, the need to humiliate and injure through aggression is the most salient feature of the offense, whereas for others the need to achieve sexual dominance is the most salient feature of the offense. John Douglas and Robert Ressler, both retired Federal Bureau of Investigation (FBI) agents who were the initial founders of the FBI’s Behavioral Sciences Unit, identified four primary subcategories of rapists: power-reassurance, exploitative, anger, and sadistic.

Power-Reassurance Rapist

Referred to as a "compensatory rapist," this individual is commonly afflicted with one or more of the sexual paraphilic disorders, and these paraphilias are clearly demonstrated in the method in which the rape is preformed. These rapists are preoccupied with their particular sexual fantasies and commonly have a vision of their “perfect” victim. They are highly sexually aroused as they attempt to locate their “perfect” victim and may demonstrate voyeurism, exhibitionism, masturbation practices, and pedophilia. They are delusional, believing that their victim truly loves them in return. These individuals commonly cannot achieve and maintain normal, age-appropriate heterosexual or homosexual relationships and compensate for their personal perception of inadequacy by stalking and assaulting a younger or older, and weaker, victim.

Exploitative Rapist

The exploitative rapist, also referred to as an "impulsive rapist," commits the crime of rape as an afterthought while committing another crime. These rapes generally occur when a victim is found at the site of a burglary or armed robbery. There is no premeditation in this rape, and the motivation is purely coincidental to the original intended criminal activity. It is not uncommon for persons to take hostages during an armed robbery or carjacking and then impulsively rape the hostage.

Anger Rapist

The anger rapist, also referred to a "displaced aggressive rapist," commits sexual assault because of anger. This rapist is commonly not angry with the victims, because they are usually strangers. Rather, the displaced aggressive rapist is angry with someone or something else, perhaps a boss, a spouse, or just a set of circumstances. Unable to express anger at the source, he displaces his anger on the victim. The rape is characterized by very violent behavior, and the victim is commonly severely injured and may be killed.

Sadistic Rapist

The sadistic rapist, also referred to as a "sexually aggressive rapist," possesses the sexual sadism paraphilia and cannot achieve sexual arousal or satisfaction unless inflicting pain on a victim. The rapist believes that the victim likes his or her sex rough and, consequently, will demonstrate a variety of torturous behaviors during the rape. While the rape is violent, it does differ from the rape by the displaced aggression rapist. The sexually aggressive rapist will demonstrate behaviors that have sexual overtones, while the displaced aggressive rapist will demonstrate unrestrained violence, more violence than is necessary to subdue the victim.

Other Rapist Classifications

Other classifications of rapists include gang rapists motivated by retaliation, intimidation, or juvenile impulsivity. Persons who use drugs to incapacitate their victims are generally compensating for their inability to achieve normal sexual relations and are commonly personality disordered.

Bibliography

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: Amer. Psychiatric Assn., 2013. Print.

Bartol, Curt, and Anne M. Bartol. Criminal Behavior: A Psychosocial Approach. 10th ed. Upper Saddle River: Pearson Education, 2012. Print.

Dobbert, Duane, ed. Forensic Psychology. Columbus: McGraw, 1996. Print.

Douglas, John E., Ann W. Burgess, Allen G. Burgess, and Robert K. Ressler. Crime Classification Manual. 3rd ed. Hoboken: Wiley, 2013. Print.

Goode, Erich. Deviant Behavior. 10th ed. Upper Saddle River: Pearson, 2014. Print.

Planty, Michael, et al. Female Victims of Sexual Violence, 1994–2010. Ed. Catherine Bird and Jill Thomas. Office of Justice Programs, US Dept. of Justice, Mar. 2013. PDF file.

What is the Minnesota model?

Background and Treatment Philosophy

The Minnesota model (MM) was established in 1948 as a new form of drug treatment. The first MM residential program, known as Pioneer House, was established in an old warehouse in Minnesota and was modeled after the principles of Alcoholics Anonymous (AA). The treatment centers Hazelden and Willmar State Hospital, both in Minnesota, adopted a similar model in 1949 and 1950, respectively. Collectively, these three programs constitute the origins of MM. Pioneer House is now the Hazelden Center for Youth and Families. MM was initially designed as a residential treatment program, although outpatient variants of the model exist today and the model itself is amenable to a variety of delivery settings.

The principles and philosophy of AA and the disease concept of addiction, a central element of AA, are essential parts of the MM treatment philosophy. The disease concept of addiction views addicts as having an incurable or chronic disease. Addicts are believed to be biologically different from nonaddicts. They are not blamed for their addiction, but they are considered responsible for facing their disease. The program emphasizes that addicts can change their beliefs, behaviors, and lifestyles and can become well, but only through complete abstinence from all chemical substances.

The typical residential stay ranges from three to six weeks, with a common twenty-eight-day program of inpatient treatment and lifelong aftercare, primarily through AA, to manage the disease. Aftercare may also include family counseling and extended care. The residential treatment program comprises many dimensions of care, including individual counseling, group therapy, family counseling, working the AA twelve-step program, attendance at AA or Narcotics Anonymous meetings, daily reflection and readings (usually of AA’s “big book”), and lectures.

MM-based programs are staffed by different professionals, a central feature of the model’s multiprofessional and comprehensive approach to treatment, and include nurses, clergy, professional social workers, psychologists, and counselors. Counselors are recovering addicts themselves and have trained through the residential program.

The client is treated as a whole person with professional attention devoted to the mind, body, and spirit, a focus sometimes referred to as the physical-psychological-spiritual model of treatment. Clients are treated with dignity by staff and other residents. Although there are no standard guidelines as to what a treatment center must do to officially claim the MM concept, the common elements discussed here make up a typical program of treatment. The Betty Ford Center and Hazelden are among the larger and more recognizable residential treatment programs based on MM today.

MM is similar to concept houses and therapeutic communities in their emphasis on mutual aid, the peer community, and treating the whole person. The heavy emphasis on AA philosophy—the belief in the disease model of addiction instead of the moral shortcomings of addicts—and shorter durations of residency are two of the primary differences between MM and other therapeutic communities. Some clients of MM may participate in a therapeutic community, or extended care, after completing a program of inpatient care.

Criticisms and Successes

Criticisms of MM often focus on aspects of the treatment philosophy instead of on the whole model itself. A common basis for criticism is found in the tenets of AA, such as the insistence on complete abstinence over controlled drinking; the emphasis on spirituality and a higher power, which may not resonate with all addicts; and the rigidness of the AA philosophy, resulting in an inflexible program. Addicts who do not wish to seek help from AA have few helpful exit strategies because of the intolerance of AA members to treatment alternatives.

Other criticisms are directed toward the disease concept of addiction, which some argue relieves the addict of too much responsibility for his or her addiction and which can reinforce self-indulgent behavior and undermine treatment. Despite criticisms, research suggests that the multiprofessional approach to treatment grounded in the principles of AA is a successful form of treatment for many addicts.

Although there are challenges in studying the success of treatment programs, and although many studies have methodological flaws, evidence shows that MM graduates do as well as, and possibly better than, graduates of other treatment programs. Completion of the program results in long-term abstinence for many addicts and shortens periods of repeated drug use for persons who may fail to maintain abstinence. There are documented improvements in the psychosocial well-being of graduates, improvements involving self-esteem, family relationships, and employment, and in overall physical health.

At the same time, Hazelden began incorporating the use of anti-addiction drugs, such as Suboxone, into its program in 2013. Professionals at the facility hoped that this move—which mainly targeted those suffering from opioid addictions—away from the program's foundation in abstinence would help patients having difficulty adhering to the MM.

Bibliography

Cook, Christopher. “The Minnesota Model in the Management of Drug and Alcohol Dependency: Miracle, Method, or Myth? Part I. The Philosophy and the Programme.” British Journal of Addiction 83 (1988): 625–34. Print.

Cook, Christopher. “The Minnesota Model in the Management of Drug and Alcohol Dependency: Miracle, Method, or Myth? Part II. Evidence and Conclusions.” British Journal of Addiction 83 (1988): 735–48. Print.

Spicer, Jerry. The Minnesota Model: The Evolution of the Multidisciplinary Approach to Addiction Recovery. Center City: Hazelden, 1993. Print.

Szalavitz, Maia. "Hazelden Introduces Antiaddiction Medications into Recovery for First Time." Time. Time, 5 Nov. 2012. Web. 29 Oct. 2015.