Scarlet Fever Essays (461 words) - Medicine, Clinical Medicine

Scarlet Fever # ## Scarlet Fever Strep throat and scarlet fever are different forms of a bacterial disease caused by infection with group A (beta-hemolytic) streptococcus. When the bacteria infect the throat, the illness is called strep throat. Streptococci can also produce a toxin, which results in a distinctive skin rash. When this occurs, the illness is now called scarlet fever. Scarlet fever was once very common among young children ages 2 to 10, but now it is relatively rare. The reason for this remains unknown, especially since there has been no decrease in the number of cases of strep throat or strep skin infections. Scarlet fever is caused be a toxin that certain strains of streptococcal bacteria release when they infect the upper respiratory tract. It passes from person to person the same way strep throat does-through close contact between an infected and a non-infected person. When a child with the infection coughs or sneezes, bacteria- laden drops is released. Children playing face to face, playing together and sharing toys and eating utensils can easily pass the infection back and forth. The first symptoms of scarlet fever include a high fever, headache, abdominal pain, nausea and vomiting. These may develop suddenly. Occasionally, abdominal pain and vomiting develop one or two days before the rash appears. The rash consists of tiny, red bumps. It begins on the trunk and spreads outward. It can cover the entire body in a matter of hours or days, giving the skin a rough sandpaper-like texture. The rash normally doesnt spread over mouth area although the lips as well as the palms and soles turn bright red. In the beginning of the illness the tongue turns white with small flecks of red on it, however as the disease progresses the tongue becomes very swollen and turns red. Another symptom of scarlet fever are deep red streaks that appear in the armpits, elbow crooks, groin and behind the knees. Scarlet fever can be treated with antibiotics prescribed by a doctor. If left untreated (not taking all prescribed medications), the infection may lead to rheumatic fever or kidney disease. To help prevent yourself from being infected with scarlet fever avoid close contact with infected people until they have completed at least two days of a ten day course of antibiotic therapy. Do not drink raw unpasteurized milk or eat products made from raw milk. Exclude people with the illness from food handling. In most cases, all signs of the scarlet fever rash are gone within two weeks, and there is no long-term scarring. Proper nutrition boosts the body's immune system and helps it fight the infection. Drink lots of fluids to help flush out toxins and prevent dehydration. And remember, get lots of rest! Science Essays

Understanding the Triarchic Theory of Intelligence

Understanding the Triarchic Theory of Intelligence The triarchic theory of intelligence proposes that there are three distinct types of intelligence: practical, distinct, and analytical. It was formulated by Robert J. Sternberg, a well-known psychologist whose research often focuses on human intelligence and creativity. The triarchic theory is comprised of three subtheories, each of which relates to a specific kind of intelligence: the contextual subtheory, which corresponds to practical intelligence, or the ability to successfully function in one’s environment; the experiential subtheory, which corresponds to creative intelligence, or the ability to deal with novel situations or issues; and the componential subtheory, which corresponds to analytical intelligence, or the ability to solve problems. Triarchic Theory of Intelligence Key Takeaways The triarchic theory of intelligence originated as an alternative to the concept of general intelligence factor, or g.  The theory, proposed by psychologist Robert J. Sternberg, contends that there are three types of intelligence: practical (the ability to get along in different contexts), creative (the ability go come up with new ideas), and analytical (the ability to evaluate information and solve problems).The theory is comprised of three subtheories: contextual, experiential, and componential. Each subtheory corresponds to one of the three proposed types of intelligence. Origins Sternberg  proposed his theory in 1985 as an alternative to the idea of the general intelligence factor. The general intelligence factor,  also known as  g, is what intelligence tests typically measure. It  refers only to â€Å"academic intelligence.† Sternberg argued that practical intelligence- a person’s ability to react and adapt to the world around them- as well as creativity are equally important when measuring an individuals overall intelligence.  He also argued that  intelligence isn’t fixed, but rather  comprises a set of abilities that can be developed.  Sternbergs assertions led to the creation of his theory.   Subtheories Sternberg broke his theory down into  the following  three subtheories: Contextual subtheory: The contextual subtheory says that intelligence is intertwined with the individual’s environment. Thus, intelligence is based on the way one functions in their everyday circumstances, including one’s ability to a) adapt to one’s environment, b) select the best environment for oneself, or c) shape the environment to better fit one’s needs and desires.Experiential subtheory: The experiential subtheory proposes that there is a continuum of experience from novel to automation to which intelligence can be applied. It’s at the extremes of this continuum that intelligence is best demonstrated. At the novel end of the spectrum, an individual is confronted with an unfamiliar task or situation and must come up with a way to deal with it. At the automation end of the spectrum, one has become familiar with a given task or situation and can now handle it with minimal thought.  Ã‚  Componential subtheory: The componential theory outlines t he various mechanisms that result in intelligence. According to Sternberg, this subtheory is comprised of three kinds of mental processes or components:Metacomponents enable us to monitor, control, and evaluate our mental processing, so that we can make decisions, solve problems, and create plans.Performance components are what enable us to take action on the plans and decisions arrived at by the metacomponents.Knowledge-acquisition components enable us to learn new information that will help us carry out our plans. Kinds of Intelligence Each subtheory reflects a particular kind of intelligence or ability: Practical intelligence:  Sternberg called one’s ability to successfully interact with the everyday world  practical intelligence. Practical intelligence is related to the contextual subtheory. Practically intelligent people are especially adept at behaving in successful ways  in their external environment.Creative intelligence:  The experiential subtheory is related to creative intelligence, which is one’s ability to use  existing knowledge to create new ways to handle new problems or cope in new situations.Analytical intelligence:  The componential subtheory is related to analytical intelligence, which is essentially academic  intelligence. Analytical intelligence is used to solve problems and is the kind of intelligence that is measured  by a standard IQ test Sternberg observed that all three kinds of intelligence are necessary for successful intelligence, which refers to  the ability to be successful in life based on one’s abilities, personal desires, and environment. Critiques There have been a number of critiques and challenges to Sternberg’s triarchic theory of intelligence over the years. For example,  educational psychologist  Linda  Gottfredson says  the theory  lacks a solid empirical basis, and observes that the data used to back up the theory is meager. In addition, some scholars argue that practical intelligence is redundant with the concept of job knowledge, a concept that is more robust and has been better researched. Finally, Sternberg’s own definitions and explanations of his terms and concepts have at times been imprecise. Sources Gottfredson, Linda S. â€Å"Dissecting practical intelligence theory: Its claims and evidence† Intelligence, vol. 31, no. 4, 2003, pp.343-397, https://doi.org/10.1016/S0160-2896(02)00085-5Meunier, John. â€Å"Practical Intelligence.† Human Intelligence, 2003. intelltheory.com/practicalintelligence.shtmlSchmidt, Frank L., and John E. Hunter. â€Å"Tacit Knowledge, Practical Intelligence, General Mental Ability, and Job Knowledge† Current Directions in Psychological Science, vol. 2, no. 1, 1993, pp. 8-9,  https://doi.org/10.1111/1467-8721.ep10770456Sternberg, Robert J. Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge University Press, 1985.Sternberg, Robert J. â€Å"The Theory of Successful Intelligence† Review of General Psychology, vol. 3, no. 4, 1999, 292-316, http://dx.doi.org/10.1037/1089-2680.3.4.292â€Å"Triarchic Theory of Intelligence.† Psychestudy, https://www.psychestudy.com/cognitive/intelligence/triarchic