Essay代写：Research on poverty

下面为大家整理一篇优秀的essay代写范文- Research on poverty，供大家参考学习，这篇论文讨论了关于贫穷的研究。混合方法研究被认为是进行贫困社会学研究的最佳方法。贫困是一个复杂的社会问题，它不仅涉及数据和事实，而且还涉及对物理现象背后的人类意图的解释。方法论对贫困研究的影响更为直接，但它不能脱离指导认识论。认识论观点的采用不是中立的，而是由社会科学家如何看待不同社会因素之间的联系所决定的。总体而言，混合方法研究被发现是社会科学家研究贫困问题的最佳选择。

Poverty has been a disease of the human society for centuries. In the modern world, poverty is granted with more complex meanings than starving. People suffering from poverty are often deprived of equal social opportunities. They are more susceptible to poor living conditions, lack of material supply, emotional disturbances, alcohol and substance abuse, and a much lower life expectancy than the rich. Meanwhile, the deprived opportunities include the chance of quality education, the chance to improve their society status, and the chance to enjoy traveling, dining, watching movies, reading, participating in sports activities, and going to concerts. These lost opportunities make it extremely difficult for the poor to get rid of poverty. In this essay, several different schools of thought regarding the origin and implication of poverty will be analyzed, with functionalism thoughts identified as the most valid one.

The structuralism (conflict) view of poverty believes that the true nature of poverty is deprivation and exploitation of the poor. A natural conflict exists between the powerful and the weak, or between the rich and the poor. The powerful want to maintain their social status at all costs, and poverty has become the most effective weapon for them to do so. Structuralism view argues that capitalism has created an unequal relationship between the capitalists and the workers (Patnaik, 2012). The surplus values created by workers have been grabbed by the capitalists, leading to the unbalanced distribution of social wealth. Meanwhile, it is extremely difficult for the poor to become capitalists themselves, with no accumulation of wealth or experience. Meanwhile, the wealthy also have other means of influence over the poor, by providing them only with partial information. This is supported by the increasingly monopolized mass media in the modern world. Lack of information and opportunity thus become the major obstacles for the poor to get rid of poverty.

In the age of globalization, such class conflict and deprivation happen not only within countries, but increasingly in the international level (Patnaik, 2012). Poorer countries have little choice but to sacrifice their environment and natural resources to provide cheap labor for the developed countries. Although the structuralism theories present valid points, they have failed to acknowledge the countless cases of success rising from the lower social classes. The people who have been rich a century ago may not be the richest nowadays. In the case of the post-communist Poland, the rising new elite class in the society shows that rather than a systematic flaw, poverty is more of a result of individual pathology (Ost, 2015). This diminishes the claim that poverty is an effective tool of stratification. Poverty should not be viewed as an intrinsic characteristic of capitalism, especially in the age of information and technology, where more opportunities are presented not only to the rich, but all members of the society.

The functionalism theories consider poverty as both necessary and inevitable for society stability. Poverty is necessary because in order for those who are talented to make contributions to the society, they must be properly rewarded. By properly it means personal interest will always be the most effective motivation of individuals (Mackenbach, 2017). Poverty is also inevitable, because it is natural that only a partial of behavioral patterns will be most handsomely rewarded under one social mechanism (Mackenbach, 2017). And such patterns are always the ones that are the most contributive to the development of the sustainment of the society. Preference thus leads inevitably to poverty. Poverty is necessary for the current degree of development of the human society, since there has to be someone to do the less honorable and well-paid jobs, and there has to be someone to consume the low quality but cheaper products. The social hierarchy created by poverty is found to be contributive in certain ways: it improves collective decision-making and coordinate individual actions towards a common goal (Mackenbach, 2017). However, the functions of poverty do not mean that poverty is desirable. Poverty is merely an inevitable stage of the current development of human society, to be replaced by something superior and more just in future developments.

There is also the interactionism and culturalism views of poverty. These theories emphasize not on the definition or origin, but the lived experiences of the poor and the rich. The common emotions induced by poverty include the sense of frustration and feelings of social exclusion, as demonstrated by the poor youths from Northern Ireland (Horgan, 2011). A sub-culture of poverty has been formed among these young people, that they are trapped in a cycle of non-constructive, even self-harming behaviors. Being the outsiders and disadvantaged groups of the society, the poor often have no alternative to poverty, since it has already become part of their mentality and lifestyle. The interactionism and culturalism views pf poverty are effective in explaining specific cases, but they fail to establish an overarching generic rule regarding poverty.

In conclusion, the functionalism theories are found to be the most successful in explaining poverty, due to the powerful logic they offer. Provided with the current physical conditions, the equal distribution of social wealth seems completely impractical: it diminished the motivation of the talented individuals and reduces the social coordination by breaking the existing hierarchy. In the current stage, poverty still contains important social functions keeping the society relatively stable. Meanwhile, it is not impossible for poverty to become obsolete, once the human society enters the next phase of development. After all, poverty is still acknowledged as the enemy of civilization and equal human rights.

References

Horgan, G. (2011). The making of an outsider: Growing up in poverty in Northern Ireland. Youth & Society, 43(2), 453-467. doi:10.1177/0044118X10383543

Mackenbach, J. P. (2017). Persistence of social inequalities in modern welfare states: Explanation of a paradox. Scandinavian Journal of Public Health, 45(2), 113-120. doi:10.1177/1403494816683878

Ost, D. (2015). Stuck in the past and the future: Class analysis in post-communist Poland. East European Politics & Societies and Cultures, 29(3), 610-624. doi:10.1177/0888325415602058

Patnaik, U. (2012). Capitalism and the production of poverty. Social Scientist, 40(1/2), 3-20.

Portfolio Theme 4.

Poverty has been a topic of interest for social scientists all over the world. both the developed and developing states have an interest in exploring the nature of poverty. In the process, social scientists have adopted diverging paths to study poverty. When approaching a problem related with poverty, researchers often face the tough choice on the most appropriate way to study. Epistemology is the part of philosophy that deals with knowledge, and methodology is the set of methods and principles applied to obtain knowledge. In this essay, the relationship between epistemological and methodological approaches to poverty will be explored, followed by an analysis on the implications of the two methods, and the mixture of them, on social science results.

In general, epistemology serves as the guide for methodology. Poverty is the study of both numbers and phenomenon. Therefore, both qualitative and quantitative approaches are necessary to fully understand poverty in social science. This leaves a complicated situation for researchers to pick the optimal alternative among the numerous ones, and epistemology it the basis of such selections (Balarabe Kura, 2012). Different epistemologies correspond to different methodologies, and different styles of research. One fundamental difference between the styles can be the aim of research: some researchers are trying to prove the existence of objective rules and laws governing the society. Based on these rules, they can apply the same theories to multiple case studies of poverty and gain validity. For example, the functionalism view of poverty is considered a way of generalization, to find the common rules behind poverty. Others try to explain a phenomenon, instead of finding the more generic rules behind it. For example, the interactionism theories regarding poverty is an attempt to explain, with the most comprehensible (relatively) features of poverty presented. Finally, there are also researchers who tend to criticize existing phenomenon, from the logical and ethical perspectives. The social conflict and class segregation view of poverty is an example of this style. Based on the different aims and styles, different approaches have been taken by researchers, arriving at distinctive results. Comparing epistemology and methodology, it can be observed that methodology has a more direct impact on the knowledge production and theory formulation process in social science. However, the basis of the methods adopted is epistemology.

The two major epistemological perspectives are positivism and interpretivism (Bryman, 2012). Positivism emphasizes on the importance of paralleling social science with natural sciences. Naturally, it involves more quantitative research methods. Common methods associated with positivism include experiments, data collection, operationalization, and deduction. Meanwhile, it also involves inductive strategy, by gathering facts to provide the fundamentals of a generic rule or social law. In positivism, only the phenomena and knowledge that are verifiable through the sense are considered valid. This means that positivism is the strict performer of objectivity (Bryman, 2012). The personal values and emotions of the researchers are often forbidden in positivism. Such requirements would inevitably increase the size and scale of research, since more empirical evidence or data must be gathered in order to prove a hypothesis. The number of selected research participants is also significantly larger, with an emphasis on breadth over depth. The outcome of social research guided by positivism principles are laws that are generic and logically sound. Meanwhile, these laws and rules must be able to be scrutinized by anyone and still hold true. In comparison, the interpretivism approach is the exact opposite of positivism. It promotes the distinctiveness of human nature, which requires more than explaining social phenomena, but understanding of them. It is common for researchers to adopt an empathetic attitude towards the research subjects, which is not common for positivism. As a result, interpretivism adopts the qualitative research methods much more frequently, including quasi-experiments, descriptions and in-depth studies of single subjects. This allows researchers to narrow down the size and scale of research, reduce the number of participants. The product of interpretivism can be highly subjective, with strong value or ethical elements contained in it.

Epistemologies and methodologies do not necessarily distinguish from each other absolutely, leading to the formation of a series approaches of mixed methods research (Bryman, 2012). There are multiple ways of integrating quantitative and qualitative research for poverty studies. The triangulation of two approaches is also known as the integration among the two, to provide more reliable results. By applying two approaches at the same time, the validity of a theory can be tested two times, making it more credible than either approach alone. For instance, the theory of the social class conflict as the origin of poverty can be further enhanced with historical evidence from different countries. Failing to provide the deliberate attempt of the richer social class to deprive and exploit the poor, the credibility of the theory is significantly diminished. In addition to the ability to validity and increase the credibility of the results, the mixed methods research will also contribute to a more complete answer to the research question (Bryman, 2012). It is common for gaps to be left when only one type of approach is used in research. Mix methods research aims to achieve a balance between objectivity and subjectivity, between values, attitudes, and facts, so that the final theory created can be accepted by more audience.

The attempt for researchers to hold different approaches as fundamentally different is quite meaningless. Both quantitative and qualitative approaches have some distinctive positive qualities, and the combination of the two only makes the study on poverty more complete. For example, in the research about “Capitalism and the Production of Poverty”, the author applies both approaches in deriving how poverty is formed in the capitalism context (Patnaik, 2012). Since this study involves the international scale of research, data collection becomes inevitable for the result to be valid. The author uses the output and consumption of cereals for different purposes in different regions of the world, to demonstrate the degree of poverty in these regions. Numbers are indeed an honest and direct way to present the facts to the readers. In addition, the social conflict theories of Marx have also been used by the author to aid the argument. Both qualitative and quantitative approaches are necessary for the author to derive the conclusion, that poverty is a struggle between the deprived people and the ruling class. In a way, statistics and deduction theories complement, instead of contradicting each other. When people are trying to measure poverty, data collection is inevitable. However, the data collected cannot lead to effective results without qualitative analysis (Schwartzman, 1998). The latter provides data collection with directions, on what are the right questions to asks, and which data are truly valuable to the results.

In conclusion, mixed methods research is considered the optimal way to conduct sociology studies on poverty. Poverty is a complex social issue that involves not only data and facts, but also the interpretation of human intent behind physical phenomena. Methodologies serve as the more direct influence on poverty research, but it cannot be independent from the guiding epistemologies. The adoption of epistemological perspectives (either positivism or interpretivism) is not neutral, but determined by how social scientists envision the connections between different social factors. The determination on whether to integrate quantitative and qualitative approaches in one research should be determined by the epistemological perspectives of the scientists, the nature of the topic, the objectives of the researchers, and multiple other factors (Balarabe Kura, 2012). Overall, mixed methods research is found to be the optimal choice for social scientists in studying poverty.

References

Balarabe Kura, S. Y. (2012). Qualitative and Quantitative Approaches to the Study of Poverty: Taming the Tensions and Appreciating the Complementarities. The Qualitative Report, 17(20), 1-19. Retrieved from http://nsuworks.nova.edu/tqr/vol17/iss20/4

Bryman, A. (2012). Mixed methods research: Combining quantitative and qualitative research. Social Research Methods. Oxford University Press; 4th edition.

Bryman, A. (2012). Social research strategies. Social Research Methods. Oxford University Press; 4th edition.

Patnaik, U. (2012). Capitalism and the production of poverty. Social Scientist, 40(1/2), 3-20.

Schwartzman, S. (1998). The Statistical Measurement of Poverty. Brazilian Institute for Geography and Statistics.

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Assignment代写：Change of female status in the New Culture Movement

为大家整理一篇优秀的assignment代写范文- Change of female status in the New Culture Movement，供大家参考学习，这篇论文讨论了中国新文化运动中的女性地位变化。在新文化运动的时候，中国的婚姻自由化将男女平等的理念提升到了前所未有的高度，它动摇了统治中国数千年的封建社会和意识形态基础。从那时起，传统的男女关系和规范逐渐发生变化，女性的角色开始呈现多元化的发展趋势，她们的社会地位也开始发生变化。

Introduction

The New Culture Movement refers to a revolt against the decadent traditional culture and the pursuit of democracy and science in China that occurred in the mid-1910s and 1920s. Women’s liberation was one of the most important aspects of the New Culture Movement. The revolutionists fiercely criticized the oppression and bondage that the society put on women and urged people to fight for women’s rights of education, career, love, and marriage, etc. This assignment focuses on the marriage liberalization during this period of time and argues that it led to a great progress on the changes of women’s social status in China.

History of Arranged Marriage in China

The history of arranged marriage in China could be traced back to the 1600s to 1000s BC (the Shang Dynasty). Back then, the noble families started the arranged marriages out of political and economic purpose. By 1046 to 771 BC, arrange marriages became part of the law among the citizens as well (Ciren et al., 2016). The arranged marriage had been the norms of the Chinese society and women’s rights had been repressed from then on. Women had been seen as the subordinates to men for thousands of years. Men were allowed to have multiple partners and wives were considered in higher positions than concubines, which showed how women were totally materialized. Although there were occasionally some positive and independent female images such as the famous poet Li Qingzhao from the Song Dynasty, they did not represent the comprehensive situation of women.

Until the mid-1800s, the Opium War opened the door of China. As a result, the western thoughts came into China and the women finally began to awake on a larger scale (Xu, 1961). In the early 1900s, there was an explosion of thriving cultural movements, including women’s movements, and women’s rights were among the most pressing issues.

Marriage Liberalization in the 1910s and 1920s

The New Culture Movement was leading by a group of intellectuals who struggled at saving China from the decaying Confucianism, and one significant aim and method was freeing the women through introducing the ideas of gender equality. It is worth to point out that most of those who promoted the marriage liberalization were males, and their enthusiasm represented the determination to make China a stronger country by creating an equal social environment (Li, 2000). The marriage liberalization at this time could be summarized into three aspects, the freedom to love, to get married, and to get a divorce.

Since the movement was initiated by intellectuals, the main battlefield was literature. Therefore, the changes in social attitude and women’s status could be seen through the literary works during this time. Writers created new images other than female students and revolutionaries and included older prostitutes and matchmakers (Feng, 2004). At the same time, they used western literature to highlight the modern women’s personality and expressed their attitude towards the relationship between women and their families. In June 1918, Hu Shi, a representative figure and current editor of the journal New Youth posted the script of A Doll’s House and roused lots of attention. The story of Nora inspired the Chinese women to demand social openness and self-determined marriage (Yang, 2010). There were also a series of promotional activities full of the voice of calling on personality and freedom. People believed that the feudal views of love and families were the biggest obstacle to the liberation of women. Many women took action in opposition to feudalism and the rejection of the old sale-and-buy style of marriage.

However, this movement was limited by the social and economic situation at that time. Although the marriage liberalization movement had a revolutionary impact on the thoughts and thinking patterns of the intellectuals and emotionally moved some of those who lived in big cities with open minds, it did not make a difference among the lower class who were deeply controlled by the traditional point of views. For example, in most countryside, the farmers still strictly followed the commends of their parents and the advice of the matchmakers when they got married. The feudalism and feudal ethics remained a very powerful residual force affecting the Chinese society, which was far from what the pioneers of the New Culture Movement expected. There are two reasons to consider. First of all, due to the chaotic situation in China and the unstable relationship with foreign countries, the movement had to stop in advance when it had not yet reached the general public, which made it impossible for the lower class or the poor to change their minds. More importantly, China was still an agrarian society and due to the strong feudalistic character at the governmental level, the women’s movements were too extreme to most people. In other words, the concepts of human rights and new morals advocated by the New Culture Movement were far from being adapted to most Chinese people at that time.

Even today, men and women in marriage are not completely equal. Men are in dominant positions in a lot of regions. Unequal status creates inequality in marriage, and the fight for women’s right still has a long way to go.

Conclusion

In conclusion, the marriage liberalization in the early 1900s China had promoted the concept of equal rights for men and women to an unprecedented level. It shook the social and ideological foundations of the chauvinism that had dominated China for thousands of years. The traditional relations and norms of men and women were gradually changed since then, and the role of women began to show a diversified development trend and their social status started to change.

References

Cuomu Ciren et al. (2016). From Arranged Marriage to Autonomous Marriage: Marriage

Liberalization in India, Ancient Rome, United Kingdom and China. International Journal of Humanities and Social Science Vol. 6, No. 1.

Jin Feng. (2004). New Woman in Early Twentieth-Century Chinese Fiction. CLCWeb:

Comparative Literature and Culture, Vol. 6, Issue 4.

Jiansheng Xu. (1961). Discussion about modern Chinese marriage and family-change trend.

Modern Chinese History Studies, No. 3.

Liangfen Yang. (2010). The absence of gender in may fourth narratives of woman’s

emancipation: a case study on Hu Shi’s the greatest event in life. New Zealand Journal of Asian Studies, Vol. 12 Issue 1.

Yuhui Li. (2000). Women’s Movement and Change of Women’s Status in China. Journal of

International Women's Studies, Vol. 1, Issue 1.

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这些Essay格式需要注意一下

如果同学们打算去国外留学的话，那么就要学会如何写Essay了，因为Essay是国外大学最常见的作业形式。大家在掌握了Essay的写作方法之后，也能更容易学会写其他类型的英文论文。那么Essay在格式上有什么要注意的地方呢？下面就给大家讲解一下。

Essay不像中国论文，内容结构松散，国内多数学生论文也是抄袭而来，国外就不行了，国外大学要求特别严格，特别是学术性的Essay，对文章整体要求就够完整性、语言的演进和流畅都有很高的标准。导师对你的学术水平看的重要。

其实最主要的就是文章的格式和结构了，这两个方面是硬性的规定和要求，写不好的话也是最能看出端倪的地方。Essay的文献参考是最能体现的地方，其实也是事出有因的，国外的维权比国内要重视很多，所以在文章参考文献的引用上一定要注意，文章的结尾都要有Reference的，同时这个部分千万不能自己编纂，如果被导师发现的话后果会很严重，所以在这部分，大家一定要认真对待按部就班的完成。在引用的时候，尽量的丰富一点，这样可以让导师觉得你很重视这门课，自然也会对你更加的青睐。所以大家在课后的时候可以多一些的阅读延伸，这样能增加知识面，在写Essay的时候也就水到渠成了。导师很看重这一点的。

在Essay写作的时候切记一定要注重文章的完整性，在结构上一定要清晰，在写作之前也可以列出提纲，这样在写作的时候就有条理了。这是一个很好的办法，在内容上，尽量客观的展现的是你对这件事的看法和观点，不要用太多主观的词汇，这一点导师也很看重，如果在陈述观点的时候，也要注意这一方面。

在使用引文的时候，对引用的要做到准确，完整，这一点是基本的要求，但是完整并不是说要全部挪用，引文只是辅助手段，只需要引用最恰当精彩的段落，但是在引用的时候要忠于原文的意思，特别的核心的句子，一定要保持完整性。

以上就是关于Essay写作的讲解，大家可以试着按照上面的方法去写一篇Essay，看看这样写对Essay的质量有多少提升。

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Paper代写：University of leicester

本篇paper代写- University of leicester讨论了英国的莱斯特大学。莱斯特大学位于英国莱斯特市，曾被授予皇家勋章时获得全面的学位授予权。莱斯特大学为学生提供与各领域学术前沿的专家一起工作的机会，这种良好的科研环境为莱斯特大学的教学质量带来极大影响，并使其多次在全国教学质量检查中均获得出色的成绩。此外，莱斯特大学还与商业、企业紧密合作，并在很多领域享有科研的国际声誉。本篇paper代写由51due代写平台整理，供大家参考阅读。

The degree of leicester was established in the city of leicester in 1921. The university currently has about 18,000 students, more than 9,000 of whom are graduate students. The university of leicester provides students with the opportunity to work with experts from the forefront of academic research in various fields. This good research environment has greatly influenced the teaching quality of the university of leicester, which has obtained outstanding results in the nine national teaching quality examinations held since October 1999. In addition, the university works closely with businesses and enterprises, especially in the medical, biological, physical and engineering fields, participating in many companies' research and development projects, and enjoying an international reputation for scientific research in many fields.

The university of leicester offers a full range of graduate education programmes, including liberal arts, medical and biological sciences, education and continuing education, law, science, social sciences and the school of social work, sociology and sports and social studies. See the following table for specific conditions:

Postgraduate training and research are the focus of the university of leicester's activities, which are undertaken by the graduate school. The graduate school is headed by the dean and assisted by an assistant dean. The graduate school collaborates with departments to offer a wide range of courses to graduate students through on-campus and distance learning. All departments offer guidance to graduate students.

The programmes are run by two programmes :taught programmes and research degrees. Courses are usually completed full-time for one year, part-time or distance learning for two years. All lecturing courses are modular, with credits for each group of courses added up to 120 for a graduate diploma and 180 for a master's degree. Learning styles include formal face-to-face sessions and academic discussion plans or study guides, and in some cases distance learning courses can be hosted on weekends. In a research degree, students are trained to master the techniques, methods, and results of an original study in a particular field and are required to submit a final paper. The research degrees of the university of leicester are: doctor of philosophy, doctor of clinical psychology, doctor of education, master of research, master of research in social sciences and master of education.

The university of leicester enrolls graduate students in all departments and encourages them to contact the relevant departments as soon as possible to discuss their research subjects. Each student is assigned a mentor who has expertise in the subject area and is responsible for guiding the student through his or her own research. More specific requirements for research degree study and the relationship between students and their tutors are specified in the code of conduct for graduate students. The requirement for a PhD is an original and publishable paper in the field.

Graduate students generally apply directly to the school, except for master of arts in social sciences and doctor of clinical psychology. The detailed application procedures for each course are described. All application forms for taught and research degrees are collected at the degree office and sent directly to the degree office together with proof of eligibility and financial status for completion of studies. The application form will be forwarded to the department which will contact the applicant for further information or interview.

There is no time limit for admission to a research degree, and applicants should discuss the time of admission with the department they are applying to, since the courses are offered at specific times of the year. Most applicants choose to enroll in October or January. Most lectures begin at the end of September. If certain departments have a deadline for accepting applications, they will indicate it on the application form. Applicants for teaching degrees should have at least a second class honorary degree, and those for research degrees should have a second class or higher honorary degree. Professional experience is preferred.

Leicester university adheres to the principle of equal opportunity in admission, and the admission criteria for students are the potential of the applicant to make a difference in the field of his/her choice. In assessing this potential, admissions tutors take into account factors related to the applicant's academic orientation. However, no applicant shall be treated unfairly in respect of sex, marital status, religion, social class, age, disability, color, race, country or ethnicity.

The purpose of leicester university to offer master's degree courses is to expand and deepen undergraduate courses, so as to improve students' level, acquire professional knowledge, strengthen the adaptability of professional positions, and improve the quality of professionals in technology and management. For this, open course flexibility diversity, have full-time, blame full-time; There are programmes for a master's degree and programmes for a postgraduate diploma. This greatly enhances the adaptability and practicality of the graduate course plan, which is more suitable for the needs of professionals in the society and is well received by the industry and the business community.

The training of postgraduates in leicester university can integrate course learning, experimental learning and subject research, and highlight the training of postgraduates' practical ability. In the training, pay attention to the combination of theory and practice, improve the ability of graduate students to analyze and solve practical problems, and cultivate graduate students' communication and cooperation ability. This is also a common feature of British universities.

The topics for graduate students are mostly practical and involve interdisciplinary work. This requires tutors and graduate students to work together to tackle key problems and do a good job in the comprehensive research of interdisciplinary subjects. Therefore, the curriculum plan includes a multidisciplinary knowledge system, and graduate students are also distributed to the relevant departments for subject research, and the guidance of the subject is also jointly undertaken by the departments.

Most of the subjects selected by graduate students are the result of extensive contacts between the university and the industrial and business communities. Many of these projects can receive financial support from various sectors of society. The relevant departments of the university have the right to have direct contact with the industry and the business community to discuss a number of topics for reference when selecting topics for graduate students. Any subject which is agreed by both the factory and the mining enterprise and the university is often called the cooperative subject of the joint guidance of the factory and the university. The school may invite senior technical experts from factories and mining enterprises to participate in the guidance work of graduate projects or to undertake the teaching work of some courses, and to participate in graduate class discussions and special case studies. This cooperative training method not only creates an environment for postgraduates to combine theory with practice, but also enhances their ability to solve practical problems. At the same time, it also provides postgraduates with employment opportunities after graduation.

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Essay代写：Continuing medical education in the United States

下面为大家整理一篇优秀的essay代写范文- Continuing medical education in the United States，供大家参考学习，这篇论文讨论了美国的继续医学教育。美国的医学界和学术团体都十分重视医生的继续医学教育，认为这是医生医疗服务质量的保证。作为医生，不仅需要不断学习最新知识，而且还要不断的回顾和评价基本医学概念，因此，继续医学教育是不可或缺的。美国的继续医学教育是跨越医生职业生涯最长的阶段，最大的作用是改变知识、行为、思考，以及促使全体医生终身学习。

American medical community and academic community attach great importance to doctors' continuing medical education, which is regarded as the guarantee of doctors' medical service quality. As a doctor, he should not only constantly learn the latest knowledge, but also constantly review and evaluate the basic medical concepts. Therefore, continuing medical education is indispensable.

Compared with the first two stages of the continuum of medical education -- undergraduate medical education and post-graduate medical education, continuing medical education is the longest stage that spans the career of doctors. The greatest role of continuing medical education is to change knowledge, behavior, thinking and promote lifelong learning of all doctors.

In the early 20th century, there were scattered, gray-haired continuing medical education activities in the United States, which were hard to distinguish from medical education after graduation. In 1906, the American medical association passed a program encouraging county medical societies to offer weekly courses in basic medicine and therapy. Most medical professional societies carry out such courses to improve the continuing education of their members. By 1909, 350 county societies in 29 states had undertaken such programs. In 1938, to make it easier for doctors to choose, the ama began publishing the CME catalogue, which by 1962 covered 1,146 activities offered by 208 organizations in 38 states and the district of Columbia.

By the 1830s the CME's focus had shifted from making up for the lack of education in the medical profession to making doctors update their increasingly advanced medical knowledge, which meant that CME had the basic substance of its current concept. At the same time, CME has continued to explore. In 1935, after receiving federal funding to study the CME, John yumans, in order to determine the impact of the course, investigated small-town doctors and concluded that the practice class for patients was more effective than the theory class. In 1932, the American medical association declared that CME was synonymous with good practice. Willard, the chairman of the graduate medical education council of 1940, argued that medical schools did not sufficiently motivate doctors to study at CME.

The formal CME did not emerge until after World War II. For doctors before World War II, because they were mostly general practitioners, they learned new methods and new drug therapies through medical journals, such as the journal of the American medical association or the New England journal of medicine, which were slow to update. With the second world war, American medical practice focused on the technological advances made during the war, focusing particularly on medical subspecialties dedicated to specific organs and organ systems, returning GPS faced daunting professional challenges; Doctors were more eager to learn specialist knowledge, and formal CME activities, provided by hospitals, professional academic groups, medical schools and commercial companies, began to proliferate. In 1947, the American academy of family medicine, now known as the American academy of family physicians, required its members to participate in a 150-hour CME event every three years. This is a first step towards institutionalisation for CME. From 1967 to 1973, the government initiated a local medical program to apply new laboratory advances to the bedside of patients with heart disease, cancer, and stroke. Although the program failed, it succeeded in inspiring many schools to carry out CME training and actively carry out CME activities, thus becoming the main force of CME.

In the 1940s and 1950s, the American medical association placed increasing emphasis on medical education after graduation, until a survey by the American medical association in 1955 changed that. A third of the 5,000 doctors surveyed said they had not attended a formal post-graduate medical education in the past five years. The medical education board declared that post-graduate medical education lacked direction and clearly defined goals. The report eventually led the ama to take a number of steps to support CME in the 1960s. One was the establishment of the continuing medical education steering committee in 1967 and the launch of a nationwide CME sponsorship campaign. In 1968, the American medical association established the accreditation system for physicians' continuing education and established the relevant AMA PRA credit granting regulations to recognize the CME activities that physicians participated in. The system defines the CME's content, format, and methodology for granting credits, and is tailored to the needs of individual physicians, the healthcare industry, and the physician accreditation board.

Since the 1970s, the definition and goal of continuing medical education have been gradually established. According to the idea of lifelong education, the American medical association put forward the concept of medical education continuum in 1972, and divided the whole process of medical education into three stages: undergraduate medical education, post-graduate medical education and continuing medical education. Continuing medical education consists of educational activities that maintain, develop, and enhance the knowledge, skills, professional qualities, and relationships of doctors to meet the needs of patients, the public, and the medical profession. At this point, the scope of the three stages of the continuum of medical education is clearly defined.

In 1964, in view of the growing role of medical schools in continuing medical education and the need for local physicians to evaluate cme, the American medical association agreed to formalize the evaluation, examination, and certification of continuing medical education activities. In 1967, the medical education board of the American medical association began certifying the CME's sponsor. In 1979, the American medical association established the continuing medical education accreditation board, which is responsible for accreditation. At the same time, other academic groups have launched similar certifications. In 1981, seven national academic groups, including the American medical association, formed the continuing medical education accreditation board, an unofficial, independent body that certifies CME as a national sponsor and the state medical association and the associated specialized societies that carry out the CME within the state. The establishment of ACCME marks the deepening and maturing of CME in the us. To standardize the certification and licensing process, ACCME has developed a set of standards and guidelines. In 1984, ACCME completed a prototype of the guidelines for continuing medical education and updated them regularly. In 1998, ACCME adopted new certification standards, including basic areas and elements of certification, certification policies, and licensing requirements. Due to the increase of the number of continuing medical education, the problem of continuing medical education funds becomes prominent. In 1998, ACCME formally implemented its commercial assistance to CME. In 2004, the ACCME set standards for business assistance that regulate issues such as the independence of continuing medical education programs and conflicts of interest. ACCME has made important contributions to the regulatory management of CME and laid a solid foundation for the healthy development of continuing medical education in the United States.

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