A Look at Buprenorphine and its Effectiveness Essay Example

A Look at Buprenorphine and its Effectiveness Essay Example A Look at Buprenorphine and its Effectiveness Essay A Look at Buprenorphine and its Effectiveness Essay Justin Sampson Psych 531 Psychobiology Paper Assignment Buprenorphine is a semi-synthetic opioid that can be used to treat opioid dependence of various types including heroin, and a vast array of prescription opiates/opioids. It is a drug thats use is relatively new in the field of opioid addiction/ treatment compared to traditional older drugs like methadone and LAAM (Levacetylmethadyl), however the drug itself is not new. Since its discovery by Reckitt Benckiser in 1980 (then called Reckitt Colman) is has been used in low doses ( Buprenorphine has been gaining otoriety in the field of pharmacological opioid treatment as a better alternative to methadone because of its easier availability/dispensability as a C-lll controlled substance as opposed to the more strict and regulated C-ll status of methadone, less side effects, less severe withdrawal syndrome, among many other things (Wesson smith, 2010). The first article I chose to examine, (Awgu, Magura, Rosenblum, 2010) examines two pharmacological treatments for opioid dependence, methadone and buprenorphine/naloxone (specifically, Suboxone) and how inmates in the Key Extended Entry Program (KEEP) at Rikers Island Jail felt about their experience with either drug they happened to receive in a parent experiment. Awgu et al. (2010) describes the parent study, was a short-term clinical trial of buprenorphine that voluntarily randomly assigned inmates to either maintenance with methadone, the standard care of the Rikers Jail, or with buprenorphine (Suboxone) while in Jail, followed with referrals to those respective treatments in the community after release (p. 340). According to Dr. Maugura, the buprenorphine group entered post- release treatment in the community significantly more often than did the methadone group, and were also less likely to withdraw voluntarily from medication while in Jail (as cited in Awgu et al. , 2010). Awgu et al. , (2010) interviewed those participants and used their responses as their data, making this an observational study. Because of the randomization of subjects in the parent study, the present study is able to compare opinions and experiences of similar heroin-dependent individuals receiving lternative medication-assisted treatments. The research being done in this study can easily be classified as applied research. Magura Rosenblum argue that the issue of discontinuation of treatment with and other options need to be made available to lessen recidivism back into drugs and Jail (as cited in Awgu et al. , 2010 p. 345). This study looks at reasons why inmates dont stay with methadone post-incarceration by finding out what exactly they dislike about the treatment, and also explores the relatively new world of buprenorphine reatment and how it might better suit certain individuals, thus keeping them in treatment after leaving incarceration. The conductors of this observational study interviewed the participants of the parent study immediately before their re-entry into society. A variety of questions were asked as to their like or dislike of the independent variable they received, Suboxone or methadone, and the answers were recorded. Some questions asked were open ended where the subject could answer any way they liked and their responses were taken down verbatim, and other uestions required a rating on a five point Likert scale from strongly agree to strongly disagree. Because of this method, the independent variable would be the subjects responses, and the dependent variable would be the drug group they were assigned to, either methadone or buprenorphine. According to Awgu et al. (2010), at the time of the release from the KEEP program, 93% of patients in the buprenorphine group vs. 44% of methadone patients claimed they play to enroll in their current treatment modality in the community when theyre released (p

Map Skills Thematic Unit Plan for First Grade

Map Skills Thematic Unit Plan for First Grade The theme of this unit is map skills. The unit is based on this theme and will focus on cardinal directions and a variety of maps. After each activity, you will find how you can assess the students learning. Materials Concept webCardinal directionsStudent JournalPlace-mat of neighborhoodMe on the Map by Joan SweenyClayFranklins Neighborhood by Paulette BourgeoisTown map worksheetArt suppliesSalt mapsTreasure box Objective Throughout this unit, the students will partake in whole group, small group, and individual activities. Each student will participate in varied activities that incorporate language arts, social studies, mathematics, and science. The students will also keep a journal where they will write with creative spelling, draw, and answer questions. Activity One: Introduction to Unit Time: 30 min. As an introduction to this unit, have the whole class participate in filling in a concept web about maps. While the students are filling in the web, show them examples of different kinds of maps. Then introduce them to cardinal directions. Have an N, S, E, and W placed appropriately on the walls of the classroom. To make sure all of the students comprehend correctly have the students stand up and face north, south, and so on. Once they understand, then have students identify an object in the classroom by using a series of directional clues to aid the students to identify a mystery object. Next, divide the students into pairs and have one child guide their partner to an object using the directional clues. For example, take four giant steps east, now take three tiny steps north. (Social Studies/Geography, Body-Kinesthetic, Interpersonal) Assessment - Have students draw where the north, south, east, and west locations are in their journal. Activity Two: Cardinal Directions Time: 25 min. To reinforce cardinal directions, have the students play Simon Says using the terms north, south, east, and west (which is labeled on the classroom walls). Then, hand each student a laminated placemat of a neighborhood. Use cardinal directions to direct the students to find a particular spot on the map. (Social Studies/Geography, Body-Kinesthetic, Intrapersonal) Assessment/Homework: - Have students map out the route they traveled to and from school. Encourage them to look for landmarks and say if they made a right turn and went east or west. Activity Three: Map Key Time: 30-40 min. Read the story Franklins Neighborhood by Paulette Bourgeois. Discuss the places Franklin went to and the map key and symbols on the map. Then hand out a map of a town worksheet where students must circle important landmarks. For example, circle the police station in blue, the fire station in red, and the school in green. Review cardinal directions and have students tell you where specific things are located on the map. (Social Studies/Geography, Mathematics, Literature, Logical-Mathematical, Interpersonal, Visual-Spatial) Assessment - Groups students together and have them share their maps by asking Find ____ on my map. Then have students draw a picture of their favorite place from the book in their journal. Activity Four: Mapping my World Time: 30 min. Read the story Me on the Map by Joan Sweeny. Then give each student a ball of clay. Have students roll one small ball which will represent themselves. Then have them add to that ball, which will represent their bedroom. Have them continue adding clay so each piece will represent something in their world. For example, the first ball represents me, then my room, my home, my neighborhood, my community, my state and finally my world. When the students are finished, have them cut the ball of clay in half so they can see how they are just a small piece in the world. Social Studies/Geography, Art, Literature, Visual-Spatial, Interpersonal) Activity Five: Body Maps Time 30 min. For this activity, the students will make body maps. To get started, divide students into groups of two. Have them take turns tracing one anothers bodies. When they are finished, have each student label their body map with N, S, E, and W. When they have finished labeling, they can color in their bodies and draw their facial features. (Social Studies/Geography, Art, Visual-Spatial, Body-Kinesthetic) Assessment - You will be able to assess students by determining if they labeled their body map correctly. Activity Six: Salt Maps Time:30-40 min. Students will make a salt map of their state. First, have students try to identify their state on the United States map. Next, have students create a salt map of their home state. (Social Studies/Geography, Art, Visual-Spatial, Body-Kinesthetic) Assessment - Place four laminated cards shaped like different states in the learning center. The students job is to choose which shaped card is their state. Culminating Activity: Treasure Hunt Time: 20 min. Have students put their map skills to use! Hide a treasure box somewhere in the classroom. Divide students into small groups and give each group a different treasure map that leads to the hidden box. When all of the groups have arrived at the treasure, open the box and distribute the treasure inside. Social Studies/Geography, Body-Kinesthetic, Interpersonal) Assessment - After the treasure hunt, gather the students together and discuss how each group used their map to get to the treasure.