The discovery of DNA structure had major consequences for understanding and treating disease. It allowed scientists to determine the genetic basis of many diseases and develop new diagnostic tests and targeted therapies. Gene sequencing can now reveal disease-causing mutations and predispositions, aiding early detection and personalized treatment approaches. Understanding DNA also enabled the development of life-saving gene therapies and advanced cell therapies.
The discoveries of the Renaissance made little practical difference to medical treatment between 1500-1700 for three main reasons: 1) the traditional Galenic system of medicine was still dominant and resisted new ideas, 2) there was lack of an empirical scientific approach needed to apply new anatomical knowledge to treatments, and 3) social and economic factors prevented the widespread adoption of new medical practices.
Living conditions in early 19th century industrial towns were unhealthy for three main reasons:
1) Overcrowded housing and poor sanitation led to the spread of disease. Workers lived in cramped housing with no running water or sewage systems.
2) Unsafe working conditions and lack of regulations exposed workers to health hazards. Long hours in noisy, dirty factories took a physical toll.
3) Poverty prevented access to healthcare. Low wages meant workers could not afford doctors or miss days of work even when ill. This perpetuated cycles of poor health.
Vesalius was important in developing our understanding of human anatomy through his work on human dissection and publication of De Humani Corporis Fabrica. This challenged the anatomical beliefs of Galen and led to a more accurate description of human anatomy based on direct observation. It established anatomy as an empirical science and improved medical education and practice.
The document discusses public health in Britain from 1750-2000, focusing on the roles of government, key individuals, and important events and reforms. It provides context about increasing urbanization and population growth in the 19th century, along with early outbreaks of cholera. Questions prompt analysis of Edwin Chadwick's contributions, the importance of technology in hospitals since 1900, and the factors influencing government action and passing of public health acts in the 19th century.
The document provides guidance on answering different types of exam questions including inference, causation, consequences, role, and judgement questions. It outlines the expected length and structure of responses, highlighting key elements to include such as stating the main point, supporting with details, and linking ideas. Students are advised to structure responses with multiple paragraphs or sections and use linking language to clearly show connections between ideas.
The document discusses factors that led the British government to pass the 1875 Public Health Act. It provides context about living standards in the 19th century, including the Great Stink of 1858 where pollution forced Parliament to leave London. It also mentions the publication of Germ Theory by Louis Pasteur in 1864 and requirements of the 1875 Act for local councils to provide clean water, sewers, and remove slums.
Aneurin Bevan played a key role in the creation of the NHS in 1948 as the Minister of Health. As Minister of Health, Bevan oversaw the establishment of the NHS and the nationalization of the hospitals in England and Wales. The document provides guidance on answering questions about historical figures or events by describing what happened and their impact in 1-3 sentences (Level 1), describing key details in 4-6 sentences (Level 2), or fully explaining their significance in 7-9 sentences (Level 3).
Sources A and B show changes in how people have tried to prevent the spread of infectious disease over time. Source A from 1348 recommends prayer and religious processions to stop the plague, while Source B from the late 20th century shows vaccination being used to prevent measles. Overall, the sources indicate that methods for disease prevention have shifted from religious practices to medical interventions like vaccination.
1. In the 1700-1900s, there were three main beliefs about what caused illness: miasmas (poisoned air), spontaneous generation (germs appearing from nowhere), and germ theory proposed by Pasteur in 1861.
2. Common treatments included herbal remedies, patent medicines, and some prayer/magic. Aspirin was also invented in the late 1800s.
3. Doctors received more university training, nurses emerged through Florence Nightingale's training schools, and hospitals became more sanitary and efficient under her influence.
1) During the medieval and Renaissance periods, common beliefs about the causes of illness included an imbalance of the four humors (blood, phlegm, black bile, yellow bile), God punishing sin, poisonous air, astrological alignments, and magic. Treatments focused on bleeding, purging, prayer, herbal remedies, and basic surgery.
2) Hospitals of the time were small and overcrowded, run by the Catholic Church or charities, and primarily offered prayer and herbal remedies rather than medical care. Most people received treatment at home.
3) Key figures included Galen, whose works influenced medieval medicine, Andreas Vesalius who challenged Galen through dissection, and
Medicine in the 20th century was driven by the acceptance of germ theory and the discovery of viruses and DNA. Treatments included chemical drugs like penicillin, radiotherapy, and alternative medicines. Doctors and nurses became highly trained professionals and hospitals were nationalized under the NHS, providing free healthcare. Key figures included Alexander Fleming who discovered penicillin, and Watson and Crick who discovered the structure of DNA. Factors pushing medicine forward included scientific discoveries, social attitudes favoring healthcare access, communication technologies, and wartime efforts, while limits included reliance on individual genius and social competition between groups.
Hitler consolidated power in Germany between 1933 and 1934, becoming both chancellor and president. He established a one-party Nazi state, suppressed dissent, and increased rearmament in preparation for war. After initial successes in expanding German territory, Germany began to lose ground after 1941 and was eventually invaded and defeated in 1945, with the Nazi party destroyed.
Germany faced many political and economic problems in the years following World War 1. The Treaty of Versailles damaged the German economy and led to unrest. Hyperinflation crippled the country in the early 1920s until Stresemann introduced economic reforms. The later 1920s saw some stability and improvement under the Dawes Plan and Locarno Treaty. However, the Great Depression starting in 1929 caused unemployment to rise drastically and extremist parties gained support. Eventually, Hindenburg appointed Hitler as Chancellor in 1933, though Hitler was still in a weak position initially.
1. Public health in the medieval and Renaissance periods was poor, with sewage, water, living conditions, diet, healthcare access, and health education all being dealt with in a haphazard and piecemeal way by individuals and local councils.
2. During the industrial period, the 1875 Public Health Act made sewer systems and clean water supplies mandatory, leading to major improvements. However, living conditions remained very poor at the start of the industrial revolution.
3. By the 20th century, sewage and water issues were mostly resolved across the country. Housing, diet, healthcare access, and health education all significantly improved over the century due to factors like the establishment of the NHS in 1946.
This document outlines the history of public health in Europe from the Medieval period to the late 20th century. During the Medieval and Renaissance eras, some laws were introduced but the causes of disease were unknown. As industrialization took hold, rapidly growing cities became overcrowded and polluted, leading to poor living conditions. The recognition of germ theory and working class political empowerment in the late 19th century forced governments to address water, sewage, and housing issues to improve public health, though poverty remained a major challenge. After World War 2, the UK government established the free National Health Service to provide healthcare to all.
The document discusses several key events in early 20th century Germany:
1) The Treaty of Versailles imposed harsh terms on Germany after World War 1, which caused resentment and instability.
2) Hyperinflation in 1923 devastated the German economy and people's livelihoods, further weakening the new Weimar Republic government.
3) The Great Depression starting in 1929 exacerbated Germany's economic problems and unrest, aiding the rise of the Nazi party.
4) Hitler became Chancellor in 1933 and quickly consolidated power by outlawing other parties, suppressing dissent, and intimidating political opponents.
This document provides guidance on answering questions about sources in a history exam. It outlines 5 key question types and what students should do for each type. The question types are: 1) making inferences from sources, 2) recognizing how information is portrayed, 3) judging source reliability, 4) cross-referencing multiple sources, and 5) making a judgement on a historical question. For each type, it provides example question phrases and describes what pupils should do to correctly answer the question.
This document discusses different types of questions that may appear on a Surgery exam, including inference questions, portrayal questions, reliability questions, cross-referencing questions, and usefulness questions. It notes that students will definitely get asked an inference question and a judgement question, and will need to answer a total of five questions. It provides two sample exam questions and asks the reader to identify what type of question each one is.
This document provides a list of 20 questions about the rise of the Nazi party in Germany. The questions cover a variety of topics including the consequences of key events, how lives changed over time, analyzing sources, explaining plans and treaties, describing roles and changes over time, and judging arguments. The questions also involve different skills like inference, causation, consequences, roles, and making judgements.
This document provides guidance on answering different types of history exam questions, including:
1) Inference questions ask students to make an inference from a source and support it with two details from the source. Answers should begin with "This source suggests...".
2) 4-mark questions require students to support their point with several details from the source.
3) Causation, consequences, and role questions follow a similar structure - state the cause/consequence/role at the start of each paragraph and develop it thoroughly with 2-3 reasons for 9-12 mark questions.
4) Judgement questions require students to plan their answer first and write one paragraph on each of at least three bullet
This document provides an overview of different types of history exam questions related to medicine. It lists 20 sample questions and categorizes them as testing inference, causation, consequences, roles, or judgment. The questions cover a range of topics from the role of the church in medieval medicine to the creation of the NHS and impact of technology on hospital treatment.
The document provides discussion questions about various aspects of life in Nazi Germany between 1933 and 1945. The questions cover topics like how students and the White Rose Group opposed the Nazis, how education and the treatment of Jews changed over time, the roles of women and propaganda in Nazi Germany, and the consequences of events like the Night of the Long Knives. It also asks questions about the roles of Goebbels and the Nazi curriculum in schools, as well as judgments about the reasons for Nazi control and employment in Germany.
Elizabeth Garrett Anderson's success at qualifying as a doctor in 1865 significantly changed the role of women in medicine. As the first woman to gain a medical qualification in Britain, she paved the way for other women to enter the medical profession. Her achievement challenged the prevailing assumption that medicine was unsuitable for women and helped establish medicine as a viable career option for females. Over time, more women gained medical qualifications and joined the profession, expanding their opportunities and influence in the field of healthcare.
The passage discusses differences in public health provision between the 19th and 20th centuries in England. In the 19th century, the 1875 Public Health Act was passed. In the 20th century, a national vaccination program for diphtheria was introduced in 1941 and the National Health Service was established in 1948. Public health provision improved significantly from the 19th to the 20th century with the establishment of programs and services like vaccination and the National Health Service.
From Sources A and B, we can learn the following about changes in nursing between the Middle Ages and the early 20th century:
1) In the Middle Ages, nursing was not considered a skilled profession and was often performed by housewives, as shown by the illustration in Source A.
2) By the early 20th century, nursing had become a trained and skilled profession, as the letter in Source B emphasizes that nurses are not inferior servants but trained workers.
3) Over time, the role and perception of nurses shifted from unskilled housework to an intelligent, trained medical profession working under doctors.
The SS played an important and influential role in Germany from 1929 to 1945. As the years went on, the SS grew in size and power under Hitler. They took control of the security forces and were responsible for policing Germany and running the concentration camps, where they imprisoned and killed many people. Their role and influence expanded greatly over time as Hitler's control over Germany increased.
The document discusses two key events in Hitler's rise to power - the Enabling Act of 1933 and the Night of the Long Knives in 1934. Students must choose one of these events and describe the role it played, explaining how it helped Hitler consolidate his control over Germany. Guidance is provided on the expected depth and detail of answers, with level 3 responses requiring analysis of the importance and impact of the selected event.
The document discusses whether living standards in Germany improved between 1933-1939. It provides some context that in 1933, 6 million Germans were unemployed, but during the 1930s 7,000km of motorways were built and the Reich Labour Service was introduced in 1935. Students would analyze this information and other sources to determine if living standards increased or decreased during this period.
1. In the 1700-1900s, there were three main beliefs about what caused illness: miasmas (poisoned air), spontaneous generation (germs appearing from nowhere), and germ theory proposed by Pasteur in 1861.
2. Common treatments included herbal remedies, patent medicines, and some prayer/magic. Aspirin was also invented in the late 1800s.
3. Doctors received more university training, nurses emerged through Florence Nightingale's training schools, and hospitals became more sanitary and efficient under her influence.
1) During the medieval and Renaissance periods, common beliefs about the causes of illness included an imbalance of the four humors (blood, phlegm, black bile, yellow bile), God punishing sin, poisonous air, astrological alignments, and magic. Treatments focused on bleeding, purging, prayer, herbal remedies, and basic surgery.
2) Hospitals of the time were small and overcrowded, run by the Catholic Church or charities, and primarily offered prayer and herbal remedies rather than medical care. Most people received treatment at home.
3) Key figures included Galen, whose works influenced medieval medicine, Andreas Vesalius who challenged Galen through dissection, and
Medicine in the 20th century was driven by the acceptance of germ theory and the discovery of viruses and DNA. Treatments included chemical drugs like penicillin, radiotherapy, and alternative medicines. Doctors and nurses became highly trained professionals and hospitals were nationalized under the NHS, providing free healthcare. Key figures included Alexander Fleming who discovered penicillin, and Watson and Crick who discovered the structure of DNA. Factors pushing medicine forward included scientific discoveries, social attitudes favoring healthcare access, communication technologies, and wartime efforts, while limits included reliance on individual genius and social competition between groups.
Hitler consolidated power in Germany between 1933 and 1934, becoming both chancellor and president. He established a one-party Nazi state, suppressed dissent, and increased rearmament in preparation for war. After initial successes in expanding German territory, Germany began to lose ground after 1941 and was eventually invaded and defeated in 1945, with the Nazi party destroyed.
Germany faced many political and economic problems in the years following World War 1. The Treaty of Versailles damaged the German economy and led to unrest. Hyperinflation crippled the country in the early 1920s until Stresemann introduced economic reforms. The later 1920s saw some stability and improvement under the Dawes Plan and Locarno Treaty. However, the Great Depression starting in 1929 caused unemployment to rise drastically and extremist parties gained support. Eventually, Hindenburg appointed Hitler as Chancellor in 1933, though Hitler was still in a weak position initially.
1. Public health in the medieval and Renaissance periods was poor, with sewage, water, living conditions, diet, healthcare access, and health education all being dealt with in a haphazard and piecemeal way by individuals and local councils.
2. During the industrial period, the 1875 Public Health Act made sewer systems and clean water supplies mandatory, leading to major improvements. However, living conditions remained very poor at the start of the industrial revolution.
3. By the 20th century, sewage and water issues were mostly resolved across the country. Housing, diet, healthcare access, and health education all significantly improved over the century due to factors like the establishment of the NHS in 1946.
This document outlines the history of public health in Europe from the Medieval period to the late 20th century. During the Medieval and Renaissance eras, some laws were introduced but the causes of disease were unknown. As industrialization took hold, rapidly growing cities became overcrowded and polluted, leading to poor living conditions. The recognition of germ theory and working class political empowerment in the late 19th century forced governments to address water, sewage, and housing issues to improve public health, though poverty remained a major challenge. After World War 2, the UK government established the free National Health Service to provide healthcare to all.
The document discusses several key events in early 20th century Germany:
1) The Treaty of Versailles imposed harsh terms on Germany after World War 1, which caused resentment and instability.
2) Hyperinflation in 1923 devastated the German economy and people's livelihoods, further weakening the new Weimar Republic government.
3) The Great Depression starting in 1929 exacerbated Germany's economic problems and unrest, aiding the rise of the Nazi party.
4) Hitler became Chancellor in 1933 and quickly consolidated power by outlawing other parties, suppressing dissent, and intimidating political opponents.
This document provides guidance on answering questions about sources in a history exam. It outlines 5 key question types and what students should do for each type. The question types are: 1) making inferences from sources, 2) recognizing how information is portrayed, 3) judging source reliability, 4) cross-referencing multiple sources, and 5) making a judgement on a historical question. For each type, it provides example question phrases and describes what pupils should do to correctly answer the question.
This document discusses different types of questions that may appear on a Surgery exam, including inference questions, portrayal questions, reliability questions, cross-referencing questions, and usefulness questions. It notes that students will definitely get asked an inference question and a judgement question, and will need to answer a total of five questions. It provides two sample exam questions and asks the reader to identify what type of question each one is.
This document provides a list of 20 questions about the rise of the Nazi party in Germany. The questions cover a variety of topics including the consequences of key events, how lives changed over time, analyzing sources, explaining plans and treaties, describing roles and changes over time, and judging arguments. The questions also involve different skills like inference, causation, consequences, roles, and making judgements.
This document provides guidance on answering different types of history exam questions, including:
1) Inference questions ask students to make an inference from a source and support it with two details from the source. Answers should begin with "This source suggests...".
2) 4-mark questions require students to support their point with several details from the source.
3) Causation, consequences, and role questions follow a similar structure - state the cause/consequence/role at the start of each paragraph and develop it thoroughly with 2-3 reasons for 9-12 mark questions.
4) Judgement questions require students to plan their answer first and write one paragraph on each of at least three bullet
This document provides an overview of different types of history exam questions related to medicine. It lists 20 sample questions and categorizes them as testing inference, causation, consequences, roles, or judgment. The questions cover a range of topics from the role of the church in medieval medicine to the creation of the NHS and impact of technology on hospital treatment.
The document provides discussion questions about various aspects of life in Nazi Germany between 1933 and 1945. The questions cover topics like how students and the White Rose Group opposed the Nazis, how education and the treatment of Jews changed over time, the roles of women and propaganda in Nazi Germany, and the consequences of events like the Night of the Long Knives. It also asks questions about the roles of Goebbels and the Nazi curriculum in schools, as well as judgments about the reasons for Nazi control and employment in Germany.
Elizabeth Garrett Anderson's success at qualifying as a doctor in 1865 significantly changed the role of women in medicine. As the first woman to gain a medical qualification in Britain, she paved the way for other women to enter the medical profession. Her achievement challenged the prevailing assumption that medicine was unsuitable for women and helped establish medicine as a viable career option for females. Over time, more women gained medical qualifications and joined the profession, expanding their opportunities and influence in the field of healthcare.
The passage discusses differences in public health provision between the 19th and 20th centuries in England. In the 19th century, the 1875 Public Health Act was passed. In the 20th century, a national vaccination program for diphtheria was introduced in 1941 and the National Health Service was established in 1948. Public health provision improved significantly from the 19th to the 20th century with the establishment of programs and services like vaccination and the National Health Service.
From Sources A and B, we can learn the following about changes in nursing between the Middle Ages and the early 20th century:
1) In the Middle Ages, nursing was not considered a skilled profession and was often performed by housewives, as shown by the illustration in Source A.
2) By the early 20th century, nursing had become a trained and skilled profession, as the letter in Source B emphasizes that nurses are not inferior servants but trained workers.
3) Over time, the role and perception of nurses shifted from unskilled housework to an intelligent, trained medical profession working under doctors.
The SS played an important and influential role in Germany from 1929 to 1945. As the years went on, the SS grew in size and power under Hitler. They took control of the security forces and were responsible for policing Germany and running the concentration camps, where they imprisoned and killed many people. Their role and influence expanded greatly over time as Hitler's control over Germany increased.
The document discusses two key events in Hitler's rise to power - the Enabling Act of 1933 and the Night of the Long Knives in 1934. Students must choose one of these events and describe the role it played, explaining how it helped Hitler consolidate his control over Germany. Guidance is provided on the expected depth and detail of answers, with level 3 responses requiring analysis of the importance and impact of the selected event.
The document discusses whether living standards in Germany improved between 1933-1939. It provides some context that in 1933, 6 million Germans were unemployed, but during the 1930s 7,000km of motorways were built and the Reich Labour Service was introduced in 1935. Students would analyze this information and other sources to determine if living standards increased or decreased during this period.
1. Consequences B
Describe the impact of the discovery of the structure of DNA to our
understanding of the treatment of disease. (9)
Level 1 Simple statements about the discovery of DNA– some historical knowledge included.
1-3 marks
9 marks
Level 2 Description of the discovery of DNA but implicit focus on the consequences- it
doesn’t really describe what the consequences of either event were.
4-6 marks
Level 3 Explains a range of consequences of the discovery of DNA. Explicit focus on the
question. Consequences grouped logically.
7-9 marks
Remember, for a L3 answer you need to create high quality explanatory paragraphs. These contain:
A clear opening sentence which answers the question directly
Precise examples to show a thorough knowledge of the historical period
A meaty explanation which really gets to the heart of the question
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