Brain Development Essay Example for Free

Brain Development Essay At birth there are about 100 billion brain cells produced and they are beginning to connect with each other. At the first week of age, brain development starts with conception. It is important to reach the age of an infant and practice the ten principals. In the early years, young brains produce almost twice as many synapses as they will need. By age two, the number of synapses a toddler has is similar to that of an adult. By three the child has twice as many synapses as an adult. The infant brain develops through the interaction with the world around, especially the interaction with adults. At the first few months, an infant cannot response to praise or punishment. Emerging research on brain development indicates that the degree for responsive care giving that children receive as infants and toddlers positively affects the connections between neurons in the brain (Brain Cells), and the architecture of the brain itself. The first three years of life are the period of growth in all areas of a baby’s development. Consistent, responsive relationships enable infants and toddlers to develop secure attachments. Infants and Toddlers develop knowing and understanding by perceiving experiences directly with the senses. For infants to acquire the ability to comprehend this sensory information they must b able to distinguish between the familiar and the unknown; later they will begin to consider, to formulate, and to form mental images in this process of experiencing and clarifying the environment. Infants begin by exploring the world with their bodies. They internalize what they take in through their senses and display it in their physical movements. Infants gather vital information through such simple acts as mouthing, grasping, and reaching. The knowing process also involves language abilities. As young children use their senses to experience the world, they need labels to categorize and remember these experiences. By creating these labels, children increase their ability to communicate and begin to control their own behavior. These expanded abilities give young children additional opportunities to understand the world (Infant, Toddlers, and Caregiver Ninth Edition). Recent brain research supports the goal of building a total person instead of concentrating on cognitive development alone. Providing a rich environment with interesting things to do is desirable and stimulates cognitive development. But that does not work without working on physical, social, and emotional development at the same time. What make differences are the day-to-day living, the relationships, the experiences, the diapering, the feedings, the toilet training, and the free play and exploration that contribute to intellectual development. Early experiences matter, and shape brain architecture. Advances in brain research have provided great insight into how young children’s experiences have profound impact on genetic predispositions and thereby share the processes that determine whether their brains will have adaptations or maladaptations for later learning, memory, reasoning, executive functioning, expressing a full range of positive and negative emotions, socialization, behavior control and lifelong health. The thrust of this element is to close the gap between what we have learned and what we do with infants and toddlers. Experiences that prepare the developing brain to function optimally include having warm, nurturing, attentive social interactions and conscientiously buffering young children from the adverse impact of toxic stress. Lack of these kinds of experiences can have devastating, long-term effects on brain development including cognitive functioning and social-emotional competencies. For example, unpredictable or chaotic routines or lack of consistent caregivers may jeopardize children’s foundation for identity development or self regulation, or few language experiences, toys, and opportunities to explore impede the development of neural connections and pathways that facilitate learning (Essential elements of Quality-Infant-toddler Program). To deliver high quality care giving, adults need to understand and recognize key developmental processes that help them understand and support infants and toddlers. Since this essential element explicitly identifies knowledge about key developmental processes threats to them as a factor in quality infant-toddler program, three terms are defined as important pieces of a wider knowledge base about brain development that informs practice: serve and return, executive functioning and toxic stress. Serve and return is the interaction between young children and their parents and caregiver is a key to healthy brain development. It helps to create neural connections that build later cognitive and emotional skills. Executive functioning represents the cognitive skills that enable a child to focus on, hold, and think about information, filter distractions; and divert their attention to something new. The foundation for executive functioning is laid in infancy and is facilitated through early experiences. Acquiring the early building blocks of (executive functioning) skills is one of the most important and challenging tasks of the early childhood years. Toxic stress is defined as strong, frequent, and/or prolonged adversity without adequate adult support. Toxic stress disrupts brain development. While some experience with manageable stress is important for healthy development, prolonged, uninterrupted, overwhelming stress; toxic stress without the buffering relationships a child needs, can result in damaged, weakened systems and brain architecture that can have negative long-term effect (Essential Elements of Quality-Infant-Toddler Program). Environments make a difference in brain development. Environments that provide proper nutrition and regularly scheduled periods of sleep and physical activity consistently promote warm, nurturing, attentive social interaction; and conscientiously buffer young children from the adverse impacts of toxic stress. Lack of adequate nutrition, physical activity, appropriate sensory stimulation or social-emotional developmental experiences disrupt brain architecture and can have a decisively negative Impact on future development (Essential Elements of Quality-Infant-Toddler Program). Finding about the impact of early experiences on brain development highlight the importance of intervening early with highly stressed infants and toddlers and their families. Infants and children who are rarely spoken to, who are exposed to few toys, and who have little opportunity to explore and experiment with their environment may fail to fully develop the neural connections and path ways that facilitate later learning. Despite their normal genetic endowment, these children are at a significant intellectual disadvantage and are likely to require costly special education or other remedial services when they enter school. Fortunately, intervention programs that start working with children and their families at birth or even prenatally can help prevent this tragic loss of potential. While high-quality infant and toddler programs are not necessarily intervention programs. When caregiver and parenting practices are grounded in knowledge of early brain development, caregivers and parents are much more effective in providing experiences that facilitate optimal development including strong brain architecture (Essential element of Quality-Infant-Toddler Program).

Medicine, Metaphysics and Morals Essay -- Ethics Health Medical Essays

Medicine, Metaphysics and Morals ABSTRACT: Moral decisions concerning what ought to be done always assume metaphysical presuppositions concerning the way the world is. In the field of biomedical ethics, some of the metaphysical presuppositions underlying many current discussions of issues of life and death seem particularly implausible. These include our assumption of the reality of social atomism and our beliefs relating to the possibility of autonomy. Given the implausibility of these two assumptions, many discussions have focused our attention on the wrong issues by reducing questions of alternative social practices to questions of individual preferences. Far from facilitating intelligent solutions to our problems, this merely clouds the issues involved. Obviously decisions about what ought to be done in any given circumstance presuppose the acceptance of beliefs regarding what can in fact be done. In short moral judgments presuppose metaphysical commitments, beliefs about the way the world is. Unfortunately, social pressures in most modern societies militate against the open admission of any metaphysical commitments on the part of persons involved in making moral judgments in the field of applied ethics known as biomedical ethics. Ethical decisions in the area of medicine need to be seen as acceptable to as large a segment of the community as possible. However, since the community in most modern societies is remarkably heterogeneous with respect to assumptions concerning the way the world is, any explicit reference to metaphysical assumptions on the part of one discussing biomedical ethics is apt to be challenged by at least some members of the community. Hence those involved in discussions of biomedical ethics tend to ... ..., 2nd ed. Veatch London: Jones and Bartlett 1997, p.33. (15) Beauchamp, T. - "Informed Consent" in Medical Ethics ed. Veatch London: Jones and Bartlett. 1997. p 195. (16) Hendin, H. - Seduced by Death: Doctors, Patients, and the Dutch Care. New York: W.W. Norton 1997 p. 157. (17) Pellegrino, E.D. - "The Place of Intention in the Moral Assessment of Assisted Suicide and Active Euthanasia" in Intending Death: The Ethics of Assisted Suicide and Euthanasia ed. Beauchamp, New Jersey: Prentice-Hall 1996. (18) Ibid. (19) Ibid. (20) Hardwig - op cit. p 34-35 (21) For Example see: Brody, H. - "The Physician-Patient Relationship" in Medical Ethics. Second Ed. Veatch London: Jones and Bartlett 1997 pp. 75-79. (22) Chamblis, D.F.- Beyond Caring: Hospitals, Nurses, and the Social Organization of Ethics, Chicago 1996, University of Chicago Press p. 165.

Chemistry and Math Essay

Education is the best legacy. This has been a lifelong statement that I have come to believe. Personally, I believe that learning continues until the death of a man. This is because no man can claim to know everything. Life faces us with new possibilities daily and there is the next thing waiting in line; a new ladder to climb and a new goal or dream to achieve. Therefore, while we appreciate our present academic achievement, we should strive more by seeking more knowledge to improve ourselves. Furthermore, I believe that the achievement of one goal should lead to the desire to set a higher one. In this context, I strongly subscribe to the idea that knowledge is imperishable and thus should be a priority for every person. There should naturally be a curiosity that will instigate the desire to know more and to acquire more knowledge from time to time. Consequently, I have educational and professional goals that I hold dear to my heart. Presently, I am a double major student studying Chemistry and Math. As part of my desire to learn more and add more to myself, I intend to enroll for postgraduate studies so that I can earn a Ph D in Chemistry. Due to my interest in Chemistry and Biology, I hope to attend medical school so that I can become a medical doctor. As a medical doctor, I want to specialize in the field of endocrinology or surgery. I have always dreamt that one day I will be able to open up my own private practice where I can help people with imbalances in their endocrine systems and help reduce pain that people go through daily. In addition to this, I hope that later in life I will be able to lecture Chemistry and also work with a pharmaceutical company in hopes of being able to synthesis new drugs in the fight against HIV. I know it takes a lot of dedication, focus and hard work to achieve all these but I believe nothing good comes easy and I live with this mindset every single day of my life. Consequently, I have developed a keen interest in and an unrivaled thirst for learning. As a professional, I would love to be a valuable asset so that I can give back to the community.

Compulsory Voting Of Brazil Compulsory The State Of The...

Compulsory Voting In Brazil The compulsory nature of voting in Brazil is a controversial topic, well discussed by politicians, jurists, political scientists, and voters. This requirement has been in place in Brazil since 1932, and every citizen older than 18 and younger than 70 is obliged to vote every 2 years. However, voters that are between 16 and 18 and voters that are older than 70 have the option to vote or not. For the voters that are obliged to vote, their abstention from voting implies in serious penalties, including the inability to apply for any governmental job, to get any official documents, like IDs and passports, and financial fines. Even with those sanctions, there is still a high number of abstentions. This is explained by the extremely low level of interest of the population in political matters as well as political immaturity. Considering these facts, the obligation of voting in Brazil should be maintained, the country is not ready for a change. A significant portion of the population is not yet capable of electing their leaders for the sake of the collectivity. Actually, the population needs to be made fully aware that the vote is the greatest weapon that exists against indifference and collective apathy; until then it will be necessary to maintain voting compulsory in Brazil. When discussing voting, it is worth mentioning that the vote is a right, but also a social and political duty of the citizen to the community and as such needs to be enforced.Show MoreRelatedRole Of The Workers Class For The Establishment Of Democracy3569 Words   |  15 PagesFifty years after the military coup in Brazil in 1964, the country has been governed by an exiled professor, Fernando Henrique Cardoso, a former labor worker that was arrested during the dictatorship, Lula, and a former member of a guerrilla against the dictatorship, Dilma. 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