Pregnancy Symptoms

1st Step for Infertility

What to expect when you check in (Birth)

The Test

Do's and Don'ts in Pregnancy

Autism Clip 2- Kim Peek The Real Rain Man

Autism Clip 1- Human Camera

Failure to Thrive

Marketing to Babies?

click on this link

Do the chemicals in our food affect children's brains?

Vaccines and Autism

0-3 Basic Safety Issues

Basic Issues (be able to list some of these for the exam) that can be safety hazards for infants and toddlers:

Babies and small children depend on their parents to keep them safe, and, at the same time, to allow them to explore their world and make new discoveries every day. Safety means looking at the environment and matching it up to your own baby's abilities at that time. It means making changes in the environment as your baby moves through each development stage. Anticipating what you'll need to do to keep danger out of your baby's reach is the key part of the safety game. Setting up safe ways and places for your baby to explore works better than planning to watch your baby every second — an impossible task.

The safety rules change with your baby's age, but some general principles of safety apply to every child. Read the following checklist for the best safety rules of thumb. For more age-specific safety information, see our safety-by-age article.

Never shake a baby

Never leave your baby alone

Prevent burns and promote fire safety

Lower the risk of sudden infant death syndrome (SIDS)

Drive safely

Make sure your baby's gear is safe

Baby-proof your home

Check for gas

Prevent choking

Quit smoking

Prevent firearm injury and death

Prevent drowning/promote water safety

Plus more little safety tips



Never shake a baby

Shaking a baby, even playfully, can cause bleeding in her brain and rip nerves and muscles. Shaken Baby Syndrome can result in blindness, brain damage, or death. Taking care of a baby is a tough job, and in the early days it's often difficult to fathom why your baby is crying. Feeling angry and frustrated sometimes is normal. But no matter how frustrated you get, NEVER shake or jiggle your baby violently. If you feel yourself losing control, seek help from your mate, a friend or relative, or a professional. Never shake a baby as part of a game, either. It's just too dangerous.

Never leave your baby alone

Even newborns can occasionally turn over or flip around, so never leave your baby alone in the tub, on a raised surface like a changing table, or on an adult bed. If the phone rings, take the baby with you (or let the answering machine pick up the call). And never leave a baby in a car by herself, even for a minute. Emergencies can happen in an instant, and your child needs an adult with her at all times.

Prevent burns and promote fire safety

Install smoke alarms, especially where your baby sleeps, and check their batteries when you reset your clocks in the spring and the fall. And put fire extinguishers on every floor of your house. Be sure the fire department has directions to your house if you live outside of town.
Use fire-resistant or flame-retardant clothing, bedding, and toys for your child. Check the labels to make sure.
Turn down your hot water heater — 120 degrees F is a good setting for households with small children. You can prevent accidental burns and still get the dishes and the clothes clean.
Replace floor furnaces with another type of heating system, and block radiators.
Move all appliances with cords so that your child can't reach the cords.
Cover all electrical outlets with plugs.
Keep your baby out of direct sunlight and use sunscreen — the sun can hurt a baby's sensitive skin. It's safe to use small amounts of sunscreen on babies under six months of age — apply it for every outing. Use protective clothing (including hats) and eyewear, even for the youngest child, even in winter, and even on cloudy days.

Lower the risk of sudden infant death syndrome (SIDS), or crib death

Put your baby "Back to Sleep." Research has shown that putting babies to sleep on their back lowers their risk of SIDS by as much as 70 percent. But be sure your baby spends wake time on her tummy to discover, explore, and strengthen her shoulders.
Keep your baby's room warm, but not too warm. Maintain an air temperature that is comfortable for you. A young infant has less capability to adjust her temperature than an adult, as she can only sweat around her head. Keep her head uncovered and remove a layer of clothing if her head is damp with sweat. If she's overheated by too many blankets or clothes, she is at greater risk for SIDS.
Keep your baby's head uncovered as she sleeps. Use a sleeper or tuck her in below her neck with a blanket.
Be sure your baby sleeps on a firm mattress. Fluffy, soft surfaces can obstruct her breathing. Do not use thick quilts, comforters, pillows, or sheepskin under or over the baby. Avoid waterbeds. Toys and pillows shouldn't be too big or too plush; infants should not have pillows or large stuffed toys in their cribs at all. Finally, make sure bumper pads are secure. If your infant sleeps in your bed, the same precautions apply. Be sure there isn't any space around the mattress to trap your baby between it and the bed.
No smoking around your baby. Babies exposed to secondhand smoke are at least twice as likely to die of SIDS.
Breastfeed. Breastfed babies have a lower risk of SIDS, so breastfeed as much — and as long — as you can.

Drive safely

You and your baby spend a lot of time in the car, so it's important to take the time to make sure the car is safe. Car accidents are THE leading cause of death and injury in children after the first month of life.

Always use a car seat that's appropriate for the age and size of your child. Almost all children badly injured or killed in car accidents were not properly restrained in car seats, or sitting in car seats that were not properly installed. Install the seat according to the manufacturers' instructions, or ask the police department or the car dealer to install it for you. Don't ever give in to a child's desire to ride anywhere but in the car seat.
Always drive with children in the back seat, especially if you have air bags.
Never leave your child alone in the car — not even for a minute! When you're on the road, make sure your child isn't getting too much sun through the car window.
Don't smoke in the car.
Use automatic door and window locks, and keep them set for each ride.
Be a good role model — buckle up every time you're in the car, and drive safely.

Make sure your baby's gear is safe

There are lots of new safety standards for baby and child equipment. Before you purchase anything or take on used baby gear, check to be sure everything meets standards and hasn't been recalled.

Before you buy any baby gear, check for safety information. Everything you buy should pass Consumer Product Safety Commission (CPSC) standards. Call them at 1-800-638-2772 or check their Web site to be sure.
See if your products have the yellow and black certification seal of the Juvenile Product Manufacturers Association.
Click here for an updated list of product recalls.
Items manufactured before 1974 may have lead paint or may have design flaws that make them a safety risk, and they won't appear on recall lists.
Check all of your baby's equipment regularly for loose parts, sharp or rough edges, and peeling paint.

Baby-proof your home

Now, on to baby proofing. First of all, the term "baby proofing" is something of a misnomer, since there is no such thing as a completely baby-proofed house. You will always have to keep a close eye on your baby, and an especially close eye when you're somewhere other than your own home. However, there are some basic steps to make your home as safe as possible:

Take a spin through the house on your hands and knees, looking at it from your baby's perspective. You will quickly notice many looming dangers. Make a list of what you find and take steps to make them safe.
Get as many electrical cords and appliances out of the way as possible. Before you run any appliance, make sure you can see the baby, and that she's far from the action. Make it a habit.
Put locks on all windows so they can be opened no more than six inches. This is particularly important for windows on the second story and above.
Plug up all electrical outlets and put cords out of reach (this is so important it's worth repeating).
Put all cleaning supplies, medicines (prescription and over-the-counter), alcohol, vitamins, and anything else that would harm your baby if ingested up high where she can't reach it. Lock those cupboards.
Be sure all medicines, including visitors', are in safety-capped bottles.
Use cupboard safety latches, even for those containing safe objects.
Block stairs with secure gates, and secure doors and windows with high latches and locks.
Put shade and curtain cords out of reach.
Secure bookshelves and high furniture that could be pulled over. This may mean using wall bolts.
Avoid using tablecloths, scarves, and doilies that your baby can use to pull objects off a table.
Make sure grandparents and care providers adequately baby-proof their homes as well.

Check for gas


Radon, a naturally emitted radioactive gas, is a cancer-causing health hazard that can collect in tightly closed houses, such as those in cold climates. It tends to collect in the lower levels of houses. Babies and toddlers are especially at risk because the gas collects close to the floor. State, county, and city health departments will come out to check your home and show you ways to vent the gas, if necessary.
Carbon monoxide detectors are important if you heat with propane or wood. Keep the batteries current.

Prevent choking

In the United States, choking is the fourth leading cause of accidental death among children under 5. Fortunately, choking can be prevented. Follow these guidelines:

Avoid foods that pose the greatest choking hazard. This includes hot dogs, whole grapes, peanuts, hard candy, and raw carrots.
Always feed your baby sitting up, in your lap, or in an infant chair. Make sure your toddler sits at the table and doesn't walk or run with food in her mouth.
Make sure your child's toys are safe. Soft toys should be washable, stuffed with fire-safe material, and have no loose pieces such as eyes, buttons, or latches. If toys break down into pieces, no piece should be smaller than 1.75 inches. (They should be too big to fit through a paper towel tube.) Pieces smaller than that pose a choking hazard. Don't use any toys that have strings, fasteners, buttons, or chipping paint. And avoid latex balloons and small balls, and check all of your baby's toys regularly for rough edges, loose parts, or peeling paint.
Only dress your baby in safe clothing. Check clothes inside and out for loose strings or ribbons or anything that could wrap around your baby's neck, small fingers, or toes. Avoid drawstrings on clothes that can get caught in doors, cribs, or toy equipment such as bicycle wheels. Remember, children can always pull off buttons that you think are securely attached.

Quit smoking

A smoke-free house is healthy for everyone who lives there, especially your baby. No one should smoke around a baby, including baby sitters or relatives. People unwilling to quit smoking should abstain from smoking in a baby's house. If you or someone in your house smokes, you have many reasons to quit — if not for your sake, then for your baby's.

Babies in smoking households are at least twice as likely to die from SIDS.
Children in smoking households get more chest colds, ear infections, sore throats, asthma, pneumonia, burns, and other health problems compared with children in non-smoking households.
Smokers' houses are at greater risk for fire and fire-related injuries.

Prevent firearm injury and death


Today and every day, 10 children in the United States will die from handgun accidents, murder, and suicide. Even more are wounded. In gun-owning households, the natural curiosity and playfulness of children can quickly turn deadly.

The best way to keep your baby safe is:
Remove all guns from your home, period.

If you do have guns:

Lock them up. Make sure your guns are locked away, with all ammunition locked up separately. Make sure only adults know where the guns and ammunition are kept and that the key stays with an adult.
When a gun isn't locked up, never leave it unattended. Whenever you handle your gun, including when you clean it, don't let it out of your sight, even for an instant. Most firearm accidents involving children happen because the children weren't supervised.
Use trigger locks and other safety devices.
Never refer to a gun as a toy.
No child under 8 can be relied upon to remember rules for handling a gun, no matter how well they are taught.

Prevent drowning/promote water safety

Drowning is the second most deadly type of accident for children in the United States. Young children are especially at risk, not only because they don't know how to swim, but also because they can drown in a very small amount of water.

Never let your child out of your sight near any pool of water, including toilets, scrub buckets, fountains, swimming pools, wading pools, lakes, ponds, or the ocean.
Children of any age need to be directly supervised around any swimming pool or body of water. All monitors should have no other tasks than to watch children when they're around water.
Keep the bathroom off-limits for infants and toddlers, except for when they are directly supervised.
If you have a pool, enclose it with a fence taller than 4 feet that has a locked gate. If you live near a community pool, get it up to these standards.
Bathtub rings do not protect a child. If you use one, you must still supervise your child constantly.
Swimming lessons aren't recommended for children until after their fourth birthday. They give parents a false sense of security. You must always supervise your children when they're in the water, even if they've had swimming lessons. Young children may swallow too much water while swimming, leading to serious or even fatal salt imbalance.
If you have a boat, make sure you follow all U.S. Coast Guard safety regulations. Have a regulation life preserver, sized appropriately, for each person on board, and teach your older children safety rules and boat etiquette.
Arm "wings," plastic rings, and other devices do not ensure safety for young children in the water. Watch your children directly at all times. If your child is under 2 years old, you should be in the water with her at all times.


Other little safety tips

Don't put pacifiers or necklaces around your young infant's neck. A cord or necklace can too easily get caught and strangle her.
If you use a pacifier, be sure it's molded in a single piece.
Any space or opening bigger than 2 3/8 inches wide can accommodate a baby's head at an angle, so keep an eye out for potential traps.
Never refer to medicine as candy.
Put all visitors' handbags and luggage out of your child's reach.
Make sure carrying devices such as packs and strollers fit your child's age and stage of development.

(Pampers.com)

APGAR SCORE

The very first test given to a newborn, the Apgar score occurs right after your baby's birth in the delivery or birthing room. The test was designed to quickly evaluate a newborn's physical condition after delivery and to determine any immediate need for extra medical or emergency care.

Although the Apgar score was developed in 1952 by an anesthesiologist named Virginia Apgar, you may have also heard it referred to as an acronym for: Activity, Pulse, Grimace, Appearance, and Respiration.

The Apgar test is usually given to your baby twice: once at 1 minute after birth, and again at 5 minutes after birth. Rarely, if there are concerns about the baby's condition and the first two scores are low, the test may be scored for a third time at 10 minutes after birth.

Five factors are used to evaluate the baby's condition and each factor is scored on a scale of 0 to 2, with 2 being the best score:

activity and muscle tone
pulse (heart rate)
grimace response (medically known as "reflex irritability")
appearance (skin coloration)
respiration (breathing rate and effort)
Doctors, midwives, or nurses add these five factors together to calculate the Apgar score. Scores obtainable are between 10 and 0, with 10 being the highest possible score.

he very first test given to your newborn, the Apgar score occurs right after your baby's birth in the delivery or birthing room. The test was designed to quickly evaluate a newborn's physical condition after delivery and to determine any immediate need for extra medical or emergency care.

Although the Apgar score was developed in 1952 by an anesthesiologist named Virginia Apgar, you may have also heard it referred to as an acronym for: Activity, Pulse, Grimace, Appearance, and Respiration.

The Apgar test is usually given to your baby twice: once at 1 minute after birth, and again at 5 minutes after birth. Rarely, if there are concerns about the baby's condition and the first two scores are low, the test may be scored for a third time at 10 minutes after birth.

Five factors are used to evaluate the baby's condition and each factor is scored on a scale of 0 to 2, with 2 being the best score:

activity and muscle tone
pulse (heart rate)
grimace response (medically known as "reflex irritability")
appearance (skin coloration)
respiration (breathing rate and effort)
Doctors, midwives, or nurses add these five factors together to calculate the Apgar score. Scores obtainable are between 10 and 0, with 10 being the highest possible score.

A baby who scores a 7 or above on the test at 1 minute after birth is generally considered in good health. However, a lower score doesn't necessarily mean that your baby is unhealthy or abnormal. But it may mean that your baby simply needs some special immediate care, such as suctioning of the airways or oxygen to help him or her breathe, after which your baby may improve.

At 5 minutes after birth, the Apgar score is recalculated, and if your baby's score hasn't improved to 7 or greater, or there are other concerns, the doctors and nurses may continue any necessary medical care and will closely monitor your baby. Some babies are born with heart or lung conditions or other problems that require extra medical care; others just take a little longer than usual to adjust to life outside the womb. Most newborns with initial Apgar scores of less than 7 will eventually do just fine.

It's important for new parents to keep their baby's Apgar score in perspective. The test was designed to help health care providers assess a newborn's overall physical condition so that they could quickly determine whether the baby needed immediate medical care. It was not designed to predict a baby's long-term health, behavior, intellectual status, or outcome. Few babies score a perfect 10, and perfectly healthy babies sometimes have a lower-than-usual score, especially in the first few minutes after birth.

Keep in mind that a slightly low Apgar score (especially at 1 minute) is normal for some newborns, especially those born after a high-risk pregnancy, cesarean section, or a complicated labor and delivery. Lower Apgar scores are also seen in premature babies, who usually have less muscle tone than full-term newborns and who, in many cases, will require extra monitoring and breathing assistance because of their immature lungs.

If your doctor or midwife is concerned about your baby's score, he or she will let you know and will explain how your baby is doing, what might be causing problems,

if any, and what care is being given. For the most part, though, most babies do very well, so relax and enjoy the moment!

http://kidshealth.org/parent/pregnancy_newborn/pregnancy/apgar.html

0-3 Milestones

BIRTH TO 8 MONTHS

8 to 18 MONTHS

18 to 36 Months

VERY SPECIFIC HANDOUTS THAT YOU CAN PRINT OFF, and use in practice...

3D and 4D Scans

Pregnancy to Childbirth

Childbirth for the Squeamish (this includes me)

Today's News: Most Stressful Jobs that Pay Badly

http://finance.yahoo.com/career-work/article/108148/stressful-jobs-that-pay-badly?mod=career-salary_negotiation

Family Violence, Chapter 10

While the US is similar, I wanted to present an international view (New Zealand) and one of their PSAs on violence.

Is there a Gay Gene?

Gay Brain Scan

Scientists at the Karolinska Institute studied brain scans of 90 gay and straight men and women, and found that the size of the two symmetrical halves of the brains of gay men more closely resembled those of straight women than they did straight men.

In heterosexual women, the two halves of the brain are more or less the same size.

In heterosexual men, the right hemisphere is slightly larger. Scans of the brains of gay men in the study, however, showed that their hemispheres were relatively symmetrical, like those of straight women, while the brains of homosexual women were asymmetrical like those of straight men.

The number of nerves connecting the two sides of the brains of gay men were also more like the number in heterosexual women than in straight men.

Read more: http://www.time.com/time/health/article/0,8599,1815538,00.html#ixzz0WNlYwgRd

What Would You Do?

An Obnoxious Cartoon with Good information as Well as Bias ;)

Warning: There is "Anti-Christian" Sentiment...

How Pregnancy Happens

Childbirth

Midterm Grade Distribution

Count: 29
Average: 92.2
Median: 94.5
Maximum: 102.0
Minimum: 61.0
Two Freebies worth 2 points were given and I change the total available amount from 108 to 106, so you can do the math to see your improved grade :)

Harlow's Attachment Study (Bowlby and Ainsworth Followed)

Tay Sachs Eye

Man Without a Memory

Perception in Context

Perception Test

In Class Assignment Monday 10/12/09

Today, get into your research groups. We have only one more class meeting following fall break before the midterm exam so we need to get ready.

1. Each person in your group needs to find something in the text that they are sure they are going to have a hard time with or difficulty remembering. Solve all but one issue that you will turn in.
2. You can help each other remember by making up a song, rhyme or mnemonics / or visials.
3. The one the is the toughest, you can turn in the issue/ problem and what you know about, I will help you complete/ fill in the blanks before the exam.

Turner's Karotype

Normal Female Karotype

Karotype for Normal Male

Karotype for Klinefelter's

National Geographic 1912

EUGENICS BEFORE HITLER.
January 1912, National Geographic Magazine
"Our Immigration Laws From The View-Point Of National Eugenics"
By Prof. Robert DeC. War, of Harvard University

As has been established already, Hitler and the Third Reich based their Eugenics programme on American Eugenics, which were enacted into law in at least 27 states in the good ole U.S. of A.. well before Hitler's time.

Our Immigration Laws From The View-Point Of National Eugenics
By Prof. Robert DeC. War, of Harvard University
January 1912
(The Full Article including original photocopy of magazine pages)
..."by selecting our immigrants through proper legislation, we have the power to pick out the best specimens of each race to be the parents of our future citizens."

Blacks are not discussed. Jews apparently are alluded to when the author states, "Yet there are certain parts of Europe from which no aliens should be allowed to enter this country, for reasons which are eugenically of the first importance."

Why I am Dressed Like This Today

http://www.denimday.com/team_page.aspx?tid=237922

Cord Blood 5- International Trial

Cord Blood 4

Cord Blood 3

Cord Blood 2

Cord Blood Video 1 ABC NEWS

CLICK HERE

Free Writing Help Online- Use it!

Want better grades on your papers? You can submit your paper online before it is due, and get feedback outside of Union for free. It always improves your paper.

Smarthinking.com—FREE online tutoring at the click of your mouse!

Help when you need it: 24/7

Go to www.smarthinking.com

Log-in: USERNAME: Your UU e-mail address (i.e. s11111@my.uu.edu); PASSWORD: uubulldog09

How these genetic disorders happen

Genetic abnormalities can happen due to small mutation in a single gene,an addition or deletion of an entire chromosome or set of chromosomes.

Huntington's Chorea

Huntington's disease results from genetically programmed degeneration of nerve cells, called neurons, in certain areas of the brain. This degeneration causes uncontrolled movements, loss of intellectual faculties, and emotional disturbance. Specifically affected are cells of the basal ganglia, structures deep within the brain that have many important functions, including coordinating movement. Also affected is the brain's outer surface, or cortex, which controls thought, perception, and memory.

Read More at Web MD

(WebMD)

Intro to Cystic Fibrosis

Look further for information on how long CF patients life spans are...

Turner's

It is only in Women. They have only one X chromosome.

In addition to short stature and lack of sexual development, some of the other physical features commonly seen in girls with Turner syndrome are:

a "webbed" neck (extra folds of skin extending from the tops of the shoulders to the sides of the neck)
a low hairline at the back of the neck
drooping of the eyelids
differently shaped ears that are set lower on the sides of the head than usual
abnormal bone development (especially the bones of the hands and elbows)
a larger than usual number of moles on the skin
edema or extra fluid in the hands and feet

The good news is that when Turner syndrome is diagnosed while a girl is still growing, she can be treated with growth hormones to help her grow taller.

Genetic Chart

How Genetic Disorders Happen

Genetic abnormalities can happen due to small mutation in a single gene,an addition or deletion of an entire chromosome or set of chromosomes.

Where is the problem? Male or Female?

Most cases of Down syndrome result from trisomy 21, which means each cell in the body has three copies of chromosome 21 instead of the usual two copies. The extra genetic material disrupts the normal course of development, causing the characteristic features of Down syndrome.

Skinner Clip

CLICK HERE

Watson Clip

http://www.youtube.com/watch?v=KxKfpKQzow8

Heredity Explanation

Human Traffic in the US

Eugenics Clip FOR 9/23 ONLINE CLASS

Freud and Skinner: Floam

Freud sat in his study
And listened all day long
To wealthy German women
Saying this or that was wrong.

"I cannot feel my arm" one says,
Or "I'm scared of train wrecks".
Freud said "My opinion is
It has to do with sex!"

"Now come and see me every day
For 10 or 20 years
And in the end, I'll have your cash
But you'll have lost your fears".

Skinner took a squirrel
And put it in a box
And if it ever misbehaved
He gave it nasty shocks

He made it run throughmazes
To get a little food
And only Skinner was surprised
When the squirrel came unglued

But people aren't squirrels
No matter how it seems
And Skinner just could not explain
Language, jokes and dreams

Our minds are simply too complex
To fit his schema well.
But when that squirrel salivates
Skinner always rings a bell.

Chapter 3 TOP TENS

Wolf Pack
Freud:
Developed Oedipus and Electra
Developed Psychosexual Stages- 0-6 (mailnly)
A Physician and Neurologist
Developed the three components of personality : Id, Ego, Superego
Developed idea of fixation
Theory stating personality development confined to early years
First person to develop major theory of personality
Performed his research in the late 1800s
Interested in unconcious, preconscious, amd conscious
Erikson was a student of Freud who did not agree with many of his theories

The Aquarian Exposition
Erickson
8 stages of psychosocial development
adolescence study
explains development from birth to death
identity constant challenge throught life ***think of how your "I AM statements may change****
self identity and different things
Epigenetic principle
worked with Freud
first child psychoanalyst in Boston
Invented modern psychohistory

LDR
Bandura
Social Learning Theory - critical in the development of personality becuase of the principle of observational learning.

Believed that people can process information to actively influence how the environment controls them

Self-efficacy is a person's belief about his or her abilty to perform behaviors that lead to expected outcomes

Assumed that learning can occur by observing others without direct involvement in the learning experience.

Bandura thinks children develop aggressive tendencies based on what kind of social role models they are exposed to.

Labeled reciprocal determinism- that the world and a person’s behavior cause each other.

Cognitive behaviorist- attempts to understand the way people think and their influence on the environment.

Used the bobo doll experiment to see how children imitate aggressive behavior of role models.

Jackson Four
Piaget
Trained as biologist before psychology
Cognitive Psychology
Published 1st scholarly work age 10
Developed intelligence tests
Critical components of theory of cognitive development are adaptation and organization
Built his career on studying relationship between how we learn and how we develop
Developed his theory by obser5ving his own children.
His work helps us understand limitations in the abilities of children
Individuals go through a series of mental stages: sensorimotor period (birth-2), concrete operations period (7-11), the formal operational period (11-above).
His theory needs to be taken in to account when trying to explain complex issues to children (such as 9/11).

Happy Feet
Skinner
Assumed that all behavior is determined by contingent enforcement processes in the person’s environment.
Theory of learning ignored the importance of mental and emotional processes.
Supports reinforcement- anything that follows a behavior and increases the likely hood of that behavior.
Second concept in operant conditioning is punishment- anything that follows a behavior and decreases the likely hood of that behavior.
Operant Conditioning- A form of learning that occurs when responses are controlled by their consequences.
Operant learning processes contribute to how behavior is acquired: negative reinforcement and extinction.
Negative reinforcement- when a behavior increases because it is followed by the withdrawal of an unpleasant stimulus.
Extinction- when a conditioned response that was previously reinforced stops producing positive consequences.
Skinner’s theory of operant conditioning provides an understanding of how learning takes place.
Says our behavior can be influenced by the positive and negative consequences we experience in our life.

Two Hispanics and a White Girl
Guilt and Shame
Connection between emotion and psychopathology
Still being studied
Shame prone personalities are more likely to blame others than themselves for negative events.
Guilt prone personalities are much more likely to accept responsibility for negative outcomes and interpersonal relationships and less likely to become angry than shame prone individuals.
They are often used interchangeably.
Guilt saw as resulting from conflict btw ego and super ego.
Shame came from conflict between ego and ego ideal.
Shame; a large family of emotions that includes embarrassment, humiliation and related feelings such as; shyness that involves reactions to rejection or feelings of failure or inadequacy.
Shame occurred as a consequence of public disapproval.
Guilt occurred as more of a private experience of personal conscience.

(Some) Jargon from Papers...

Abide
my plans, His Plans
I have the gift of...
calling
scripture
Lift them up
encouragement
His glory
prayer request
gifts of the holy spirit
God led me to...
having on the heart
laying on the heart
laid on my heart
confess (even when not directly referring to anything Godly)
have a big heart for
ministering
witness to them
devotion
devotional
turned away from God
Wanted to go my own way
Obediently in the center of God's will (VERY FREQUENT)
Bless me beyond measure
precious gift (s)
Give up everything (with little of this actually in evidence)
Him to reveal
God Willing
dedicate to the lord
after God's own heart
God Honoring
Duty for the Word
He revealed His heart
CONVICTED
Us being Christ
The Bible is God's Word

Chapter 2 Quiz Results

The Biophysical Dimension for Assessing Social Functioning
Count: 29
Average: 31.6
Median: 34.0
Maximum: 37.0
Minimum: 13.0
Standard Deviation: 5.62

This all means that your score is curved 3 points. The highest was 37 (now 40), etc.

Christian-ease

Blackboard Information

Steps For Helping A Student Who Can't Log Into Blackboard

If you have a student who says "I can't log into Blackboard", here's the "two-step" version of what to do. (If you want a little more of the background, that's at the end of this message.)

Step 1. Tell the student to try logging into eclass.uu.edu (if off campus) using the same username and same password the student is using for Blackboard. (Even if the student says "I can check my e-mail", have the student try again at eclass.uu.edu.)

Step 2a. If Step 1 does not work, proceed to Step 2b. If Step 1 works (the student can log into vo.uu.edu), tell the student to try logging into Blackboard again. If the student still can't get into Blackboard, you as the faculty member need to get me the following information:
- Student name
- Student ID number
- Course name/section
- [anything else you need to insert here].
You can contact me at rnavel@uu.edu or 731-661-5402. After I receive the information from you, I will investigate the problem and will respond to you.

Step 2b. If the student cannot log into Blackboard and cannot log into vo.uu.edu, tell the student to contact the student helpdesk for a password reset. 731-661-5400 is the Jackson campus student helpdesk. 901-759-0029 ext. 126 is the Germantown campus helpdesk.

More to know:

General comments:
Each person at Union has one unique username/password. The Blackboard username/password is the same as what is used for everything else at Union. There is no separate Blackboard password that can be reset.

Step 1 comments:
- If the student is on campus, trying to log into the campus network using a lab PC works just as well. If the student can't log into the network on campus, see Step 2b.
- It is critical the student uses eclass.uu.edu to attempt the login process. It is also critical to verify the student cannot log in at the time they are telling you about the problem - not an hour or a day or a week ago.

Step 2 comments:
- Computing Services is not authorized to add students to an online course without the request from the teacher of the course. We will also have to verify that the student is registered for the course.
- The student should leave a request with only one helpdesk. Leaving the request at both locations may delay successful login for the student.
- Within 24 working hours of the student leaving his/her account/identity information at the helpdesk, a professional staff member in Computing Services will reset the password to a temporary one. For security reasons, student workers are not able to reset passwords; they are able only to pass along the information to the appropriate staff person.
- As soon as possible after Computing Services resets the student's password, the student must change that temporary password to a new one only the student knows. Otherwise, within a very few uses of the password, it will expire and have to be reset again. The temporary password can be reset on either Union campus in a lab or online at vo.uu.edu. If the student needs help with this process, have him/her contact the student helpdesk.
- Student passwords must be changed every 12 months. Logging into vo.uu.edu on a regular basis to check e-mail should ensure the student being notified that the Union password is about to expire and needs to be changed.

Chapter 1 Stats

Column Statistics for: Chapter 1—A Multidimensional Framework for Assessing Social Functioning
Count: 31
Average: 10.4
Median: 10.5
Maximum: 14.0
Minimum: 6.0
Standard Deviation: 1.79

The highest score was 14- which means that you can add a point to your score for the curve since the max was 15. And to be extra kind, I went ahead for this quiz and went down to the next highest score and averaged the two. So for this quiz only you can add 1.75 points for the curve. Next time, make sure to read the chapter first. Many of you just didn't believe me...

Project Implicit For Online Class 9/14

Nucleolus

Chromosome (one is Sick- Sorry!) :)

Ribosomes

Smooth & Rough Endoplasmic Reticulum

Nucleus & Cell Membrane- Bad!

Lysosome

Mitochondria

Golgi Apparatus

September Calendar Reminders

Monday the 7th HOLIDAY
Wednesday the 9th ONLINE
Friday the 11th REGULAR CLASS
Monday the 14th ONLINE
Wednesday the 16th ONLINE
Friday the 18th REGULAR CLASS

XX Female, XY MALE

Either of a pair of chromosomes that determine whether an individual is male or female. The sex chromosomes of mammals are designated X and Y; in humans, they constitute one pair of the total 23 pairs of chromosomes. Individuals possessing two X chromosomes (XX) are female; those having one X and one Y chromosome (XY) are male. The X chromosome is larger and carries more genetic information than the Y. Traits controlled only by genes found on the X chromosome (e.g., red-green colour blindness- only males) are said to be sex-linked.

Sex-linked traits occur far more frequently in males than in females, since a male inheriting an allele for a recessive (see recessiveness) trait on the X chromosome lacks a corresponding allele on the Y chromosome that might counteract its effects. Several disorders are associated with an abnormal number of sex chromosomes, including Turner syndrome and Klinefelter syndrome (which we will discuss in class).

Brain Lobe Diagram

Cell Tutorial Game

A somewhat helpful tutorial...
CLICK HERE

Neurons and Neurotransmitters

Fragile X

More common in boys, but girls can also have it.

Class Groups

The Wolf Pack
Cell: Lysosomes
Natasha Archie
Erin Massey
Erin Brewer
Kalli Nicks

LDR
Cell: Chromosome
Rachael Collins
Olivia Sells
Erin Palm

The Jackson Four
Cell: Nucleolus
Sarah Brubaker
Emily Gillepsie
Brianette Shannon
Mary Beth Moore

The Aquarian Exposition
Cell: Smooth & Rough Endoplasmic Reticulum
David Quick
Brad Poyner
Olivia Sorrell
Carman Griffith

Happy Feet
Cell: Cell Membrane and Nulcleus
Lauren Reeves
Kari Beaugher
Jordan Johnson
Carrie Russell
Michele Marks

Zebras
Cell: Ribosomes
Emily Welborn
Laquita Robinson
Haley Geeslin
Rachel Curtis

Two Hispanics and a White Girl
Cell: Golgi Apparatus
Cassie Badillo
Laura Gage
Abby Perez

In Your Face
Cell: Mitochondria
Lanette Gilbert
Angela Patterson
Aaron Daigle
Alen Shepherd

Frontal Lobe Damage

September 14 Will Be Online

The Brain Cartoon

Anything to help it stick for you ;)

The Inner Life of the Cell

Texting While Driving

Extra Credit: 19 Minutes

For 15 extra credit points this semester (that is a TON of extra credit)...pick up a copy of this book immediately. You can ask the students from my class last year if you can borrow their copy as well. It really is an easy read, and most students had trouble putting it down once they started. You will actually have to read the book, Amazon reviews etc. just won't work. You'll need to let me know by the end of next week if you are going to participate, or just sit this one out (you are confident in that A or B grade without it!).

Author: Jodi Piccoult

(I see that there are used copies from $2.99 on Amazon.com).

Early Post for Chapter 2 Help!

This is probably the most difficult part of the course (Chapter 2). Students have been immensely helpd by making flashcards right away and learning from the very start of class.


Glossary for Chapter 2 (taken Directly from Your Text):
Hope this proves helpful for studying!

Allostasis The process of maintaining stability through change.
Allostatic load The cumulative cost to the body of allostasis; allostatic overload is a state in which serious pathophysiology can occur.
Amino acids A group of nitrogen-containing organic compounds that serve as the units of structure associated with proteins.
Angina pectoris A coronary condition involving pain and tightness in the chest.
Autosomes Chromosomes other than sex chromosomes.
Axons Long fibers that carry impulses from the cell body of a neuron to other cells.
Canalization The process by which people inherit general pathways that constrain their growth and developmental processes.
Central nervous system The brain and spinal cord.
Chromosome disorders Abnormalities or defects caused by errors in an entire chromosome or part of a chromosome.
Cystic fibrosis A serious disease of the exocrine gland that causes secretion of excess, thick body fluids.
Dendrites The branched fibers on the cell body that bring messages to the cell body of the neuron.
Development The refinement or improvement of body components.
Diastolic pressure The measure of the blood’s flow during the relaxation of the heart.
Differentiation theory The view that all information needed to interpret sensory input is contained in the sensations themselves.
Dominant gene A gene that is always expressed for a trait, in paired genes.
Down syndrome A disorder, characterized by mental retardation, that is associated with the presence of three chromosomes, rather than a pair, for chromosome 21.
Endocarditis An infection or other factor that damages the heart’s valves.
Fragile X syndrome A serious form of mental retardation that is identified in karyotype studies by a constriction at the end of the long arm of the X chromosome.
Frontal lobe The portion of the brain that participates in body movements, thinking, feeling, imagining, and making decisions.
Genotype The actual genes an individual carries for a specific trait.
Glia The supporting cells that make up the bulk of the brain.
Gray matter Areas of the nervous system with a high density of cell bodies and dendrites with few myelinated axons.
Growth A technical term that refers to the addition of new biophysical components, such as new cells or an increase in body size.
Hemophilia A condition that is due to a defective gene on the X chromosome that causes a defi ciency in the blood coagulation factor VIII.
Huntington’s chorea A disorder involving a dominant autosomal gene and characterized by progressive chorea (purposeless motions) and the eventual development of dementia (mental deterioration).
Hyperplasia The type of growth that involves an increase in the number of cells.
Hypertrophic growth The type of growth in which increases are observed in the size of cells.
Klinefelter’s syndrome A condition in which a male is born with an extra X chromosome (XXY).
Lesch-Nyhan syndrome A disorder that involves a gene on the X chromosome and is characterized by mental retardation, spasticity, and self-mutilation.
Malignant tumors Tumors that are not self-contained.
Meiosis The process of cell division that creates the sex cells.
Mitosis The cellular process in which a body cell reproduces itself by dividing and producing two new daughter cells.
Mitral valve prolapse A valvular disease of the heart involving the protrusion of one or both cusps of the mitral valve back into the left atrium.
Monoamines A group of nonacidic neurotransmitters, such as dopamine, norepinephrine, epinephrine, and serotonin.
Multifactorial disorders Developmental disorders caused by multiple genes.
Mutation Random events that distort key characteristics in an organism’s growth and development.
Myelination The process of coating the nerve cells with myelin, a substance that forms around neurons and acts as insulation, allowing faster and more efficient transmission of nerve impulses.
Myocardial infarction The condition in which insufficient oxygen is directed to the heart’s muscle.
Myocarditis An infection or other factor that damages the heart’s muscle.
Neurons The cells in the nervous system involved in conveying information from one cell to another.
Neurotransmitters Chemicals that are synthesized inside the neuron.
Occipital lobe Part of brain located below the parietal lobe and involved in the receiving and sending of visual information.
Parasympathetic nervous system The branch of the nervous system that counteracts the activities of the sympathetic nervous system and conserves body resources
Parietal lobe The portion of the brain that is primarily involved in the process of integrating sensory information.
Peptides Chains of amino acids.
Pericardium The thin sac that encloses the heart.
Peripheral nervous system All those nerves that lie outside the brain and spinal cord.
Phenotype The trait expressed by genes in the individual.
Proliferation The stage in brain development when neurons are produced.
Proteins Any organic compound that has a large combination of amino acids.
Purines The category of chemicals that includes adenosine.
Recessive gene The gene that is not expressed in a trait unless paired with a similar or homozygous gene.
Single-gene disorders Inherited dysfunctions or defects that result from dominant, recessive, or X chromosome–linked genes.
Sympathetic nervous system The branch of the nervous system that mobilizes the body for emergencies.
Synaptic cleft The space between any two neurons or between a neuron and another cell.
Systolic pressure A measure of the heart when it is constricting and pumping blood out and through the body.
Tay-Sachs disease A neurodegenerative disorder that is characterized by progressive mental and physical retardation.
Temporal lobe The portion of the brain involved in emotions and human motivation.
Tumor Mass of purposeless tissue caused by cell growth.
Turner’s syndrome Condition in which a female is born with only one X chromosome (X0).

Mitochondria- How Exciting!

Cell Diagram 2