CDC REPORT OUT ON CHILD INJURY AND DEATH

Report lists top causes of accidental child injury and death
Wed, Dec 10, 2008 (HealthDay News) — Motor vehicle crashes and falls cause most of the unintentional child and teen injuries and deaths in the United States, a new government report shows.
From 2001 to 2006, about 55 million children and teens (9.2 million a year) were treated at emergency departments for unintentional injuries, say researchers from the U.S. Centers for Disease Control and Prevention. Falls caused the majority of non-fatal injuries (about 2.8 million a year), while most deaths were transportation-related -- about 8,000 deaths a year involved a motor vehicle occupant, pedestrian or cyclist.
The report said falls were associated with more than half of nonfatal injuries involving children younger than 1, while transportation-related injuries and deaths were highest among teens aged 15 to 19.
Among the other key findings in the report:
On average, 12,175 children aged 0 to 19 years died each year in the United States from an unintentional injury.
Overall, the highest fatality rates were among occupants of motor vehicles.
The leading causes of injury death differed by age group. For children younger than 1, two-thirds of injury deaths were due to suffocation. Drowning was the leading cause of injury death for those aged 1 to 4. For children aged 5 to 19, the majority of injury deaths were due to being an occupant in a motor vehicle traffic crash.
Children aged 1 to 4 had the highest nonfatal injury rates due to poisoning and falls.
Males were nearly twice as likely as females to die as a result of unintentional injuries.
Risk for injury death varied by race, with the highest rates among American Indian and Alaska Natives and the lowest rates among Asians or Pacific Islanders. Overall death rates for whites and blacks were similar.
Injury death rates varied by state, depending upon the cause of death. Northeastern states had the lowest overall injury death rates. Fire and burn death rates were highest in some of the southern states. Death rates from transportation-related injuries were highest in some southern states and some states of the upper plains and lowest in states in the northeast region.
Five causes accounted for the majority of nonfatal injuries. Falls was the leading cause of nonfatal injury for all age groups younger than 15. For children aged 0 to 9, the next two leading causes were being struck by or against an object and animal bites or insect stings. For children aged 10 to 14, the next leading causes were being struck by or against an object and overexertion. For children aged 15 to 19, the three leading causes of nonfatal injuries were being struck by or against an object, falls and motor vehicle occupant injuries.
The CDC report was released to coincide with the launch of the 2008 World Report on Child Injury Prevention by the World Health Organization and the United Nations Children's Fund (UNICEF).
"Injuries are among the most under-recognized public health problems facing the United States today," Grant Baldwin, director of the CDC's Division of Unintentional Injury Prevention, wrote in the report's foreword.
"About 20 children die every day from a preventable injury -- more than die from all diseases combined. Injuries requiring medical attention or resulting in restricted activity affect approximately 20 million children and adolescents and cost $17 billion annually in medical costs," Baldwin wrote. "Today, we recognize that these injuries, like the diseases that once killed children, are predictable, preventable and controllable."
"Injury risks change as our children grow and we want them to be appropriately protected as they develop. We encourage parents to be vigilant and to understand that there are proven ways to help reduce injuries at each life stage," Dr. Ileana Arias, director of CDC's Injury Center, said in an agency news release.
To help parents and caregivers prevent child and teen injuries, the CDC has introduced the "Protect the Ones You Love" initiative. Details can be found at www.cdc.gov/safechild.

All Grades are IN

Overall, this class had VERY HIGH SCORES.

Highest Class Score (without 19 Minutes:
Abi: 101%

Some, impossibly great;)

Especially those who did 19 Minutes:
Amber 104%
Rachael French 103%

There were also many of you just under the 100% mark.

Don't forget to pick up "My Sister's Keeper" for January.

Happy Holidays!

Drop in Schedule

Wednesday all Day.

Not in the office today, Tuesday. You can call my cell phone if it is important.

Congrats fo Abi and Rachael F 100% on Final Exam!

Weather Alert

Campus closing at 1:30pm today.

Please note the weather advisory for this afternoon and evening:


Issued by The National Weather Service
Memphis, TN
5:17 am CST, Mon., Dec. 15, 2008

... ICE STORM WARNING IN EFFECT FROM NOON TODAY TO 6 AM CST TUESDAY...

THE NATIONAL WEATHER SERVICE IN MEMPHIS HAS ISSUED AN ICE STORM WARNING... WHICH IS IN EFFECT FROM NOON TODAY TO 6 AM CST TUESDAY. THE FREEZING RAIN ADVISORY IS NO LONGER IN EFFECT.

MOSTLY LIGHT FREEZING RAIN WILL OCCUR THIS AFTERNOON... BUT THE FREEZING RAIN WILL INCREASE IN INTENSITY TONIGHT.

ICE ACCUMULATIONS OF 1/10 OF AN INCH OR LESS ARE EXPECTED THIS AFTERNOON RESULTING IN HAZARDOUS DRIVING CONDITIONS. MORE SIGNIFICANT AND POSSIBLY DAMAGING ICE ACCUMULATIONS ARE EXPECTED TONIGHT WITH BETWEEN 1/4 AND 1/2 INCH ICE ACCUMULATIONS.

THE ICE STORM WARNING MAY NEED TO BE EXTENDED INTO THE DAY TUESDAY IN LATER FORECASTS.

AN ICE STORM WARNING MEANS SEVERE WINTER WEATHER CONDITIONS ARE EXPECTED OR OCCURRING. SIGNIFICANT AMOUNTS OF ICE ACCUMULATIONS WILL MAKE TRAVEL DANGEROUS OR IMPOSSIBLE. TRAVEL IS STRONGLY DISCOURAGED. COMMERCE WILL LIKELY BE SEVERELY IMPACTED. IF YOU MUST TRAVEL... KEEP AN EXTRA FLASHLIGHT... FOOD... AND WATER IN YOUR VEHICLE IN CASE OF AN EMERGENCY. ICE ACCUMULATIONS AND WINDS WILL LIKELY LEAD TO SNAPPED POWER LINES AND FALLING TREE BRANCHES THAT ADD TO THE DANGER.

More Information
... SIGNIFICANT ICE ACCUMULATIONS EXPECTED ACROSS PARTS OF THE MID-SOUTH BY TUESDAY MORNING...

.AN ARCTIC COLD FRONT WILL MOVE QUICKLY SOUTHEASTWARD THROUGH THE MID-SOUTH TODAY. SUB-FREEZING TEMPERATURES WILL SPREAD FROM NORTHEAST ARKANSAS TO NEAR THE INTERSTATE 40 CORRIDOR BY NOON... THEN INTO PARTS OF NORTHWEST MISSISSIPPI BY MID-AFTERNOON. OCCASIONAL FREEZING RAIN... MOSTLY LIGHT... WILL DEVELOP BEHIND THE COLD FRONT TODAY... RESULTING IN HAZARDOUS DRIVING CONDITIONS. THERE MAY BE A BREAK IN THE FREEZING RAIN DURING THE DAY. HOWEVER... THE MORE SIGNIFICANT AND POSSIBLY DAMAGING ICE ACCUMULATIONS ARE EXPECTED TONIGHT AS THE FREEZING RAIN INCREASES. SLEET ACCUMULATIONS ARE ALSO POSSIBLE TONIGHT FROM NORTHEAST ARKANSAS ACROSS THE MISSOURI BOOTHEEL INTO NORTHWEST TENNESSEE.

WINTER STORM AND ICE STORM WARNINGS MAY NEED TO BE EXTENDED INTO TUESDAY FOR PARTS OF THE AREA. IN ADDITION... FREEZING RAIN ADVISORIES MAY NEED TO BE ISSUED FOR PARTS OF NORTH MISSISSIPPI TONIGHT JUST SOUTH OF THE ICE STORM WARNING TO ACCOUNT FOR MINOR ICE ACCUMULATIONS.

Congrats to Tobey, Anna, and Rachael French- Best Final Paper 100%

Merry Christmas Everyone!

Your Assessment can mean more than you think...

Homosexual Parents= Homosexual Children?

New Update: Florida and Gay Adoption

Happy Thanksgiving!

Vaccinations

EARLY BIRD RESEARCH PAPERS: GRADE A!

Hannah Brack
Anna Dunn
Mary Huggins

Nice Work!

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...

CLASS UPDATES and About Being Late

I just finished putting in quiz grades, so all should be there as well as your annoted bib grades. NOTE: Many of you have pretty bad APA errors. I did not grade on the writing (kept the grades higher!), just that you did the research and you said enough about it. A 10 was easy to get.

If you didn't get a 10, it was late, your APA isn't ok, or you just didn't do much. I suggest coming by to get it and I can show you where your APA errors are so you don't do it on the final paper. If you have the same APA errors on your paper, you will have points deducted.

Your Worldview paper updates aren't in there unless you came by to meet with me. They won't be done until the very end. If you show up, I will take care of it right there in front of you :)

A few of you have been consistently late to class. It is being noted and may impact your final grade in the course. So, set your alarm 10 minutes earlier if you need to. It is unfair to the others in class who manage to make it on time, every day.

So for today, for example, you would have missed the announcement that you don't have to do the presentation since the class as a whole did such a great job with the chapter 2 material :) For those of you who didn't present Chapter 2, email me or stop by so we can discuss what this means for you (you were absent on your day to present...you don't want negative 10 points in the gradebook).

Basically, the great news is that if you presented back in Chapter 2, and you did your annoted bibliography, you just earned a pretty easy 20/20 with not much effort which WILL boost your grade significantly at the end of term.

That's it for now, have a great weekend!

Dr. Holmes

DEC 1 Extra Credit 19 Minutes

Extra Credit UPDATE: We will do a 10 minute exercise that reflects your reading through 2/3 of the book (roughly).

Harlow's Attachment Study (Bowlby and Ainsworth Followed)

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)

BSW Schedule for End of Semester

(each line is a week)

November 21 FRIDAY: Lecture

November 24: MONDAY: Lecture, PAPER 2 EC PTS WED 26: TURKEY HOLIDAY FRI 28: OFF

December 1: MONDAY: Lecture WED 3:Online Class FRI 5: ONLINE CLASS

December 8: PAPER DUE,Class WED 10: Regular Class FRI DEC 12: FINAL


FINAL CUTOFF DATE FOR PAPERS WILL BE ON MONDAY DEC 8, MY DOOR BY 5pm.

2 Points Extra Credit will be awarded to all papers turned in by Monday the 24th.

Poll, Ends at 4pm Today: Final Exam

Vaccines and Autism

Marketing to Babies?

click on this link

Autism Clip 2- Kim Peek The Real Rain Man

Autism Clip 1- Human Camera

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

CORD BLOOD BANKING STORIES

Please watch the following clips and do research on this topic for your final exam essay question...

http://www.cordblood.com/cord-blood-banking.asp

http://www.cordblood.com/cord-blood-banking-news.asp

http://www.cordblood.com/azfamily.asp

National Adoption Day

READ:
http://www.nationaladoptionday.org/2008/media/news.asp

About Facebook

Hello to all of my favorite students:

I have been meaning to let you know, but I keep forgetting. Last year Facebook was introduced to me by my traditional day time students as a way to communicate with them, and it worked well. I didn’t use it for anything else. Since then (as I am sure is the same for many who now use Facebook), it has morphed into another creature altogether. I have all types of friends (or just people I once knew!) who have found me on there from varying chapters of my life: elementary school, high school, college, grad school, post grad, camp counselors, former associations, committees, people I once worked with…you get the idea.

Now, I use if for an entirely different purpose, which I had to focus in on a few weeks ago (to figure out what the purpose was of having this thing).

It is for me to keep in touch with those who I have lost touch with, or for friends and family who live far away. It is just a personal decision on my part, but for me, knowing what 100 + students are doing any given time of the day was not information I don’t not only not need to know, it is often information I don’t really want to know. Often, the people I want to keep in touch with are “bumped” from the homepage for me to know that a student “just ate hot soup”, “procrastinated studying and pulling an all nighter” “just started writing my paper that is due in 6 hours” and “wonders why her boyfriend doesn’t understand her”.

Sometimes, it is inappropriate... for example, when a “friend” of one of my students posts a photo (or an entire album) on THEIR wall, I see what they were doing over the weekend, or on vacation, and often I doubt it is something that they intended for me to see ) especially when I get the “sick” call the following morning. On the flip side, I don’t want hundreds of people, especially current students to know everything going on in my personal life. And the more the “friend list” grows, the less I can account for what others post whether as of late political comments (i.e. Prop 8 Stuff on both sides) or just random strange comments that can be interpreted in many ways.

I am sure you get the idea. I’d rather keep it personal (and for you to keep it personal) during our class time together;) We have plenty of ways to communicate, via email, office phone, my mobile phone as well as in person during office hours and in class. I do have former students and interns on Facebook but that is because the relationship has changed, and we want to keep in touch.

I just wanted to let you know about my decision. I am not dumping you individually, I’m just making it a rule for myself: no current students on Facebook. However, I will be keeping the HBSE group on Facebook. We can all be in the same group without being “friends”.

If you have any questions about it, please feel free to contact me!

Sincerely,

Dr. Holmes :)

Message from Dr. Stanfiled

I would really appreciate it if you all would prayerfully consider helping with one or both of the following:

1. The "tear down" of the CANstruction project tonight and/or tomorrow morning.

2. Participation in the Social Work dodge ball team next Tuesday (4th) from 6 PM to 8 PM. No athletic skill necessary.

Currently there are almost no students participating in either one of these projects. I know everyone is busy, but please prayerfully consider helping with one or both of these. You are welcome to make a commitment-free call to Amanda to get more information before deciding.

A.S.A.P.
Call Amanda Johnson at 731.697.4161
or email her at kuntrychristian@yahoo.com
or send her a message here on Facebook

Thanks,

Dr. Stanfield

Class Schedule Updates

Friday October 31, Regular class

Monday November 3, Regular class- ALL ONLINE ASSIGNMENTS ARE DUE (Elections are tomorrow)/ CUT OFF

Wednesday November 5: NO CLASS DAY OF REMEMBERANCE. Sign up for Service.

Friday November 7: No class. Election exercises count for friday. Posting after November 3rd will not result in any points.

VOTE

Sample Ballot TN: http://www.votenader.org/files/states/Tennessee_Ballot.pdf

Who are you voting for (House? Senate?) http://projects.washingtonpost.com/2008/elections/tn/

http://www.csg.org/pubs/Election2008/TN.aspx

http://www.commercialappeal.com/news/2008/sep/12/lines-drawn-for-senate-battleground/

Seriously contested state Senate elections in Tennessee:

Dist. 26 (Crockett, Haywood, Fayette, Hardeman, McNairy, Chester, Hardin, Wayne counties): Randy Camp, D, v. Delores Gresham, R, in a district where Sen. John Wilder, D-Somerville, is stepping down from the post he has held since 1966.

Dist. 4 (East Tennessee): Mike Faulk, R, v. incumbent Mike Williams, I.

Dist. 12 (East Tennessee): Ken Yager, R; Becky Ruppe, D; Christopher Fenner, I.

Dist. 14 (Middle Tennessee): Mike Niederhauser, R, v. Eric Stewart, D.

Dist. 16 (Middle Tennessee): incumbent Jim Tracy, R, v. Jean Anne Rogers, D.

Dist. 18 (Middle Tennessee): incumbent Diane Black, R, v. Jim Hawkins, D.

************************
Do a little research for your area, and who is going to be on your ballot on Tuesday. If you did early voting, who did you vote for, and why? (would you change your vote after what you found out in this research?)...
What swings you in either direction?

Exam Breakdown

Total Available points fro the Exam:
93 points

Plus you may have gotten:
2 Bonus Points
3 19 Minutes points

You will see the breakdowns on Monday when we go over them in class.

Doing 19 Minutes added about 5-6% to your grade for those of you that did it. For those of you that didn't a few of you may be wishing that you did. Make an appointment with me on that if you need to.

The Chapter 4 Definition was worth 2pts (Bonus only). I gave out partial points as well.

I was very liberal with the 5 anxiety symptoms. Only the really bad, or blank answers were marked wrong. Usually you can just describe your symptoms during an exam.

So, divide your number into the total available (93).

There's your percentage.

Overall, very good job! :)

Dr. Holmes

Highest Exam Score: Amber

Congrats Amber. Not only did you get 100% on the exam, you got the bonus question as well as full credit on 19 Minutes.

Last Minute Study Tip

I will make the one question from Chapter 4 a bonus question worth 3 points (quite a bit), but it won't be required. There are not any other questions for chapter 4. Focus on Chapter 2 & Genetic Disorders.

Good luck!

Dr. Holmes

Erikson's Stages

Erikson's Eight Stages of Development

1. Learning Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one or two years of life. The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes insecure and mistrustful.

2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however, entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes stormy self - will, tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street. Also, the sound of "NO" rings through the house or the grocery store.

3. Learning Initiative Versus Guilt (Purpose)
Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.

4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.

5. Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best - adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on.

Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them.

6. Learning Intimacy Versus Isolation (Love)
The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.

7. Learning Generativity Versus Self-Absorption (Care)
In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.

8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares the new. He works hard, has found a well - defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.


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These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how personality develops but at present they are descriptions only. We possess at best rudimentary and tentative knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Helping the child through the various stages and the positive learning that should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for the best ways of accomplishing this task accounts for much of the research in the field of child development.

Socialization, then is a learning - teaching process that, when successful, results in the human organism's moving from its infant state of helpless but total egocentricity to its ideal adult state of sensible conformity coupled with independent creativity.

http://www.childdevelopmentinfo.com/development/erickson.shtml

Freud

A Tribute

Piaget

Strange but sticks!

Bandura

Erikson's 8 Stages Student Film

Bad audio but helpful...

CELL DIAGRAM

Neurons and Neurotransmitters

Neural Impulse 3D

Midterm Exam Information

Hello Everyone-

Just a few things to say about this exam...it is on chapters one, two, three and some of chapter 4 of your textbook, heavy emphasis on Chapter 2. Many of the questions will look similar to quiz questions. You may also have diagrams (think cell and brain lobes) as well as short answer and essay.

Chapter 1 is barely covered, just read it, know generalities about systems/ person in environment etc. Don't worry about RACE at all in chapter 4. We haven't gotten there yet.

Know the definition of bureaucracy.

Everything given to you in the midterm discussion area as well as on this blog (which is supportive to chapter 2 and genetic disorders, especially) is considered study guide information. I suggest you post your group notes to Blackboard if you haven't already in the midterm section.

I suggest that you attempt downloading all of your study guide powerpoint slides information immediately- if you wait until the last minute and your computer is acting badly or Blackboard is acting up...doesn't really matter, because you should already have all of this information in hand, because I am giving it to you today. In other words, there will be no accepted excuses.

It is expected that you have the textbook, and you are responsible for its contents. You are expected to have a computer and internet connection that you are able to access.

I also suggest that you do a study group...

So that is it...I will be in here all day if you come up with more questions. Post them in the "Ask professor Holmes" section so everyone can see the answer.

Thank you, and best of luck- I know you will do fine!

Dr. Holmes

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)

Huntington's Story

Intro to Cystic Fibrosis

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

Lesch- Nyan

Lesch-Nyhan syndrome (LNS) is a rare, inherited disorder. LNS is an X-linked recessive disease-- the gene is carried by the mother and passed on to her son. LNS is present at birth in baby boys. ...build-up of uric acid in all body fluids, and leads to symptoms such as severe gout, poor muscle control, and moderate retardation, which appear in the first year of life. A striking feature of LNS is self-mutilating behaviors – characterized by lip and finger biting – that begin in the second year of life. Abnormally high uric acid levels can cause sodium urate crystals to form in the joints, kidneys, central nervous system, and other tissues of the body, leading to gout-like swelling in the joints and severe kidney problems. Neurological symptoms include facial grimacing, involuntary writhing, and repetitive movements of the arms and legs similar to those seen in Huntington’s disease. More at NIH Website.

Below is a link to a vdeo clip done by nursing students. It is difficult to watch and has some spelling errors, but it shows the ravages of LNS. I just wanted to give warning. It is not required viewing.

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.

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

19 Minutes Extra Credit for Friday

Need to be to at least pg. 89 in the book.

Don't Follow the Crowd

Re: ONLINE CLASS ASSIGNMENT:
If you did quiz type questions, that is fine- leave them, they will be useful for all of you in studying, but go ahead and come up with what the assignment actually asked for ;)

This may be a lesson in "don't follow the crowd".

Thanks,
Dr. Holmes

Upcoming Online Classes: Reminder

Week 5
Friday, October 10

Week 6
Monday, October 13

Congrats to Abi Calvert! 50/50 on Worldview Paper!

Class Cancelled on Friday

I'm stranded at the airport in Ireland. However, I am providing feedback in Blackboard for your work and midterm exam. I have plenty of time for that!

See you on Monday!

Project Vote Smart

Get the information you need.

http://www.votesmart.org/election_president.php?dist=bio.php

Thank you Elizabeth.

Genetic Chart

Just Another Day in Human Behavior...

Fun with Cell Science as Social Work Students!

Neural Impulse

Neurons and Neurotransmitters

Inner Life of the Cell

TURN UP THE VOLUME. The music goes along with it...

"We are the World, We are the Children"

YOU ARE AWESOME!

What a great job in this morning's class. I loved the creativity and the willingness to join in. What? Are you trying to make my job easy?

Worldview Paper Due on Monday

Check your Syllabus for Directions and ask each other about discussion in class if you missed it. It is worth 50 points (as much as a mid term exam)...

Cell Diagram 2

Eugenics Clip

Tentative Online Classes

Week 3
Friday, September 26

Week 4
Monday, September 29
Wednesday, October 1 WORK GROUPS MEET IN CLASSROOM

Week 5
Friday, October 10

Week 6
Monday, October 13

Stuff You Need to Know...

Hi Class, it is all over (the grace period). You know where to go now and you are expected to be on time. The CSAPE program goes into effect as of Monday. Only fair to warn you!

Most of you have figured out Blackboard and have managed to get a photo up...help each other out if you are having trouble.

Keep an eye out for the announcement of which days are going to be online only class days- I have three or four in mind, coming up pretty soon. If you show up to class and no one is there, you will know that you missed something! Your assignment will be in blackboard for those days. Make sure you complete them by the due date (likely the same day of the class) otherwise it will count as an absence.

The science portion starts Monday, so have your coffee, or whatever you need to do:)

Thanks for participating...I really enjoy hearing different points of view. You are also welcome to disagree with me or others in class, or play devil's advocate (respectfully of course). Not everyone is always going to agree with you- and you need to get used to that- especially if you have the heart to work with teens or the elderly! Plus, it makes class more interesting!

See you on Monday!

Dr. Holmes :)

CHICAGO Information for NACSW

Could you please remind your classes about the NACSW student conference in Chicago on Oct 9th - 11th. I have created a site here: http://web.me.com/toddstanfield/NACSW_Trip_2008/Info.html

Brain Lobe Diagram