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
Thursday, October 30, 2008
Wednesday, October 29, 2008
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?
Friday, October 24, 2008
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.
Thursday, October 23, 2008
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
Wednesday, October 22, 2008
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.
--------------------------------------------------------------------------------
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
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.
--------------------------------------------------------------------------------
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
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)
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.
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.
Tuesday, October 14, 2008
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
Sunday, October 5, 2008
Thursday, October 2, 2008
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!
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