Happy New Year 2008!

Happy New Year everyone! I look forward to seeing you in class soon!

I am looking forward to hearing what resolutions that you made ;)

We will be using Blackboard this semester and may be trying out a few online classes...see how it goes!

WebAdvisor Grades are (mostly) Up!

I'll be back on Tuesday for any questions...or if you want to make an appointment to come to my office see papers/ exams etc.

Thanks!

p.s....we will keep this Blog for Next Semester...HBSE II :)

KH

Friday's Final Class

Final Presentation and peer evaluation...

Food! Bring Food!

What do you want me to bring? Who is a good in charge person?

Will hand out every paper you would like to see (or have them available in my office).

Most of you should have your final course grade during this class.

Friday

Three 100% Exams!

Deanna
Katelyn
Katrina!

Congrats!

Humor in Theme with our Baby Chapters...

Holiday Humor

CORD BLOOD STORY

click here for cord blood story link!

Children See, Children Do...

A clip to forward on...thanks for the great find, Kellie!

CLICK HERE

Mike Huckabee responds to evolution question

Paper Grades are in Hotchalk!

SIDS:Sudden Infant Death Syndrome

End of Semester Schedule

Friday Nov 16: Chapter 5 Finish, Work on Chapter 6
Monday Nov 19: Quiz Chapter 6, Papers Due, Finish Chapter 6 Lecture
Wednesday Nov 21:THANKSGIVING BREAK NO CLASS
Friday Nov 23: THANKSGIVING BREAK NO CLASS
Monday Nov 26: Group Work, In Class for Presentations
Wednesday Nov 28: Group Presentations (Groups 2,3,5)
Friday Nov 30: Group Presentations (Groups 1,4,6)
Monday Dec 3: REVIEW DAY FOR FINAL
Wednesday Dec 5: FINAL
Friday Dec 7: Finals returned, ideas for HBSE II (what would you like to do or change if possibe)...Christmas Party? Food?

The Air is Clear!

Thank you for your willingness to listen. Hopefully we will never have to talk about the "P" word again! I would also like to thank you for letting me be human (professors can get their feelings hurt too!)...so on to better topics. This has always been a fantastic class and I enjoy every single one of you.

Our Semester is going to end soon...so I will make a post about the schedule. Please correct me if I get any of it wrong.

KH

Grades Updated in Hotchalk...

Extra Credit Quiz Points Awarded
and
AB grades updated.

Thank you so much for your quick response and effort in fixing what needed to be fixed!

KH

Matt Gets a Gold Star for 25/25 on his Annotated Bib

Darraugh was a close second with 24/25!

Definition of Plagiarism

An attempt at humor (below).
Please read the following link and let me know that you have read and understand it.
Plagiarism LINK


I know that you are all feeling the sting of my disappointment with your work. Aside from the few who really did a great job though, I was surprised at what was being passed off as genuine efforts on your part. It hurts to feel as though your character is being called into question, and indeed it was. Plagiarism is a big deal because it is a big deal. It can be unintentional at times, and at other times it is laziness and a hope that no one will notice (and most may not).

The assignment was simple. Three articles, cited APA style - and we reiterated in class more than a few times: IN YOUR OWN WORDS. No matter how you try to justify not citing, copying, or a copy and paste, it does not make it any less so. And as little as you like to hear it, it is a matter of character. There were only a couple of cases of "just a few words". In a majority of the cases, it was at least a few sentences IN A ROW. If there were only a couple of people doing this, I would have addressed it individually.

Regardless, now you know.

pla·gia·rism /ˈpleɪdʒəˌrɪzəm, -dʒiəˌrɪz-/ Pronunciation Key - Show Spelled Pronunciation[pley-juh-riz-uhm, -jee-uh-riz-] Pronunciation Key - Show IPA Pronunciation
–noun 1. the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work.
2. something used and represented in this manner.


plagiarize
noun
1. a piece of writing that has been copied from someone else and is presented as being your own work
2. the act of plagiarizing; taking someone's words or ideas as if they were your own

>

www.dictionary.com

Grades Posted in Hotchalk for Annotated Bib

The following have grades posted in Hotchalk. The rest of the class I have questions on your work...maybe it is just a few quote marks missing, or you may have copied and pasted your entire assignment. It is up to you to figure out why I have deferred a grade until Grace Monday.

For those of you who have grades posted and you have a few points missing- it is likely that you did not use APA. I will give them to you to look at on Monday.

Danielle
Barbara
Angela
Matt
Shemeka
Katie
Naomi
Darraugh

Saturday's Email to the Class

Hello Everyone- I am a bit more than half way through your annotated bibliographies and am finding that many of you did not use your own words. Some, not at all. APA style is not done. Kellie is the only one so far who did APA style correctly(so far, from the ones I have read).

I want to give grace in this situation-plagiarism is a big deal. It still counts as plagiarism if you wrote the first sentence of the paragraph and then pasted in the abstract to the article. For all of the use of someone else's writing, I see few quotation marks. That includes the DSM V-TR.

This was a very simple assignment. You will be using it for your paper.

I suggest you go back and have a look at your work and decide whether or not you have done any of the above and want to make sure you get full credit for your work because seriously, I have three ZEROS sitting here. No credit. Others, not much better than a zero.

You are welcome to bring in revised work on Monday...no grace past Monday as we have run out of time. There should be no questions at this point, we discussed it in class. Not doing so could have a serious impact on your grade. But, plagiarism should have a serious impact on one's grade.

The citations need to be APA style (link in your syllabus if you are confused) and the summary of the article needs to be a paragraph (at least) IN YOUR OWN WORDS. When you use someone else's words, even a few words, quote them.

If you will be bringing in new work on Monday, please drop me an email to let me know...I will be happy to avoid wasting my time on work that is not yours.

Thank you for your quick response to this.

KH

CLASS SURVEY

This survey is completely anonymous, I have no way to track you. Please be completely honest- otherwise there is no point at all. I will not single out anyone in class. I asked only a fraction of available questions to keep it short.

Thanks for Participating, see you on Friday.

Click Here to take survey

Quiz on Friday, Chapter 5

Must getat least 6 right to get the point...

Day of Rememberance (Minus 3 points if not attended)

Please respond to this post in the comments section letting me know what service you will be doing on that day. It is a class requirement, so if you "no show" three points will be deducted from your grade.

Thank you!

Pharmacists and Plan B (morning After Pill)

For discussion in class on Wednesday.

The Glass Ceiling

Bowling for Columbine: A Brief History of the United States

Vote for Baby Phoenix! :) !

Phoenix is in a cute baby photo contest!
http://www.wtnparent.com/babyface0711/index.htm


(2nd to last row, first one:)
YOU CAN CLICK HERE

You can vote as often you like this month...some parents have been stuffing the boxes, so we thought we would some of our own promotion!

Differences Between Marriage and Civil Unions

Number of Legal Benefits:
Marriage: Over 1,049 federal and state level benefits (see list)
Civil Unions: Over 300 state level benefits. *No federal protection (see benefit example)

Tax Relief:
Marriage: Couples can file both federal and state tax returns jointly.

Civil Unions: Couples can only file jointly in the state of civil registration.

Medical Decisions:
Marriage: Partners can make emergency medical decisions.

Civil Unions: Partners can only make medical decisions in the registered state.
Partners may not be able to make decisions out of state.

Gifts:
Marriage: Partners can transfer gifts to each other without tax penalty.

Civil Unions: Partners do not pay state taxes, but are required to report federal taxes.

Death Benefits:
Marriage: In the case of a partner's death, the spouse receives any earned Social Security or veteran benefits.

Civil Unions: Partners do not receive Social Security or any other government benefits in case of death. In the case of the death of former Congressman Gerry Studds, his partner of 15 years was denied the government pension that would have gone to a legally recognized spouse.

Child/Spousal Support:
Marriage: In case of divorce, individuals may have a legally-binding financial obligation to spouses and children.

Civil Unions: In the case of dissolution , no such spousal or child benefits are guaranteed or required out of state.

Immigration Rights:
Marriage: U.S. citizens and legal residents can sponsor their spouses and family members for immigration.

Civil Unions: U.S. citizens and legal residents cannot sponsor non-legal spouses or family members. (more on gay immigration rights)

Gay Marriage Legalitites

Nations that recognize gay marriage:

Canada
In June of 2005, the Canadian Parliament enacted a law allowing legal marriage for same-sex couples.

Belgium
The second nation to legalize same-sex marriage in 2003.

Netherlands
The first country to grant gay marriage in 2001.

South Africa
South Africa became the fifth nation to recognize gay marriage in 2005.

Spain
Spain became the fourth nation to allow gay marriage on June 29, 2005.

US states that recognize gay marriage:

New Jersey*
New Jersey is the third U.S.

Croatia
Civil partnerships for same-sex couples have been granted since 2003.

Denmark
Legal civil partnerships have been allowed since 1989.

Finland
Has offered registered partnership benefits since September 2001.

France
Pacte Civil de Solidarité” (PACS), or “Civil Solidarity Pacts,” were instituted in France on November 9, 1999.

Germany
Gay couples can register as "Life Partnerships," granting lesser financial and pension benefits than marriage.

Hungary
Gay couples have been protected under common-law marriages since 1995; however they are not eligible for legal marriage.

Iceland
Since 1996, gay Icelanders have been protected under registered partnerships.

Luxembourg
Civil partnership legislation modeled after France's PACS were introduced in Luxembourg in 2004.

Mexico
Same sex civil unions were legalized in Mexico City in November 2006 and in the state of Coahuila on January of 2007, essentially making civil unions legal in all of Mexico (by law, each Mexican state must recognize the laws granted to individuals of the other states). (More on Gay Mexico)

New Zealand
In December, 2004, New Zealand enacted legislation recognizing same-sex civil unions.

Norway
Since 1996, gay Norwegians have been protected under registered partnerships.

Portugal
Same-sex partners have the same rights as opposite-sex partners in common law marriage.

Sweden
Swedish same-sex couples have been able to register under domestic partnership laws since 1995.

Switzerland
Same-sex couples are given limited legal benefits with civil recognition.

United Kingdom
Domestic partners can register under the Civil Partnership Act. This legislation took affect in December 5, 2005 giving registered same-sex couples all of the rights, privileges and responsibilities of married heterosexual couples. The Civil Partnership Act applies across all of England, Wales, Scotland, and Northern Ireland.

US States that allow same-sex partnerships or unions:

California
California provides domestic partnership benefits. The state legislature successfully voted in favor of legal gay marriage in California, only to be vetoed by Governor Arnold Schwarzenegger. In March, 2005, a San Francisco judge ruled that the law banning same-sex marriage was unconstitutional.

Connecticut
Although Connecticut defines marriage as between a man and woman, it became the second U.S. state to grant same-sex civil unions in April, 2005.

New Hampshire
New Hampshire, home of the Episcopal Church's first openly gay bishop, V. Gene Robinson, became the 4th state behind Vermont, New Jersey and Connecticut to offer civil unions. Same-sex partners were allowed to register for civil unions in January 2008. More on New Hampshire Civil Unions

Oregon
Under Oregon's new domestic partnership law gay and lesbian couples are eligible for all the state-wide rights and benefits of marriage. Oregon also outlaws discrimination based on sexual orientation. (more)

Vermont
The first U.S. state to offer same-sex civil unions in 2000. Learn about Vermont civil unions.

Washington
On April 21, 2007, Washington's domestic partnership bill was signed into law giving gay and lesbian couples many of the benefits of marriage. (more)

Nations that ban same-sex unions:

Honduras
On March 29, 2005, the constitution of Honduras was amended banning same-sex marriage and adoption by same-sex couples.

Latvia
December 21, 2005 marked the day Latvian president Vaira Vike-Freiberga signed into law a constitutional amendment defining marriage as the union of a man and a woman.

Uganda
On September 29, 2005, legislation banning same-sex unions was signed by Ugandan President Yoweri Museveni. Penalties for gay marriage will be set in 2006. Under current law, homosexual acts are punishable by imprisonment from five years to life.

Extra Credit Awared to:

Stephanie
Shemeka
Darraugh
Jessica
Maegen

for the Social Justice Symposium...


If you are missing...let me know

Book I was Talking about in Class: What Our Mothers DIdn't Tell Us

If you want it you can get it used on Amazon for a penny plus shipping of course :)
http://www.amazon.com/gp/offer-listing/0684859599/ref=dp_olp_2/105-8133150-2462851?ie=UTF8&qid=1193245509&sr=8-1

Extra Credit Cut off for past assignments: FRIDAY

I won't be accepting any more extra credit after Friday, so please don't ask...thank you!

Great job on Chapter 4 Quiz Katrina and Jackie!

Katrina got 9/10 and Jackie got 8/10.

Nice Work!

Guest Speaker on Monday!

Elizabeth Clack

Three Points Extra Credit for Write Up: Social Justice Symposium

Social Justice Symposium
October 16, 6 pm, Harvey Hall. You are invited to continue the dialog about social justice issues that was reflected in the Jena-6 conversation recently by attending this year's social justice symposium: Extreme Realities: Poverty and Hope in South America. The speaker is Elizabeth Clack, the Field and Training Coordinator for a Christian organization in Capetwon, South Africa called The Warehouse. Ms. Clack will address the role of the church in building and strengthening communities that are overwhelmed by the rampant poverty and disease in many communities. The backdrop of South Africa's racial history will also be explored.

Next Assignment DUE OCTOBER 31

You can turn it in early if you like, but that is the official date. Hope it is clear now :)

A Must Mention as well: Katelyn!

Katelyn got a nearly perfect score on her Midterm, rounding up a total of 50.5 points out of 50 with her extra credit response!

Honorable Mention: DEANNA NICK...only one point behind Katelyn on the Midterm!

TOP MIDTERM GRADE: KATRINA PARKER!!

Not only did she get a perfect grade, she also got both extra credit points on the bonus question!

Congrats Katrina!

Midterm Grades Submitted!

A: 95-100
B: 94-85
C: 75-84
D: 65-74
F: less than 65

I submitted grades based on three assignments: Worldview paper, Life Segment paper and the midterm. Total points on the three are 130.

I only have two extra credit participants: Jessica and Shemeka. Those points were also included. If I missed someone on the extra credit, remind me please.

As far as the questions about getting an "almost perfect" paper? If you got say...a 29/30....you did great...just maybe not as great as a few others in your class (in ie. creative writing, structure, application, originality).

Brain Function

Summary Below:

The Frontal Lobe:

How we interact with our surroundings.
How we react to our environment.
Our judgments on daily routines.
Our emotional responses.
Our expressive language.
Assigns meaning to words we choose.
Involves word association.
Memory for habits and motor activities.
Problems this can cause:

Paralysis of various body parts.
Problems remembering the order of steps involved in completing multi-task movements, such as making coffee or brushing your teeth.
Problems interacting with others.
Loss of flexibility in thinking.
Dwelling on a single thought.
Inability to focus on a task.
Mood changes.
Personality changes.
Inability to express language (Broca’s aphasia).
Difficulty problem solving.


The Temporal Lobe:

Hearing
Memory
Visual perceptions.
Categorizing of objects.
Problems this can cause:

Problems recognizing faces. (prosopagnosia).
Problems with understanding spoken words. (Wernicke’s Aphasia).
Selective attention to what we see or do.
Difficulty identifying objects and verbalizing about objects.
Short-term memory loss.
Interference with long-term memory.
Increase or decrease in sexual behavior.
Inability to categorize objects.
Right lobe can cause persistent talking.
Increased aggressive behavior.


The Brain Stem:

Breathing
Heart Rate
Swallowing
Reflexes to seeing and hearing.
Controls sweating, blood pressure, digestion, temperature (autonomic nervous system).
Affects level of alertness.
Ability to sleep.
Sense of balance.
Problems this can cause:

Decreased ability to breathe and control respirations.
Difficulty swallowing food and liquids (dysphagia).
Problems with perception of the environment.
Problems with balance and movement.
Dizziness and nausea (vertigo).
Sleeping difficulties (insomnia, sleep apnea).


The Cerebellum:

Coordination and voluntary movement.
Balance and equilibrium.
Some memory for reflex motor acts.
Problems this can cause:

Loss of ability to coordinate fine movements.
Loss of ability to walk.
Inability to reach out and grab objects.
Tremors
Dizziness
Slurred Speech.
Inability to make rapid movements.


Occipital Lobe:

Vision
Problems this can cause:

Problems with visual field cuts.
Difficulty locating items in the environment.
Problems identifying colors (Color agnosia).
Production of hallucinations.
Visual illusions.
Word blindness.
Problems recognizing drawn objects.
Inability to recognize movement of an object.
Problems with reading and writing.


Parietal Lobe:

Location for visual attention.
Location for touch perception.
Goal directed voluntary movements.
Manipulation of objects.
Integration of different senses that allows for understanding a single concept.
Problems this can cause:

Inability to attend to one object at a time.
Inability to name an object. (amnesia).
Inability to locate words for writing. (agraphia).
Problems with reading.
Difficulty with drawing objects.
Difficulty in distinguishing left from right.
Difficulty doing mathematics. (dyscalcula).
Lack of awareness of certain body parts and/or surrounding space. (apraxia) that leads to problems with self-care.
Inability to focus visual attention.
Problems with eye and hand coordination.

SOURCE

BRAIN

Questions on Test Content? DEADLINE IS SUNDAY 8pm

THANK YOU!

Thank you for making me feel so welcome here! ...and singing for me...and cooking and baking and shopping and making signs, streamers and glittery things!

You are the best class ever!

Apathy for the Plight of Human Rights...How do we influence change?

NBC News covers the Jena 6 case

Awkward Moments

Psychology of Perception

Chapter 4 Reading Schedule

For Friday Oct 12 Read Pages 115-134 in the text.

The rest you can spread out over your break. Be prepared for a quiz on Chapter 4 (all of it) on 10/22/07.

Lack of Sleep Can Be Deadly, New Research Shows

READ STORY HERE

Helpful Site on ADD/ ADHD

Click Here

Class WILL Be in Session on Wednesday!

Here is the Learning Styles Test (Click). Please email results to me by Wednesday.


How did I do?

Highest on Social, 2nd highest score was on Solitary! Barbara found hers to be similar!

Here's what is said about a high social score:

Common pursuits:
Some examples of pursuits that people with a strong social style may follow include counseling, teaching, training and coaching, sales, politics, human resources, and others.

Why Learning Styles? Understand the basis of learning styles.
Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more of these features in this chapter.

Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. For example:

Visual.
The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation.
Aural. The temporal lobes handle aural content. The right temporal lobe is especially important for music.
Verbal.
The temporal and frontal lobes, especially two specialized areas called Broca’s and Wernicke’s areas (in the left hemisphere of these two lobes).
Physical.
The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement.
Logical.
The parietal lobes, especially the left side, drive our logical thinking.
Social.
The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.
Solitary.
The frontal and parietal lobes, and the limbic system, are also active with this style.

Man Without a Memory - Clive Wearing [BBC - Time: Daytime]

Test Help Summaries

TEST HELP...

Group 1
Memory:
To help the mental functioning of our clients we need to have a basic understanding of how humans process information. Information processing examines the uptake, selection, coding, and storage of information. This process is similar to a computer. Entering data through a keyboard involves forming a memory code which is encoding. Saving data in file on a hard disk involves maintaining encoded information in memory over time, or storage. Calling up file and displaying data on a monitor is similar to the retrieval process in information processing which involves recovering information from memory stores. It is also important to note that learning can occur with gradual changes in the strength of connections through experiences.

Group 2

Consciousness: awareness of internal and external stimuli
- Most fundamental element of human cognition
- Includes awareness of self, others, and various aspects of physical environment

Consciousness: follows a continuum from coma (mental state with no responses can be elicited) to alertness
(ability to respond to any stimuli)

Consciousness can be evaluated by response to the various types of stimuli

States of low alertness are called disoriented states
- Person looses awareness of time, place, and person
- Can indicate an organically based mental disorder

Orientation: A form of consciousness that is assessed by asking questions such as…..
Time?
Hour?
Month? ……Etc.

Example: Drunken Person
- Being intoxicated is an example of a disoriented state in which consciousness is limited


Group 3
PERCEPTION
What is it?
*perception is the interpretation of sensory input
What are the two theories?
enrichment theory-the view that the information we receive through our senses is formless and we must augment this information to make sense of it
i.e. Exhibit 3.5 pg.86
differentiation theory-the view that all information needed to interpret sensory input is continued in the sensations

Group 4

Attention

Focusing on a specific stimuli whether it be a phone or a lecture without outside interference
Evaluating Attention Capabilities
serial 7’s: focus on the ability to attend; start at 100 and subtracting 7’s
spelling backwards/ reciting months of year backwards
Vigilance and concentration
Aspects of attention
look like you are paying attention (outward appearance)
hypervigilance: paying too much attention to outward stimuli
concentration: the ability to focus inwardly on the task at hand (pay attention without looking- typing without looking at keyboard)

Group 5
Associationism – Mental associations in your mind.
Three fundamental factors of associations:
o Continuity – associations formed because two events occur together in the same time or space.
 Example: If a child touches a stove and burns himself. That child has a lasting association that the stove is hot.
o Similarity- associations being formed because events or ideas that occur close together have features that are similar.
 Example: When learning Spanish, think of a similar word in English to help learn.
o Repetition- associations that often occur together.
 Example: If you’ve always eaten pancakes and syrup together then you’ll always associate pancakes with syrup.
o Reinforcement – 4th major factor. Any event that brings about learning or increases the probability that a particular response will occur.
 Classical conditioning- reinforcement that involves the strengthening of an association between a stimulus and a response through the presentation of a second stimulus. (Ex. A dog can learnto flex its paw in response to a bell (first stimulus) that is associated with a second stimulus (a shock)
 Operant conditioning- reinforcement refers to the acquisition of new responses because of their effect on the environment. (Ex. If a response solves a problem for a child, the child will repeat that response if provided with a similar situation, because of the associated result.)


Group 6
MEMORY

• Memory is considered the most critical component of the learning process

• There is a distinction made between immediate, long-term, and short-term memory:
 Immediate Memory = information that is retained for up to 10 seconds
 Immediate Memory Loss can be tested by digit span (when a person repeats a list of numbers forward and backwards)
 Short-Term Memory Loss: Caused by impairment in areas involving regular and rehearsed information
 Short-Term Memory has limits: can maintain unrehearsed information for 20-30 seconds or rehearsed information for 5-10 minutes
 Long-Term Memory Loss: Caused by problem in retrieving information

• George Miller
 He concluded that when information is added to short-term memory, some of the older information will have to be displaced.
 He wrote: “ The Magical Number Seven, plus or Minus Two: Some Limits on Our Capacity for Processing Information.”

• Information-Processing Approach – ( 4 Stages or “4 R’s”)
 Registration – receives information through senses
 Rehearsal – important in helping short term memory
 Retention – remembering the information provided
 Recall – Memory loss is generally caused by a problem in recall (retrieval of the needed information)


Also Interesting read to help you understand (perhaps) a little better...

Group Choices: 1st Assignment (Observation) Due on October 3rd

Group 1
Matt
Katie
Kellie
*Ages 7-12

Group 2
Deanna
Maegan
Stephanie
*Adolescents

Group 3
Jessica
Danielle
Ana
*Age 3

Group 4
Jackie
Darraugh
Naomi
*Adolescents

Group 5
Amanda
Katrina
Shemeka
*Adolescents

Group 6
Katelyn
Barbara
Angela
*Pregnancy

Midterm Date Change: The Votes are In...OCTOBER 10th

That is Wednesday, two weeks earlier than scheduled. Please reply on comment so that I know you are keeping up with the class (and its changes!) Thanks!

Strange Piaget Clip that Helps With Memory!

I am Betting that More than Half of You Can Read This

I'm one of the 55. Are You?

fi yuo cna raed tihs, yuo hvae a sgtrane mnid too.
Cna yuo raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
waht I was rdanieg. The phaonmneal pweor of the
hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it dseno't mtaetr in waht oerdr the
ltteres in a wrod are, the olny iproamtnt tihng is
taht the frsit and lsat ltteer be in the rghit
pclae. The rset can be a taotl mses and you can
sitll raed it whotuit a pboerlm. Tihs is bcuseae the
huamn mnid deos not raed ervey lteter by istlef, but
the wrod as a wlohe. Azanmig huh? yaeh and I awlyas
tghuhot slpeling was ipmorantt!

Not sure if anyone else got this in their email but I thought if I asked you in class...we would see how accurate the stats are ;)

Sigmund Freud Clips!

Wrap Wednesday

So, we will plan on ending class at 11:40am...and head over to get these chicken wraps. They had better be good! ;)

Quarter Life Crisis

Congrats to Deanna- 100% on Worldview Paper

Deanna, your paper was honest, insightful, and covered the topics. No filler, used spell check...well written. The only 50/50.

Honorable Mentions:
Darraugh, Matt and Katrina

Grades, Documents, and Power Point Slides

Hotchalk!

If you didn't receive an email invite, let me know. P.S. Some of you have joined, but picked Usernames I can't decipher...if it doesn't have any part of your name in it, I don't know who you are and can't post your grades :)

For future reference, I am giving you the powerpoint slides in the beginning to help you get going...but please don't expect them the entire semester. It is expected that prior to starting a new chapter in class, you will have read the chapter we are discussing/ I am presenting. If indeed, you have done the reading, it won't be necessary for you to write down every word of the presentation slides ;) You should be applying the presentation material to what you have already learned (or at least read).

LOOKING AHEAD: Summary for Chapter Three will be DUE ON MONDAY. In this case I don't want a paper, or paragraphs. I would like to have you turn in a hard copy of bulleted points that shows that you have read and processed the material.

Rules:
Do not use headings as bullet points.
Points need to be in your own words.
Points may be a question.

This exercise will not only annoy you, but improve your reading comprehension which the majority of the class listed as a weakness.

Worldview Paper Grading

Okay- so here's the deal. A few papers need little work, a few need a lot of work. Generally I am finding that certain sections are great within your papers while others are missing completely... or don't answer the topic. So, I will hand them back on Monday. Many of you will have the opportunity to improve your points. If you choose to rework your paper in the needed spots, go ahead and take the paper I have made comments on for a guide. When you turn in the improved paper (BY FRIDAY)...you will need to turn in the original with my comments as well as the new hard copy.

I will address current themes that I have found in your work in class on Monday. Enjoy the rest of the weekend if you are checking in before Monday!

Congrats Maegen on the 8/10 on Scary Pop Quiz!

Mitochondria!

How Exciting!

House MD - Baby vaccination

Example of What? What did he do that was wrong in this clip- was there anything right?

Introduction to Second Life

What are the possible impacts of second life on our clients?
For In Class Discussion and Viewing on Friday.

Week 2, Chapter 2

Case Study: Raul (Download) Discussion for Chapter 2: CLICK HERE

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).

Thank You and Friday's Convocation

Glad you all made it on here! Phoenix is recovering well. It will take a couple of weeks. I appreciate all of the kindness and prayers.

Tomorrow will be short due to Convocation it looks like...so we will have to make the best of the time we have :)

We will play catch- up on Monday.
Can't wait to meet you!

Professor Holmes

P.S. The summary can be emailed or just handed in at class on Friday...I know things will be hectic.

Week One, Chapter One

Reading:
1. Course Syllabus- This blog should always have the most updated version available.
2. Ashford, LeCroy & Lortie: Ch. 1
3. Core Concerns of Social Work – NASW CODE OF ETHICS
4. Foundation of knowledge, value and skills – CSWE Curriculum Policy

The One Dimensional Approach: Why do I have to take this class? (common undergraduate question)...answered here.

CLICK HERE TO WATCH

Welcome!

I am so excited about this Fall 2007 semester. Please feel free to contact me with any questions that you may have. I know how overwhelming the start of the new year can be (it is for me as well)! I'm also happy to pitch ideas around with you that involve other courses...different persepctives can help sometimes.

I look forward to getting to know each of you this semester.