HDFS
005
Human Development
Focus Questions for Biological Development
------------Focus Questions for Biological Development
1. Where did you come from
and what did you bring with you?
2. What are genes, what do genes do, and how do they do it?
3. How do we get from a single cell of just one specific type [the zygote] to the billions and billions of cells of so many different types that we are now?
4. Why do you have a belly button and what is it connected to?
5. How did you know what to do when you were born?
6. How did you learn to walk?
7. How are boys and girls different and when do the differences
become important?2. What are genes, what do genes do, and how do they do it?
3. How do we get from a single cell of just one specific type [the zygote] to the billions and billions of cells of so many different types that we are now?
4. Why do you have a belly button and what is it connected to?
5. How did you know what to do when you were born?
6. How did you learn to walk?
8. When are you at your physical peak and what happens after that?
9. How can you manage to live a long and healthy life?
10. Why does menopause happen?
11. When and why will you die?
12. How are transactional and constructivist views represented in physical development?
spiritual: our relationship to the cosmos
social: how we behave in groups
interpersonal: how we relate to other people
personality: how we think and behave, our style, the ways we are different from others.
mind: intellectual processes
body: biology-physiological processes
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Protons and electrons and neutrons = atoms
Atoms combine to form molecules.
And in living things, some of these molecules combine to form
deoxyribonucleic acid [DNA].
Strings of DNA are organized into GENES
A gene is a particular sequence or pattern of DNA molecules.
GENES are grouped into CHROMOSOMES
There are 23 pairs of CHROMOSOMES [ = 46 chromosomes] in the NUCLEUS of each Human CELL,
[EXCEPT red blood cells which don't have a nucleus, and gametes -- sperm and ovum -- which have 23 chromosomes -- one of each pair]
During combining of the ovum and sperm, the 23 chromosomes in each separate and then pair up with the corresponding chromosome from the other parent in the nucleus of the ovum. As this happens, the new human life begins, and the single cell with 46 chromosomes is called a zygote.
The genes in the chromosomes that are in the nucleus of the cell tell the cell what to do. Genes are the recipes for specific proteins.
Proteins make up the cell structures.
And transport substances within the cell.
And serve as enzymes.
Enzymes direct molecular actions—they break up molecules into component parts and/or cause new molecules to be formed.
So what gets made or broken down or transformed in the cell depends on the specific enzymes, which are proteins, which are produced in the cell at the direction of the genes.
What cells do determines the underlying physiological basis for our growth, our appearance, and much of our activity, as well as the characteristics of that activity.
Every characteristic that is hereditary, meaning it is genetic, must exist at the cellular level.
Genes only operate within cells.
TWO BASIC CONCEPTS IN DEVELOPMENT
DIFFERENTIATION--
BECOMING DIFFERENT OR SEPARATE,
--CHANGING
FROM UNDIFFERENTIATED TO DIFFERENTIATED ,
FROM A SINGLE SIMPLE WHOLE TO MORE COMPLEX, WITH PARTS, OR ELEMENTS
INTEGRATION--
--COMBINING SEPARATE ELEMENTS INTO A WHOLE, WORKING TOGETHER
SYSTEMS ARE MADE UP OF INTEGRATED DIFFERENTIATED PARTS
Cells and structures, as well as functions or activities, progress from undifferentiated to differentiated to integrated.
This sequence also applies to processes in the cognitive and psychosocial domains.
Life's Greatest Miracle: http://www.pbs.org/wgbh/nova/miracle/
Angier, Natalie [1999]. Woman: An intimate geography. New York: Anchor.
Shelton, L. G. The Course of Prenatal Development. Class handout.
Shelton, L. G. Puberty: Outline of sequence and effects of endocrine changes. Class handout.
Ovum:
Natalie Angier, Woman: An intimate geography. 1999. NY: Anchor.
Proliferation [rapid division creating more cells] during 3rd and 4th month of gestation:
20 weeks: 6 – 7 million oocytes
Apoptosis [dying off] continuous from that peak to menopause:
Birth: 2 – 3 million oocytes
Onset of Puberty: 400,000 oocytes
From puberty through adulthood, 450 or so recruited for maturation into ova.
Mature ovum : 0.1 mm diameter --largest cell in body: [baby’s hair]
Mature follicle: about 2.0 mm diameter
End of Menopause: 0 oocytes
Mothers don’t have placentas--
embryos and fetuses do.
The placenta is part of the conceptus, not part of the mother.
- - - -
The embryo’s heart beats about three and a half weeks after conception--
it doesn’t start beating at birth.
The mother's heart does not circulate the fetus' blood.
- - - -
The embryo produces its own blood.
Nutrients and oxygen pass from the mother's blood
through the uterine/placental membranes
into the fetus' blood.
- - - -
Fetuses use oxygen before they are born--
but it is dissolved in their blood.
It is taken from the mother’s blood through the placenta, not
absorbed from amniotic fluid in the lungs.
- - - -
Kidneys and livers probably don’t learn to function--
they start to function, or increase their function.
- - - -
The fetus has a placenta, but it is not in the placenta.
Both are in the uterus. The placenta is the fetus' attachment
to the inner wall of the uterus.
- - - -
COMPRESSION AND HYPOXIA LEAD TO RELEASE OF HORMONES--CATECHOLAMINES [ADRENALINE AND NORADRENALINE]-- FROM SPECIAL SOURCES, THE PARAGANGLIA, AS WELL AS THE ADRENAL MEDULLA. FIGHT OR FLIGHT RESPONSE:
LEVEL GOES FIRST TO 5 TIMES THE LEVEL FOUND IN A RESTING ADULT,
AND THEN AT BIRTH, INCREASES TO 20 TIMES THAT, OR 10 TIMES MORE THAN IN EXERCISING ADULT.
IF ASPHYXIA, INCREASE EVEN MORE, TO LEVELS THAT WOULD CAUSE STROKE IN ADULT.
CATECHOLAMINES PROTECT:
--CLEARS LUNGS, PROMOTES BREATHING
--INCREASES METABOLISM [BODY TEMPERATURE]
--INCREASES OUTPUT OF LUNG SURFACTANT
--INCREASES BLOOD FLOW TO VITAL ORGANS
--INCREASES ALERTNESS [CONNECTED TO BONDING?]
RETURN TO NORMAL IN ABOUT 2 HOURS.
IF C-SECTION, THESE DON'T HAPPEN AS STRONGLY, SO RESPIRATORY PROBLEMS: LESS RAPID ABSORPTION OF FLUID IN LUNGS
LESS PRODUCTION OF SURFACTANT
AND LOWER METABOLISM, THUS DECREASED THERMAL REGULATION? ?AND LESS SUCKING.
CARDIOPULMONARY--
CIRCULATION
ALL THESE CLOSE DOWN:
1. UMBILICAL ARTERIES AND VEIN .
2. DUCTUS VENOSIS IN THE LIVER--UMBILICAL VEIN CONNECTION TO INFERIOR VENA CAVA--MAIN VEIN.
3. FORAMEN OVALE IN THE ATRIAL CARDIAC SEPTUM
[BETWEEN THE ATRIAL CHAMBERS--THE UPPER CHAMBERS]
4. DUCTUS ARTERIOSIS, CONNECTING THE DESCENDING AORTA TO THE PULMONARY ARTERY. CLOSES WITHIN 3-4 HOURS AFTER BIRTH.
THESE CLOSE TO ESTABLISH NORMAL CIRCULATION, WITHOUT UMBILICAL SOURCE.
LUNG:
ABOUT BIRTH, WELL-DEVELOPED AIR SACCULES. IN FACT, THERE IS LIMITED GAS EXCHANGE POSSIBLE AFTER ABOUT 25 WEEKS [6 MONTHS] -- LOWER LIMIT OF SURVIVABILITY.
IN UTERO, LUNG IS FILLED TO 40% CAPACITY WITH FLUID, SECRETED BY THE LUNG, NOT AMNIOTIC FLUID.
FIRST BREATHS:
AIR REPLACES FLUID IN LUNGS. O2 IN ARTERIES RISES, STIMULATED BY CLOSURE OF DUCTUS ARTERIOSIS AND THE UMBILICAL ARTERIES.
INCREASED BLOOD FLOW IN THE LUNGS INCREASES THE LEFT ATRIAL PRESSURE, CAUSING CLOSURE OF THE FORAMEN OVALE IN THE ATRIAL CARDIAC SEPTUM--THE WALL BETWEEN THE LEFT AND RIGHT ATRIA.
KIDNEY: [RENAL]
REMOVES WASTE PRODUCTS, CONCENTRATES URINE, MAINTAINS HOMEOSTATIS IN
--ACID/BASE RELATIONSHIPS [CHEMICAL PROCESSES]
--ELECTROLYTES [NERVOUS SYSTEM ACTIVITY]
--BLOOD VOLUME
PLACENTA DOES MOST OF THIS -- KIDNEYS HAVE TO TAKE OVER
LIVER:
--DETOXIFICATION OF DRUGS AND POISONS, METABOLIC BY-PRODUCTS BY ENZYMES.
MOTHER'S LIVER DOES MOST UNTIL BIRTH:
FETAL LIVER FUNCTION SLIGHT, ENZYME LEVELS LOW.
ENZYME LEVELS GRADUALLY INCREASE.
COMMON CONCERN: BILIRUBIN, A BY-PRODUCT OF METABOLISM. BROKEN DOWN BY A LIVER ENZYME.
FETUS PRODUCES BILIRUBIN, WHICH CROSSES THE PLACENTA, AND IS NEUTRALIZED BY MOTHER'S LIVER.
AFTER DELIVERY, AMOUNT OF BILIRUBIN INCREASES [FEEDING AND DIGESTING ON OWN ]
BUILD UP = HYPERBILIRUBINEMIA, LEADING TO JAUNDICE.
IF NOT TREATED, OR IF LIVER FAILS TO MATURE, BILIRUBIN IS TOXIC TO CELL SYSTEMS, LEADING TO BRAIN DAMAGE [KERNICTERUS], MENTAL RETARDATION, ATHETOID CP, DEAFNESS, DEATH.
TREATMENT BY TRANSFUSION AND/OR PHOTOTHERAPY. BILIRUBIN STORED UNDER SKIN, LIGHT BREAKS IT DOWN
BLOOD:
CHANGE FROM 80% FETAL HEMOGLOBIN [Hgb-F] AND 20% ADULT TYPE TOWARD ALL ADULT.
FETAL HgB HAS HIGHER OXYGEN AFFINITY.
METABOLIC RATE:
MUST CHANGE TO MAINTAIN CONSTANT BODY TEMPERATURE.
DEFENSES:
MUST BEGIN PROCESS OF PRODUCING OWN IMMUNOGLOBULINS.
MOTHER CONTRIBUTES [MATERNAL] IMMUNOGLOBULIN G [IgG]
"M" AND "A" GLOBULINS DON'T CROSS PLACENTA, MUST BE PRODUCED.
VISION--DIFFERENCE BETWEEN ACUITY AND ACCOMMODATION
ACUITY -- WHAT YOU CAN SEE CLEARLY--DISCRIMINATION OF FINE DETAIL
Acuity is good at birth, dependent on shape of eye and maturity of connections to brain.
ACCOMMODATION -- WHERE YOU CAN FOCUS, AND THUS SEE CLEARLY
Accommodation requires development and coordination of the muscles that control the eyes. Ability to accommodate -- change focal length -- develops as the infant exercises those muscles over the first 5 to 8 months of life.
BEST ACUITY AT 10 -12 INCHES BECAUSE FOCAL LENGTH IS FIXED AT THAT DISTANCE AT BIRTH.
PREFERENCE FOR EDGES, CONTRAST, MODERATE COMPLEXITY
AND FOR FACENESS.
HEARING--GREATEST RESPONSIVENESS IN NARROW RANGE--
THE SAME RANGE AS THE ADULT VOICE SPEAKING TO BABIES--
WE MODERATE TO ACHIEVE EFFECTIVENESS, TOO.
• Can distinguish speech from non-speech.
PREFERENCE FOR SPEECH SOUNDS OVER ELECTRONIC SOUNDS IN SAME RANGE.
PREFERENCE FOR MODULATED TONES, SPEECHLIKE.
• Prefer music over noise.
ABILITY TO DISCRIMINATE ALL SOUNDS USED IN HUMAN SPEECH.
THAT ABILITY IS REDUCED AROUND THE TIME THE BABY STARTS TO BABBLE--REPRODUCING HEARD SOUNDS.
TOUCH--RESPONSIVENESS TO MOLDING, STROKING, SMOOTH STIMULATION AND
GENTLE RHYTHMIC MOVEMENT.
RESPONSE TO WARMTH AND COMFORT--SOOTHING, FOCUSING.
MOLDING
RECIPROCAL RESPONSES AND ACTIONS--TRANSACTIONAL ADAPTATION
GAMES
All of these sensory characteristics represent evolutionary preparation to enter the expectable environment.
Essentially mature at birth
Just like adults: 20 –20k cps [cycles per second or Hertz : Hz]
100,000 cps Dolphins
Dogs hear in human range, but also higher than
20,000 highest human hearing
4214 top key on piano
1200 human voice, female
1000 human male voice, mostly below
125 human male voice, sustained vowels
28 lowest key on piano
20 cps lowest human hearing
Brain Development:
[See Papalia pp. 132 ff.]
[See Papalia pp. 132 ff.]
1. Cell genesis: proliferation of neurons through division of stem cells
2. Migration: cells move from where they are generated to where they will reside.
3. Increases in Cell size
4. Connection: synapses at the ends of axons [sending sites] and dendrites [receiving sites] touch each other.
5. Cell pruning, or Apoptosis: unused or superfluous cells die.
6. Synaptic pruning: unused connections wither.
7. Consolidation of cell assemblies, circuits, and pathways.
8. Myelination: Construction of cholesterol-based sheath around cell processes.
• strengthens muscles and ligaments,
• stimulates bone growth and increases bone density,
• creates connections and consolidates pathways in the brain,
• leads to voluntary control of many actions and functions,
• separates specific movements,
• encourages coordination and integration of separate movements into more complex functional systems,
• integrates sensory input with motor action,
• allows repetition of interesting actions and their results,
• creates familiar experiences and reproducible patterns [schemas],
• elicits reciprocal responses from other people, and
• forms part of the foundation for continued physical, cognitive, and psychosocial development.
ACTIVITY / EXERCISE / PRACTICE
LEAD TO DIFFERENTIATION, ISOLATION OF PARTS, AND GRADUAL CONTROL.
THEN INTENTIONAL, GOAL-DIRECTED BEHAVIOR.
GROSS TO SPECIFIC
FROM SWIPING TO COORDINATED REACH AND GRASP.
ATTRACTIONS
REACTIONS
EFFECTIVENESS.
WHAT WORKS WILL BE REPEATED
EACH NEW SKILL LEADS TO FURTHER EXPERIENCE.
BRAIN DEVELOPMENT IN RESPONSE TO EXPERIENCE.
NOT AS MUCH IN PROLIFERATION--INCREASE IN NUMBER OF BRAIN CELLS,
BUT RATHER IN NUMBER OF CONNECTIONS, AS BRAIN BECOMES ORGANIZED INTO NETWORKS OF CELLS.
RICHER EXPERIENCE, MORE CONNECTIONS AND LARGER NUMBERS OF CELLS COMMUNICATING WITH EACH OTHER.
MOTOR DEVELOPMENT NOT DIRECT RESPONSE TO BRAIN MATURATION.
DYNAMIC INTERACTION BETWEEN EXPERIENCE AND BRAIN ORGANIZATION.
YES, BRAIN IS ORGANIZED INTO SECTIONS, WITH DIFFERENT FUNCTIONS, BUT EVERY PART OF THE BRAIN COMMUNICATES WITH THE OTHER PARTS.
EVERY BRAIN IS DIFFERENT, IN NUMBER OF CONNECTIONS, WHERE CONNECTIONS ARE MADE.
BRAIN'S POTENTIAL IS TO CONNECT ACROSS MODALITIES, TO CREATE PATTERNS OF CELL CONNECTIONS.
THOSE CONNECTIONS ARE MADE IN RESPONSE TO INPUT--EXPERIENCE.
BODY STRUCTURE PUTS CONSTRAINTS ON WHAT IS POSSIBLE--
BIOMECHANICAL POTENTIALS.
MOTOR CONTROL BUILT FROM DIFFERENTIATING PARTS AND LEARNING TO INTENTIONALLY CONTROL AND COORDINATE THEM.
ENVIRONMENT ALSO PUTS CONSTRAINTS ON WHAT IS POSSIBLE--
GRAVITY, SLOPE, SIZE OF STEPS.
AND ENVIRONMENT SETS TASKS, CHALLENGES
-------
DEVELOPMENTAL CHANGE ARISES FROM CONFLUENCE OF MULTIPLE
DEVELOPING ELEMENTS
EACH ELEMENT MAY SET LIMITS ON DEVELOPMENT AND INTEGRATION OF THE OTHERS.
GROWTH OR BIOMECHANICAL FACTORS MAY BE IMPORTANT EARLY ON,
AND EXPERIENCE, PRACTICE, OR ENVIRONMENTAL CONDITIONS MAY DOMINATE LATER.
MOTOR
DEVELOPMENT
Esther Thelen -- cited in Papalia—p. 143ff.
Papalia: “Infant and environment form an interconnected system.”
“Motor development is a continuous process of interaction between baby and environment.”
Development of motor skills has multiple causes:
• Maturation of body and brain
• Motivation
• Physical characteristics of infant
• Infant’s position in particular setting offering
particular opportunities
and
particular constraints
• Practice
KNOWLEDGE OF THE WORLD DEPENDS ON BODILY CONTACT, MOVEMENT:
TEMPERATURE--CONTACT WITH FINGERTIPS OR PALM
TEXTURE--SIDE TO SIDE RUBBING
VOLUME--ENCLOSING WITH THE HAND
WEIGHT--HEFTING
HARDNESS--EXERTING FINGER PRESSURE
SHAPE--FOLLOW CONTOURS WITH THE FINGERS
TASTE--TOUCHING WITH TONGUE
STUDIES BY MYRTLE MCGRAW IN THE 1920'S AND 1930'S INVESTIGATED WHETHER TRAINING IN SPECIFIC SKILLS PROVIDES AN ADVANTAGE, EVEN IF UNTRAINED TWINS CATCH UP EVENTUALLY.
MCGRAW'S STUDIES DEMONSTRATED THAT EARLY EXPERIENCE IN CLIMBING, BALANCING, ROLLER-SKATING, TRICYCLE, SWIMMING, ETC. DO IMPART ADVANTAGE.
UNTRAINED OR LATER TRAINED EVENTUALLY LEARNED THE SKILLS, BUT DIFFERENTLY.
IN ADOLESCENCE AND ADULTHOOD THE EARLY TRAINED TWIN WAS MORE SKILLED, GRACEFUL, COMFORTABLE AND ENTHUSIASTIC ABOUT THE MOTOR ACTIVITIES GENERALLY.
SO EARLY EXPERIENCE LED TO GREATER PROFICIENCY.
PERHAPS BECAUSE THE SKILLS WERE COORDINATED WITH MORE RELATED ACTIVITIES--THAT IS THEY CHANGE THE NATURE OF LATER EXPERIENCE.
1. How do we account for different learning styles?
And children who are just naturally talented in sports?
Brains come in different types, genetically, and perhaps by chance.
Howard Gardner [text pages 326 ff.] Multiple Intelligences:
—what kinds of things do we do that we consider valuable:
music, language, athletics, interpersonal skills, math, spatial relations, etc.?
Each based on a particular area of the brain.
Damage that area of the brain, negatively affect performances in that particular aspect of intelligence.
Presumably, if that part of the brain is particularly well-built or organized, or connected, performances in the particular area will be “naturally” more adept.
Gardner suggests:
>we respond to the world according to the better developed parts of our brain, thus shaping the experiences we will have.
>we practice and improve the skills in areas we do best in.
>we develop some degree of skill in each intelligence, but
>we typically prefer and practice more and do better in some than in others, thus yielding a profile of intelligences, some higher than others.
2. How about children who grow up in impoverished environments and still develop successfully?
a. What is the innate potential?
b. What are the actual transactions with the environment those children have in the relatively impoverished environment?
c. What is the minimum input necessary?
Put those together, and you can hypothesize that
successful development in an impoverished environment
happens when
an individual with innate potential
encounters at least the minimum opportunity afforded by the environment and
is able to take advantage of those opportunities.
Individuals with less potential in the particular skill might need more opportunities, and/or be less inclined to take advantage of them.
3. Does enriched early experience affect later potential or ability?
Yes. Because each accomplishment leads to new opportunities. So as the child progresses, each skill can be integrated into more advanced skills. Children who are more skilled than their peers encounter more success, greater motivation, and more subsequent opportunities. Each skill also can be brought to bear on new challenges, affecting the way new activities are approached.
See the comment above about the trained twin in Myrtle McGraw's study.
LANGUAGE DEVELOPMENT : SPEECH AS A MOTOR SKILL
FROM REFLEX TO CONTROL TO INTENTION;
DIFFERENTIATION AND INTEGRATION,
COORDINATION INTO LARGE PATTERNS OF USEFUL ACTION.
VOCALIZATION:
CRY
COO
BABBLE
MODULATED OR REDUPLICATED BABBLING
WORDS
PHONETICS
ARTICULATION IMPROVES OVER CHILDHOOD.
ALL POSSIBLE SOUNDS POTENTIAL,
BABIES ACTUALLY TRY MANY OR MOST, IF NOT ALL
MAJOR TRANSITIONS
PERIODS OF BRAIN DEVELOPMENT
ACCOMPANIED BY
SPURTS IN SKILL,
INCREASES IN COMPLEXITY OF BEHAVIOR, AND
NEW COGNITIVE ABILITY
MIDDLE OF SECOND YEAR
LATERALIZATION = FOCUSING SKILLS ON ONE OR THE OTHER
SIDE OF THE BRAIN.
GRAMMAR
BALANCE, RUNNING
PREFERRED HAND/FOOT/EYE
5- 7 YEARS
BALANCE AND COORDINATION OF LARGE AND SMALL MOTOR SYSTEMS
INHIBITION OF IMPULSE
FURTHER INTEGRATION OF INFORMATION FROM DIFFERENT SENSES
--ADVANCES IN EYE-HAND COORDINATION
INTEGRATION OF INPUT AND OUTPUT IN DIFFERENT SYSTEMS
--FOLLOWING INSTRUCTIONS
--TAKING DICTATION
--READING AND WRITING
INTEGRATION OF VERBAL MEMORY AND ACTION
INTENTIONAL MODIFICATION OF ACTION
--ACCEPTANCE OF COACHING, INSTRUCTION
SO WE START CHILDREN IN SCHOOL, AND IN SPORTS LEAGUES,
DANCE AND SWIM AND GYMNASTICS CLASSES
PHYSICAL DEVELOPMENT AND GROWTH IN MIDDLE CHILDHOOD
STEADY PACE,
MODERATE GROWTH,
LITTLE CHANGE IN PROPORTIONS
NO MAJOR CHANGES. SO CHILD HAS OPPORTUNITY TO GET USED TO THE BODY IT HAS, AND COORDINATE IT, DEVELOP SKILLED PERFORMANCES.
Variabilities in pubertal development
Timing: onset, when start?
Early <-------> Late
Rate: how fast & how long?
Slow <------> Fast
long short
Synchrony: Relative sequence of estrogen and androgen effects.
Estrogen first <-----> Both together <-----> Androgen first
PUBERTY
ONSET: weight, metabolic control, sex difference
TIMING: same, genetic
RATE: also genetic
PATTERN: synchrony, sequence of hormonal changes variable.
SEQUENCE: each sex
HORMONES
Androgens: a class of hormones, including testosterone [testes], androstenedione [from adrenal cortices].
Estrogens: a class of hormones, including estradiol [ovaries], aldosterone [adrenal cortices].
Gestagens: progesterone [ovaries].
You have a genetic or fundamental growth pattern: fast/slow
And a genetic energy demand level: high/low
Perhaps other factors involved genetically as well.
Experience in the Environment shapes the expression of the underlying growth pattern:
Nutrition Exercise
Illness Parasites
Stress Altitude
So actual, expressed growth is some variation of the underlying pattern.
Pubertal Onset is triggered by weight, so an underlying pattern that is fast/early in conjunction with experiential factors that favor growth, leads to early onset, and an underlying pattern that is slow, etc.
BUT, the weight trigger assumes relatively healthy, normal body mass proportions of muscle, bone, and fat. Obesity will change the trigger, leading to a higher weight required for onset.
Patterns of Biological Change across the Adult Years
GRADUAL DECLINE IN FUNCTIONING OF ALL ORGAN SYSTEMS, INCLUDING SENSORY SYSTEMS
INCREASED VULNERABILITY TO DISEASE
INCREASED RECOVERY TIME FOLLOWING STRESS, DISEASE, TRAUMA OR PHYSICAL EXERTION.
SHIFT FROM ACUTE TO CHRONIC ILLNESS
Major Factors Underlying Health Problems
| Alcohol Abuse | ||
| Smoking | ||
| Poor diet | ||
| |
Too much fat and salt | |
| Lack of exercise | ||
Major Causes of Productive Years of Life Lost (18-65)
| Injuries 40.8% | ||
| Intentional 14 | ||
| Accidental 26.8 | ||
| Cancer 18 | ||
| Heart Disease 16.4 | ||
| All Other Diseases 24.8 | ||
| 100% | ||
SEVEN WAYS TO LIVE A LONGER LIFE
| Sleep 7-8 hours/night | |
| Keep close to ideal weight | |
| Exercise regularly | |
| Drink a little (no more than two a day)* | |
| Don’t smoke | |
| Be sociable | |
| Laugh a lot | |
| * Or due to religious belief, do not drink at all. |
| Men will live 11 years longer | |
| Women will live 7 years longer | |
| Than a person who does only 2 or 3 of them. |
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Ovarian Follicles mature, and secrete estrogen.
The number recruited each month declines through the late 30's and 40's.
As fewer mature each month, less estrogen is secreted.
Less estrogen results in physiological changes.
Communication between hypothalamus and pituitary becomes less consistent.
Ovulation, menstruation, and other physiological cycles become less regular.
In 50's, no more ova available to mature, no more ovarian estrogen.
Compare to life maintenance reserve curve.
Review
Each major biological change requires some adaptation. The person has to integrate the change into life and transactions with the world.
Early enriched experience in motor skills changes the way we transact with future opportunities/experiences—the water skier, for example.
And early pubescence changes the way we deal with opportunities of adolescence.
And early chronic diseases change the way we transact with tasks and demands of adulthood, and the way we age.
What happened to the genes? Still active, but expression of genetic characteristics is modified by experience.
The genotype is expressed in a specific phenotype.
Biological development involves a constant transaction with the world we live in – its nutrients, challenges, risks, dangers, and opportunities.
How well biological development goes, and how well your body serves you, depend on
•what you do to it,
•what risks and opportunities you choose to engage, and
•what happens to it in the environment
SAMPLE
QUESTONS FOR EXAM 1:
1. What do parents give their children at the very beginning and how do they do it?
2. Explain the role of the environment in motor development.
3. If you were the angel responsible for a person's physical health and well-being from conception to old age, what would you want to assure happened and did not happen?
4. Why does menopause happen?
5. What adaptations does the newborn have to make, and why?
6. What determines when a person dies?