A topical approach to lifespan development 7th edition pdf

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Read A Topical Approach to Lifespan Development PDF - by John W Santrock McGraw-Hill Education | As a master teacher, John Santrock. Editorial Reviews. About the Author. John W. Santrock received his Ph.D. from the College of eBook Online Access for A Topical Approach to Lifespan Development (B&b Psychology) - Kindle edition by John Santrock. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks. Full file at -Edition-Santrock-Solutions-Manual CHAPTER 2: BIOLOGICAL BEGINNINGS.

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Santrock - A Topical Approach to Life-Span Development 8th Edition c Txtbk - Ebook download as PDF File .pdf), Text File .txt) or read book online. A Topical Approach Psychology (7th edition), Children (13th edition), John Santrock. A topical approach to life-span development / John W. Santrock Santrock, John W · View online · Borrow · Buy . Seventh edition. New York, NY: McGraw-Hill. Ninth edition. New York, NY A topical approach to lifespan development by John W Santrock · A topical English. 7th ed., international student ed.

One implication of Bronfenbrenner's ecological theory is that to understand development one must: What kind of study will he most likely conduct? Page 43 of 56 guarantee that the results will be statistically significant. The controversy of stability versus change is closely linked to Paul Baltes's theory of: Which of the following theories emphasizes that people manipulate and monitor information and strategize about it? A correlation coefficient of 0 indicates:

Scandinavia, Boston, and Atlanta studies all indicate that some correction may occur. Size and healthiness improve, but there is no evidence that intelligence is improved.

Barbiturates and opiates affect the nervous system; alcohol can affect any cell. Small groups 10 minutes and full class 10—15 minutes Sources: Dorfman, A.

Time, August 28, Simons, J. Quiz on Fetal Alcohol Syndrome. Des Moines, IA: Central Iowa Psychological Services. She could have received a year sentence, but she was sentenced to a year of house arrest in a drug rehabilitation center and 14 years of probation. In your discussion, inform students of the typical effects of cocaine in personality and physical aspects of offspring babies whose mothers used cocaine during pregnancy had significantly lower cardiac output, lower stroke volume, and higher mean arterial blood pressure with a higher heart rate.

Divide students into groups, and have them discuss the following questions Handout CA Might this policy keep some pregnant women from getting prenatal care and having a hospital delivery? How far should the prosecution go? What alternative solutions can you suggest? Do you think a wife should be able to sue her husband for infertility problems caused by the use of cocaine?

Infertility problems may last more than two years after a man quits using cocaine. Should smoking mothers also be prosecuted? Small groups 30 minutes Sources: Roeleveld, N, Vingerhoets, E. Mental retardation associated with parental smoking and alcohol consumption before, during, and after pregnancy. Van Bel, F. Decreased cardiac output in infants of mothers who abused cocaine. Pediatrics, 85, 30— Van Pelt, D. Insight, Sperm abnormalities among cocaine users.

This study examined twins and found that mothers who smoked during pregnancy were significantly different from mothers who did not smoke. For instance, the mothers and fathers themselves were more likely to be antisocial, came from more disadvantaged backgrounds, and were more likely to have experienced depression. The effects of prenatal smoking were reduced 75 to percent after controlling for the aforementioned factors along with genetic influences.

This study demonstrates very well the major concern with correlational research—correlation does not equal causation. This study could be used to promote critical thinking in students and to review issues related to research methods from Chapter 1.

Students should be broken down into small groups. After doing so, they should be told about the relationship between prenatal smoking and conduct problems in 5- and 7-year-olds. They should not be given the information about the differences between women who smoke when pregnant and those who do not.

Students should then be asked to brainstorm about the relationship between smoking and conduct problems. After brainstorming in their groups for a short while, groups should share their responses with the entire class.

The class discussion should involve the remainder of the findings from the Maughan et al. Students can then be asked to generate ethical experimental research studies that could further examine the findings from the Maughan et al. Maughan, B. Prenatal smoking and early childhood conduct problems: Testing genetic and environmental explanations of the association.

Archives of General Psychology, 61 8 , — Classroom Activity 7: Reproductive Double Standards for Men and Women Pro-choice legislator Pruitt introduced some legislative bills restricting male reproductive rights to illustrate how abortion restrictions amount to unequal treatment of women and men in reproductive matters. Why or why not? Take it further with the following information and questions: Three-fourths of women cite concern for or responsibility to other individuals; three-fourths say they cannot afford a child; three-fourths say that having a baby would interfere with work, school, or the ability to care for dependents; and half say they do not want to be a single parent or are having problems with their husband or partner.

What about men who are unprepared for fatherhood? Many men who are facing an unplanned pregnancy feel they are not ready to be responsible for a child, cannot afford a child, or a child would interfere with their work or school; yet, they are forced to pay child support for 18 years if the woman chooses to keep the baby.

Do women have more reproductive rights than men? Is this okay? Full class 10—15 minutes Source: Powell, M. Bills take aim at double standard. Classroom Activity 8: Psychological Effects of Method of Delivery Are there different psychological consequences for women who experience Caesarean deliveries as compared to women who experience vaginal deliveries?

Fawcett et al. Imagine the psychological consequences of the method of delivery for mothers. Are there different psychological consequences for women who experience Caesarean deliveries as compared to women who experience vaginal deliveries? Speculate on what these consequences could be.

Have the class break down into small groups to discuss the potential psychological consequences of method of delivery.

Have groups share their answers and perhaps even speculate about what could be done to attenuate any psychological consequences. Bradley, C.

Psychological consequences of intervention in the birth process. Canadian Journal of Behavioural Science, 15 4 , — Fawcett, J. Effects of information on adaptation to Caesarean birth. Nursing Research, 42 1 , 49— Garel, M. Psychological consequences of Caesarean childbirth in primiparas. Mercer, R. Relationship of psychosocial and perinatal variables to perception of childbirth. Nursing Research, 32 4 , — Discussion Board Prompts For each chapter, a few discussion board prompts are provided.

Some of these prompts may be controversial, but all should encourage the student to further process course material. Although these are intended for online discussions, they could easily be used for an in-class discussion. What were some of the cultural beliefs about pregnancy that you were taught as a child?

How are these beliefs similar to or different from the ones discussed in the text? The textbook discusses the influence of age on pregnancy and birth outcomes.

ISBN 13: 9780078035500

Many older women need the assistance of fertility clinics to get pregnant. At what age would you say clinics should stop providing fertility treatments to women? Is there a double standard that women should stop having children in their mid-thirties, but no such limit exists for men becoming fathers? If yes, why do you think this is so? When do you believe life begins? Is it at conception when the zygote has its own unique DNA and its sex is already determined?

Is it during the embryonic period when its heart begins beating and by the end of this period all organs are present in at least their rudimentary forms? Is it early in the fetal period, when the fetus becomes active, moving his or her arms, legs, mouth, and head? Is it at the age of viability? How does your position on when life begins impact your position on abortion?

How does your position on when life begins impact your position on whether a woman should be prosecuted for abusing drugs or alcohol during pregnancy? How does your position on when life begins impact your position on whether a person who murders a pregnant woman should be prosecuted for one or two murders?

Journal entry prompt: For this entry, you should write a diary of your prenatal development. For example, what happened on day one of your development during fertilization? Entries should be included weekly for the germinal and embryonic period, because so much is happening during this time!

For the fetal period, you can make monthly entries. Personal Applications Personal Application 1: All in the Family This exercise gets students to recognize the varied influence of heredity and environment within a family.

The power of genetics is phenomenal, and although each cell contains only 23 pairs of chromosomes, the possible manifestations of this hereditary material are nearly limitless. To what extent does that contribute to our similarity to our siblings? Or does it? The challenge of identifying the relative influences of nature and nurture is tremendous. Describe the major traits you share with each of your siblings. What major traits are different for you and your siblings? Which ones do you believe are biologically based, and which ones do you think are the result of your environment?

How do you explain the differences, given you have the same parents and grew up in the same family? If you are an only child, compare and contrast your traits with those of each of your parents. Have students contribute examples of both similar and dissimilar traits shared with siblings.

Challenge students to provide evidence, counterarguments, reasoning, or research methods that might determine the answer. Personal Application 2: The way in which we are raised not only impacts us because of the experience itself, but also because those experiences are the result of the combination of genetic and environmental influences on our parents.

And our own genetic makeup influences both the environmental influences that come to us and those that we particularly seek out. The combination of these three processes of confounded influence creates the person we become.

What kind of environmental experiences did your parents provide for you because of who they were? What environmental experiences did you have because of your genetic makeup? What environmental experiences did you seek out as a result of aspects of your genetic makeup? Plan to help your students get in the frame of mind for thinking through these concepts. This may be a difficult concept to grasp, so you may have students work through it in class. If certain students feel they have good examples, have them share in order to provide as many concrete examples as possible; then have students proceed to write their full responses.

Scarr, S. Biological and cultural diversity: The legacy of Darwin for development. Child Development, 64, — Personal Application 3: We automatically assume that because we live in the same house and have the same parents, we share the same environment with our siblings.

But few siblings would admit that they share similar life experiences. The younger ones believe the older siblings get to do everything, and they are treated like babies with all their restrictions. Then there are the middle children! Consider how your environment growing up was different from those of your siblings, given you were raised in the same household.

This can be a fun way to get students talking and sharing childhood and even current stories. Feel free to share some of your own, and encourage students to compare their experiences with those of their siblings. How many believed they had an overall easier time of it than their siblings? A harder time? Conclude by emphasizing the varying circumstantial influences experienced by people functioning in close proximity, and how that contributes to differences in behavior.

Personal Application 4: Judith Harris presented a shocking and controversial theory stating that parents have little to no influence on the development of their children. This theory contrasts directly with numerous existing notions about human development and the irreplaceable role that parents play; however, much data exists illustrating the profound influence of peers over parents, particularly during the adolescent years.

Given the controversial nature of this theory, it makes a great topic for class discussion! Make sure that students back up their arguments for or against with specific reasoning and examples. You could also plan a more formal debate on the topic, giving students a week or two to prepare and research the material. Harris, J. The nurture assumption: Why children turn out the way they do: Parents matter less than you think and peers matter more.

Free Press. Personal Application 5: In a Family Way This exercise demonstrates the significance of pregnancy from a cultural standpoint. Each culture takes its own particular view of the major stages of life: Describe your cultural views of pregnancy. How are pregnant women viewed and treated by society? What beliefs are held about the biological processes occurring with regards to her body?

What is the perception of the developing fetus? What preparations are made for the upcoming labor, delivery, and birth? How is impending parenthood anticipated? If you are fortunate and have an ethnically diverse group of students, make a grid on the board comparing and contrasting beliefs for each of the aforementioned categories. If you have a homogeneous class, put students in groups, and assign them particular cultures to research with regard to the various aspects of pregnancy and childbirth.

Each group will then present their findings to the class. Personal Application 6: Adolescent Pregnancy This activity may be especially useful if Lecture Suggestion 8: Social Support and Prenatal Development is used. Research suggests that social support plays a role in at least one aspect of prenatal development i. Further, social support from friends did not relate to well-being in pregnant adolescents and social support from the father of the child was associated with increased self-esteem.

One might suspect that pregnant adolescents would have a greater chance of having limited social support than pregnant adults due to their emotional and financial dependence on their families and limited resources. If pregnant adolescents do indeed receive less social support during their pregnancy, their social environment could have effects on the baby throughout the pregnancy remember what the text indicates about emotional states and stress during pregnancy as well as postpartum.

Indeed, one study found that social support felt by mothers assessed when infants were 3 months of age was the best predictor of secure attachment between mothers and their infants Crockenberg, Social support appeared to be especially important for mother-infant attachment when infants were irritable. Clearly, social support affects infant outcomes, both prenatally and postnatally.

Have the class brainstorm about why adolescents might receive less social support e. Crockenberg, S. Infant irritability, mother responsiveness, and social support influences on the security of mother-infant attachment. Child Development, 52 3 , — Stevenson, W. Social support, relationship quality, and well-being among pregnant adolescents. Journal of Adolescence, 22 1 , — Research Projects Research Project 1: Heritability of Height This project demonstrates the concept of heritability by using height as an example Handout RP Have students do a kinship study of two families one of the families can be their own to collect the necessary data.

Students should record the height of all family members older than 18 years of age and separate them by sex. Next, they should calculate the mean and range of heights of both sexes for both families and compare them.

This exercise is intended to give them experience both with a kinship study design and with the concept of heritability for a variable with a clear operational definition. Once data collection is done, they should answer the questions that follow: How many of the males are taller than the males in the shorter family?

Have students examine family differences for the following factors: The expectation is that the closer the relative is genetically, the more similar the characteristic measured will be—identical twins, fraternal twins and siblings, parents, blood uncles and aunts, cousins, and so on.

The data from those in the older generations may be difficult to interpret because 60 or more years ago different health and nutrition standards may have influenced growth cohort effects. The data must be segregated by sex because humans are sexually dimorphic in height.

Males are characteristically larger than females. Height is a good measure to use because it has an easy, noncontroversial, operational definition. Intelligence and temperament are harder to define in exact terms and are therefore more controversial. The dangers of drinking alcohol, smoking, and other drug use on fetal development are now well known and widely publicized. Yet many women continue to use these substances while they are pregnant. This research activity attempts to find out why Handout RP Have students ask several female friends who smoke or drink to talk to them about whether they will do these things when they are pregnant.

Then have them ask their friends whether they know that smoking and drinking endanger prenatal development and about what they know in detail. Have them talk about the dangers, and then ask again whether their friends will drink and smoke.

You may want to suggest that they prepare an interview schedule of questions to ask. Be sure to instruct the students to avoid judgmental statements and to interview the women individually so their answers are confidential. Discuss the findings in class. Do different people give different reasons? Or are there common reasons among many? Discuss whether the women suggested ways that the message about the dangers of drinking and smoking for prenatal development can be made more convincing to prospective parents.

Salkind, N. Child development. Fort Worth, TX: Research Project 3: Students should be instructed to choose three different teratogens that could affect prenatal development. At least one of the chosen teratogens should be from a source outside of the textbook in other words, only two of the three teratogens may coincide with those discussed in the text.

The pamphlet should be concise, informative, accurate, and attractive. Research Project 4: Paternal Effects on Prenatal Development Discussions of teratogens and effects on prenatal development typically focus on the mother.

However, this does not mean that paternal influences are irrelevant. Students can examine the literature and report their findings to the class orally or in a written report. Cicero, T. Effects of paternal exposure to alcohol on offspring development. Research Project 5: Fatherhood How actively are fathers participating in the births of their children these days? Have the students find out by carrying out an interview project Handout RP They should identify two first-time, expectant fathers and two fathers of children younger than age 2, and then interview these men using the following sets of questions: Expectant fathers: What part would you like to play?

What were your feelings about this experience? Instruct students to write a brief report indicating what they were trying to find out. They need to describe their sample and how they interviewed the fathers and soon-to-be fathers, and then summarize similarities and differences between the two pairs of men. Have students form groups of three or four to discuss and compare their findings. Have each group report to the class to identify any trends and generalizations that seem warranted by their findings.

Research Project 6: Stem Cell Research In general, stem cells are cells that have the potential to develop into any type of body tissue. They are being researched as a way of treating many diseases. Stem cell research is also a politically charged topic.

Indeed, politics may be hindering science. Embryonic stem cells come from boy or girl embryos up to 8 weeks after conception—although most research uses stem cells considerably younger than 8 weeks.

Obtaining these stem cells kills the embryo and no cures have been found, yet, using embryo stem cells. There have been some reports of tumor development in the patient when using embryonic stem cells. Researchers feel that the benefit of embryonic stem cells is their flexibility.

Adult stem cells come from adult patients and no harm is done to the patient. Amazingly, over 72 diseases have been treated using adult stem cells. A benefit of using adult stem cells is that the body rejects them less than embryonic stem cells; however, they are not as flexible as embryonic stem cells. Amniotic stem cells come from pregnant women and there have been no reports of harm being done to the donor. This is a new method, so no cures have yet been found.

The benefit of these stem cells is their flexibility; however, this method is new and largely unresearched. For this assignment, you need to investigate stem cell research and research funding. Then, write a paper answering the following questions: Does this funding seem in line with the progress made for each type? Below are some Web sites to help in getting started: Information on cures using adult stem cells: Method of Delivery Are there different psychological consequences for women who deliver vaginally as opposed to via Caesarean?

For this project, students should be instructed to research the literature to see if any differences in adjustment have been found for different methods of delivery. After exploring the literature, students can construct a list of questions that they can use to interview women who have experienced different methods of delivery e. Students can report their findings in class and a class discussion can be used to examine these differences if there are any , and why students found what they found in their interviews.

Students could also be asked to brainstorm about things that could reduce differences if any were found or could be asked to review the literature for interventions that have been used in the past. This documentary examines the plight of babies born with AIDS. It is filmed in various countries around the world and compares the reaction of different governments to the AIDS crisis and speculates on future consequences of a generation of AIDS babies. At a Loss for Words Heritage House, , 30 minutes.

This film discusses how to help those suffering due to miscarriage, stillbirth, or newborn death. Autism Genes: Biological Growth: It also deals with environmental influences on prenatal development. Birth Films for the Humanities and Sciences, , 54 minutes. Frederick Leboyer shows his method of quiet childbirth during this video.

Boy or Girl? ABC News correspondent Dr. Nancy Snyderman investigates the once-accepted belief that surgical sex assignment determines gender. Arguments are made for the notion that gender comes from the brain, not the body, and no operation can alter that basic fact. Burden of Knowledge Fanlight Productions, 54 minutes. This video examines ethical and emotional implications of prenatal testing for genetic defects in seven couples by health-care and genetic specialists.

This film investigates women facing crisis pregnancies, sensitively and candidly tackles the issues surrounding an unplanned pregnancy. Selena Lin, M. Interwoven with these facts are the testimonies of women who have had unplanned pregnancies. Whether they choose adoption or parenting, women from all walks of life speak with poignancy and openness about their experiences.

A woman facing these tough decisions can hear for herself some of the feelings and concerns she is experiencing as these women share their raw, honest, and unscripted stories. Contemporary Childbirth Films for the Humanities, , 19 minutes.

This video portrays the various ways of giving birth. This program provides a personal look at what it is like to live with the effects of FAS. Dillon Is Different: To talk with year-old Dillon Kelley, it is not readily apparent that he has a form of mental retardation.

But that does not stop his 4th-grade classmates, who discern that he is unlike them without understanding why, from teasing and shunning him. Down Syndrome Films for the Humanities and Sciences, 28 minutes. This is a Phil Donahue program that is devoted to presenting medical and psychological breakthroughs in the treatment of Down syndrome. Fetal Abuse: Children born to mothers with substance abuse problems frequently suffer severe physical, cognitive, and behavioral abnormalities.

Fetal Alcohol Syndrome FAS occurs when pregnant women drink during pregnancy and may result in babies who have problems with the central nervous system, facial irregularities, joint and limb abnormalities, heart defects, mental retardation, and behavioral problems.

Mothers who use drugs during pregnancy have babies who are addicted at birth; have an increased risk of learning disabilities; and delayed motor, speech, and language development.

The vital importance of being drug- and alcohol-free before and during pregnancy is stressed. This program profiles an 8-year-old boy born with FAS and examines babies born to cocaine-addicted mothers. Fetal Alcohol Syndrome: Life Sentence Films for the Humanities and Sciences, , 24 minutes. This video deals with the injury that can result from prenatal exposure to alcohol.

Footprints on Our Hearts Heritage House, , 60 minutes. How can a person cope after a miscarriage, stillbirth, or newborn death? The agony is complex and intense, as it mixes with misplaced guilt, hurt, helplessness, and deep sorrow. A baby is not supposed to die. Footprints on Our Hearts offers ways to cope with these feelings in the days and weeks of grieving that follow, as mothers and fathers who have suffered the death of a baby speak words of understanding, encouragement, and hope for the future.

This video examines the processes by which embryos develop from single cells into complex organisms and the efforts of scientists to discover the cellular and genetic mechanisms that account for both normal and abnormal embryological development. In the Womb Heritage House, , 89 minutes. From the moment of conception, every human embryo embarks on an incredible nine-month journey of development. This touching film illustrates genetic variations and personal reactions to a unique woman who comes from a family in which the women have heavy facial hair.

Keltie takes the atypical course of not removing this hair. Kinship Care: In this program, birth mothers share their experiences with kinship care. They discuss their relationships with their children and the challenges of reuniting a family.

Knowing the Unborn Heritage House, 29 minutes.

A Topical Approach to Lifespan Development John W Santrock PDF by tibinwaijan - Issuu

This film explores the newly emerging and truly important concept of prebirth parenting. We see parents interact and bond with their babies in utero. Fetal motion pictures encourage us to think of unborn babies as aware, interactive beings.

To lifespan a topical edition 7th approach pdf development

Life Begins Heritage House, 60 minutes—but broken into 28 one- to two-minutes clips. Different clips on this video cover topics such as conception, fetal development, genetics, births including a c-section , newborn care, breast feeding, and bottle feeding. There are also 22 animations, 13 slideshows, and a section on sexually transmitted diseases. Letting Go Heritage House, , 20 minutes. Only birth parents that have experienced adoption can help us understand this selfless act of love.

Eight birth parents frankly describe their wide array of experiences and emotions in deciding to release their child for adoption. How did they feel when they first discovered that they were pregnant? How did their friends and families react? What steps are involved in an adoption plan?

Little People Filmakers Library, 58 minutes. This video highlights the monitoring and treatment of adult women with PKU who could be at risk for giving birth to children with mental retardation. More Than Baby Blues: Unmasking Postpartum Depression Insight Media, , 30 minutes. Examining the signs and symptoms of postpartum depression, this DVD considers what family members and friends can do for women who suffer from the disorder.

It debunks the mysteries and misunderstandings surrounding postpartum depression to enable easier identification and treatment. The program offers practical methods for dealing with postpartum depression and shows how to help affected women.

Robert Krulwich lends a lighthearted touch to genetic science, going inside the amazing, complex, and contentious race to decode the human genome.

Discover how the study of our DNA made history—and may predict your future. Pediatric Brain Development: Commentary by Dr. Pregnancy and Birth: This video highlights such topics as fertilization, pregnancy trimesters, maternal prenatal care, prenatal tests and interventions, fetal abuse, childbirth choices, labor, and birth. This program follows several couples through pregnancy and prenatal care. Prenatal Development: This video shows the stages of prenatal development and discusses critical periods and factors that influence development.

Preview of a Birth Heritage House, 15 minutes. This fascinating DVD chronicles the journey from conception to birth, with an astounding full-color view of life within the womb.

Designer Babies Films for the Humanities and Sciences, 20 minutes. This program examines some of the issues raised by the potential uses and misuses of genetic technology. Topics include DNA, implications of genetic manipulation, prenatal screening techniques, genetic abnormalities, artificial insemination, and embryo transplants.

Topical lifespan a edition to 7th approach pdf development

Secrets of the Death: When the Black Plaque bacterium ravaged Europe, not everyone who came in contact with it died. Historical records, town archives, and modern forensic techniques construct a medical case study with startling implications: Spring Garden Heritage House, , minutes. This can be purchased as a five-video set or on one DVD. It is a comprehensive source of information about pregnancy.

The first segment covers the first trimester of pregnancy: The second segment covers the second trimester: The third segment covers the third trimester: The fifth segment contains special information designed for teens, dads, and pregnant women age 35 and over. This program highlights the long-term effects—in this case, cognitive deficits—of exposure to alcohol during prenatal development. The Beginnings: Fertility Insight Media, , 28 minutes. This program shows how three families cope with infertility.

It explores in vitro fertilization, adoption, and surrogate motherhood. Prenatal Development and Birth Insight Media, , 28 minutes. This program follows an expectant family through the prenatal process to the live birth of their child.

It examines the trimesters of pregnancy and highlights health factors that influence the conception and delivery of a healthy baby. This compelling documentary follows the trials and triumphs of researchers battling Alzheimer Disease.

7th to a development approach edition topical pdf lifespan

Rudy Tanzi, pioneer in genetics, tells of discoveries that may help pinpoint the cause of Alzheimer Disease. The experts make the research palpable and real, explaining in down-to- earth terms how the disease dismantles the day-to-day lives of Gladys, Fran, and Isabelle. This program examines the emerging science of epigenetics, which studies biological heredity unrelated to DNA sequencing.

With commentary from leading scientists in the field—including geneticist Marcus Pembrey, among the first to observe that dietary stress can produce health problems two generations later—the program explores a wide variety of clinical evidence for epigenetic inheritance.

The Mind: Development PBS, , 60 minutes. This video examines the development of the human brain from a single cell to that of a 6-year-old child. The Newborn: Development and Discovery Magna Systems, Inc. Topics included in this video are appearance and behavior states, bonding, high-risk newborns, assessment scales, physiological functioning, and breast versus bottle feeding.

How are Aborigine children able to score so well on memory tests? Why do Europeans have a higher alcohol tolerance than Asians?

What makes Kenyans such extraordinary marathon runners? Drawing from a fascinating array of examples, this program uses outstanding graphics and illuminating metaphors to bring home the power of a set of chemical instructions called genes. Laboratory experiments and real-life cases also show the dramatic effects of mutations, such as atavism and albinism. As scientists discover what these genetic switches control, the grim fact of heredity—that two out of three people will die for reasons connected with the genes they carry—may be relegated to the dustbin of history.

This film utilizes ultrasound and fetoscopy to show prenatal development. Unborn Addicts Films for the Humanities and Sciences, , 50 minutes. This program presents case studies of two pregnant women who are lifelong addicts and have entered a treatment program. Working With Birth Parents: Visitation Insight Media, , 40 minutes. Search WorldCat Find items in libraries near you. Advanced Search Find a Library.

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