Birth

The birth rate of children, as elsewhere, depends on the status: many in the poor, two in the rich, or a maximum of three. In the Indian family, the birth of a boy is a continuation of the lineage, equating to the holiday, so in some families many baby girls are born until the boy is born.

It is believed that the child will be under the patronage of the God whose name he was called.

In India, doctors are forbidden to notify parents of the sex of the baby in the womb through ultrasound, this is punishable by law. Although abortions are not prohibited in the country, any woman who wishes to terminate her pregnancy can contact a gynecologist and artificially abort the pregnancy.

Children in India start attending kindergarten at 2 years of age, preparatory groups that can be safely called elementary school, and then a school with mandatory entrance exams. Visits to children of preschool organizations last no more than 2-3 hours, so the husband, who has the ability to provide for the family himself, does not allow his wife to work, and all her life is reduced to home, the success of children, the care of the husband and his parents.

In India, great attention is paid to the education of children, in this the parents are very strict and demanding, so in the time of examinations there are many cases of suicide among children. Hindus are brought up by children in austerity, in rare families it is possible to note love and friendship between parents and children. Children, without any hesitation or doubt, follow the will of their parents, so when they reach a certain age when their parents consider them to be mature enough to marry, they undoubtedly follow the will of their parents and marry the one / one chosen by the eldest.

Young girls, after marriage, quickly turn into tired women, their attractiveness and beauty fade with each passing day, they settle at home, very rarely visiting relatives; Family trips to the movies or restaurants are considered a real treat. If before the wedding they could afford to have fun at parties, movies, restaurants, cafes and discos, while following the fashion and dressing in a European style of dress, then after marriage they dress in a national sari or a shalwar kameez, however, cosmetics are used constantly. .

Although there are exceptions, after the marriage, the brides, knowing that they should live together without looking for anything, seek to forge a friendship and start a family. Oddly enough, over time, many begin to love each other and live a life of harmony and love. In such cases, the husband does not “wave his hand” at his wife, he wants to see an attractive half near him, so he allows her to continue to wear Euro-clothes, visit hairdressing salons and fitness clubs. This usually happens in more civilian families. Marriages also happen for love, mainly in metropolitan areas. Such families do not pay attention to caste or religion, or to the fact that the choice is settled on a foreigner. A lot of our girls are married to Indian guys.

Having more understanding of how the process of scientific inquiry works, t he more I felt that science is a result Of efforts made by scientists through the accumulation of time. For example, in order to provide an evidence that the SST art of a complex cells begins with having an ancestral cells hosting other living cells, scientists first need to search for an evidence that that living cell did exist.

The n, they have to provide an evidence HOW did the host cells symbiosis with the living c Hence, being able to see how science is conducted, I really appreciate all the perseverance and patience the scientists put into a research just to find ONE evidence to support/overthrow a theory. 2. The osmosis and strawberry DNA extraction lab allows me to understand h owe our cell membrane works and what it is made for. With the osmosis lab I understood odd how water follows from low concentration to high, and this experiment is important NT to how he nutrients are transported in and out of our cell through osmosis.

From the strawberry DNA extraction lab, we first added detergent to dissolve the outer membrane causing the strawberry DNA to isolate from the rest of the residua product. This allows us to know that membranes are made of lipids, which dish solve in detergent, giving us more clue on how did our ancestral cells “endoscopies NT” another living cell by making its way through the membrane. After reading this article I still wonder, in the beginning when the complex c alls are forming, why didn’t the ancestral cell tell the living cell apart from itself?

Why our ancestral cell didn’t just eat and dissolve that living cell, instead symbiosis with I t? 4. 1 like the way the article discuss not only about the different possibilities of how a cell might have formed, but also the point of views the scientists have now an d then. Another thing I really enjoy reading about this article is that it carefully written out all the steps a scientist did to conduct an experiment, including the challenges a d the outcome he received.

Yet, on the other hand, I feel like this paragraph contain s way too much information needed for a beginner in biology to understand, include ding all the definitions of biological terms. 5. Yes, this paper really allows a student in biology to understand the origin of a cell, and how we became to be. Yet, I WOUld recommend this project to be assign eater on in the class because it contains great amount of information, and students wow old learn better corresponding to the knowledge they have.

For the past fourteen years, teen births in the United States has enjoyed a low rating. However, in 2007, this low birth rate was disrupted as there is a sudden surge in the number of teenagers getting pregnant. Based on the record of the National Center for Health Statistics, there is a three percent increase among 15 to 19 year-old girls from 2005 to 2006 after a thirty-four percent decrease between the years 1991 to 2005 (Riley, n. pag. ).

According to government officials and physicians concerned with teen health, there is a need for a better sex education among teens for them to be able to fully understand the consequences of having sex and the responsibilities that go along with it. There is also a need to advocate for abstinence or the “shunning away” from any sexual act to decrease the number of teens who are getting preganant. It has been observed that sex education among teens focuses only on the use of contraceptives and does not promote abstinence, which according to physicians, is the best solution to the problem on teen pregnancies.

According to Hirsch (n. pag. ), abstinence is the safest way of not getting pregnant as this will prevent the egg and sperm cells from meeting and connecting with each other. Without the connection of the egg and sperm cells, pregnancy will be impossible. Aside from this, there are also other advantages of abstinence. Among these are the prevention of sexually transmitted infections, infertility and the development of cancer of the cervix. It has been medically found out that women who engage in sex during their younger years have higher risk of developing cancer as compared to those who don’t.

Abstinence is the practice or commitment of two single persons not to engage in pre-marital sex. Unlike most birth control methods that rely on pills and equipment to take effect, abstinence requires self-control and a strong commitment to inhibit from any sexual act. Many medical practitioners and parents advocate abstinence among the teens because it is the most ideal method where they can be sure that teen pregnancy can be eliminated or, if not, reduced. It is healthy and safe as compared to other birth control methods which rely on medications and equipments.

Aside from this, it is also the only birth control method that is advocated by the Catholic faith and other religious beliefs. However, this method seem to be very difficult to follow especially for teenagers who are at their aggressive stage and are in the mood for experimentation and experience. It is very difficult for them to control their emotions especially if they are not deeply grounded morally and have not fully understood the pros and cons of sex and abstinence, thus, making the promising effect of this method useless.

There are actually other forms of birth control methods aside from abstinence that could help reduce teen pregnancies and these include the following: information based methods, barrier methods, hormonal methods and longterm methods. The information based birth control are methods that are underpinned on facts such as the occurrence of pregnancy and how the female and male reporductive organs work. They include lactation amenorrhea method, withdrawal and natural family planning. Barrier methods,on the other hand, prevent the egg and sperm cells from meeting and some can also be used to prevent sexually transmitted diseases.

There are male and female condoms, diaphragms, cervical and female caps, lea’s shield and spermicides. The hormonal method includes birth control pill, shot, patch and ring and emergency contraceptive pills. They work in varying ways, but essentially their two main functions are to keep the eggs from leaving the ovary and change the mucus created in the cervix to kill the sperm and prevent it from travelling to the egg. The long term methods which are the sterilization methods, intra-uterine devices and implants function for several years, some even permanently.

These methods work well in preventing pregnancy but unlike other methods, it does not provide protection against HIV or STD (Teen source, n. pag. ). However, based on article reviewed by Dr. Hirsch, not all birth control methods are effective and can outrightly prevent the occurrence of pregnancy; some are even more risky for teens. A risky method is the fertility awareness or the rhythm method. This may be more risky for teens because their body might have not yet adjusted to the normal menstrual cycle.

According to the article, in choosing the best birth control method, the following must be kept in mind: the ease of using it, the cost of the birth control material and the health condition of the person using it. It would be wise to educate the teens of these methods to know which are more effective in their system. The greater the information that teens receive, the more likely will they be able to respond positively to situations that come their way. Promoting birth control methods does not mean advocating sex among teens. This is just a precautionary method just in case they find abstinence difficult.

It is better for them to utilize these methods and be aware of its effects rather remain ignorant of the procedures. To reiterate, teenagers are very aggressive and they are always out to try something new, and sex is definitely one of the experiences they want to go through. Its better for them to be forewarned so that early pregnancy can be eliminated or at least trimmed down, rather than attempt to shield them from these methods and suffer the grim consequence of children bearing their own children. Sex education in the United States should be well explained to teenagers.

They shoulod be educated on pros and cons of engaging in a sexual act. They should also lecture on abstinence and birth control methods and have a balanced presentation so that the teens can weigh which is more effective to their body system, practices and beliefs. It is better to have a choice than merely impose something which is not palatable to ideals. Parents should not only foster abstinence because if teens lose their virginity and they are only educated on abstinence, there is a greater possibility that they will engage in unprotected sex because they are not fully aware of the other contraceptive methods that they can use.

Works Cited “Abstinence. ” 19 March 2008. Cool Nurse. com. 30 April 2008 <http://www. coolnurse. com/abstinence. htm> “Birth Control. ” n. d. Teen Source. 30 April 2008. <http://www. teensource. org/pages/3001/Birth_Control. htm> Hirsch, Larissa. , MD. “About Birth Control: What you need to know. ” 2007 February. Kids Health. 30 April 2008 <http://72. 14. 235. 104/search? q=cache:SR1hkQRJ4yYJ:www. kidshealth. org/teen/sexual_health/ contraception/contraception. html+teen+birthcontrol&hl=tl&ct=clnk&cd= 1&gl=ph&client=firefox-a> Hirsch, Larissa. , MD. “Birth Control Methods: How well do they work?.

”2007 March. Kids Health. 30 April 2008 <http://72. 14. 235. 104/search? q=cache:Co_99Q_tt9UJ:www. kidshealth. com/teen/sexual_health/ contraception/bc_chart. html+teen+birthcontrol &hl=tl&ct=clnk&cd=5&gl=ph&client=firefox-a> Riley, Jennifer. “US Teen Birth Rate Rises, Ends 14-year Streak. ” 06 December 2007. Christian Post. 30 April 2008. <http://209. 85. 175. 104/search? q=cache:I6XbWMSDSxwJ:www. christianpost. com/article/20071206/30366_ U. S. _Teen_Birth_Rate_Rises,_Ends_14-Year_Streak. htm+abstinence+vs. +teen+birth +control&hl=tl&ct=clnk&cd=9&gl=ph&client=firefox-a>

Expected pattern of development from birth to 19years AgePhysicalCommunication and intellectualSocial,emotional and behavioural 0-3 monthsGross- waves arms and brings hands together over body. Fine-clasps and unclasps handsThrough crying and physical contact. Smiles back when they see a smiling face.. Babies may stop crying after they are picked up or by hearing a familiar voice. By 3 months they get excited when its time to feed 3-6 monthsGross-rolls over from back to front and moves head to watch others Fine-reaches for a toy and moves it from one hand to anotherEnjoys rhymes and action songs. Uses sounds to gain attention.

Can laugh showing a range of feelings. Stops crying when talked to and reaches out to be held. 6-12 monthsGross-sits unsupported and likely to be mobile e. g. rolling or crawling. by 12 months may stand alone briefly. Fine-grasps objects with index finger and thumb. Starts to babble and enjoys looking at books. They also watch and copy adults. Is affectionate towards family and primary carers but discriminates between strangers and family. plays peek-a-boo. 1-2 yearsGross-may walk holding onto furniture, by 2 years will walk unaided. Fine-uses spoon to feed, can hold own cup and will start to scribble.

Also read:

Waves bye-bye, fingers point to objects to draw attention to adults. Less babbling and more recognisable words e. g. “no”,”come”Cries when left with someone they don’t know. keen to explore as they become more confident. Also interested in other children but does not play cooperatively. 2-3yearsGross-uses sit and ride toys and able to run. At this stage they are able play on slides. Fine-draws circles and turns pages in books. Points to pictures of familiar objects and names them. Start to recognise shapes. Starting to use sentences or putting words together. Playing imaginatively e. g. on the home corner.

Shows kindness Begins to understand anger and feelings. Gets frustrated when they don’t get what they want. Separation from carers remains an issue for some unless they know who they staying with. 3-4yearsGross-walks upstairs with alternate feet. Runs backwards and forwards. throws a ball. Fine-draws face with features washes and dries hands with help. Use language to say how they are feeling because speech is understandable most of the time. Can name some colours and can verbally count to 10. constantly asks questions. Listens attentively to age appropriate stories. Start to understand the consequences of own behaviour.

Can express their thoughts resulting in decrease in tantrums. Seeks approval from adults. 4-5 yearsGross- aims and throws ball, walks in a line. Climbs ladders, tree and playground equipment. Fine-draws a person with head, trunks and legs. Memory develops which allows recall of songs and rhymes. Imagination develops. Start to understand symbols e. g. writing and reading. Aware of others emotions and gender roles. Will follow basic rules and seeks play with peers in groups. Attends to own toilet needs 5-6 yearsGross- runs quickly and able to avoid obstacles. throws a ball to a partner and catches it.

Fine-has control of pencil to form letters. Colours in pictures. Attention p increases and the development of vocabulary extends communication. Most children know the alphabet and can name upper case and lower case. Enjoy a joke. Physical care needs are developed. Understand the rules of games. Often has one or two focused friendships. 6-7yearsGross-hops skips and jumps confidently, balances on a beam and uses wheeled toys e. g. roller skates. Fine-cuts out shapes accurately. ties and unties shoelacesShows reasoning skills but still using trial and error learning. Able to carry adult like conversations.

Uses appropriate verb tenses, word order and sentence structure. Have strong friendships. Develops self help skills e. g. wiping up spills. Uses language rather than tantrums or physical aggression to express displeasure. 7-12 years Gross- Increased coordination skills which allow more concentration on games like football/netball. Fine-skills are refined allowing work like model making and typing. Able to reason and use logic to solve problems. Show creativity in role play. Begins to use information form one situation and transfer to another.

Some are keen to show inappropriate behaviour to gain attention from adults and admiration from other children. 12-19 yearsPuberty begins for boys between 14-17 years and for girls between 13-16 years. May became sexually active Gross-stamina increases which allow for them to walk for longer distances and take part in energetic sports. Fine -increase of strength in hands enables movement such as twisting lids of jars. Question sources of information e. g. parents,books and teachers. Start to change physically and hormones affect their mood. Making a transition from dependence on family to independence.

Running Head: FETAL ALCOHOL SPECTRUM DISORDER Pregnancy, Birth and the Newborn: Focus on Fetal Alcohol Spectrum Disorder SWHB 405: Human Behavior in the Social Environment 1 ABSTRACT From conception to birth, the mother’s role in bringing to life and nurturing a healthy baby is paramount. Factors such as the mother’s biological, psychological and social environment play important roles in determining the wellbeing of a child. Fetal Alcohol Spectrum Disorder, an irreversible condition in children caused by maternal alcohol consumption during pregnancy will be discussed.

Its biological, psychological and societal implications will be deliberated and recommendations of interventions by Social Workers in alleviating the problem will be suggested. Key words: Fetal Alcohol Syndrome, Fetal Alcohol Spectrum Disorder, Child Development Introduction All human life begins with a fertilized egg known as a zygote. By the eighth week, the zygote is transformed into a fetus which has most of its organs formed. After about 9 months (or 38 weeks) of going through transformation within the mother’s womb, the mother delivers a bouncing baby boy or girl into the world.

During this time it is imperative that special care and attention is given to the mother and the child that she is carrying. Prenatal care ensures that the mother receives the much needed medical attention, nutritional advice and a positive life style tips. Particular attention is given unusual physiological and medical manifestations which could signal an array of life threatening situations for the mother and unborn child. The culmination of a successful pregnancy is the birth of a baby. Newborns weigh an average between 5. 5 and 9. pounds and they are awake and alert in first hours of life. Newborns begin learning their environment immediately and one of the things they internalize is developing a connection with the mother’s voice. The six states that a baby maintains are: quiet alert, active alert, crying state, drowsiness, quiet sleep, and active sleep (Ashford & Lecroy, 2012). Babies oscillate from an awakening curious baby, peak at crying when uncomfortable, and dip through to active sleep. These changes may occur slowly or rapidly throughout the course of any given day.

Consequently, knowledge about this this critical life stage, helps parents to be better equipped to cope with and nurture the newborn. Risk factors during pregnancy and at birth Various physiological changes in a pregnant mother may cause or indicate a risk for both mother and child. A case in point is bleeding in the first trimester or late in the pregnancy which could mean possible loss of the child or neurological issues. In some instances, natural toxins could build in the mother’s bodies leading to high blood pressure and weight gain which may be fatal to the mother (Ashford & Lecroy, 2012).

Further, an increased weight of the mother could bring on diabetes in the child, while low weight of the child could be a precursor to mental retardation. Biological factors that may affect the fetus’ development during pregnancy include the mother’s age, the number of children prior and how far apart she has had each child (Boyce, 2010). Environmental factors, such as living conditions, diet deficiencies, and the emotional well-being of the mother can all affect the baby during its 38 week development.

Pregnant women should be mindful of substances ingested during pregnancy as these are subsequently ingested by the fetus and affect its development. This is exemplified by studies demonstrating that women who drink caffeine tend to have a lower birth rate than women who avoid caffeine (Ashford & Lecroy, 2012). Other substances that could affect fetal development by causing birth deformities, premature births and possible hyperactivity include tobacco, over the counter medications, hormones and alcohol.

Prenatal care there has been shown to dramatically improve the chances of having a healthy baby. Nevertheless, there is a possibility of certain complications during birth can have lasting repercussions on a child’s life. An example is anoxia, a deficiency of oxygen during birth that could lead to the newborn developing cerebral palsy. Alcohol’s relevance in pregnancy, birth and the newborn Alcohol is a teratogen; an agent or factor that induces or increases the incidence of abnormal prenatal development (Shiel, 2010).

Consumption of alcohol during pregnancy is manifested in a continuum of disabilities known as fetal alcohol spectrum disorders (FASD) (Warren & Murray, in press). The most severe form of this spectrum referred to as fetal alcohol syndrome (FAS). An alarming statistic from the Center for Disease Control and Prevention (CDC) studies shows that 0. 2 to 2 cases per 1000 babies are born with Fetal Alcohol Syndrome (FAS). Since FASD presents a broad spectrum of symptoms some of which are “less severe”, it remains challenging to diagnose (Fleisher, 2010). As a result, FASD among children is either misdiagnosed or remains undetected.

On the other hand, it is relatively easier to identify the key diagnostic features of FAS are they are better established. FASD is prevalent worldwide because alcohol is so widely accepted and used in so many cultures. The teratogenic effects of alcohol were not established until the second half of the 20th century when pediatrician, Paul Lemoine, in France in 1967 and two American pediatric dysmorphologists, Kenneth Lyons Jones and David Smith in 1973, independently documented the pattern of deficits resulting from heavy prenatal alcohol exposure (Warren & Murray, in press).

Alcohol was attributed because the children in both settings had common patterns of deficits and it was observed that all of the birth mothers had been diagnosed with alcohol use disorders Biological manifestations The teratogenic effects of alcohol adversely affect the physical development of the fetus and the child. Newborns and children with FAS generally exhibit stunted growth (CDC. Gov, 1983). A distinguishing feature of children with severe FASD and FAS is facial and limb dysmorphology.

These children are generally shorter in stature and weigh less than their peers (Warren & Murray, in press). The cardinal or discriminating features include short palpebral fissures (eye opening), an elongated and hypoplastic philtrum (groove between nose and upper lip), and a thin upper vermillion lip border or hypoplastic “cupid’s bow”. Other features include a low nasal bridge, epicanthal folds (skin folds covering inner corner of the eye), minor ear anomalies, and micrognathia (abnormal smallness of the jaws). Psychological consequences

Facial and limb dysmorphology in children affected by FASD and FAS may cause the child is usually aware that something is “different” about him or her and thus affect their psychological wellbeing. Additionally, children with FASD have cognitive challenges leading to a myriad of problems such as the following: memory loss, impaired motor skills, neurosensory hearing loss, impaired visual and spatial skills, intellectual impairment, attention deficit disorder, hyperactivity, problems with reasoning and judgment and an inability to appreciate consequences of actions (Wacha & Obrzut, 2007).

Treatment and schooling can be very difficult for a child facing these challenges since their greatest challenge is learning and retaining information. Subsequently, the child may experience depression which can result in self-destructive behavior such as substance abuse, inappropriate sexual behavior, and suicide Societal implications Families are affected immensely when a child is born with FASD/FAS since he/she may exhibit anti-social behavior including an exaggerated startle response, poor wake and sleep patterns, impulsiveness, temper tantrums, lying and stealing (Fleisher, 2010).

Moreover, schools, local health care systems, childcare and social services, and the justice system are usually ill-equipped to address the problems presented by FASD. As a result; a person with FASD may experience mental health problems, disrupted schooling, and involvement with crime, substance abuse, and dependent living and employment difficulties throughout their lifetime. As previously stated, the broad spectrum of manifestations of FASD makes it difficult to diagnose.

Consequently, individuals suffering from FASD may not be properly diagnosed and are likely to be labeled social misfits and may spend a troubled life on the margins of society thus creating a monumental emotional burden on society (Wacha & Obrzut, 2007). Interventions to aid those affected by FASD These physical, mental, social, learning and behavioral limitations experienced by individuals with FASD have possible lifelong implications. Fortunately, there is help for both the individuals and their families provided by Social Service agencies in form of resources and assistance needed to have a good quality of life.

Under the Individuals with Disabilities Education Act (IDEA) (1975), school aged children with disabilities (including those diagnosed with FAS) are provided with reasonable accommodations including untimed tests, sitting in front of the class, modified homework and the provision of necessary services and often the implementation of an Individualized Education Plan (IEP). An IEP details services that will be provided to assist the child in learning and may include services like Occupational Therapy, Physical Therapy, Speech and Language Therapy, and/or the provision of a classroom aide.

These individuals often have social workers or case managers working with them to ensure that the services documented in the IEP’s are being provided and working effectively. Implications of FASD on Social Work FASD provides opportunities for Social Workers to play an important role in impacting positive change. Social Workers could take the lead in screening for alcohol use among women of child-bearing age and educate them about the FASD (Boyce, 2010).

Women who choose to continue drinking should be encouraged to use contraceptives to reduce the likelihood of giving birth to a child with FASD. Social Workers should also be actively involved in nutrition education to ensure that pregnant mothers are following balanced diet for optimum fetal development. Nutrition education should especially target participants of the Supplemental Nutritional Assistance Program (SNAP) and Women, Infants and Children (WIC) as these populations’ income may limit their food choices.

FASD often have significant lifelong deficits in functional life skills that can lead to problems with day to day functioning. In adulthood, these deficits can be manifested in mental health difficulties, disrupted job experiences, trouble with the law, substance abuse and difficulties with independent living. Hence Social Workers play the important role of advocating for individuals affected by FASD, helping them to navigate their immediate environment and linking them with support services (Warren & Murray, in press).

Prevention of FASD is of great importance and this implies that Social Workers have the responsibility of mobilizing campaigns against drinking during pregnancy. This can be done through community education, incorporating medical personnel in research and preventive practice as well as holding alcohol producers accountable for posting health warning labels on publicity items. Conclusion Maternal alcohol use is a worldwide phenomenon that indiscriminately affects families and children of all ethnicities in all societies.

Fortunately, it is possible to classify and tackle the treatment problems raised by individuals with FASD. The hope is that with continued research, education, and support from Social Service agencies, this problem can be prevented. While resources are available to help individuals and their families, it is important to know that the best treatment of FASD is prevention. It is not yet known the specific timing, frequency and quantity of alcohol use throughout the gestational period that are responsible FASD and FAS.

Drinking early in the gestational period, before the woman even knows she is pregnant may present special risks for the developing embryo. Thus strategies to prevent alcohol use in pregnancy need to take into consideration that the prevalence of drinking by women of child-bearing age is on the rise in many parts of the world and most pregnancies are not planned. Bibliography CDC. Gov. (1983, January 13). Retrieved from Perspectives in Disease Prevention and Health Promotion Fetal Alcohol Syndrome: Public Awareness Week: http://www. dc. gov/mmwr/preview/mmwrhtml/00000257. htm Ashford, J. B. , & Lecroy, C. W. (2012). Human Behavior in the Social Environment: A Multidimensional Approach. Belmont, CA: Cole Cengage. Boyce, M. (2010, June). A Better Future for Baby: Stemming the tide of Fetal Alcohol Syndrome. Journal of Family Practice, 59(6). Fleisher, S. (2010, May). Foetal Alcohol Syndrome: Raising Awareness about Alcohol in Pregnancy. British Journal of Midwifery, 18(5). Shiel, W. C. (2010, December 21). Fetal Alcohol Syndrome.

Retrieved from Medicinenet. com: http://www. medicinenet. com/fetal_alcohol_syndrome/article. htm Wacha, V. , & Obrzut, J. (2007, June). Effects of Fetal Alcohol Syndrome on Neuropsychological Function. Journal of Development and Physical Disabilities, 19(3). Warren, K. , & Murray, M. (in press). Alcohol and Pregnancy: Fetal Alcohol Spectrum Disorders and the Fetal Alcohol Syndrome. Alcohol: Science, Policy and Public Health. ——————————————– [ 1 ].

The purpose of prenatal care is to monitor the development, health and nutritional status of both the mother and the baby during the pregnancy to ensure an uncomplicated pregnancy and the delivery of a live and healthy infant. [ 2 ]. Some pregnant women may develop gestational diabetes (or gestational diabetes mellitus, GDM), a condition in which women without previously diagnosed diabetes exhibit high blood glucose levels during pregnancy (especially during third trimester). [ 3 ]. Cerebral palsy is a term encompassing a group of non-progressive, non-contagious motor conditions that cause physical disability in human development.

The Life Stages:

1. 0-3 years is Tommy
2. 4-9 years is Amy
3. 10-18 years is Abbey
4. 19-65 years is Denise/Jack 65+ years is Pat

The human life p is set in age stages; these are called Life Stages. The stages are listed from 0-3 years to 65+ years. Growth is a term used within describing the life stages because it’s a term to describe an increase in quantity. For example, as children grow the height and weight increases. We also use the term development; this describes the development of someone’s abilities, as they grow older. We can also use this term to describe the development of quantity change, such as height and weight.

Also describing the lift stages, we use the term called maturation. This is different to development and growth. Puberty is an example of maturation because when development is expected to be due to a genetically automated sequence of change. Development norms, is another term we use to describe a set of average expectations to an infants or child’s development. Holistic development is similar but instead its describing someone’s physical, emotional, intellectual and social development in one. Conception & pregnancy A human baby’s life begins at conception.

A woman usually develops 1 egg per month, roughly this happens 2 weeks after her last period. A women is most likely to get pregnant within a day or so of ovulation. An egg lives for about 12-24 hours after its released. For a woman to actually get pregnant the egg needs to be fertilized by a sperm cell within this time. Pregnancy is divided into 3 trimesters. Each trimester is a little longer than 13 weeks. The first month marks the beginning of the first trimester. 1, 2 and 3 weeks The egg is fertilized in one of the fallopian tubes and is carried into the uterus.

Fertilization of the egg happens in the fallopian tube. As the egg passes through the fallopian tube is sets itself in the wall of the uterus. The embryo becomes a shape of a pear with a head shaped rounded, pointed lower spine and notochord running along its back. 4- 5 weeks The embryo becomes C-shaped and a tail is visible. The umbilical cord forms and the forebrain enlarge; at this stage of pregnancy the internal organs a begun to form. During this stage of development, the embryo is vulnerable to harmful substances consumed by the mother, which may cause defects. 6-8 weeks

The eyes, mouth, nose and ears have begun to form and the limbs grow rapidly from tiny buds. The head and face has formed more human, the head is more upright, and the tail has gone. Legs and arms have developed. Fingers and toes have formed. 9-10 weeks * The embryo develops into a fetus after 10 weeks. * Fingers and toes are longer. The umbilical cord connects the abdomen of the fetus to the placenta. The placenta is attached to the wall of the uterus. It absorbs nutrients from the woman’s bloodstream. The cord carries nutrients and oxygen to the fetus and takes wastes away from the fetus. 1-12 weeks The fetus is now measured from the top of its head to its buttocks. This is called crown-rump length. The fetus has a CRL of 2–3 inches. Its Fingers and toes are no longer webbed whilst the Bones begin hardening. Skin and fingernails begin to grow. Changes triggered by hormones begin to make external sex organs appear — female or male. The fetus begins making spontaneous movements. Kidneys start making urine, Early sweat glands appear and Eyelids are fused together. 13-14 weeks (second trimester) The baby has a CRL of about 3 inches long which is about 8 cm long at this stage.

The sex of the fetus can sometimes be seen on the ultra sound of the mothers scan. Hair begins to grow on the babys head and the roof of the baby’s mouth is formed, whilst the prostate glands are developing on the male. Ovaries move down from the abdomen to the pelvic area in the female. 15-16 weeks Some of the early signs and symptoms of pregnancy begin to be relieved during the fourth month for example Nausea is usually reduced. But other digestive problems — heartburn and constipation — may be still occurring. Breast changes — growth, soreness, and darkening of the areola — usually continue.

It’s common for women to have shortness of breath or to breathe faster. Increased blood flow may lead to unpleasant pregnancy symptoms, such as bleeding gums, nosebleeds, or nasal stuffiness. Pregnant women also may feel dizzy or faint because of the changes to their blood and blood vessels. 17-20 weeks The fetus has CRL of about 6. 5 inches long which is 16cm long. The fine downy hair begins to cover the body, which is called Lanugo. The skin is also covered with Vernix Caseosa, which is a greasy material that covers the body. The uterus now has developed into either a male or female.

Women usually feel faint movements for the first time during the fifth month. It may feel like flutters or butterflies in the stomach. The pregnancy symptoms of the fourth month continue into the 5th month- Heartburn, constipation, breast changes, dizziness, shortness of breath, nosebleeds, and gum bleeding are common. Breasts may be as much as 2 cup sizes bigger by this time. 21-24 months The baby now has a CRL of about 7 inches, which is about 18-19 cm long. The bone marrow now starts to develop blood cells and taste buds start to form. Pregnancy symptoms from the fourth and fifth month usually continue.

Shortness of breath may improve. Breasts may start producing colostrum — tiny drops of early milk. This may continue throughout pregnancy. Some women have Braxton-Hicks contractions. They feel like a painless squeezing of the uterus or abdomen. This is the uterus’s way of practicing for labor and delivery. Braxton-Hicks contractions are normal and not a sign of preterm labor. But women should check with their health care providers if they have painful or frequent contractions or if they have any concerns. Weeks 25–26 The baby has now got a CRL of about 9 inches long which is roughly 23 inches long.

Also the baby develops more and more fat from now until end of pregnancy. * Week 27–28 The baby now has a CRL of about 10 inches which is 25 cm long. Eyelids are usually fused together until 28 weeks. A woman’s uterus continues expanding. Back pain is common. Pregnancy symptoms from earlier months continue. Dizziness may lessen. * 29-30 weeks (third trimester) * * The fetus has a CRL of about 10. 5 inches (27 cm). Testes usually begin descending into the scrotum from the abdomen between weeks 30 and 34 in a male fetus. This is usually complete by 40 weeks. Week 31–32 The fetus has a CRL of about 11 inches (28 cm). Lanugo starts falling off. ?Women often start feeling tired and have a more difficult time breathing as the uterus expands up. They may get varicose veins — blue or red swollen veins most often in the legs — or hemorrhoids — varicose veins of the rectum. Hemorrhoids can be painful and itchy and cause bleeding. Women may also get stretch marks where skin has been expanded. Braxton-Hicks contractions, heartburn, and constipation may continue. Women may urinate a bit when sneezing or laughing because of pressure from the uterus on the bladder.

Hormones may make hair appear fuller and healthier. Weeks 33-36 * The fetus has a CRL of about 12 inches (30 cm). The eyes have developed enough for pupils to constrict and dilate when exposed to light. * Lanugo is nearly all gone. The fetus is considerably fatter, and the * Skin is no longer wrinkled. 37-40 weeks * The fetus has a CRL of about 13–14 inches (34–36 cm). * The fetus has a firm grasp. Many women give birth around this * Time. The average new born weighs around 7-8lbs which is * Around 18-22 inches long with legs extended.

By the end of pregnancy, the uterus has expanded from a woman’s pelvis to the bottom of her rib cage. Pregnancy symptoms in the tenth month largely depend on when the fetus drops down into lower part of the uterus in the pelvis. Shortness of breath, heartburn, and constipation usually improve when the fetus drops. But the position of the fetus lower in the pelvis causes frequent urination and trouble holding urine. The cervix will begin to open — dilate — to prepare for delivery. This may happen a few weeks before delivery, or it might start when a woman goes into labor.

A woman may feel sharp pains in her vagina as the cervix dilates. After the newborn is delivered, the placenta and other tissues also come out of the woman’s body. This is called the afterbirth. For the first couple of days after giving birth, Tommys mother can feel the top of your uterus at or a few finger widths below the level of your belly button. In a week, her uterus weighs a little over a pound – half of what it weighed just after she gave birth. After two weeks, it’s down to a mere 11 ounces and located entirely within her pelvis.

By about four weeks, it should be close to its pre-pregnancy weight of 3. 5 ounces or less. This process is called involution of the uterus. Even after her uterus shrinks back into her pelvis, you may continue to look somewhat pregnant for several weeks or longer. That’s because her abdominal muscles get stretched out during pregnancy, and it will take time – and regular exercise – to get your belly back in shape. 0-3 years physical development motor control develops from the head and moves down through the arms and the bottom and then to the legs and feet.

Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked; this then leads to feeding. Motor skills are related to the growing ability to observe and interact with the environment. According to the healthy children American website, a baby turns its head from side to side when lying on their back or belly and brings both hands together at the chest or mouth at 1 month of age. 3-6 months physical development At 3 months of age, an infant progresses at lifting the head and chest up when lying on its belly and may press up with its arms.

At 3 months old, Tommy should beable to kick his legs when lying on his belly or back. Also at this age, Tommy should beable to play with soft toys that are required for his age. Tommy will have a sharp grasp with his hands so he can hold objects such as toys securely (if small). According to the healthy children American website, between 3 and 4 months Tommy begins rolling from his belly to his back and then back to belly around 6 months old. 6-12 months old physical development The average age at which an infact sits without support is 6 months old, so by the time tommy is this age he should be able to do this.

Standing with support, Tommy should beable to do this roughly at 7. 6 months (according to healthy children American website). Infants in the study, crawl on hands and knees at 8. 5 months, walking with assistance occurs usually at 9. 2 months. The average age for a baby to walk alone is 11 months. 12-24 months old physical development. The world health organization study notes that a young toddler like Tommy can take two-three steps alone around 12 months. Also they start to walk without support across a room with stopping or changing direction between 13-15 months.

Around 18 months of age Tommy will be kicking and throwing balls, running, climbing stairs with assistance and playing with scooters with confidence. 24-36 months old physical development Between the ages of 2 and 3, balance improves and tommy walks with a smoother pattern. During this time tommy may be able to balance on 1 foot, walk backwards and walk on tiptoes. Usually around 24 months, tommy starts to jump over obstacles around 36 months. At 24 months tommy can climb a small ladder and go down a small slide. Around 35 months, Tommy can confidently go around a playground, trying out all the playground climbing frames.

Also ride a bike suitable for his age or scooter. 0-3 months intellectual development Around this stage of life, theres not much intellectual about Tommy, Its usually about the relationship between him and his parents. When tommy first opened his eyes, he would just stare a lot at whats around him. He fixates on objects around him that usually move, around 12 inches from his face. At this stage Tommy will begin to know who his parents are and distinguish their faces from strangers faces. He will also beable to exhibit sense of size, colour and shape recognition. 4-8 months intellectual development

At this stage of Tommy’s life intellectual development, his starts to handle and explore objects, such as feel, taste and smell objects. Such as cuddly toys. They also start to explore their surroundings like their home and who lives with him. At this stage his starts to point and use it as a sign of communication if he wants something. Tommy may show signs of fear, for example falling. He may start to imitate actions such as “pat-a-cake’’. He also may want to play games repetitively and only likes one toy or book to look at once. 8-12 months intellectual development At this stage, Tommy may start gesturing by giving a wave to say goodbye or lowing kisses. He may also start to copy relatives and mimic movements, for example dancing and clapping. Also at this stage Tommy can start to recognize facial features, such as eyes, nose, ears and mouth. He might also beable to identify objects such as books, balls and animals. Tommy may also like to do things intentionally for reaction, such as dropping toys. Tommy at this stage may show a memory of short term which is perfectly normal. 12-24 months intellectual development At this stage of development tommy may start to have his own imagination especially during play time, so he may start to move things around the floor.

He also may start to potty train and understand when he needs to go toilet. Tommy may start to show an understanding of shapes and colours and start to colour and draw himself with crayons and paints. With memory skills, these will show an increase as he gets older and as the brain develops properly. 24-36 months intellectual development At this stage of tommys intellectual development he can speak fully and show an understanding of what others are saying to him and what he might ask him to do. He may start to development in comparing objects to others such as ‘little’, ‘bigger’, or ‘really big’.

He may also start to count up to ten or maybe more. Tommy may start to match pictures and objects and start to play- act thoughts, for example tommy may start to pretend to be a dinosaur. He may also start to learn how to share and use terms such as please and thank you. 0-3 months emotional and social development At this stage of tommys social and emiontal development, he may start off by being attached to parents or carers. At the first few weeks of Tommys life he may tend to be used to the people around him, so the cloest, he will be attached quicker. He may also enjoy being held or cuddled.

He may also express discomfort, enjoyment or unhappiness. He may also entertain himself by playing with fingers, watching the t. v such as programs that consist of movement and bright colours. 4-8 months social and emotional development At this stage of Tommys life he may have shown full attachment to either his mother/father or carer, he may also develop a sense of security and trust with parents or carer, he may also show preference and reaction of separation from his mother/father or carer. This way he may show different responds to facial expressions and sounds.

He may love to be picked up, held and cuddled by parents or relatives. He may start to hear himself at this stage and start to make loud noises, laugh and smile. To communicate he ay cry and he may seek attention. 8-12 months social and emotional development When Tommy is a really young baby he shows full attachment to his parents which is immediate, that way he may also always want to be near them or in their sight, showing this he may begin to show fear to strangers. He may also start to be emotionally attached to something socialable like a t. program, blanket or a toy. He also may start to enjoy going out and being socialable for example, going shopping or going to the park. 12-24 months social and emotional development At this stage of social and emotion development Tommy may start to develop a sense of humor and start to love being in the center of attention. He may also start to show selfishness and begin not to share his toys with other friends. With Tommy he lives with his parents so he may start to copy their daily activities such as driving, reading, cooking, hugging and blowing kisses.

At this stage Tommy will start to try new things every day, show jealousy towards his parents and get frustrated really easy. 24-36 months social and emotional development As a child gets older, their emotional and social development gets a lot more interesting. Tommy my start to get confident and except new people and start to talk to them but also if they still have that full attachment to their parents, they may start to show shyness to around new people. If he gets upset, he may start to pull hair, kick, slap or bite other children. Also he may start to show some patients on the other hand.

Around places, objects, certain people he may start to show dislike. He may be more sensitive around people and if they cry he may turn it into a tantrum. 4-9 years growth development Between the ages of 4 and 9 children may begin to look thinner, this is because they grow increasingly but their fact accumulation is staying relatively the same. By the time Amy is 6 years old, North Dakota state university that they begin to proportion a lot better and her centre of gravity will be centrally located. She is likely to experience a growth spurt between the ages of 6-8 and may notice hair begins to grow darker.

Nutrition intake and genetics are big factors when it comes to her growth at this stage. 4-5 years growth development At 4 years of age, Amy will fully develop hand-eye co-ordination, that will allow her to play with objects that have smaller perplexed parts to them. Amy will show that shes energetic most of the time and prefer running and jumping, by the age of 5, she will beable to catch a ball, throw a ball over her head, hop on one foot, walk up and down the stairs alone and hold cutlery properly with 3 fingers rather than her whole fist. -7 years growth development Shortly after 5 years, Amy will beable to skip and have the ability to bounce a ball and skate. By the age of 7 she should be able to ride a bike, draw shapes and patterns. Also Amy maybe beable to use a comb in her hair, brush her own teeth and also tie her own hair up in a pony tail. Also at this stage she will beable to do simple household tasks such as making her bed, tidying up after herself. At school she may show a development in playing musical instruments. 7-9 years growth development

Between the ages of 7 and 9, Amy will beable to identify herself during school or things they take part in. Amy will be able to recognize herself, such as at school, either being an athlete or artist. This is influenced from teachers at school, parents or siblings. By this time, amy is capable to kick, throw and roll, which makes them able to take part in organized sports at school such as football, hockey and rounder’s. Intellectual development 4 – 9 years Around 4 years of ages Amys development of intelligence is still very simple but getting more and more intelligent by the days.

Amy should be asking a lot of questions around 5-6 years old such as ‘why is the sky blue? ’, ‘why do birds have feathers? ’. Amy will begin to ask more and more questions every day but this is the development of a milestone. Around this stage of 5 years, amy will start to recognize familiar colours and understand the idea of same and different, pretend and fantasize more creatively, she will be able to remember parts of stories, understand times of the day, count and understand the concept, sort objects by shape and colour, complete puzzles, recognize different shapes and colours.

Five years and above, Amy will start to development more sophisticated thinking and learning abilities. Children around 7-9 year often think in very concrete ways, needing hands-on examples to improve their understanding. They often can not change the rules of a game to make it more fun, for example because they perceive rules to be firm and rigid. As children’s minds mature like Amy, she will development more flexible in their thinking. Children in this age group are capable of more abstract thought aswel. Emotional and social development 4-9 years

Four year olds are moving out into the world and can usually play happily with other children and enjoy lots of physical games aswel as tell stories. As Amy gets to between 5 and 6 years old, she may then start to learn about the feelings and needs of others and can share their toys plus take turns, at least some of the times. In some stages of Amy’s life can get jealous of her parents relationship. This is where the often development of the game ‘mummies and daddies’ comes from, this is a well-known game for children to grow up on.

Playing games such as ‘mummies and daddies’ allows her to try out various adult roles in life. Around 6-7 years, children begin to actually learn new things and experience learning new things at school so they develop a sense of eagerness in themselves. They generally prefer structured activities to more open-ended experiences. Amy may wonder about the world and ask a lot of ‘what if? ’ questions. Pretend play means a lot to Amy at this stage in her child hood because they develop a strong imagination and involve others like friends at school.

Around 8 and 9 years, children such as Amy start to involve more people in their lives, for example at school, amy may start to have best friends and play with other children with the same gender. As amy grows older she grows out of being self-centered as should be at around 5 years old because she has matured. Also around this stage amy will begin to understand other peoples views and can imagine themselves in situations of other friends experiences. Physical development 10 -18 years (adolescence) 10-11 years physical development

Physical development around this time it’s the start of many different experiences for young children and teenagers. For girls between the ages of 11 and 13, it may sometimes begin earlier for some children; puberty begins. Girls usually start around 2 years before boys. Boys usually start between the ages of 13 and 15 years. Puberty is an important stage for abbey because it prepares the body for sexual reproduction. It is all started by the hormones and controlled but the sexual development. Around the teen years, girls and boys will experience a definite growth spurt. 12-14 years physical development round this physical development of life for teenagers, its all about the development of puberty, for girls around abbeys age, around the breast area they begin to be quite painful because they are beginning to develop. Usually around 13 years of age, Abbey may have started her menstrual cycle and public hair has developed. For boys on the other hand, testicular growth begins, the voice changes, pubic hair develops and they may start to experience “wet dreams”. 15-17 years physical development around this age, Abbey would of completed the physical changes related to puberty by the age of 15.

Boys are still developing around this age, maturing and gaining strength. Muscle mass develops and they are completing the development of sexual traits. Around 15-17 years, oily skin may appear which turns into acne. Hair has grown under the armpits. Breasts have developed but still maybe growing. Abbey may have developed a curvy outline to her hips which is caused from fat deposition. Internally wise, primary sexual organs grow such as uterus and vagina, ovulation and menstruation has fully developed, and lastly public hair has grown. 18 years physical development

Around 18 years, many of the major changes for growth in puberty have completed by this age, in boys and girls. They are still growing but major changes have developed. For boys around 18 years, facial hair has grown on the face, hair is also under the armpits, testes have produced sperm. The voice box, which is called the larynx, has broken and the voice has developed deeper. The prostate gland produces secretions, and the penis has enlarged. Intellectual development 10-18 years. Between the ages of 10 and 13 years, preteens start to experience “stressful” imes at school or high school because they are having their first “exams”. Preteens around this stage develop abstract thoughts usually by the age of 13. Between the ages of 11-14 years, they are still concrete thinkers- they perceive things as good and bag and whats wrong and rights. They are just beginning to imagine possibilities, recognize consequences of their actions and anticipate what others are thinking. Anxiety enters their lifes and may cause major distractions interfering with abstract thinking.

Teenagers may show an interest in ideas, ideals, values and social issues. Around 15 and 16, at this stage they show a well better established abstract thinking at school and in any other situations that may occur. Around this age Abbey may start to make applications to her own current and future situations and social situations. As abbey progresses in life, abilities to abstract thinking develop better and problem-solving skills increased by demands at school and college. Preteens and teens tend to think things wont happen to them, this explains why they are risk-takers.

Also they believe they are the center of attention, for example, abbey may have a pimple on her forehead, this is making her life hell right now. This explains why teenagers are terribly self-conscious. Social and emotional development 10-18 years Around this stage of Abbeys teenage life, she begins to spend more time with her friends and less time in home and with her family. Abbey will start to form her own identity around 12-13 years and try different clothes, hair styles, friends, music and hobbies. This will then progress and carry on throughout her teenage life.

Preteens like abbey around 13-14, push limits that adults put on them to assert their independence, preteens and teenagers like Abbey around 14 and 15 may start to develop more moody moods and start to express mixed feelings about “breaking away” from parents. Troubled youth may act out (for example, get into physical fights, use alcohol or other drugs, skip school) to express emotional pain. Physical development 19-65 years Adults in this age have to be very careful because there are many different age related changes to become as Denise grows up. Some individuals, not so much Denise have to wear glasses for reading and writing.

Some adults like denise may start to lose there hearing in later adult hood. Adults tend to have some changes in hair colour, it may start to turn grey. Men sometimes start to lose there hair around 35 to 45 years old, around 45, women start their menopause. Young adults start to see and maybe feel their physical changes between the ages of 18-28. Adults are still fit and healthy at young adult hood stage but not as fit as they used to be. Around the ages of 30, adults may start to feel that their fitness, speed and strength has decreased. Some adults still go to the gym in their middle adulthood stages to keep feeling healthy and fit.

Early adulthood Early adult hood is the first stage of adulthood in which the body physically changes. In this stage, denise may have continued to add abit of height and weight to her late teenage frame come into her adult hood. The body continues to undergo significant hormonal changes. In menm their heard may grow a little thick, the voice may become slightly more deepeer and richer. Early adulthood is the period when women have children, so this is the time denise would of gained abit of weight and breast development would of completed. Middle adulthood

Middle adulthood is the second stage of adulthood in which one of the most noticeable changes is loss of elasticity in the skin, especially in the face. This results to wrinkles and lines in the skin, this then shows denise “aging”. Men usually gain weight around the stomach and women gain weight around the hips and legs. Strength and flexibility both decrease in both genders. Women usually experience hormonal changes during this period that result in rhe loss of ability to reproduce, this then is called the menopause. Both genders experience graying of the hair or the hair may start to thin out.

Later adulthood Late adulthood is the final stage of physical change, the skin continues to lose elasticity as it started in middle adulthood and the result is deeper lines and wrinkles, age spots or brown spots often form. Eye sight deteriorates, which causes them to need stronger glasses. Reaction time slows down and appetitive may also slow down. Intellectual development 19-65 years Intellectual development may increase in this age group. Some older adults like Denise may have a slower reaction to things but increase in knowledge may give back for this in many work situations.

Older adults are more skilled then younger adults and teengers when it comes to complex decisions. Adults like Denise are typically more focused in specific directions, having gained insight and understanding from life events that teenagers and young adults have not yet experienced. No longer viewing the world from an absolute and fixed perspective, middle adults have learned how to make compromises, question the establishment, and work through disputes. In recent years, colleges and universities have reported an increased enrollment of adult learners—students age 25 or older.

Of course, labeling this age group as adult learners is not to imply that the typical college student is not also an adult. Academic institutions typically identify those outside the 18–21 range as adults, because most have been working and rearing families for some time before deciding to enter or reenter college. Compared with younger students, adult learners may also have special needs: anxiety or low self-confidence about taking classes with younger adults, feelings of academic isolation and alienation, fears of not fitting in, or difficulties juggling academic, work, and domestic schedules.

Adults most often choose to go to college for work-related purposes. Many employers require workers to attain certain levels of education in order to qualify for promotions. Other workers go to college to learn new skills in preparation for another career. Additionally, certain organizations, such as state licensing boards, may require professionals to have a certain number of continuing education hours each year to maintain their licenses. Finally, adults may also return to college simply for personal enrichment.

Social and emotional 18-65 years Young adults like Denise face some difficult developmental tasks. Denise maybe at the beginning of this stage is concerned with beginning a career. They may be studying to gain the serious qualifications, or training at the entry level of an organization. Some will not be so lucky. In many countries, youth unemployment rates have been very high during the last century and appear set to continue. Studying, employment and unemployment each presents its stresses.

At the same time, young adults tend to be finding their way through the world of romance, which can also lead to stress and anguish. All of this happens alongside changes in relation- ships with parents, and the increasing expectation that the young person will take responsibility for her own life – including, perhaps, a shift to a new home. It would be an unusual person like denise indeed who proceeded through these developmental tasks without at least occasionally wondering who she is, or who she is becoming, and how she is faring compared to her peers.

For most people, facing these issues brings a range of emotional reactions. Physical changes 65+ During late adulthood, the senses begin to dull. With age, the lenses of the eye discolor and become rigid, interfering with the perception of color and distance and the ability to read. Without corrective glasses, nearly half the elderly population would be legally blind. Hearing also diminishes, especially the ability to detect high-pitched sounds. As a result, the elderly may develop suspiciousness or even a mild form of paranoia to not being able to hear well.

They may attribute bad intentions to those whom they believe are whispering or talking about them, rather than correctly attributing their problems to bad hearing. Hearing problems can be corrected with hearing aids, which are widely available. The sense of taste remains fairly intact into old age, even though the elderly may have difficulty distinguishing tastes within blended foods. By old age, however, the sense of smell shows a marked decline. Both of these declines in sensation may be due to medications, such as antihypertensive, as well as physical changes associated with old age.

Intellectual development 65+ Some old people decide to retire some carry on working. However they still contribute in a good way to society as many of them give a positive view and things and are good role models to others. They give wise advice to people and people learn from it, during this age they may also enjoy playing board games or meeting other people their age. Many older adults complain about not being able to remember things as well as they once could. Memory problems seem to be due to sensory storage problems in the short-term rather than long-term memory processes.

That is, older adults tend to have much less difficulty recalling names and places from long ago than they do acquiring and recalling new information. Studies have shown that practice and repetition may help minimize the weakening of memory and other cognitive functions. Researchers have found that older adults can improve their scores on assorted tests of mental abilities with only a few hours of training. Working puzzles, having hobbies, learning to use a computer, and reading are a few examples of activities or approaches to learning that can make a difference in older adults’ memory and cognitive functions.

Emotional and social development 65 + After this age the older people may start feeling upset because of their age and may feel that there’s no point of being in society because they are not able to do things. They will start getting mixed emotions. However many might feel happy as they will have more free time and spend it with family.

Reference

1. Healthy Children- physical development of school ages children. Bodycenter. com, parenting. com and cliffsnotes. com

Research Report Executive Summary (Summary or Abstract) The aim of this report was to investigate woman teenager about “Teenagers perception of birth control and abortion”. So, this is the big problem in Thailand because abortions are illegal in Thailand, remain common and an important public health issue for women in Thailand. Which results from sex without protected. So that’s the big problem of women, and the purpose of this research is how teenage women think and awareness of birth control and abortion.

We are finding who have been a sex, then what did you do if you pregnant while you studying. How do you do and how you solve this problem. Introduction The dictionary defines birth control as “a regimen of one or more actions, devices, or medications followed in order to deliberately prevent or reduce the likelihood of a woman becoming pregnant. ” Birth control has become imperative in today’s world, due to the global rise in population, need for family planning and also to safeguard oneself from unwanted pregnancy.

There are various methods of birth control that one can adopt, including the withdrawal method, or coitus interruptus; barrier methods like condom, diaphragm, cervical cap or contraceptive sponge; chemical methods like contraceptive pills, contraceptive patch, or the progesterone-only pill (POP); intrauterine methods; fertility awareness methods and more. Other than the preventive methods, one can also adopt abortion methods like surgical abortions, chemical abortions and herbal abortifacients to end unwanted pregnancies.

Some permanent birth control solutions are surgical sterilization, which includes tubal ligation for women and vasectomy for men. According to records of the Department of Health, each year 10,000 students under the age of 15 have become pregnant in Thailand. An age-old issue of students premature pregnancy and their legal right to compulsory education attracts much controversy, primarily if it’s related to early teen pregnancy. By and large teenage girls don’t intend to get pregnant. They just lack life’s experience.

By denying them education, it isn’t just punishing them, which is wrong anyways, but a punishment for their children and families alike. They have already been punished by having to look after a child at such young age, but to cut short their educational opportunity… One can argue that the current policy of expelling pregnant teenage students is against the law, as Thailand is signatory to the convention on the rights of the child. Still, a Students Pregnancy Bill proposed by the Thai government draws a hot debate.

A draft bill intends to give pregnant students the legal right to take maternal leave and continue their studies after giving birth. Literature Review These changes have been accompanied and underpinned by urbanisation, westernisation, moderation of cultural and religious norms, and the expansion of Thailand’s infamous sex industry. A substantial (and largely undeveloped) rural economy remains (details of sources available from authors on request). Sexual health is an increasingly important public health issue. nd In a recent cross-sectional survey, 43% of Thai girls aged 17 years or younger reported having sexual intercourse; one in five of these reported this experience as coercive, and one in four became pregnant. 5 Other studies in Thailand have documented increasingly early sexual debut, low rates of contraceptive use by adolescents, a growing burden of HIV and other sexual transmitted diseases in young people, rising rates of teenage pregnancy and illegal abortion, and the exchange of sex for money or gifts. and These trends are similar to those in other countries in transition and worldwide.

Even if you use some other methods of birth control, condom is the king. Condoms not only prevent pregnancy, they are the only solution that protects against sexually transmitted diseases. Just in case of new romantic sexual encounters – you meet that “perfect” person, and… get caught in the heat of the moment. Condoms also protect you (and potentially your partner) from urinary and vaginal infections. Although, condoms are commonly available almost everywhere, keep in mind that selection and quality may be limited.

Abortions, According to the Thai law (in effect since 1956), abortions are illegal in Thailand, except for the girls under the age of 15 or with a serious illness, and when the pregnancy threatens the woman’s health or results from rape or incest. Yet de facto, the abortion law is rarely enforced, and illegal abortions remain common and an important public health issue for women in Thailand. There is evidence of wide public support led by women’s groups, medical and legal professionals for the reform of abortion laws to widen the circumstances under which an abortion is legal.

Abortion Policy and Practices in Thailand, Some medical professionals more or less discretely advertise for abortion business, but many abortionists are untrained, which commonly leads to the dreadful consequences. So, abortion in Thailand is de jure legal only when it is considered necessary to protect a woman’s health or in case of rape. Under the recently revised (but yet published) abortion regulations issued by the Medical Council of Thailand, the term “health” includes mental, emotional and physiological considerations as well as physical conditions.

The determination that a woman qualifies for a legal abortion under that criteria can only be made by a medical doctor licensed in Thailand. This determination (and, if positive, the abortion procedure) can be done at any hospital, private or government. Though, private hospitals with religious affiliations may chose not provide that service. In early pregnancy, it can also be done at one of the many low cost clinics operated by the Thai NGO Population ; Community Development Association (PDA). For cost estimates, contact the hospital or clinic of your choice.

Just remember that they will not tell you if they will be able to perform the procedure until the woman has met with a doctor. Research Methodology In this study, we will research about perception of birth control and abortion for teenagers. We are going to find the sources by giving questionnaire and interview. The survey’s target group is a woman teenager. In this survey, we will ask 50 women in Bangkok University and also 50 teenage women in Bangkok. So the total number of participant is 100 women. This number is large enough to say that the information is accurate.

So we will collect the data from 100 women to get a result how teenage women in Thailand think and awareness of birth control pill and abortion. Results/Findings There were 50 women in Bangkok University an also 50 teenage women in Bangkok. So, ask them about how teenage women think and awareness of birth control and abortion. A breakdown of the responses is qualitative question, so we’ll ask them like a questionnaires form. Have you received any sex education or learned about sex before you actually have sex? Where did you learn it from? Do you think sex education is important?

A lots of people told that, sex education is necessary for teenage for save health and avoid social accident, it’s very much importance to give sex education to young people. Population can be control by sex education there should be hold public awareness about sex education. Youths should be given the sex and contraceptive knowledge for their future. How much do you know about ‘Birth Control’? One of the toughest decisions that a lot of teens are whether to have sex if people decide to have sex, it means they must also take responsibility to protect themselves from unplanned pregnancy and sexually transmitted diseases.

The most effective way to prevent pregnancy is abstinence. Couples who do decide to have sex can choose from many effective birth control methods. Do you use any birth control methods? What are they? Please explain. Average of women use any birth control methods including condom and birth control pills make them safe sex, such as the use of male or female condoms, can also help prevent transmission of sexually transmitted diseases. Do you think birth control is important? Why? The best choice that you can make for yourself is not to have sex until you are ready.

Even if you have had sex in the past, you can still choose not to have sex until you are ready. You have a right to choose for yourself if you are being pressured or forced to have sex, it is importance that you talk an adult you trust about what is going on. What will you do if you accidentally get pregnant? Each individual will have different feelings, thoughts, be in a different point in life, etc. There simply is no correct answer for everyone. It depends on personally abortions, don’t have the income to support a child, and feel it’s unfair to bring a child into the world if it won’t have a good living.

What do you think about an abortion? Some think that abortion is WRONG! But some women think that abortion should be a decision that a mother should make for herself. We believe that being pro-choice is a good thing. We wouldn’t want anyone telling me what to do with my baby and we don’t think women should be forced to feel that abortion is murder. A right to choose is a very important right. Do you consider an abortion as one of the options when you get unwanted pregnancy? Why? Women face unplanned pregnancies every year. If you are deciding what to do about an unplanned pregnancy, you have a lot to think about.

Where you’re thinking about having an abortion, you’re helping a women decide if abortion is right for her, or you’re just curious about abortion, you have many hear woman ask when considering abortion. What do you think is the best solution after getting unwanted pregnancy? Don’t have sex is the best way, condoms is second. If the guy doesn’t want to wear one then he is not a great choice to have sex with? You’re too young to get your tubes tied don’t do it yet. May best advice to you is really not to have sex get yourself together first. I know firsthand on this.

Ask yourself before you have sex if I get pregnant by this guy what type of dad would he be, and will be able to deal with him for the rest of my life. Discussion According to the data that we have corrected, many women have different thoughts among the birth control and abortion. Some of them have same opinions but some are different. Therefore, most of the women that we had questionnaire thinks that sex education is important for all the teenage in Thailand today. By giving them knowledge about sexual education, they can prevent from unwanted pregnancy and transmitted disease causes by sexual relationship.

Also we can decrease abortion rate in Thailand. A lot of woman seems like they have aware that they should use birth control method when they have relationship with their partner. They said they must have responsibility and need to talk with partner about it before. Most of them are disagreed with unplanned pregnancy. Because some people are do not have enough income to raise their baby after giving a birth. They cannot take care of their baby and they might experience a hard time with a child and they will not able to make them happy. So some women think that abortion is the one of the decision that women can chose for their life.

If they don’t think that they can raise their baby and make them happy, abortion can be one of a good decision. Of course, some of them are think that abortion is wrong and we shouldn’t do it, because of religious reason or thought that it is refer as killing people. At last, the best solution for prevent unwanted pregnancy problem is not to have a sex, condom is a second. It is true that if you don’t have a sex you won’t get pregnant. Some of them said that you shouldn’t have a relationship with a partner that not willing to support unwanted pregnancy.

If your partner refused to use birth control methods then you should reconsider about your partner. This problem is not about only yourself, it’s about you and your partner. Don’t forget that you can chose your partner and try to seek for a good one before have relationship. Conclusion The knowledge of sexual education should be gain in Thailand. Teenage in Thailand seems to know about birth control and they know that they should use them when they have sexual relationship, but they don’t really aware of unwanted pregnancy or abortion.

So to gain the knowledge about abortion, the school needs to put more effort for sexual education in their class and give more knowledge that what will happen if you don’t use birth control protection and when woman get pregnancy and effect for woman by abortion. To avoid the unwanted pregnancy, we should let teenage know the importance of birth control methods and persuade them to use if they think they are still too young to have a baby or not ready to have a baby yet. Recommendations * To gain and put more effort to teach the knowledge about sexual education in schools. Make an event or campaign related to birth control method and let people aware to use birth control methods. * To let people know more about abortion, such as how the abortion affect women afterward. References Article Source: http://EzineArticles. com/206651 http://ezinearticles. com/? An-Introduction-To-Birth-Control;id=206651 http://www. th4u. com/abortions. htm http://www. huffingtonpost. com/2012/10/05/study-free-birth-control-abortion-rate_n_1942621. html http://www. dailymail. co. uk/health/article-1238612/Girls-using-abortion-birth-control. html http://www. abort73. com/abortion_facts/which_birth_control_methods_cause_abortion/