Category Archives: 2 Prof. Knowledge & Understanding

Genetics and Brain Development

Is genetics enough for brain development to occur?

Our genes are at the center of everything that makes us human. They do everything from determining the colour of our eyes to our skin colour to our height. Every celling our body is made up of exactly the same genes, but not all are active. At least one third of 20,000 different genes are active within the brain. These are influential to the development and function of the brain. 

The project named the Human Genome project is now complete, but there is still so much we don’t know about our DNA and what it does. There are some scientists that have began making genetic maps of the brain searching for certain genes that play a key role in brain development. We know our genes do play a role as there has been many comparisons made between our genes and those of other species. There are different patterns in which decide whether a gene will be active or inactive, and by studying these, scientists can gain a more insightful view.

However our genes are not the only thing that effects our brain development. Combined with the environment we have grown up in and in what respect we have been raised our brains will develop differently. For example, a person locked in an empty cell with the bare minimum to survive, will not develop at the same rate as someone in a caring and nourishing environment will. This has been tested with rats. Some were locked in a cage with only food, and the others were put in a different cave with the addition of wheels and toys – effectively stimuli. When they were released back into their natural habitat the rats in which were brought up with thee addition of stimuli excelled, whereas the others seriously struggled highlighting their lack of development. From this study is clear to see that environmental stimulation has an impact.

Brain Development Timeline

4000 BC

Ancient Sumerian records with the first recorded writing of the brain found. An anonymous writing documenting mind changing sensations caused by ingesting a poppy plant.

2500 BC

The Egyptians come to believe that the heart is the body’s most important organ. They believe the brain is minor and of no importance, discarding it during the process of mummification. Despite this, there is an ancient Egyptian record known as the “Edwin Smith Surgical Papyrus” that contains the first written account of the anatomy of the brain. It includes 26 separate cases of brain injury along with recommendations of treatment.

2000 BC

There is evidence from archaeologists that during this time “trepanion”, a form of surgery involving boring a hole through the skull, was practiced widely.

Skulls with evidence pf healing have been recovered suggesting the subjects of these procedure survived. There is no known reason for the high volume of trepanioned skulls but it is suggested it was done for both spiritual reasons. And to treat thins such as headaches, mental illnesses and epilepsy.

450 BC

An early Greek physician, Alcmaeon, is the very first to use animal dissection as a basis for his theories. From his studies he concluded that the brain is the central organ of sensation and thought, not like the heart which the Egyptians believed. He also suggests that the optic nerves are “light-bearing paths” up to the eyes and brain.

335 BC

Aristotle comes to the conclusion that the heart is the organ of thought and sensation, and that the brain is merely a “radiator designed to cool it”. He believes that the basis of thought cannot be found within the body.

His theories of memory are more successful, correctly surmising that the process of short term memory (“immediate recall”) are different from those involved in long term memory.

1664

An Oxford professor, Thomas Wills wrote a book about the cerebral hemispheres which account for 70% of the human brain. In it he states that they determine thought and action, and are completely different from other parts of the brain that control basic motor skills. In his book he introduces the words; ‘hemisphere,’ ‘pyramid,’ ‘lobe,’ ‘neurology,’ and ‘corpus striatum’ into modern vocabulary. His work is extremely influential in leading future neuroscientists with their studies of the brain

1848

A railroad worker, Phineas Gage, survives a bizarre accident where an iron tod pierces the frontal lobe of his brain during an explosion. Although he recovered, he did experience some mood and behaviour changes. He went from being a quiet, hard worker, to someone who could not complete a job. It has been suggested that key parts of the personality reside in the frontal lobe. This lead to a procedure called lobotomy, which involved removing portions of the frontal lobe in the hope of curing mental illnesses and depression.

1869

Sir Francis Galton published his work called the “Hereditary Genius”. This claimed that intelligence can only be inherited, and high levels of intellectual achievement are passed down through genetics.

He also made the first attempt to measure intelligence by setting up an “anthropometric laboratory”. In here he used visual acuity, auditory accuracy and breathing capacity to assess intelligence levels.

1875

Wilhem Windt sets up the first human behaviour lab in Leipzig, Germany. He suggested that psychology should be regarded as a complementary scientific discipline to physiology and anatomy.

His lab is was known as the Institute for Experimental Psychology. Here student were taught philosopic and psychologic subjects including the studies of attention and sensory processes. The Institute became the model for most psychological laboratories established in Euorpoe thereafter.

1905

Leading French psychologist, Alfred Binet, disputes Galton’s use pf sensory discrimination as an intelligence measure. He believed that individual differences in intelligence could be detected through measures of processes such as imagination, memory, comprehension and attention.

He is appointed to a commission concerned with integrating special needs children into the public school system in Paris. The committee decided a special education programme should be creates, and a system should be designed to identify these slower learning pupils entering school.

He collaborated with Theodore Simon to create a scale which measures higher mental processes such as imagination and memory. To test it, they drew samples from groups of children from schools, orphanages, hospitals and asylums. They carried out various cognitive tests which clearly discriminated between the normal school population and those in need of additional support. They introduced the scale in 1905, stressing it should only assess whether a child is of inferior intelligence and is not designed to identify the psychologically unstable.

1911

A British neuroscientist, Henry Head publishes “Studies in Neurology”. Within it he documents his important students on the neurophysiology of sensory perception in the cerebral cortex. He especially focusses on patients’ spatial perceptions of their own bodies.

1921

The Swiss psychiatrist Hermann Rorschach develops the ink blot test, or the Rorschach test as it is now known. This consists of ten standardised ink blots. Half in black and white, and half in colour. The subject is asked to describe what he sees in the “pictures” and his responses are analysed by the test giver on three areas, location, determinants and content.

Many psychiatrists have found animal and human sight to be useful clues to the patient’s psyches. It was used to identify personality traits and disorders, but it now not used so much as it is hard to independently validate the results.

1949

Walter Rudolph Hess wins the Nobel Prize for work regarding the interbrain (hypothalamus, subthalamus and parts of the thalamus). His research indicates that the interbrain is responsible for the coordination of the body’s internal organs.

1974

M.E Phelps, E.J Hoffman and M.M TER Pogossian develop the very first Positron Emission Topography (PET) scanner. This provides visual information about the activity of the brain. Patients are given a substance with radioactive atoms that emit positively charged particles (known as positrons). The gamma radiation resulting from this process is sensed by detectors and converted into cross-sectioned images of the brain by the computer. These scans are used to monitor things such as oxygen utilisation in the brain and blood flow.

1990

US President George Bush declares this decade as the “Decade of the Brain”

1997

Stanley B. Prusiner wins Nobel Prize for his discovery of a new genre of infectious agents called prions. Prions normally exist as harmless cellular proteins however they have the capacity to change their structures to configurations that can lead to a formation of harmful particles. Pruisner’s research found that prions can lead to  several brain diseases that can cause dementia in both animals and humans. This has also helped provide important insights into researching other types of illnesses related to dementia, such as Alzheimer’s.

2000

The Nobel Prize is awarded to Arvid Carlsson, Paul Greengard and Eric Kandel for their discoveries of signal transduction in the nervous system. This happens when a message is sent from one nerve cell to another through a chemical transmitter. Carlsson, Greengard, and Kandel’s research hones in on signal transduction between nerve cells known as “slow synaptic transmission”. Their discovery has highlighted how disturbances in this can cause neurologic and psychiatric diseases.

The Construction of the Professional

Many different things reflect on the role a teacher plays in the classroom and their role as a professional. I believe these 5 terms in particular are important in doing this:

Integrity

The word itself means to be honest, and to have strong moral principles. Children are not born with integrity, they develop it as they grow up and learn how to behave. As children learn most of their behaviours they will need in later life such as honesty, respect and social responsibility in the classroom, it is important we show them integrity so they too can pick it up and learn how to be moral citizens.

Compassion

To be compassionate, is to show sympathy and concern for others. By showing compassion to our pupils, it shows we care. It shows we are paying attention to them and acknowledging them. By being compassionate we are passing this trait on to out pupils. It is important they too learn to be compassionate to succeed in later life.

Patience

Different children will learn at different paces, and it is important to realise some children will take a lot more time to grasp concepts than others. So whilst we will have to have patience with everyone, some pupils will require even more. It is important as a teacher to have this skill, as learning from someone who is impatient is frustrating as nothing will be broken down and explained slowly enough until understood.

Kindness

Kindness is important in teaching as it reflects on who you are as a person. Children do not want to learn from someone they are scared of. A kind teacher is approachable and their pupils are more likely engage in lessons and ask questions. Kindness is a characteristic of being friendly. Even though we are not in the classroom to be friends with our pupils, it is important they see us as a kind approachable adult they can trust to learn from.

Fairness

Fairness in the classroom is important to ensure all the pupils are treated equally. It would be unfair to only praise one person when everyone else has done that same thing well too. This would cause upset and even de-motivate some pupils. Everyone in this world wants to be treated equally, and by being fair in the classroom you are portraying to your pupils that equality is important and that you should not favour certain people.

Words Associated With Being a Professional

it is very important to be professional, especially in a career such as teaching. How you act reflects back on you, and you want this reflection to be positive, to be professional – you do not want it to be negative in any respects.

There are many things associated with being professional. Here are some examples of some words and phrases I associate with the term.

  • Experienced
  • Trustworthy
  • Accomplished
  • Trained
  • Educated
  • Skilled
  • Literate
  • Communication
  • Leadership
  • Collaborative
  • Polite
  • Presentable
  • Sympathetic
  • A good Listener

Reflection

Reflection is a very important aspect of learning. If you cannot reflect, you cannot identify where you have went wrong in order to improve it.

At first I just assumed reflection was about thinking back and seeing how far you have come, but from reading further into it I have realised it is way more complex than that.

To reflect is to have the ability to stand back and look at something from a number of different imagesperspectives. It is the act of thinking about something and analysing those thoughts. When reflecting, it is important to make sure you do so from many perspectives, as doing so from only one may limit understanding.

Reflection is important in order to highlight your weaknesses. By doing this, you then understand exactly what went wrong and you can then improve from there. This is evident within Gibbs Model of Reflection (1988). This model is very useful, with six parts all explaining how to break down your reflection and use it to critically analyse a situation. These points included in the model are:

  • What happened?
  • How did you feel?
  • What went well and what did not?
  • What sense did you make of the situation?
  • What else could have been done?
  • If the situation happened again, what would you do? Would you do anything differently?

I think this model is very useful in reflecting on situations as it highlights everything needed to do so. In future I will certainly refer to this model.

reflect_cartoonReflection is very relevant to teaching. Teachers must be able to look at what they do in their classrooms and question why they are doing it and if it is having a positive impact. It is important for teachers to reflect and realise why lessons went well and why exactly that was. Similarly, it is important to reflect on situations that did not go so well, to make sense of the situation and come to a conclusion on what else could have been done to either prevent or resolve the situation. Then, they will know what they would do differently if a similar situation was to arise.

Reflection can be useful in many different situations. In dancing, it can be hard when you do not place as well as you have done in the past in competitions. Reflection is very beneficial in situations like these. It allows you to reflect on the positives, that you are capable of doing well, as well as the negatives – not everyone can be perfect all of the time. I believe it is very important to always be conscious that things do go wrong and there is always something to improve on. By reflecting, we can identify what has changed (for better and for worse) so we can do something about it. Reflection helps us learn from our experiences. And experience is a very successful way of learning.

Social Media

•What challenges/opportunities you may be faced with when marrying the personal vs the professional presence on social media?

I do not feel I will be faced with too many challenges, hopefully, as I constantly make sure my social media is acceptable and portrays me in the way I want to be seen. 

I know many people who are teachers or work with young people and have deleted everyone under the age of 16 from their social media accounts. I think this is a good example to be setting, especially as your pupils may be mutual friends with these people and you do not want your posts to appear on their feeds. 

The General Teaching Council for Scotland (GTCS) states that they acknowledge teachers have private lives, but it is important to think about how this may reflect on your professionalism and fitness to teach. I agree with this, it is important to stay sociable and communicate through websites such as Twitter and Facebook. However, I also feel it is important when becoming a teacher to be more wary about what you are posting and who you associating yourself with online.

My accounts online were already private prior to coming to university, but after the social media inputs I went on to check the privacy settings. It is amazing the loopholes that you can miss, with things such as pictures still being visible to people you are not friends with. I know teachers who have their accounts set so you can only add them if you are a mutual friend, which I feel is a very good idea. This will hopefully stop pupils and parents being able to request you as a friend or contact you. 

The GTCS codes highlight the impacts that acting unprofessionally online can cause, with things as serious as criminal convictions. They state that you should not compromise your integrity or personal identity by behaving unprofessionally online. One example of this is a group of primary school teachers who went out to let their hair down, and later published pictures online of their antics. As their accounts were not private everyone could see them, and the daily mail even published an article about them http://www.dailymail.co.uk/news/article-1389292/Disgrace-drinking-pole-dancing-primary-school-teachers-published-pictures-Facebook.html. This brings to mind another of the GTCS’ codes that you should think very carefully when writing a post before publishing it. They also state you should never post things when you are angry as you may be caught up in the heat and write something you normally wouldn’t. It is much better to save a draft and come back to it later, you will thank yourself in the long run.

I feel teachers are very vulnerable when it comes to the digital space online and they need to be more careful than others to ensure they are still viewed as a professional. Reading the advice on various sites such as the National Society for the Prevention of Cruelty to Children, http://www.net-aware.org.uk/# and the Child Exploitation and Online Protection Centre, http://ceop.police.uk/, it has really hit home how unsafe the internet can be.

 

•How are the challenges/opportunities afforded by social media framed? How will you frame things – positive or deficit viewpoint?

Many of the challenges of social media are framed by a deficit view. You always hear about the negative impacts and the horror stories, never the positive side or the opportunities it can bring.

As a teacher I will frame social media with a positive viewpoint. I think it is important, especially with the development of technology in this, in the 21st century, to stay in the digital space. Everything these days is online, even most libraries now have hundreds of e-books instead of paper copies! And it’s not just books, even CD’s and DVD ROMS are on the way out, with many companies such as Apple not even putting disk drives into their newest models. 

Almost everyone these day is on social media. It is a great way to stay in touch with your friends and family, especially those who stay far away, sharing your photos and achievements for them to see. Even most schools now have their own Twitter accounts, which is an excellent way of keeping pupils informed as they are in this space every day.

I will however ensure I teach them of the dangers online, in a way appropriate to their age. Children are vulnerable to a range of different things online, and it is important they know what they are getting themselves in to and how to get out of these risky situations. 

Social media can and is a positive thing, but it is important to realise there are very negative consequences.