Yesterday during Will’s input on The Physical Child and Brain Development, we were given the task to follow up on the history of brain development from the 20^th century up to the present date. After researching the internet, I found a very useful website, PBS, which displayed a simple timeline with detail on how our knowledge of the brain has developed in stages over the years.

 1921 – Hermann Rorschach developed an ink blot test which was devised to express our unconscious personality.

1929 –  Hans Berger designed the electroencephalograph (EEG), an instrument which measured brain waves.

1934 – Egas Moniz, a Portuguese neurologist, oversees lobotomy as a treatment for depression.

1936 – First lobotomy was performed in the USA by Walter Freeman and James W. Watts.

1938 – Albert Hoffman synthesizes LSD.

1950 – Karl Spencer Lashley conducted experiments devised to reveal the neural factors of memory.

1953 – Nathaniel Kleitman and Eugene Aserinsky discover rapid eye movement (REM) sleep.

1974 – M.E.Phelps, E.J.Hoffman and M.M.Ter Pogossian develop a machine which shows the activity of the brain, the Positron Emission Topography (PET) scanner.

1987 – Flyoxetine (Prozac) is introduced, used as an antidepressant.

1991 – Stanley B. Prusiner discovers prions.

I found this task and topic really interesting because I focused on memory for my biology project last year and so although I already had knowledge about how the brain works, I have learned so much over the past few inputs.

I have two sisters, all three of us are competitive, and all of my cousins are boys so whenever we went camping, I ran around bare-footed in the mud playing football. We spent a lot of time together during the holidays and so I found it natural to play with boys.

I remember my sisters and I played with Barbie’s but never Lego. Upon questioning my parents as to why I never played with Lego, their answer was ‘I don’t know’. However, I have fond memories of doing a lot of crafty things like play dough or painting with my dad on a Saturday morning which were never gender specific. Our dressing up box, which was frequently approached, was full to the brim of everything from princess dresses to cat leotards, but I don’t think a soldier or any male figures featured. I guess that was down to preference, but my parents never forced us to play with girly things.

At school, there was a big divide between boys and girls in the early years. The boys played football and the girls role-played. The boys and girls had their own races at sports day. There was an unfair attitude towards the behaviour of the boys in my class, and I remember the girls got away with a lot more. However, the elder we got, the closer we became and we played British Bulldog (and various name adaptions whenever it got banned!)  and some of my best friends when leaving primary school were boys.

1.       Preparing for University

‘The Study Skills Book’ by Kathleen McMillan and Jonathan Weyers is a basic guide to anything and everything preparing you for university, which I feel was beneficial in reading.

At the beginning of ‘The Study Skills Book’, the reader is advised to set some goals. In five years time I would like to have completed my degree successfully and be in a secure job in Primary Education. Throughout my time at Dundee University, I want to make new friends through my course and through joining new clubs and trying new things. I also want to enhance, develop and gain skills which will help me succeed in later life.

Joining less than two weeks ago, I knew very little about what studying at university involved. I have just finished secondary school where the majority of lessons are completed with the guidance of a teacher, so this learning process is very different. However, I am looking forward to this change and I think it’s an important part of university to be pushed out of that comfort zone you’ve been so used to throughout primary and secondary school. Everything is new. But it is new for everybody and that is a key thing to remember when starting out at university and meeting new people. The only experience that I have had that is similar to university learning is completing assignments and projects which required a lot of independent studying. However, I am looking forward to the challenge and will work hard to ensure I get the most out of my course.

Reading the ‘Financial Mattters’ section of the chapter opened my eyes to things I had never really considered or thought about before starting university. Bills, food, transport, accommodation. The list is endless. My financial spending will vary slightly from the average student as demonstrated in Figure 2.1 as I am still living at and travelling from home. I would consider myself quite independent with my spending and buy most things myself. Travel expenses out weigh everything else and it is costing me quite a lot monthly to travel so I’m still looking for cheaper options. Table 2.1 has given me a broad idea of what my budget must be and where my money priorities lie.

I had originally planned to go into halls and move away from home. Summer came and moving day began to get closer. The closer it got, the more I started to dread it and I avoided the topic of conversation as much as I could, making myself very anxious. Deciding to stay at home in my family surroundings was the best choice for me, and although some people don’t agree with my decision I know it will make me happier and healthier. Maybe this time next year I will be comfortable to move. I do feel that I am going to miss out on nights out but hopefully I can work my way around the distance and try to stay involved in student life. I’m being encouraged to live as though I was in halls, but I’m still working on cooking without ruining the meal. The book has given fine detail about the options available for student accommodation focussing on the necessities: comfort, warmth and security. You have the option of furnished, or non-furnished; catered or non-catered; mixed or same sex and many others. The book also gives new students preparing to move a range of pro’s and con’s about making the decision to move into halls of residence.

2.       Starting Out

Before starting university, there are a lot of important tasks that need to be completed before matriculation that the book takes the reader through. I had a few unanswered questions and queries but welcome week was the perfect opportunity to sort any problems and provided me with the confidence I needed, meeting key members of staff and getting a grasp of the campus, which are all noted in the book as essential tasks. The figure 3.1 checklist provides the reader with many other key tasks and advice on how to carry them out, ranging from setting up a bank account to joining a local GP. The book makes it clear that to be fully comfortable in starting university, you need to have everything around you set up well to make things easier for yourself.

3.       General Expectations

The book then goes on to give advice on how to keep yourself organised, whether it be your social life, workload to meet deadlines or work to gain money. In order for me to get the most out of university, I plan out my week on the Sunday so I have a clear vision of what I have to do. My diary helps me to plan ahead tasks. I have bought and borrowed books required and have began reading tasks. I re-write my notes from the lectures that day and go back over key information to ensure understanding.

4.       What Makes University Different

Within my first few lectures, I have come to terms with the teaching styles and what it takes to get through the course. I have worked hard to gain my place at Dundee University and I don’t want to ruin that. I have to do a lot of reading in my own time in order to keep up to date with my learning. I must also take responsibility for my learning, making sure I pass assignments and assessments at the end of modules. The book has made it clear to me that all assessments have a deadline date and it must be submitted by then, otherwise you could risk failing. There is no chance to make amends to work so it is very important to check for errors before submission.

5.       Graduate Skills and Attributes

The book finally goes on to talk about the skills and attributes that should be achieved or developed during your time at university. Those skills mentioned include personal development skills such as being confident enough to take risks and or standing up for oneself by agreeing or disagreeing. Interpersonal and communication skills are also mentioned, which are key when meeting new people, working in a team and having to motivate others, or even just in your academic writing. Lastly, our numerical and problem skills will also be enhanced greatly as we learn to analyse, reflect and research our work throughout our time at university. All skills that I will learn and develop will benefit me in future life and all experience will further enhance me.