Pathophysiology of breast cancer

Pathophysiology of breast cancer Cancer is a process in which normal cells go through stages that eventually change them to abnormal cells that multiply out of control. Breast cancer is a malignant growth that begins in the tissue of breast. It is most common cancer in women, but it can also appear in men. As per the W.H.O. survey 5, 19,000 deaths happen around the world per year. In 2008, Breast cancer incidence was estimated that 1.38 million folks suffered with breast cancer throughout the world. In 2008, it was estimated that nearly 3, 32,000 in Europe and 1,82,460 in US were registered with new cases. The incidence of breast cancer in India is on the rise and is rapidly becoming the number one cancer in females. One in twenty two women in India is likely to suffer from breast cancer during their lifetime, but this figure is more in developed countries like America and UK (one in eight being victim). In 2005, International Association of Cancer Research survey showed that there will be 2,50,000 of breast cancer patients that will be seen in India by 2015, A net 3% increase per year (80 new cases per 1,00,000 population per year). PATHOPHYSIOLOGY OF BREAST CANCER: Breast cancers arise from a sequence that begins with an increase in the number of breast cells to the emergence of atypical breast cells followed by carcinoma in situ and finally invasive cancer. Breast cancer occurs due to interaction between the environment and a defective gene. When cells became cancerous they lost ability to stop dividing, to attach to other cells and to stay where they belong. Some mutations can cause cancer such as p-53, BRCA1 and BRCA2. These mutations are either inherited or acquired after birth. Other mutations also cause breast cancer which is deterring the P13K/AKT pathway; these are helpful in apoptosis so that the pathway is stuck in the on position and cancer cells do not commit suicide. Breast cancers are many types which are mainly invasive (infiltrating) breast cancer, non-invasive(ductal, lobular), estrogen fueled, inflammatory and metastatic breast cancer, in these types ductal carcinoma and invasive breast cancers are more common types accounting for about 15% and 80% respectively. CLINICAL SYMPTOMS: Lump or swelling in the armpit. Changes in breast size or shape. Dimpling or puckering of the skin thickening and dimpling skin is sometimes called orange peel. Inverted nipple nipple turns inwards. Crusting or scaling on the nipple. THERAPEUTIC APPROACHES FOR BREAST CANCER: In the present era we have different approaches are there to reduce the breast cancer effect in patients. The treatment of breast cancer is merely dependent on stages of breast cancer, prognosis and risk of recurrence. It is usually treated with breast conserving surgery and then may be with radiation or chemotherapy or both. In case of hormone positive cancers are treated with hormone therapy. Surgery is usually the first line of attack against breast cancer and depends on many factors. Lumpectomy, Mastectomy, lymph node removal and breast reconstruction are comes under the surgery. Chemotherapy treatment uses medicine to weaken and destroy cancer cells in the body, including cells at the original cancer site and any cancer cells that may have spread to another part of the body. It is used to treat early stage invasive breast cancer and advanced stage breast cancer, in some cases chemotherapy is give before surgery to shrink the cancer. In many cases a combination of two or more med icines will be used as chemotherapy treatment for breast cancer. Hormone therapy medicine treats either by lowering the amount of the hormone estrogen in the body or by blocking the action of estrogen on breast cancer cells. Hormonal therapy medicines can also be used to reduce the growth of advanced stage or metastic hormone receptor positive breast cancers and early stage hormone receptor positive breast cancers. Hormonal therapy medicines are not effective against hormone receptor negative breast cancers. RISK FACTORS FOR BREAST CANCER: Many factors can influence a womans getting breast cancer but having one or more risk factors does not necessarily mean that a women will get breast cancer. It is important to remember that breast cancer can also occur in women who have no identifiable risk factors. There are many risk factors are responsible for breast cancer, these are classified into three categories Strong risk factors Moderate risk factors Other risk factors Strong risk factors AGE: The primary risk factor for breast cancer in most women is older age. Overall, 85 percent of cases occur in women 50 years of age and older, while only 5 percent of breast cancers develop in women younger than age 40. Family history: Women who have a family history of breast cancer are at a higher risk for breast cancer than those who do not have such a history. Mainly two autosomal dominant genes, BRCA1 and BRCA2 are responsible for breast cancer. Previous breast cancer: If women had breast cancer in one of the breast previously then there is more possibility of developing cancer in the other breast. This is basically due to hereditary mutation of BRCA gene Moderate risk factors Mammographic density: Women whose mammograms showing many dense areas of tissue in the breast have higher risk of acquiring breast cancer than women showing only fat tissue in her mammogram. Biopsy abnormalities: Women whose previous breast biopsy result showed abnormal proliferation like excessive growth of glandular tissue have an increased tendency of acquiring breast cancer than non proliferative benign breast conditions like fibrocystic changes. Radiation: For the treatment of other cancers a women who have received high doses of radiation therapy on the chest are more prevalence to breast cancer than women who have not exposed to radiation. Other risk factors Hormones: Throughout a womens life breast tissue remain sensitive to hormonal changes that includes during each menstrual cycle, pregnancy and lactation. Increased exposure of estrogen is more porn to breast cancer in women because estrogen stimulates glandular proliferation in breast. Pregnancy and breast feeding: Women who gives child birth at or after the age of 30 have double the chances and women who never given birth have triple the chances of getting breast cancers. Hormone replacement therapy: women aging 50 to 79 who undergo hormone replacement therapy, a combination of estorogen and progesterone for approximately 5 years have increased risk of breast cancer development. Alchol: A women who drink alcohol of two units per day have 8% chances of developing breast cancer than women consuming one unit per day. Increased alcohol consumption increases estrogen levels causing breast cancer. Miscellaneous factors: It may include women of high socio economic status, women working in night shifts exposing to light, race or different ethnic groups like black women and women who smoke have increased tendency of acquiring breast cancer. Women who have other diagnosed cancers of endometrium, ovary or colon have increased chances of getting breast cancer. DIAGNOSTIC TOOLS FOR BREAST CANCER: Evaluation of breast complaints and screening for breast cancer accounts for a significant part of primary care. These screening techniques are useful in determining the possibility of cancer. Generally triple test is used to diagnose the breast cancer; it means clinical breast examination, mammography and fine needle aspiration cytology. Other techniques for evaluation of breast cancer are ultrasonopgraphy, core needle biopsy and genetic tests to evaluate the BRCA mutagenic genes. There are many biomarkers are there to evaluate the breast cancer most of them are useful for early detection some are useful to assess the prognosis of the disease. Risk biomarkers are those associated with increased cancer risk and include mammographic abnormalities, proliferative breast disease with or without atypia, and inherited germ line abnormalities. Prognostic biomarkers provide information regarding outcome irrespective of therapy, while predictive biomarkers give evidence regarding response to therapy. Mammography: It is performed to evaluate the breast lumps or as a screening tool. It is usually recommended as part of the evaluation in women older than 35 years who have a breast mass to help evaluate the mass and to search for other lesions. Mammographic findings propose cancer include increased density, irregular border, speculation, and clustered irregular microcalcification. There have been eight major trials of mammography screening. The observed change in breast cancer mortality has varied widely among these studies but the difference is only in randomization techniques, quality of mammograms, and duration of follow-up and evolving treatments during the trial. To assess the Mammographic density is allied with risk of breast cancer and portrays the effects of different reading conditions on the detection of changes in mammographic features. The subjects were recruited from who were participated in NBSS(National Breast Screening Study) program. The trial was randomized into two groups and subjects were allocated based on age, menopause conditions. i.e. one group contains who had undergone menopause after entry (n=202) and called it as prepostmenopausal group and another group contains who had not (n=202), called it as premenopausal group. By using a computer assisted method they obtained memmogram in each individual. Through the one year they collected mammographs in four reading methods of randomization. They assessed mammographic measures of total, dense and non-dense areas, percent density and associated variance to evaluate the mean effect of the menopause. The result of trial shows mehod-1 gave the largest mean period difference; method -4 gave the least mean period among the four mammographic measures. Finally the result shows that mammographic density is the most reliable and sensitive method for the detection of changes. There is variation in the composition of tissue and also radiographic properties of fat, stroma and epithelium in the breasts of the radiographic appearance from one woman to the other. Literature studies have shown more density of breast is associated with increased breast cancers. Wolfe explained the relativity between variation of mammographic density and the risk of breast cancer. Women have four to six times higher risk of getting breast cancer with more than 75% of density. An extended mammographic density may make difficult to detect breast cancer by mammography. During screen tests it will increase the risk of development of cancer. The reason for the study was to relate mammographic density in base line mammogram and the increased development of breast cancer. The NBSS conducted a screening test with mammography and physical examination. The SMPBC with mammography and OBSP with mammography and physical examination. A cause control study in which the subjects who had histolog ically verified breast cancer were included and subjects whose diagnose of the breast cancer with less than 12 months were excluded. Through radiologist and computer assisted method the mammographic density was examined. The image of unaffected breast of case patient with image of control subjects were examined in a multiviewer in a set of 100 images. The statistical result showed that women with 10% of mammogram density had lesser risk of developing breast cancer than women with 75% of density. Increased risk of breast cancer persisted for minimum of 8 years either detected by screening or other methods. It was less in older women than in younger. 26% breast cancer and 50% of cancers detected in less than 12 months after negative screening test in women younger than age of 56. The study concluded increased risk of breast cancer is seen with higher mammographic density detected by screening or between screening tests. CONCLUSION: The incidence of breast cancer is rising in every country of the world especially in developing countries such as India. This is because more and more women in India are beginning to work outside their homes, food habbits, life styles and shorter duration of breast feeding and late age at first childbirth. Early detection of breast cancer has possibility to save the lives. Weve different biomarkers to detect breast cancer. Mammography is not generally useful in women younger than 35 years who present with a lump. It is performed as an adjunct to the physical examination in evaluating as a screening tool in breast cancer. Mammography is not sufficient to exclude cancer in the evaluation of a palpable mass. Ultrasonography is very useful for evaluating breast lumps and in further defining mammographic abnormalities. It is especially useful in women younger than 35 years.

Romanticism in Young Goodman Brown Essay example -- essays research pa

Romanticism and â€Å"Young Goodman Brown†   Ã‚  Ã‚  Ã‚  Ã‚  Romanticism was a literary movement that occurred in the late eighteenth century to the mid nineteenth century which shifted the focus of literature from puritan works, to works which revolved around imagination, the beauty of nature, the individual, and the value of emotion over intellect. The ideas of the movement were quite revolutionary as earlier literature was inhibited by the need to focus on society and the rational world it effected. Romanticism allowed writers to be more creative with there stories and to explore an irrational world which before, would have been at the very least frowned upon if not outright rejected. The short story, â€Å"Young Goodman Brown† by Nathaniel Hawthorne is an example of a romantic work because it showcases the individual over society, exalts emotion and intuition over reason, and keeps a strong focus on nature throughout the story.   Ã‚  Ã‚  Ã‚  Ã‚  A romantic work focuses on the individual and his inner struggles as well as his external conflict. â€Å"Young Goodman Brown† accomplished this through the title character whose journey is followed over the course of the story. Though Young Goodman Brown meets many others on his trip, the focus never wavers from him and his internal struggle. For instance, when Goodman Brown witnesses the minister and deacon riding into the wilderness, the story immediately cuts to his reaction to them, â€Å"Young Goodman Brown caught hold...

Why Do Fireflies Glow? Essay -- essays research papers

Why do Fireflies Glow? Fireflies have evolved the ability to send from their abdomen as a means of communication with each other. The most important reason for the flashing is for sexual communication. Flash signals have been classified into two systems. One is where a continuously glowing female attracts a non-glowing male. The second is when a female, flashes a species-specific response to a flying male, who is broadcasting a pulsating signal. There are other functions of flashing as well, such as using their luminescence for lighting up the ground during landing and walking. Fireflies also flash when captured or confined, which is thought to intimidate predators. Males can sometimes bend his light organ forward and put it in the face of the female he's mounted, flash it, blinding her since her eyes are sensitive and adapted to darkness. She will then be unable to see rival males clearly, hindering her from communicating with other potential mates. (Lloyd, 1984a). A particular genus of firefly, Photuris, has evolved quite an interesting behavior. It has learned to mimic the mating flashes of another genus, Photinus. They have "cracked" the species-specific signal codes of their prey, using their own sexual signals against them (Lloyd, 1990). When Photinus males attempt to mate with Photuris, she eats them. This phenomenon is called either aggressive mimicry or predatory responding (Copeland, 1991). T...

Final Week 9 Cultural Diversity

FINAL Cultural Diversity Week 9 Final Currently I live in a community of approximately 21,785 people according to the 2010 US Census. Herriman, which is about 20 miles southwest of Salt Lake City has grown by leaps and bounds over the last twelve years. Herriman was founded as a farming community in 1849 and was incorporated in 1999. Herriman still feels like a small town, an idea which is held onto by its community leaders and population. I noticed while in researching the varying statistics for my city that I look like about 90% of the population.At 38, I am a little bit older than the average age of 27, but I am Caucasian, as are the majority of the residents. I noted with interest, during our last mayoral race, the current mayor spent the time to go out and knock on doors introducing himself to everyone. He made a significant impact on me as he stood and visited with my family and seemed to have the same values and ideals that I do. I cannot say that I have noticed a large differ ence in how minorities are treated by members of my community.In fact, in my local neighborhood we have a few families of varying ethnicities which have been welcomed and encouraged to teach about their homelands. It has been fascinating to watch and learn about the cultures from which they came and even to try some of the more traditional foods. The text and manuals that we have covered throughout class have covered the varying people that I am like. Caucasians have been notable throughout history and their information is fairly well published.I also noted that coming from an Irish background through several lines, the Irish were well represented. I did note a lack of other European descendants being listed through the text; I have a very strong relation to the Danish culture and did not find any information in regards to that culture in our texts at all. The local media looks much like the state, which is to say white, with a few people of color thrown in. It shouldn’t be m ade light of; it just feels that after everything has been so serious in discussion that lightening up the conversation cannot hurt.I have noticed as I have gotten older that we have gained a larger population of various minorities and they have begun to change the way that we see things as well as the way that we are being represented. I feel that this is a great step forward. I have noticed the biggest difference between me and most of the people in local leadership is that they are male while I am female. There is a definite lack of female leadership in our government here. Within the last ten years female leadership has increased, yet still has not changed dramatically.I have noticed that more women are running for various offices throughout the state and feel confident that this will change the local governments as well. As our minority population has grown, there have also been changes in the state government in regards to representation becoming more diverse. I feel this help s represent their interests in the community, and again feel that as people move and spread out in the local communities this will affect the local governments as well.While I do not feel that I can do a lot to change various inequities, I feel that by volunteering my time to the youth in my area I will help set them up into be more able to make changes in the future. It appears that in speaking with friends they note the same various situations that I have mentioned. Yet, because I live in a neighborhood where the majority of people are married and the wives are homemakers, I do bring a different perspective into conversations.Speaking with a local neighbor and friend, who was a former elementary school teacher, she noted that she feels that our culture is fairly self-contained due to our religious affiliations and yet she is one of the most outgoing individuals that I have met. She indicated that there is a trend to assume that people are just like you and not take the time to get to know anyone else. I have noted her on long walks through the neighborhood stopping to talk to anyone that happened to be outside and visit.Something that we both agreed on was the way that the community is very friendly and welcoming to people. It really starts with the neighborhood and then extends out into our city. A prime example of this was the â€Å"UP† house that a local builder wanted to build. He wanted to build a home that was a replica of the home in Disney’s â€Å"UP†. After contacting Disney and going through varying channels, Disney agreed to the home as long as they were allowed certain stipulations, he went looking for a community to build the home.He had contacted several cities, and Herriman agreed to allow him to build the home. The neighborhood had a HOA which agreed, despite it being colors not normally permitted, and a style different from the area, they would permit him to build and allow it into the HOA coding. However, the builderâ⠂¬â„¢s stipulation was that, when sold, the new homeowners had to agree to keep the colors. The home was built and each and every detail was matched to the specifications of the Disney standard, they went so far as to design the interior with the same furniture, which had to be created to replicate it.Herriman and the community welcomed this builder in during the annual â€Å"Parade of Homes† in order to make them feel more comfortable. Finally, the home was sold to a couple that wanted to move back to Utah after several years in California and the home remains the pastel coloring of the Disney design. Herriman leaders felt that having the home built in Herriman was an economic boost they were unable to turn down, and afterwards gave an honor to Bangerter Homes in recognition of such. This type of innovative government thinking is definitely in line with how any community I live in should function.I want my community leaders to always be looking at the next best source to bri ng economic development closer to home. Not only does this benefit the city, but it benefits me because the city has more to offer. Growing up, I lived in a more diverse area of the Salt Lake Valley and was exposed to varying cultures and ethnicities which helped me gain a firm understanding of treating people with respect, and with dealing with varying races. However, the governments there were more old fashioned and less adaptable to today’s changing environment’s.I feel as if this community was actually less welcoming than the one that I am currently in because of this. The prior community may have had a more diverse community, but welcoming new and local businesses was not something that the government chose to promote. Living in Herriman, I have noticed that many of the government officials as well as other leaders are active in getting out and being a part of the community and ensuring that we are aware as citizens of anything that might affect us; from the openi ng of a new restaurant, to a fire that is burning out of control.Herriman city officials have a local Facebook account and Twitter feeds that are used to help notify their citizens on a regular basis of varying volunteer activities, emergencies, CPR training classes and more. It is another way that the community in which I live is actively trying to encourage its citizens to be part of it; this reflects my views on how a community should interact. I believe that in being part of a community, you want to be involved; you want to support local business and taking advantage of times that you can volunteer to help. For instance, going out to reseed a mountain after a grass fire helps build community relations.I enjoy living where I do and feel that I have found a mostly perfect fit for my family. People take care of their yards, their homes, they are active and want to do things to improve not only themselves, but the community in which we live. All of these are ideals that coincide wit h how I feel a community should be. References: http://www. city-data. com/city/Herriman-Utah. html#top www. herrimancity. org http://www. sltrib. com/sltrib/news/53012557-78/hamblin-lynette-disney-herriman. html. csp http://www. facebook. com/HerrimanCity http://twitter. com/BeReadyHerriman

Developmentally Appropriate Teaching Strategies

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their students’ needs individually in order for the students to be able to succeed.Educators must be able to define and address any cultural challenges in the classroom in order for each and every one of their students to be successful. It is important for educators to be able to identify challenges they may have when using different teaching strategies to ensure students are getting the appropriate education. Effective teaching strategies help students to learn. Si nce not all children learn in the same ways it is important to be flexible and willing to change a strategy so that it meets everyone’s needs.Some educators may be unsure of their ability to reach and teach culturally diverse children. Some may even express reservations about their ability to teach students that are from a culture that is different from their own (Chisholm, 1994). One challenge involved with ensuring that teaching strategies are appropriate for culturally diverse children is effective communication. Educators must assess their students to see what level of development they are at. Communicating with parents is a great way to learn more about the students as individuals and their cultural background.Teachers can communicate with parents to find out what their goals for their child are, find out more about what their personality is like and even some of their favorite things to do. When educators understand more about each child individually then they can apply the appropriate teaching strategies. If the children seem uninterested in an assignment, the educator can adjust it to get them more interested and willing to complete the assignment. Overcoming stereotyping is a challenge educators can encounter when it comes to ensuring that teaching strategies are appropriate for culturally diverse children.Some educators may compare one child to another child that comes from the same cultural background and use the same teaching strategy. One way to overcome this is to make sure that educators know each of the students individually instead of comparing one to another or relying on stereotyping. â€Å"To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the classroom that may hinder interconnectedness.† (Teaching Tolerance, 1991)Once they know more about each of the students then they can avo id stereotyping and adjust their teaching strategy to meet the individual needs of the students in the classroom. Another challenge educator’s encounter is the cultural gap that is between students and teachers. It is important for educators to understand that some culturally diverse children may need things explained to them in a different way for them to gain an understanding.If educators took the time to learn about the various cultures that are present in their school then they could possibly bridge the cultural gap between them and their students. Educators can learn more about their students culture by asking their students questions and getting to their level in order to gain an understanding of their cultures. Once this is accomplished they will have a better understanding on which teaching strategies to use with the students. People will often use nonverbal communication through behaviors like facial expressions, body language, gestures, etc.These behaviors are viewe d as a sociological framework called symbolic interactionism. Children that come from a different culture will more than likely have different ways of communicating nonverbally. For example, in some cultures it is considered to be disrespectful to look someone in the eye when they are talking to you. Most teachers expect you to look at them when they are talking to you so that they can see that you are paying attention and understand. There are certain behaviors that are associated with different cultures that are considered to be appropriate.â€Å"Although different cultures may share similar goals for children, the methods and practices that are implemented to instill those values in children may differ dramatically. † (Bojcyk, 2012, sec. 2. 2) For example, some cultures believe that children should be seen but not heard. Children that come from a culture that believes that may be more withdrawn and quiet in the classroom. Piaget’s preoperational stage involves child ren from two years old to seven years old. Children in this stage can mentally represent events and objects and engage in symbolic play.They are only able to focus on one aspect of a problem and their thoughts and communications are usually egocentric (Recker, 1999). Children from culturally diverse backgrounds may mentally represent objects and events differently than the other children. It is important for educators to provide children with other views that may conflict with their own in order for them to gain an understanding of others views. Doing this can help them in their development and is an important step in increasing their cognitive development.When educators provide their students with opportunities to work with others, the students will encounter different views of the other students and learn to look at things from someone else’s point of view. â€Å"Although individuals within a pluralistic society must learn to accept their own ethnic identity and to become comfortable with it, they must also learn to function effectively within other ethnic cultures and to respond positively to individuals who belong to other ethnic groups.They also need to learn how to interact with members of outside groups and how to resolve conflicts with them. † (Banks, 2006) Providing children with activities or assignments that allow them to work together with students from different cultural backgrounds can help in teaching them conflict resolution. At the same time they learn to see things from other points of view and this can help increase their cognitive development and ensure they are successful in school.

Elementary Teacher Essay

The name of the teacher interviewed is Lucila Reed. She has been teaching Mathematics in the grade school level for over 5 years at the local public school system. She teaches to culturally diverse classes where many learners have English only as a second language. The teacher has responded extensively to each of the four developmental domains. According to her responses, the most emphasized domain in her class is the cognitive/intellectual domain. She described Mathematics as a â€Å"content-extensive† subject wherein a majority of the input has to come from the teacher. She claimed that this was quite different from other subjects such as English or Social Studies, where the students can be left to figure out certain lessons on their own. However, she did say that the subject was also all about equipping students to be able to answer questions on their own. Hence, she believes in a â€Å"standard formula† that involves thorough and clear explanation of the learning content followed by enriching activities that would promote the retention of the content. On the physical level, she explained that she constructs easy-to-play games around the lesson she is teaching to get students who â€Å"thrive on action† to realize that â€Å"math is fun too. † She claimed that these activities have been successful in getting such students to participate. Also, such activities help learners who only have English as a second language by giving them opportunities outside of the standard pencil and paper to understand and apply the lessons explained. She observed that ESL learners are able to make use of the activities as â€Å"interpreters† that â€Å"fill in the blanks left by their inefficiencies in English comprehension. † Lucila expressed her deep concern for such learners and declared that they should not â€Å"have to learn English along with Mathematics in a Math class. † Hence, she provides measures so that the lesson would be as comprehensible as possible for all her students. She also periodically allows students to work in pairs or small groups. She reflected that she believed students sometimes worked better when they have peers talking to them about the lesson. She concluded that â€Å"learning is more fun when you can share it. † Her technique is to pair students performing poorly with those performing well to work on a couple of problems. To ensure that both of them would be working, each student would have to explain one problem that he or she had solved and the pair’s grade would depend on their collective performance. Hence, those who are performing well cannot simply answer both questions for those who are performing poorly and end up explaining the answers so that their partners would understand better. Lucila expounded on how important she believes the emotional domain is to the development of her students. According to her, teachers should not only facilitate content learning but also â€Å"emotional learning. † She mentioned encouragement to be â€Å"one of the teacher’s greatest tools† towards helping their students achieve emotional development. She further explained that by encouraging students who make mistakes to try again, the determination of such students are built up. This building up of determination makes students spend more time in answering more difficult problems and give them better satisfaction once they have found the correct solutions. Over time, she claimed that students who are adequately motivated would not be easily daunted by making a mistake but would rather use what he or she has learned from the mistake to find the correct answer. Although the interview conducted did not include any questions regarding the subject’s academic background involving the developmental theory, it seems from her responses that she is very well versed with it. Her classroom method focuses on cognitive development because that is the nature of her subject. However at the same time, she does not fail in including the other domains of development and makes sure that her students develop holistically with respect to the subject matter. She places appropriate emphasis on other domains such as physical, emotional, and social. Although such domains are not explicitly integrated in the content, they are instead assimilated in the way that she delivers instruction and in her methods of reinforcing learning. She provides diverse activities to suit students’ different needs based on their individual differences and then provides support to students who require more attention to make certain that they are also able to keep up. These are explicit examples of the teacher conducting activities that address the different developmental domains. In can be expected that Lucila’s students are able to absorb and retain lessons effectively because of the support activities and systems provided. Clearly, the interview has revealed that Lucila Reed is an effective teacher who is aware of the different developmental domains and makes use of such awareness adequately in her classes.

Toward An Intelligence beyond Mans Essay Example | Topics and Well Written Essays - 500 words

Toward An Intelligence beyond Mans - Essay Example As these form of computers are evolving, many of them will actually mimic humans in doing some roles better than them to an extent of blurring the difference between humans and computers. Generally, these computers will be regarded as artificially intelligent creations that will have the capability of absorbing large quantities of information, store and process them, at a faster speed compared to the slow human brains. The only thing which with the time that can be incorporated in such computers to totally give it an upper hand on humans, is when they shall be incorporated with human feelings. Computers will hence become faster and better, â€Å"Computers match people in some roles, and when decisions fast are needed in a crisis, they often outclass them†. Computers will hence be part of our evolutionary process. Ever since 100,000 years ago, the human brain has not changed that much in terms of its capacity of holding information. The human brain cannot accommodate large chun ks of information at once. Computers, on the other hand, provide humans with a chance to store large quantities of information and skip an evolutionary process of developing super accommodative brains. With time, human beings will form a symbiotic relationship with computers. Human beings will be expected to give them electricity and reproduce them while in return they can offer their economic and social needs, â€Å"Child of man’s brain rather than his loins, it will become his salvation in a world of crushing complexity†.