Encyclopedia talk:Main Page: Difference between revisions
imported>Nanthida http://www.youtube.com/watch?v=dBLs5pp5Of4 |
imported>Brainiacs →Group 021: Brain Development Part C: new section |
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Muic Video | Muic Video | ||
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== Group 021: Brain Development Part C == | |||
1. Microsystem | |||
The microsystem contains the interactions that a child has directly with others. Many microsystemic factors have an effect on the development of the brain. The most prominent features of the developing brain's microsystem are the parents responsible for raising the child to whom the brain belongs. Parents provide loving care that is invaluable to the growth of the brain, including holding the child tenderly, speaking to it softly, and breastfeeding the child. The parent also exposes the child to varied visual and sensual experiences throughout childhood. This allows the child to explore environments by touching and seeing objects and listening to the surrounding language and alternate sounds. Teachers and others in direct contact with the child also add to the diversity of the child's experiences. All of these stimuli cause neurons around the brain to be used and therefore not to fall victim to programmed cell death or synaptic pruning that targets unused neurons. This allows glial cells to grow and replicate which aid in keeping the neurons healthy. It also allows myelin to coat the neurons in a process called myelination to make the already specified functions in the developing brain more efficient. This early stimulation also makes sure the brain has utilized neurons in enough of the areas of the brain to allow lateralization to proceed normally. These normal experiences that the those in direct contact with the child facilitate are examples of experience-expectant brain growth, during which the brain organizes itself and learns necessary actions and functions it will need to carry out normal tasks. More complex learning that occurs within the microsystem a little later in development is considered experience-dependent brain growth, because it is based on the things the child is taught and learns based on individual and environmental differences rather than functional necessities of the growing brain. | |||
2.Mesosystem | |||
The mesosytem is the interaction of a child's various microsystems. The amalgamation of the experiences from all of child's microsystems aids greatly in experience-dependent brain growth. The wide variety of direct contacts that the individual child increases the variety or visual, sensory, and auditory information that it receives. The infinite combination of ways that an individuals mesosystem can affect their brain growth is a demonstration of experience-dependent brain growth and also stimulates neurons to make the brain more efficient. | |||
3. Exosystem | |||
The exosystem is the variety of factors that affect an individual's social setting but do not interact with the individual directly. Similar to the mesosytem, the exosystem's effects are to broaden the individual's exposure to more distinct objects and sensory events by influencing people and things the individual does have contact with, for example, educating a parent on proper stimulation, or donating a teaching tool to the school which the individual child attends. This improvement in education can decrease the frequency of overstimulation in which a child receives too many new factors to gain any benefit, subsequently improving the quality of microsystem interactions. The exosystem is mostly and extension of experience-dependent brain growth. | |||
4. Macrosystem | |||
The macrosystem is made up of culture, societal laws, customs, values, and resources. The macrosystem affects brain development in a variety of ways. The macrosystem has a huge influence on the recources available to all of the lesser systems. For example, in certain macrosystems, access to early educational opportunities may be severely limited. As well, public care for orphaned children varies in quality everywhere. Some orphanage environments limit adult contact and stimulation, which severely impairs development! Also a societies customs and values can affect the diversity of experiences and environments that children experience. For example a community in which most of the inhabitants work in the field might put far less focus on general education, instead focusing solely on specific job training, This type of learning environment cuts down on experience-dependent brain growth and ultimately can hinder ideal development. | |||
5. Chronosystem | |||
The chronosystem encompasses the changes in an individuals' environment that stem from the individuals themselves. Both experience-expectant brain growth and experience-dependent brain growth affect the outcome of an individuals' life selections and modifications. Every system's effect on brain development factors into an individuals chronosystem, and it is infinitely variable between individuals. | |||
Revision as of 19:02, 10 October 2010
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The main page learning project was launched after the redesign of the main page in December 2007. The main page learning project has as its goal "the promotion of responsible involvement of the Wikiversity community in an efficient, productive, open and inclusive maintenance of the Wikiversity main page as a flagship of the activity and values of the Wikiversity community". If you would like to get involved in the design of the main page, this is where to go.
If you have general comments about the main page, but you don't especially want to get involved in the main page project, then you can also leave comments on the talk page for the main page learning project.
If you wish to post something below, go ahead. It's a talk page. But you are more likely to get a response by going to the Colloquium, which is where the main talking at Wikiversity goes on! See you there.
Template:GRB posted 22:22, 30 July 2009 (UTC) by CQ
Picture of the day
The picture of the day is messed up, looks like the name of the image was left out. All I see is [[Image:|300px|center]] . Cheers, Tiptoety talk 06:32, 10 October 2009 (UTC) 1. *BSD
*Darwin(MAC OSX) *Linux *SunOS (Solaris/OpenSolaris) *Windows NT (xp/vista 7)
2. Windows 7
The truth, the whole truth, and nothing but the truth.
Would anyone here be interested in indulging me and taking a look at this article:
http://en.wikipedia.org/wiki/Al-Bassa
It's about a town in Israel/Palestine.
Please tell me you see something really wrong going on.
I tried to simply provide links to wikipedia articles like Ancient Israel but the Admin/author somehow finds links to articles that portray Jews in not the worst of lights is forbidden.
The article doesn't even explain why the Roman Period ended and how it suddenly became Arab, because my attempt to simply insert Muslim Invasions would reveal that Arab Muslims conquered the land in the 7th Century, and would portray Arabs/Muslims in not the absolute best of lights.
I insert sourced quotes from historians and have them removed as well because they are "Nasty and False. Everyone knows what obviously happened."
And now I'm blocked indefinitely.
I'm not taking sides here. The Jews conquered the land too, from the Canaanites. All I want is for the article to provide the truth, the whole truth, and nothing but the truth.
Man, they're really screwing with history here!
Sorry if this isn't the proper forum, but this is screwed up stuff, and I simply have no access to anything on Wikipedia anymore. 65.92.163.131 18:57, 28 January 2010 (UTC)
- Hi! As you probably know you were blocked on WP because of a flame war on the article mentioned. Next time try to discuss on the talk page and explain your point.
As you also might now, you were not blocked indefinitely (see here) what doesn't shows you in the best light (while you are not telling the "The truth, the whole truth, and nothing but the truth"). --Gbaor 17:01, 13 February 2010 (UTC)
Begin: From Wanderwits, I'm looking for something missing on the Main Page, Grade Levels and Courses. I came here to begin learning within seconds. I'm thirsty and so are many people. Let us quench that thirst for education at the Wikiversity. If the features do not exist within the Wiki, what about references to outside open source courses?
Grade Level 1,2,3, .... PhD Trade School Courses da, da , da Pre-School Activities da, da , da I hope Wikiversity gets going. End: From Wanderwits
News or no news?
If there isn't a steady stream of news, that section might be better off away from the main page. And some other sort of content rotation would be welcome. Sj 05:18, 13 March 2010 (UTC)
建议增加中文版
如果加上中文版，我们一定会多多支持。
HW: AIS
What financial and accounting information does it deal with? - Software that's causing the synchronization of data within companies and between companies. The visible activity within the organization on a real time.
what are the adventage fo using this module? - Improve customer relationships. - Smooth workloads - Improve profit and sale - Reduce inventories along the supply chain - Lower costs to the customer - Leading to reduced overtime costs - Increased customer orders due to improve customer responsiveness - Develop value-added services.
Introduce Myself
Name: Sucheera Seenumpetch
Nickname: Oil
Birthday: 21 June 1990
E-mail: oillleyton@hotmail.com
Facebook: http://facebook.com/oilliverpool
Nanthida Sethi (5280045)
Muic Video
http://www.youtube.com/watch?v=dBLs5pp5Of4
Group 021: Brain Development Part C
1. Microsystem The microsystem contains the interactions that a child has directly with others. Many microsystemic factors have an effect on the development of the brain. The most prominent features of the developing brain's microsystem are the parents responsible for raising the child to whom the brain belongs. Parents provide loving care that is invaluable to the growth of the brain, including holding the child tenderly, speaking to it softly, and breastfeeding the child. The parent also exposes the child to varied visual and sensual experiences throughout childhood. This allows the child to explore environments by touching and seeing objects and listening to the surrounding language and alternate sounds. Teachers and others in direct contact with the child also add to the diversity of the child's experiences. All of these stimuli cause neurons around the brain to be used and therefore not to fall victim to programmed cell death or synaptic pruning that targets unused neurons. This allows glial cells to grow and replicate which aid in keeping the neurons healthy. It also allows myelin to coat the neurons in a process called myelination to make the already specified functions in the developing brain more efficient. This early stimulation also makes sure the brain has utilized neurons in enough of the areas of the brain to allow lateralization to proceed normally. These normal experiences that the those in direct contact with the child facilitate are examples of experience-expectant brain growth, during which the brain organizes itself and learns necessary actions and functions it will need to carry out normal tasks. More complex learning that occurs within the microsystem a little later in development is considered experience-dependent brain growth, because it is based on the things the child is taught and learns based on individual and environmental differences rather than functional necessities of the growing brain.
2.Mesosystem The mesosytem is the interaction of a child's various microsystems. The amalgamation of the experiences from all of child's microsystems aids greatly in experience-dependent brain growth. The wide variety of direct contacts that the individual child increases the variety or visual, sensory, and auditory information that it receives. The infinite combination of ways that an individuals mesosystem can affect their brain growth is a demonstration of experience-dependent brain growth and also stimulates neurons to make the brain more efficient.
3. Exosystem The exosystem is the variety of factors that affect an individual's social setting but do not interact with the individual directly. Similar to the mesosytem, the exosystem's effects are to broaden the individual's exposure to more distinct objects and sensory events by influencing people and things the individual does have contact with, for example, educating a parent on proper stimulation, or donating a teaching tool to the school which the individual child attends. This improvement in education can decrease the frequency of overstimulation in which a child receives too many new factors to gain any benefit, subsequently improving the quality of microsystem interactions. The exosystem is mostly and extension of experience-dependent brain growth.
4. Macrosystem The macrosystem is made up of culture, societal laws, customs, values, and resources. The macrosystem affects brain development in a variety of ways. The macrosystem has a huge influence on the recources available to all of the lesser systems. For example, in certain macrosystems, access to early educational opportunities may be severely limited. As well, public care for orphaned children varies in quality everywhere. Some orphanage environments limit adult contact and stimulation, which severely impairs development! Also a societies customs and values can affect the diversity of experiences and environments that children experience. For example a community in which most of the inhabitants work in the field might put far less focus on general education, instead focusing solely on specific job training, This type of learning environment cuts down on experience-dependent brain growth and ultimately can hinder ideal development.
5. Chronosystem The chronosystem encompasses the changes in an individuals' environment that stem from the individuals themselves. Both experience-expectant brain growth and experience-dependent brain growth affect the outcome of an individuals' life selections and modifications. Every system's effect on brain development factors into an individuals chronosystem, and it is infinitely variable between individuals.