Advantages of debt consolidation
1. Reduction of average interest rate:Taking multiple credit interest rate (which varies from one credit card to another) in to account will have a high interest when compared to one single credit interest for the whole amount with a low interest rate. So an individual may choose this option to reduce his interest rate.2. Reduction to one credit payment:An individual may use many credit cards and pay his bills for all the credit cards. This may need a good management technique depending up on the number of cards in use. If you use more number of credit cards then the planning need to be done more appropriately and executed timely where as if you have one credit card your job is done in a way simple and easily executable. One hence opts to shift from multiple loan payments to one loan payment program replacing all the rest.3. Reduction of past interest or penalty charges:One opting for debt consolidation may go for reduction of past interest or penalty charges paid for the borrowed amount under certain options. Options include high interest rate or penalty charges placed for the credited amount, when the total amount paid in the history till date exceeds the borrowed amount, or if it is a very long duration payment program going for 5 yrs or above. Under each case stated one can reduce the past interest and penalty charges or sometimes even eliminate those and pay only the amount borrowed.4. Obtaining a payment plan:This payment plan is given to the consumer analyzing the capability of an individual by thoroughly going through the personal needs of an individual, his responsibilities etc after which the debt consolidator restructures the existing plans taken by the consumer.5. Becoming debt free at a faster rate:Taking debt consolidation program relieves a person from debts at a faster rate than the usual time, which is required to come out of the debt. Following the plans given by a debt consolidator and proper execution of the plan will surely make an individual debt free and obtain high credit scores.
Friday, January 27, 2006
Credit score
The credit score is calculated using a formula provided by the Fair Isaac Corporation under the act of FCRA (Fair Credit Reporting Act ). The three national bureaucrats dealing with credit reports are Equifax, Experian and Trans Union. The credit report can vary between these three credit bureaus since the credit reporters do not submit the reports in all three bureaus. Basically it is the procedure that one‘s credit report is the average taken from the values of these three bureaus. There may be a small difference existing between these bureaucracies credit reports which doesn’t seem to harm any of the customers credit score hence no issue has arisen till now in regards to the above.
We Buy houses atlanta property auctions men's swimwear
We Buy houses atlanta property auctions men's swimwear
Grisaille painting
Grisaille is not a paintings type by its own but an initial step in oil painting. It is the step representing lighter shades of the image to be painted. This type grisaille grey is basically a painting in lighter grey shade (followed as per the rules of oil painting the darker painting section follows the lighter colors to be implemented in oil painting) before the whole painting is all done. This painting is executed entirely on monochrome in various shades of grey which can also be used for decorative purposes such as representing an object in relief.
Monday, January 23, 2006
Condition of a cricket ball
Condition of a cricket ball
A new, highly polished ball is used at the start of each innings in a match. A cricket ball may not be replaced except under specific conditions described in the Laws of Cricket:
If the ball becomes damaged or lost. If the condition of the ball is illegally modified by a player. If, after a specified number of overs (80 in Test cricket), the captain of the bowling side requests a new ball. The ball is not replaced if it is hit into the crowd - the crowd must return it (unlike in baseball). If the ball is damaged, lost, or illegally modified, it will be replaced by a used ball in similar condition to the replaced ball. A new ball can only be used after the specified minimum number of overs have been bowled with the old one.
Because a single ball is used for an extended period of play, its surface wears down and becomes rough. The bowlers will polish it whenever they can - usually by rubbing it on their trousers, producing the characteristic red stain that can often be seen there. However, they will usually only polish one side of the ball, in order to create 'swing' as it travels through the air. They may apply natural substances (i.e. saliva or sweat) to the ball as they polish it, but any other material is illegal.
The seam of a cricket ball can also be used to produce different trajectories through the air, with the technique known as swing bowling, or to produce sideways movement as it bounces off the pitch, with the technique known as seam bowling.
Since the condition of the cricket ball is crucial to the amount of movement through the air a bowler can produce, the laws governing what players may and may not do to the ball are specific and rigorously enforced. The umpires will inspect the ball frequently during a match. It is illegal for a player to:
rub any substance apart from saliva or sweat onto the ball rub the ball on the ground scuff the ball with any rough object, including the fingernails pick at or lift the seam of the ball. Despite these rules, it can be tempting for players to gain an advantage by breaking them. There have been a handful of incidents of so-called ball tampering at the highest levels of cricket, involving players such as Pakistani fast bowler Waqar Younis and former England captain Mike Atherton.
A new cricket ball is harder than a worn one, and is preferred by fast bowlers because of the speed and bounce of the ball as it bounces off the pitch. Older balls tend to spin more as the roughness grips the pitch more when the ball bounces, so spin bowlers prefer to use a worn ball. A captain may delay the request for a new ball if he prefers to have his spin bowlers operating, but usually asks for the new ball soon after it becomes available.
Cricket balls are notoriously hard, and potentially lethal. Frederick, Prince of Wales, is said to have died of complications after being hit by one, and Glamorgan player, Roger Davis, was almost killed by one. Raman Lamba was killed when hit on the head while fielding at forward short leg in a club match in Bangladesh. Hence today's batsmen and close fielders often wear protective headgear.
nuwear, debt consolidation loans, oil painting reproduction
A new, highly polished ball is used at the start of each innings in a match. A cricket ball may not be replaced except under specific conditions described in the Laws of Cricket:
If the ball becomes damaged or lost. If the condition of the ball is illegally modified by a player. If, after a specified number of overs (80 in Test cricket), the captain of the bowling side requests a new ball. The ball is not replaced if it is hit into the crowd - the crowd must return it (unlike in baseball). If the ball is damaged, lost, or illegally modified, it will be replaced by a used ball in similar condition to the replaced ball. A new ball can only be used after the specified minimum number of overs have been bowled with the old one.
Because a single ball is used for an extended period of play, its surface wears down and becomes rough. The bowlers will polish it whenever they can - usually by rubbing it on their trousers, producing the characteristic red stain that can often be seen there. However, they will usually only polish one side of the ball, in order to create 'swing' as it travels through the air. They may apply natural substances (i.e. saliva or sweat) to the ball as they polish it, but any other material is illegal.
The seam of a cricket ball can also be used to produce different trajectories through the air, with the technique known as swing bowling, or to produce sideways movement as it bounces off the pitch, with the technique known as seam bowling.
Since the condition of the cricket ball is crucial to the amount of movement through the air a bowler can produce, the laws governing what players may and may not do to the ball are specific and rigorously enforced. The umpires will inspect the ball frequently during a match. It is illegal for a player to:
rub any substance apart from saliva or sweat onto the ball rub the ball on the ground scuff the ball with any rough object, including the fingernails pick at or lift the seam of the ball. Despite these rules, it can be tempting for players to gain an advantage by breaking them. There have been a handful of incidents of so-called ball tampering at the highest levels of cricket, involving players such as Pakistani fast bowler Waqar Younis and former England captain Mike Atherton.
A new cricket ball is harder than a worn one, and is preferred by fast bowlers because of the speed and bounce of the ball as it bounces off the pitch. Older balls tend to spin more as the roughness grips the pitch more when the ball bounces, so spin bowlers prefer to use a worn ball. A captain may delay the request for a new ball if he prefers to have his spin bowlers operating, but usually asks for the new ball soon after it becomes available.
Cricket balls are notoriously hard, and potentially lethal. Frederick, Prince of Wales, is said to have died of complications after being hit by one, and Glamorgan player, Roger Davis, was almost killed by one. Raman Lamba was killed when hit on the head while fielding at forward short leg in a club match in Bangladesh. Hence today's batsmen and close fielders often wear protective headgear.
nuwear, debt consolidation loans, oil painting reproduction
Monday, December 26, 2005
Autism: The Mystery
Autism: The Mystery
Autism is a neurodevelopmental disorder characterised by abnormal social interaction, communication ability, interest patterns, and behavior patterns. Autism is found to occur due to the vulnerability to environmental triggers displayed by the human genes. Seven major genes have been identified to be related to autism. One child in every thousand in the Untied States is found to suffer from this disorder.
Autism results from the abnormal bilogical and neurochemical developmant of the brain. Any treatment of to the disorder must involve neurological evaluation. Autism is generally diagnosed on the basis of certain psychiatric criteria or physical tests. The ymptoms of autism begin to appear before the age of three in a child. Autistic children exhibit delays in interacting with people through conversation or imaginative action.
There are a large number of cases where autistic chidren have improved their social skills and integrated into the normal world, attending school and taking part in social events. However, there is also the worry that autism is incurable. That’s because autism is caused by certain aspects of the brain structure that’s determined early in brain development. Only committed effort on the part of teachers and parents in training autistic children can help them to live normal lives.
Autism cure or, more effectively autism prevention, depends to some extent in an autism diet. Autism diet is generally a gluten-free, casein-free diet. Both gluten and casein are proteins. Gluten is found in wheat, rye, barley, and most oat products; casein is found in milk products. Some children cannot properly digest these proteins. When gluten and casein foods are consumed, these protein factions get attached to the autistic child’s opiate receptors in the brain. They then interfere with the developing brain of some children and cause autistic behaviors. This happens because these children lack the ability to break down proteins.
Autism walk is a committed effort by parents and volunteers to promote the cause of autism research and treatment. Various autism walks have been organized around the world with parents, children, volunteers, therapists, and group leaders taking part.It is a novel way to spread awareness of the disorder as increasing number of children are being affected by it. From 1970, where one in 10,000 children had autistic disorders, the number of children affected by autism in America has grown to one in 169. It is high time autism is taken seriously. An important step in that direction would be to educate parents in identifying autistic tendencies in the early stages of the child’s growth.
The autism awareness bracelet is another means to promote autism research and awareness. Following in the lines of ace cyslist and cancer survivor Lance Armstrong’s yellow cancer awareness bracelet and the pink breast cancer awareness bracelet, autism awareness bracelets are also now gaining popularity. The proceeds from the sale of these bracelets go for autism research and cure.
With so many methods and so much attention being given to autism, autism cure is bound to improve in the coming years. Hardwork and commitment on our part to this cause will certainly benefit the future generations.
Autism is a neurodevelopmental disorder characterised by abnormal social interaction, communication ability, interest patterns, and behavior patterns. Autism is found to occur due to the vulnerability to environmental triggers displayed by the human genes. Seven major genes have been identified to be related to autism. One child in every thousand in the Untied States is found to suffer from this disorder.
Autism results from the abnormal bilogical and neurochemical developmant of the brain. Any treatment of to the disorder must involve neurological evaluation. Autism is generally diagnosed on the basis of certain psychiatric criteria or physical tests. The ymptoms of autism begin to appear before the age of three in a child. Autistic children exhibit delays in interacting with people through conversation or imaginative action.
There are a large number of cases where autistic chidren have improved their social skills and integrated into the normal world, attending school and taking part in social events. However, there is also the worry that autism is incurable. That’s because autism is caused by certain aspects of the brain structure that’s determined early in brain development. Only committed effort on the part of teachers and parents in training autistic children can help them to live normal lives.
Autism cure or, more effectively autism prevention, depends to some extent in an autism diet. Autism diet is generally a gluten-free, casein-free diet. Both gluten and casein are proteins. Gluten is found in wheat, rye, barley, and most oat products; casein is found in milk products. Some children cannot properly digest these proteins. When gluten and casein foods are consumed, these protein factions get attached to the autistic child’s opiate receptors in the brain. They then interfere with the developing brain of some children and cause autistic behaviors. This happens because these children lack the ability to break down proteins.
Autism walk is a committed effort by parents and volunteers to promote the cause of autism research and treatment. Various autism walks have been organized around the world with parents, children, volunteers, therapists, and group leaders taking part.It is a novel way to spread awareness of the disorder as increasing number of children are being affected by it. From 1970, where one in 10,000 children had autistic disorders, the number of children affected by autism in America has grown to one in 169. It is high time autism is taken seriously. An important step in that direction would be to educate parents in identifying autistic tendencies in the early stages of the child’s growth.
The autism awareness bracelet is another means to promote autism research and awareness. Following in the lines of ace cyslist and cancer survivor Lance Armstrong’s yellow cancer awareness bracelet and the pink breast cancer awareness bracelet, autism awareness bracelets are also now gaining popularity. The proceeds from the sale of these bracelets go for autism research and cure.
With so many methods and so much attention being given to autism, autism cure is bound to improve in the coming years. Hardwork and commitment on our part to this cause will certainly benefit the future generations.
Does a Child See What You See?
Does a Child See What You See?
Joey Knight was puzzled. What did his parents mean by color? Green shirt, red shirt, brown shirt, gray shirt. Huh? They all looked pretty much the same to him. He figured his parents were just smarter than he was.
Approximately 1:12 males and 1:200 females has some degree of color vision deficiency or colorblindness.
Pre-school books, puzzles, games and other toys are colored intensely enough that most children can tell the colors apart, although they may not look the same to the child with CVD as they do to most people. However, two percent of the male population (and a rare female) cannot see red or green at all, and they confuse other colors as well. These children may not catch on easily to pre-school games that are based on color. They may also resist playing with puzzles that rely as much on color as on shape. They may not be as enthralled with crayons as are most children. They’d just as soon draw with a fat pencil. They may not see optical illusions that are easy for other children to see. These children who are severely affected by CVD see all the reds, oranges, yellows and greens as one color and all the blues, violets and purples as another.
Children who are mildly or moderately affected with CVD may have difficulty matching light shades of colors, especially red (or pink) and green. They often confuse these colors with other colors, such as gray or tan. Those who see red faintly confuse blue and purple because they don’t recognize the red in purple.
From everyday conversation children learn that “grass is green,” “the sky is blue,” etc. To help children with CVD learn color names (but not always recognize the color itself), parents can label objects in their homes, like a picture of a “Bear” for a brown couch or a “Fire Engine” for red drapes, or a “Sun“ for a yellow wall (although most children with CVD recognize yellow). Parents can also teach their youngsters the first letter of color names printed on crayons so the children can identify them more easily. They can also encourage pre-school teachers to reinforce this teaching-learning process in the classroom.
It’s important -- for children with and without CVD -- not to point out “mistakes” or to chide children for not naming colors “correctly.” Some children -- and adults -- simply don’t see as many colors as other people do. Also, it’s better for parents to say, “I like that green shirt” rather than ask, “What color is your shirt?”
A mother with a preschooler who had a moderate CVD said her husband had become extremely frustrated with their son because he had tried to teach the boy color names. No wonder the boy couldn’t learn color names. Some colors, especially lighter shades, looked identical to him.
Another mother with a son with CVD said she thought her son had a language problem. “I thought he wasn’t understanding the words,” she said, when he couldn’t tell color names.
CVD is known as a sex-linked recessive disorder. It is carried on the X chromosome. A male has an X and a Y chromosome, and a female has two X chromosomes. When a male inherits an affected X, he will have CVD because, unlike a female, he doesn’t have an unaffected X to dominate the affected X. Because a male always passes his Y chromosome to his sons, he does not pass CVD to his sons; he does, however, pass his X to his daughters who are then “carriers.” A carrier typically doesn’t show symptoms of CVD, but has a 50 percent chance of passing her affected X on to each of her children. The females who inherit the X will, like their mothers, be carriers; the males who inherit the affected X will, like their maternal grandfathers, have CVD.
If you have a concern about your child’s color vision, consult an eye care specialist. Specialists generally have color vision tests for pre-school children. Your local school nurse can usually test children as young as four easily and quickly using special books that utilize an affected person’s confusion of red and green with gray.
Best of all, a child need not realize that he “failed” the test. He can simply be told how well he did. Parents can speak with the examiner beforehand to be sure this happens. “Your eyes are fine. You just don’t see as many colors as most people,“ is one explanation. The child can be told he’s like his (maternal) Grandpa or perhaps a (maternal) uncle. Usually, the type of the CVD as well as its degree -- whether it’s mild, moderate or severe -- runs in families. The child observes that the older family member has coped well with his CVD. There’s no need in the pre-school years to delve into occupations that require accurate color vision.
The child with a severe CVD might realize that in some instances he can actually “see” things that others have difficulty seeing. For instance, some animals are camouflaged -- chameleons, for instance. Their color changes according to their surroundings. A child with typical color vision might not see a chameleon as readily as a child with severely reduced color vision. A child with severe CVD is not confused by color and pays more attention to form, shape and movement.
A delightful book that explores feelings associated with colors is Mary Le Duc’s Hailstones and Halibut Bones. This book can be enjoyed by parents and children regardless of their color vision.
Joey Knight was puzzled. What did his parents mean by color? Green shirt, red shirt, brown shirt, gray shirt. Huh? They all looked pretty much the same to him. He figured his parents were just smarter than he was.
Approximately 1:12 males and 1:200 females has some degree of color vision deficiency or colorblindness.
Pre-school books, puzzles, games and other toys are colored intensely enough that most children can tell the colors apart, although they may not look the same to the child with CVD as they do to most people. However, two percent of the male population (and a rare female) cannot see red or green at all, and they confuse other colors as well. These children may not catch on easily to pre-school games that are based on color. They may also resist playing with puzzles that rely as much on color as on shape. They may not be as enthralled with crayons as are most children. They’d just as soon draw with a fat pencil. They may not see optical illusions that are easy for other children to see. These children who are severely affected by CVD see all the reds, oranges, yellows and greens as one color and all the blues, violets and purples as another.
Children who are mildly or moderately affected with CVD may have difficulty matching light shades of colors, especially red (or pink) and green. They often confuse these colors with other colors, such as gray or tan. Those who see red faintly confuse blue and purple because they don’t recognize the red in purple.
From everyday conversation children learn that “grass is green,” “the sky is blue,” etc. To help children with CVD learn color names (but not always recognize the color itself), parents can label objects in their homes, like a picture of a “Bear” for a brown couch or a “Fire Engine” for red drapes, or a “Sun“ for a yellow wall (although most children with CVD recognize yellow). Parents can also teach their youngsters the first letter of color names printed on crayons so the children can identify them more easily. They can also encourage pre-school teachers to reinforce this teaching-learning process in the classroom.
It’s important -- for children with and without CVD -- not to point out “mistakes” or to chide children for not naming colors “correctly.” Some children -- and adults -- simply don’t see as many colors as other people do. Also, it’s better for parents to say, “I like that green shirt” rather than ask, “What color is your shirt?”
A mother with a preschooler who had a moderate CVD said her husband had become extremely frustrated with their son because he had tried to teach the boy color names. No wonder the boy couldn’t learn color names. Some colors, especially lighter shades, looked identical to him.
Another mother with a son with CVD said she thought her son had a language problem. “I thought he wasn’t understanding the words,” she said, when he couldn’t tell color names.
CVD is known as a sex-linked recessive disorder. It is carried on the X chromosome. A male has an X and a Y chromosome, and a female has two X chromosomes. When a male inherits an affected X, he will have CVD because, unlike a female, he doesn’t have an unaffected X to dominate the affected X. Because a male always passes his Y chromosome to his sons, he does not pass CVD to his sons; he does, however, pass his X to his daughters who are then “carriers.” A carrier typically doesn’t show symptoms of CVD, but has a 50 percent chance of passing her affected X on to each of her children. The females who inherit the X will, like their mothers, be carriers; the males who inherit the affected X will, like their maternal grandfathers, have CVD.
If you have a concern about your child’s color vision, consult an eye care specialist. Specialists generally have color vision tests for pre-school children. Your local school nurse can usually test children as young as four easily and quickly using special books that utilize an affected person’s confusion of red and green with gray.
Best of all, a child need not realize that he “failed” the test. He can simply be told how well he did. Parents can speak with the examiner beforehand to be sure this happens. “Your eyes are fine. You just don’t see as many colors as most people,“ is one explanation. The child can be told he’s like his (maternal) Grandpa or perhaps a (maternal) uncle. Usually, the type of the CVD as well as its degree -- whether it’s mild, moderate or severe -- runs in families. The child observes that the older family member has coped well with his CVD. There’s no need in the pre-school years to delve into occupations that require accurate color vision.
The child with a severe CVD might realize that in some instances he can actually “see” things that others have difficulty seeing. For instance, some animals are camouflaged -- chameleons, for instance. Their color changes according to their surroundings. A child with typical color vision might not see a chameleon as readily as a child with severely reduced color vision. A child with severe CVD is not confused by color and pays more attention to form, shape and movement.
A delightful book that explores feelings associated with colors is Mary Le Duc’s Hailstones and Halibut Bones. This book can be enjoyed by parents and children regardless of their color vision.
Nature versus Nurture
Nature versus Nurture
The nature vs. nurture debate is one of the biggest debated issues in the child development theory. Which has more bearing on a child’s development, environment or genetics? This debate is “of the degree to which environment and heredity influences behavior” (Feldman, 2003) and whether “a child’s development is governed by a pattern built in at birth”, which is Nature, or whether it is shaped by experiences after birth”, defined as Nurture (Bee, 2000). No theorist has quite yet determined which of the two define a person’s actual behavior style, their have been many disputes whether one theory has the most influence, but no actual determination of the best theory. The Nature vs. Nurture debate has brought most theorists, researchers and teachers, to ask, "Why are people the way they are?" We wonder: Were we born that way? Were we injured by someone or something? Is it cultural? Did our parents raise us that way?” (Thurber, 2003).
Nurture theorist feel that children learn as they grow and develop their personalities based on what they have learned throughout their life or the environment that they were raised in. It is impossible for one to grow up and not be influenced by their environment. “Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences and thus, what may appear to be environmental effects can reflect genetic influence” (Gilger, 2001). Advocates of the Nurture theory feel that learning is a step by step process that is acquired though out a child’s life. Psychologist Robert Feldman (2000) explains, “Environmental factors play a critical role in enabling people to reach the potential capabilities that their genetic background makes possible. Had Albert Einstein received no intellectual stimulation as a child and not been sent to school. It is unlikely that he would have reached his genetic potential” (Feldman, 2000). Nurture is the basis for figuring out the question of why we become who we are.
The importance of one’s environment is recognized as early as the gestational stages of life. Pregnant women are advised to use caution while they are expecting because of the idea that the intrauterine environment can affect the unborn child positively or adversely. Pregnant woman have to make sure they receive proper nutrition, exercise carefully, and not smoke or use drugs. These are precautions that are taken in order to control the environmental impact on the fetus. Environment affects our behavior even in the early stages of our lives (Feldman, 2000).
While many parents would like to believe that the type of environment that they create for their children will determine what type of person their child will grow up to be, many behavior psychologists would disagree. Since the late 1800’s scientists have been perplexed by this issue and have conducted studies on siblings, identical twins and fraternal twins in efforts to determine which factor has the most bearing on the molding of a child’s brain. Studies have consistently shown that as much as 50 percent of all temperamental and behavioral tendencies are determined by genetics (Glass, 1999). These traits include extroversion, agreeableness, neuroticism, conscientiousness and openness to experience. IQ studies show the most genetic influence of 80 percent (Glass, 1999).
Studies of twins separated at birth and raised in different environments show that the twins still end up more alike than many would predict supporting the argument that genetics play a large role in personality development (Glass, 1999). Most behavioral scientists will admit that all behavioral traits are partly heritable (Pinker, 2003). Twin studies have also revealed differences in twins reared in the same environment. One twin may be shy, while the other is extroverted. This finding shows that genes are not everything and that there are other factors that determine one’s personality that can not be explained by family environment (Pinker, 2003). Some scientists feel that the other factor that influences a child’s behavior is the unique environment that children create for themselves (McEluwe, 2003). The unique environment includes the peer groups that children seek out. For example, smart children will seek out the brainy group while aggressive children will seek out the punks. However, some scientists will say that the decisions a child makes in determining their unique environment are also determined by their genetic makeup, strengthening the argument of Nature being the prevailing influence on personality makeup (McEluwe, 2003).
Although behavioral scientists have determined that genetics play a large role in personality development, they have yet to determine how genes interact to determine a particular personality trait. What scientists have found is that there does not appear to be a single gene for a particular trait, but that genes show their effects by working together in complex combinations (Pinker, 2003). For example, there is no single gene for musical talent. Whether a child will be musically inclined will be determined by the way that child’s genes interact with one another. Some parents would like to believe that by creating an environment rich in music while the child is young will develop the child’s talent towards music. However, despite assumptions like this, there is no evidence that shows long term effects of growing up in a particular environment (Pinker, 2003).
Whichever side of the nature vs. nurture debate one favors, one can not entirely exclude one side over the other. Research has shown evidence that both a child’s genetics and environment will have some influence on that child’s personality development. This debate is not new. Philosophers have explored both sides of the debate for centuries. Recent studies show that many traits are heritable, however the question of whether genetics or environment have the most bearing on a child’s development still perplexes theorists. There is also the question of how many heritable traits remain dormant due to a child’s environment. Although there are convincing arguments for the importance of each factor, it must be recognized that both environment and genetics will ultimately have some bearing on a child’s development. As adults responsible for our youth we must take whatever measures we can to ensure that our children are given the best possible environment to cultivate their young minds to their highest potential.
The nature vs. nurture debate is one of the biggest debated issues in the child development theory. Which has more bearing on a child’s development, environment or genetics? This debate is “of the degree to which environment and heredity influences behavior” (Feldman, 2003) and whether “a child’s development is governed by a pattern built in at birth”, which is Nature, or whether it is shaped by experiences after birth”, defined as Nurture (Bee, 2000). No theorist has quite yet determined which of the two define a person’s actual behavior style, their have been many disputes whether one theory has the most influence, but no actual determination of the best theory. The Nature vs. Nurture debate has brought most theorists, researchers and teachers, to ask, "Why are people the way they are?" We wonder: Were we born that way? Were we injured by someone or something? Is it cultural? Did our parents raise us that way?” (Thurber, 2003).
Nurture theorist feel that children learn as they grow and develop their personalities based on what they have learned throughout their life or the environment that they were raised in. It is impossible for one to grow up and not be influenced by their environment. “Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences and thus, what may appear to be environmental effects can reflect genetic influence” (Gilger, 2001). Advocates of the Nurture theory feel that learning is a step by step process that is acquired though out a child’s life. Psychologist Robert Feldman (2000) explains, “Environmental factors play a critical role in enabling people to reach the potential capabilities that their genetic background makes possible. Had Albert Einstein received no intellectual stimulation as a child and not been sent to school. It is unlikely that he would have reached his genetic potential” (Feldman, 2000). Nurture is the basis for figuring out the question of why we become who we are.
The importance of one’s environment is recognized as early as the gestational stages of life. Pregnant women are advised to use caution while they are expecting because of the idea that the intrauterine environment can affect the unborn child positively or adversely. Pregnant woman have to make sure they receive proper nutrition, exercise carefully, and not smoke or use drugs. These are precautions that are taken in order to control the environmental impact on the fetus. Environment affects our behavior even in the early stages of our lives (Feldman, 2000).
While many parents would like to believe that the type of environment that they create for their children will determine what type of person their child will grow up to be, many behavior psychologists would disagree. Since the late 1800’s scientists have been perplexed by this issue and have conducted studies on siblings, identical twins and fraternal twins in efforts to determine which factor has the most bearing on the molding of a child’s brain. Studies have consistently shown that as much as 50 percent of all temperamental and behavioral tendencies are determined by genetics (Glass, 1999). These traits include extroversion, agreeableness, neuroticism, conscientiousness and openness to experience. IQ studies show the most genetic influence of 80 percent (Glass, 1999).
Studies of twins separated at birth and raised in different environments show that the twins still end up more alike than many would predict supporting the argument that genetics play a large role in personality development (Glass, 1999). Most behavioral scientists will admit that all behavioral traits are partly heritable (Pinker, 2003). Twin studies have also revealed differences in twins reared in the same environment. One twin may be shy, while the other is extroverted. This finding shows that genes are not everything and that there are other factors that determine one’s personality that can not be explained by family environment (Pinker, 2003). Some scientists feel that the other factor that influences a child’s behavior is the unique environment that children create for themselves (McEluwe, 2003). The unique environment includes the peer groups that children seek out. For example, smart children will seek out the brainy group while aggressive children will seek out the punks. However, some scientists will say that the decisions a child makes in determining their unique environment are also determined by their genetic makeup, strengthening the argument of Nature being the prevailing influence on personality makeup (McEluwe, 2003).
Although behavioral scientists have determined that genetics play a large role in personality development, they have yet to determine how genes interact to determine a particular personality trait. What scientists have found is that there does not appear to be a single gene for a particular trait, but that genes show their effects by working together in complex combinations (Pinker, 2003). For example, there is no single gene for musical talent. Whether a child will be musically inclined will be determined by the way that child’s genes interact with one another. Some parents would like to believe that by creating an environment rich in music while the child is young will develop the child’s talent towards music. However, despite assumptions like this, there is no evidence that shows long term effects of growing up in a particular environment (Pinker, 2003).
Whichever side of the nature vs. nurture debate one favors, one can not entirely exclude one side over the other. Research has shown evidence that both a child’s genetics and environment will have some influence on that child’s personality development. This debate is not new. Philosophers have explored both sides of the debate for centuries. Recent studies show that many traits are heritable, however the question of whether genetics or environment have the most bearing on a child’s development still perplexes theorists. There is also the question of how many heritable traits remain dormant due to a child’s environment. Although there are convincing arguments for the importance of each factor, it must be recognized that both environment and genetics will ultimately have some bearing on a child’s development. As adults responsible for our youth we must take whatever measures we can to ensure that our children are given the best possible environment to cultivate their young minds to their highest potential.
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