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mira ahmad

Why teens are prone to drug addiction, behavioural disorders... - 0 views

timesofindia.indiatimes.com/...7372717.cms

psychology Brain adolescent teens

shared by mira ahmad on 01 Feb 11 - No Cached
  • why adolescents are more vulnerable to drug addiction, behavioural disorders, and other psychological ills.
  • adolescent brains react to rewards with far greater excitement than adult brains.
  • a greater degree of disorganization in adolescent brains.
  • ...4 more annotations...
  • At the time of reward, nearly one-third of adolescent neurons became excited (shown in red) though the level of inhibition (in blue) changed marginally. Adult neurons registered much higher inhibitory activity and less excitation.
    • mira ahmad
      mira ahmad on 01 Feb 11
       
      This explains the science behind the difference in brain activity between adults and teens. The adult neurons reacted with less excitation and higher inhibitory. 
  • The extreme difference in brain activity provides a possible physiological explanation as to why teenagers are more prone than adults to rash behaviour, addiction, and mental diseases
  • "This could intensify the effect of reward on decision making and answer several questions regarding adolescent behaviour,
  • The type of erratic activity in the cortex that she and Sturman observed could aggravate these conditions at a time when the maturing brain is vulnerable.
  • mira ahmad on 01 Feb 11
     
    This article is interesting because it explains the science behind the difference in brain activity between adults and teens. It then gives a physiological explanation as to why teens are more prone then adults are to addiction, mental diseases, behavioural disorders and psychological illnesses. It speaks about different parts of the brain, relating them to their specific activities and then explains how this effects the teen negatively, while comparing everything with adults.
Mason Brenhouse

HMS Press Release - Deciphering the teenage brain - 0 views

hms.harvard.edu/...080910_jensen.html

Brain adolescent psychology teens mooseblog

shared by Mason Brenhouse on 01 Feb 11 - No Cached
  • “Teens are in a discovery mode,” says Frances Jensen, MD, an HMS professor of neurology. “They’re experiencing new things, and their brains are developing accordingly. There’s simply a lot going on in their brains.”
  • The teenage brain matures from back to front. The posterior regions, especially those above the spinal column, are largely responsible for motor control. Their earlier maturation helps account for the quick acquisition of locomotion and other movement skills by young people. Maturation of many sensory regions also occurs early, enabling a growing person to learn from the surrounding world. The maturing of the forward regions of the brain, particularly the frontal lobe, doesn’t occur until late adolescence or early adulthood; some researchers say the region’s maturation may not be complete until age 30.
  • The ease of learning that most teens enjoy, however, can carry a steep cost: addiction. “The brain builds itself as it responds to experiences,” Jensen says. “With teens who experiment with drugs, this can result in addiction. It’s the same pattern as learning—we want more, more, more.”
  • ...1 more annotation...
  • The challenge for parents, educators, clinicians and others who deal with teenagers is to determine whether their exasperating behavior is just the stuff of growing up or whether their moodiness and lack of judgment are indicative of a larger, perhaps pathological, problem. Many mental disorders begin to manifest during adolescence, including schizophrenia, anxiety, depression, eating disorders, and drug and alcohol abuse. “The key,” says Jensen, “is to be aware of what’s going on with your kids. Teens today are exposed to more stress than ever before, including drugs, alcohol, and violence. We all have to be mindful.”
  • Mason Brenhouse on 01 Feb 11
     
    This article was written by Scott Edwards of Harvard Medical School on the intricacies of the teen brain and what exactly is going on pertaining to the brain during adolescence. It states that throughout adolescence teens go through many drastic changes. Consequently, this development of the brain may not even be completely finished until the age of 30 in certain cases. It essentially gives the how and why to the volatile behavior that most teenagers acquire. 
Erin Waxman

How to Help Your Depressed Teen - 0 views

www.about-teen-depression.com/...o-help-your-depressed-teen.htm

#help #teenagers #depression #symptoms #definition

shared by Erin Waxman on 05 Apr 13 - No Cached
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      This connects the to problem of how depression often goes very much unnoticed in teenagers
  • The reality is that it is much more than a sullen mood and bouts of sadness. It is an actual medical condition that can have devastating, permanent effects on a teenager's life.
  • dependent on their parents or other caregivers to provide the medical attention they need, whereas adults are free to go to the doctor on their own.
  • ...6 more annotations...
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      very common as teenagers are known to be moody and hormonal 
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      dopamine is a common example of a lacking neurotransmitter in a depressed brain
  • it can be difficult to distinguish between a foul mood and actual depression.
  • Physical examinations are always the first step in screening teens for depression so that other possible causes can be ruled out.
  • Simply prescribing teens an antidepressant is not good enough as a stand-alone treatment.
  • therapy
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      talk therapy is one of the leading known successful treatments for depression, aside from medication
    • Daryl Bambic
      Daryl Bambic on 07 Apr 13
       
      You have not established site validity.
Daryl Bambic

The teenage brain | Science News for Students - 1 views

www.sciencenewsforstudents.org/...teenage-brain

brain teenage

shared by Daryl Bambic on 13 Jan 17 - No Cached
  • dopamine.
  • Dopamine levels in general peak during adolescence.
  • increased activity in the ventral striatum
  • ...27 more annotations...
  • prefrontal cortex’s ability to boss the brain increases with age.
  • reward system can outmuscle the master planner.
  • adolescent brain specifically evolved to respond to rewards so teens would leave behind the protection provided by their parents and start exploring their environment — a necessary step toward the independence they will need in adulthood.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 17
       
      Evolutionary reward...the teen phase of development is what has pushed us forward with the new discoveries
  • So that’s why you have parents to act as your prefrontal cortex,” Frank jokes. Then, all too often, he says, “you reach adolescence and you don’t listen to your parents anymore.”
  • brain acts as the sculptor and chops away excess synapses. Scientists refer to this process as synaptic pruning.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 17
       
      Great image of pruning as sculpting
  • If you have ever thought that the choices teenagers make are all about exploring and pushing limits, you are on to something
  • necessary phase in teen development
  • exploratory period.
  • Even laboratory mice experience a similar phase during their development.
  • Young mice that explore most tend to live longest
  • magnetic resonance imaging (MRI) scanner. The scanner relies on a powerful magnet and radio waves to create detailed images of the brains
  • Teens also can play games that require them to make choices,
  • observing and measuring which parts of the teens’ brains are most active
  • During the risk-taking and rewards-based tests, one region deep inside the brain shows more activity in adolescents than it does in children or adults, Crone says. This region, known as the ventral striatum, is often referred to as the “reward center”
  • Adolescents are particularly sensitive and responsive to influence by friends, desires and emotions, researchers say. It’s one of the hallmarks of this stage in life.
  • eel good” response helps explain why they often give in to impulsive desires.
  • to be shouting louder” between the ages of 13 and 17 than at any other time during human development.
  • prefrontal cortex, it’s the brain’s master planner.
  • brain is locked in a tug-of-war between the logical pull of the prefrontal cortex and the impulsive pull of the ventral striatum.
  • toward years of serious risk-taking
  • prefrontal cortex seems to lag in developing. It turns out this delay serves an important evolutionary function,
  • So it’s important that the master planner not be too rigid or restrictive during adolescence. Instead, it stays open to learning.
  • One of the processes involves axons, or fibers that connect nerve cells. From infancy, these fibers allow one nerve cell to talk to another. Throughout the teen years, fatty tissue starts to insulate the axons from interfering signals — it is a bit like the plastic that coats electrical cables.
  • In axons, the insulating tissue allows information to zip back and forth between brain cells much more quickly. It also helps build networks that link the prefrontal cortex with other brain regions, allowing them to work together more efficiently.
  • The second key process involves synapses. A synapse is like a dock between nerve cells. Nerve cells communicate by transmitting chemical and electrical signals. Those signals move through the synapses.
  • brain starts discarding many of these connections
  • So the brain strengthens the synapses it really needs and eliminates those that either slow things down or aren’t useful.
alicia waid

Teens who smoke pot at risk for later schizophrenia, psychosis - Harvard Health Publica... - 0 views

www.health.harvard.edu/...phrenia-psychosis-201103071676

schizophrenia marijuana teens smoke pot psychosis harvard health

shared by alicia waid on 06 Apr 13 - No Cached
    • alicia waid
      alicia waid on 06 Apr 13
       
      Regular marijuana use increases a teenagers chance to develop psychosis*, and developing schizophrenia*.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *Psychosis: A temporary state filled with intense anxiety and hallucinations.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *Schizophrenia: Disabling brain disorder that not only causes psychosis, but also problems concentrating and loss of emotional expression.
    • alicia waid
      alicia waid on 06 Apr 13
       
      In a study following 2,000 tenns as they start to develop into young adults, it was proven that young people who smoke marijuana at least 5 times were twice as likely to develop psychosis over the next 10 years of their lives compared to those who didn't smoke.
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was also proven that early marijuana use could increase the speed of the onset of psychosis by three years. (Those most at risk are youths who might have some family member that is dealing with schizophrenia, or any other psychotic disorder). 
  • ...34 more annotations...
    • alicia waid
      alicia waid on 06 Apr 13
       
      These people who have family members affected by psychosis have approximately a 1 in 10 chance of developing the same condition themselves (even if they've never smoked pot).  However, if smoking marijuana, this doubles their risk (1 in 5 chance).
    • alicia waid
      alicia waid on 06 Apr 13
       
      People who are not affected by psychosis have a 7 in 1,000 chance of developing a mental disorder.
    • alicia waid
      alicia waid on 06 Apr 13
       
      People who are not affected by psychosis but smoke marijuana double their risk: 14 in 1,000.
    • alicia waid
      alicia waid on 06 Apr 13
       
      A very popular study (nearly 50,000 young Swedish soldiers were followed for 15 years) showed that those who smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked marijuana.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was shown that the heaviest users (used more than 50 times) were 6 times more likely to become schizophrenic than the nonsmokers.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      Research on the association of marijuana and the brain is in a very early stage (much is still unknown).  THC* contributes to marijuana's psychological and physical effects.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *THC: One of the active compounds in marijuana.
    • alicia waid
      alicia waid on 06 Apr 13
       
      One of the many things that are still unknown is how marijuana might lead to psychosis.  There is a theory that marijuana interferes with brain development during adolescence and young adulthood, but this theory is yet to be determined.
    • alicia waid
      alicia waid on 06 Apr 13
       
      Although many things are still unknown about the relation between the adolescent brain and marijuana, one this is certain: As a teen, by smoking marijuana, you are increasing your vulnerability to psychotic thinking.
  • regular marijuana use increases the chance that a teenager will develop psychosis
  • risk for later schizophrenia, psychosis
  • increases the risk of developing schizophrenia
  • five times were twice as likely to have developed psychosis over the next 10 years
  • smoked marijuana at least
  • hasten the onset of psychosis by three years
  • already have a mother, father, or sibling with schizophrenia
  • most at risk are youths
  • some other psychotic disorde
  • one in 10 chance of developing the condition
  • even if they never smoke pot
  • one in five chance
  • doubles their risk
  • 7 in 1,000 chance
  • 14 in 1,000.
  • possible link between marijuana use and psychosis
  • smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked pot
  • marijuana use might lead to psychosis
  • cigarette smoking and lung cancer
  • marijuana and the brain
  • six times as likely to develop schizophrenia as the nonsmokers
  • stimulates the brain and triggers other chemical reactions that contribute to the drug’s psychological and physical effects
  • not clear
  • theory
  • marijuana may interfere with normal brain development during the teenage years
  • young adulthood.
  • increase a young person’s vulnerability to psychotic thinking
  • reward of a short-time high isn’t worth the long-term risk of psychosis or a disabling disorder like schizophrenia.
Daryl Bambic

Is Technology Wiring Teens to Have Better Brains? | PBS NewsHour | Jan. 5, 2011 | PBS - 0 views

www.pbs.org/...digitalbrain_01-05.html

brains

shared by Daryl Bambic on 09 Jan 11 - No Cached
  • Daryl Bambic on 09 Jan 11
     
    multitasking and teen brains
Alex Weinstein

The Teen Brain: It's Just Not Grown Up Yet : NPR - 0 views

www.npr.org/...story.php

shared by Alex Weinstein on 31 Jan 11 - Cached
    • olivia amiel
      olivia amiel on 31 Jan 11
       
      I think this article is useful because it speaks about how parents are affected by the attitude of their teenager. It also speaks about how the teenage brain thinks differently than others, how the frontal lobe can affect selfishness of the teenager. It also mentions our vulnerability to addiction and what makes us attracted to addiction. This was a very interesting article because this is some stuff we will probably explore in class. 
    • Danielle Waid
      Danielle Waid on 31 Jan 11
       
      This is a good website because it gives a lot of information on how the teenage brain works. (The information given is the information we spoke about in class). It gives us a good understanding of how the brain of a teenager works and it also explains why we sometimes make the decisions we do. The part I have highlighted gives a little information on what we discussed in class.
  • Alex Weinstein on 01 Feb 11
     
    This article is all about how they think that the teen brain hasn't fully developed yet and why. It talks about how every teenage brain is different and how our brains are more vulnerable to addiction which could help me with my teacher for 5 minutes assignment.
Daryl Bambic

Wakin' Up is Hard to Do: The Challenge of Sleep in the Teen Years | Duke TIP - 0 views

www.tip.duke.edu/886

teens brain sleep sleep disorder

shared by Daryl Bambic on 25 Feb 13 - No Cached
  • Daryl Bambic on 25 Feb 13
     
    Tell me why this is credible.
Daryl Bambic

Smells Like Teen Synapses: A Look Inside Adolescent Brains and Behaviors - Knowing Neurons - 0 views

knowingneurons.com/...dolescent-brains-and-behaviors

shared by Daryl Bambic on 04 Jan 17 - No Cached
  • By puberty, the density of dendritic spines (small knobs which receive signals from axons) in the prefrontal cortex is two to three times greater compared to that of adults.
  • New synapses are either strengthened or eliminated based on an individual’s experiences.  Connections and pathways that are activated more frequently get reinforced and are more likely to remain through adulthood, while those accessed less frequently are lost across the teenage years.
  • prefrontal cortex (where much of this synaptic reorganization occurs) in supporting functions like problem solving, self-regulation, decision making, and long term planning, one can begin to see the implications for teenage behavior
phil bourassa

The Teen Brain: The More Mature, the More Reckless - 0 views

www.time.com/...0,8599,1919663,00.html

shared by phil bourassa on 01 Feb 11 - Cached
  • phil bourassa on 01 Feb 11
     
    i find this article really interesting. It explains a lot on how the teens brain react and how it affects them in their life.
justin tavernier

The Myth of the Teen Brain - 0 views

drrobertepstein.com/...entific_American_Mind-4-07.pdf

shared by justin tavernier on 01 Feb 11 - No Cached
  • justin tavernier on 01 Feb 11
     
    this article is good because it raises the debate of the chicken and the egg, it questions whether the developing brain causes turmoil in teens, or if the turmoil shapes there brains.
Raghav Mohan

The Effects of Exercise on the Brain - 0 views

serendip.brynmawr.edu/...mmcgovern.html

brain psychology depression stress memory neurotransmitters exercise motivation help you learn neurogenesis BDNF phsyical mental health chemicals adolescent

shared by Raghav Mohan on 06 Apr 13 - Cached
  • Raghav Mohan on 06 Apr 13
     
    Site completely states the main things about the effects of exercise on the brain. It helped me understand the basic things it can do and i was rather amazed. If anyone is confused about what exercise can do for your mental health THIS is the site to go to. It is very reliable since it is dedicated to education (.edu) and the information is constantly updated.
  • ...2 more comments...
  • Raghav Mohan on 06 Apr 13
     
    *sticky note* exercise balances out the chemicals i our brain which helps our nerve cells. And if you don't know our whole body functions on nerve cells (like a messenger) so without exercise we can never really perform to the fullest.
  • Raghav Mohan on 06 Apr 13
     
    *sticky note* exercise also benefits us in many ways! for example: it avoids MAJOR stress from us. It also keeps us motivated and confident so that if ever a bad situation comes up, we would not go into a dull zone and become depressed.
  • Raghav Mohan on 06 Apr 13
     
    *sticky note* It's good to be happy when exercising. Exercise also helps our reparative cell (we begin to lose nerve tissue nearing our 30's). Exercise helps slow that process down by A LOT. Which helps us live on healthy lived. People you see in the newspaper or online that are 100 years old! They don't just magically get that old by just sitting on there couch eating junk. They EXERCISE everyday to stay fit.
  • Raghav Mohan on 06 Apr 13
     
    *sticky note* It helps generate new neurons which provides many benefits. Study shows that people who began exercising at there teen years and that are now 65-70 are much more active and healthy than any other 65-70 year olds.
michelle tappert

Causes of Eating Disorders in Children Teens Teenage Girls - 0 views

www.eatingdisordershelpguide.com/causes.html

shared by michelle tappert on 01 Apr 12 - No Cached
  • At most, genetics is only half the story: there are a number of factors that occur in a person’s life that puts them at greater risk to develop an eating disorder.
    • michelle tappert
      michelle tappert on 01 Apr 12
       
      Specific examples are below. This paragraph explains all the factors. 
  • Cultural factors that emphasize thinness as part of the ideal appearance of women,
    • michelle tappert
      michelle tappert on 01 Apr 12
       
      In my opinion, this is terrible that society shapes what they believe is beautiful. We need to stop caring so much about what others want us to look like and what other people think!
  • Regardless of which among these factors may be most responsible, once an eating disorder takes hold, the individual is likely to report low self esteem and an overwhelming need for control. Weight loss and thinness define their sense of self worth.
Chrissy Le

Harvard Education Letter - 2 views

www.hepg.org/524

leadership research 21stCenturySkills

shared by Chrissy Le on 03 Feb 12 - No Cached
  • Behaviors like embracing novel experiences, supporting peers, even pestering parents for lessons can predict whether a child will emerge as a leader in adulthood, according to researchers who say they are the first to plot a pathway from childhood experiences to adult leadership.
  • new studies use longitudinal data
  • relative importance of factors such as the role of parents, inner motivational drive, intelligence, childhood social skills, and personality traits like extroversion
  • ...23 more annotations...
  • 106 subjects
  • one through age 29
  • everyday” leaders
  • “taking on the role of and engaging in the process of influencing others toward a common endeavor, goal or cause, regardless of designated formal position.
  • Researchers met with the children (and parents) twice a year for the first four years, then once a year through age 17 and once at 24 and again at 29.
  • 20 for each child
  • 18,000 variables
  • hat children as young as two reveal temperaments that predict for later leadership
  • novel situation
  • more extroverted, socially engaging and become everyday leaders.”
  • children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults.
  • quest to acquire new skills and knowledge
  • invested in and committed
  • parent’s support i
  • stronger motivation trumped higher IQ
  • She says the study offers a strong argument for schools “to do things fundamentally differently.
  • Carol S. Dweck
  • growth mindset
  • schools place such heavy emphasis on extrinsic rewards like test scores and classroom prizes that they risk stifling development of students’ inner drive.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 12
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
      Emilie L on 07 Feb 12
       
      (after researching what "extrinsic" meant..) I agree with what Dweck and Adele Gottfriend observed- that we focus/reinforce exterior rewards like grades so greatly that students are at risk of losing their inner motivation. I think that especially in our youth we focus a lot numerical values like test scores and especially money (which, in the long run really do make up our future) so much, that we lack having motivation in what we truly want to do with ourselves. For example, at WIC, marks are a huge deal- however lets say, a top A student truly desires to become a photographer, yet, at school he or she is so convinced that they must do well within the 'extrinsic rewards' that they loose their passion. This isn't to say that it's a bad thing, but I think that often times who we are "meant to be" is diminished/over-shadowed by what society(SCHOOL) tells us we should do and focus on.
    • Julian Pendenza
      Julian Pendenza on 07 Feb 12
       
      I do agree with this statement due to the fact that kids today have a lot of pressure and feel the need to get good marks, only because schools put heavy emphasis on it, and not because they are motivated. People have to realize that school is not just about getting good grades, but also it is about finding yourself and seeing what you would like to do in the future.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 08 Feb 12
       
      I agree that teens focus a lot on their marks and that they don't take the time to get invovle in after school's activities. Because they need to have good marks to go to College, they have so much pressure to be one of the best students and that prevents them to show their leadership by being in charge of some activities in their school or in the community. Also, the marks give them an idea of how good they are at something and it makes them proud and they know it will help them for the future because it will be easier to get accepted in Cegep. However, when they get involve in an activity the reward is not numerical so they don't know that it will help them in the future.
    • Matthew Schaffer
      Matthew Schaffer on 08 Feb 12
       
      I do agree, I think schools want students to be academicaly knowledgable that they forget about the "street smarts" as we say. However, not all schools do this. Schools like WIC have a huge variety of E.C.A's that we can also get rewarded for. There is the new tie that shows how good of an athelete you are. SOme schools are taking the step up, however it is true that most schools look to closely into the academics of a child and not into their personality.
    • Ally Talarico
      Ally Talarico on 08 Feb 12
       
      I do not agree with this statement. I think that the reward system teaches discipline. It teaches that if you want good marks and you want to succeed, you must work hard by putting time and effort into your school books. Much of the time, we are graded on creativity but in some cases like Math class, a teacher cannot give a grade on the growth of one's mindset when the answer is not subjective. The grading system is not broken, so why are we trying to fix it? In my opinion, I think this is just another psychological fad like many. 
    • mauromongiat
      mauromongiat on 08 Feb 12
       
      I do agree that schools put a lot of emphasis on grades and that our educational system is based on students getting better grades. Schools focus too much on the grades of each student. To be able to succeed in a career two things must be achieved the intelligence or knowledge and the ambition for success. In our schools we cannot only teach one part of the road to success, we must also encourage students to follow in what they want and to dedicate everything to it. With motivation and the drive to succeed people can achieve almost anything and we must teach that being motivated for a subject is better than having the smarts for it. Success comes with motivation and perseverance without them there is no way you can become successful. 
    • Camil Darwiche
      Camil Darwiche on 08 Feb 12
       
      Personally, I don't agree with schools putting such emphasis on marks. But I can see where they are coming from. Later in life (cegep, university, etc.), students will be based on marks and not on enthusiasm or how they organize extra curricular activities. High school is supposed to prepare you for cegep and university. On the other hand, if all levels of schooling (from elementary school to university) were not based on extrinsic reward systems, there would be many more visionaries and independent workers coming out of school.
    • michelle tappert
      michelle tappert on 08 Feb 12
       
      I agree with this statement because in my opinion, youth these days are focused on grades and numbers as motivation when we should be focusing on the reasons why we want to succeed. The reason why we focus on this is because of the influence for school but it has nothing to do with the fact that they are motivated. I believe that schools put too much emphasis on being "book smart" which is evidentially a good thing but they don't realize that that knowledge is only useful if they teach "street smarts" as well. It is important to be book smart and know all the facts but for kids to be motivated, they need to relate it to real life which is where the motivation should come from. 
    • Lauren Ganze
      Lauren Ganze on 08 Feb 12
       
      I concur with the previous answers: schools tend to focus on pure knowledge and rewarding those who regurgitate memorized facts. The educational system usually ends up ignoring those who step up and try to use this knowledge, or dissuading them by giving them low marks and negative feedback until they conform to the system. We impress certain ideals and behaviours into children, and of this group of values, nourishing leadership is excluded in favour of teaching kids how to follow and how to work for immediate, physical rewards.
    • Julian Posteraro
      Julian Posteraro on 08 Feb 12
       
      Yes I agree with this statement. The grading system holds back students from being open with their thoughts compared to what the teachers want them to think. Students should have freedom which would help them be more open minded. After school activities and natural intelligence are aspects that students can be good at outside of the classrooms. Success is based not only on grades, but on ambition, determination and perseverance also. 
    • Eli Michon
      Eli Michon on 08 Feb 12
       
      I disagree. I believe that too much pressure on marks, awards, etc. leaves way too much pressure on the students. Being a student, I have experienced this many times and it can be quite unhealthy because stress is not a good thing for the mind or for the body.  -Eli Michon
    • Giuliano Musacchio
      Giuliano Musacchio on 08 Feb 12
       
      I believe that this statement is true, we are free spirits, we should be able to think like free spirit students and have our own freedom! By taking initiative they are becoming leaders in their own way. Expressing yourself and following your thoughts is a huge part of today's society. What will our world be without students who can learn to eventually become leaders?
    • kelsey sazant
      kelsey sazant on 08 Feb 12
       
      I believe that schools rightfully put a large amount of emphasis on the academic results however this doesn't mean the other domains should be left behind. Grades and academic achievements are very important and schools should make this their main focus. This being said, I do feel as if most schools forget about the other aspects of an education. Schools should be able to cater to and identify with all of their students meaning that someone who isn't labeled as "smart" can still feel appreciated. Just because someone isn't academically gifted doesn't mean that they can not be successful. I think schools should reward their students for other things then just brain capacity. I think West Island College does a good job of that. Not only do we mark effort but we go as far as to commend students on various athletic skills, public speaking, helping the community (interact or green and grey). I think WIC does a good job of focusing on the well rounded student rather then just the one dimensional "genius" that most schools put up on a pedestal. As Albert Einstein once said "Everybody is  genius but if you judge a fish by it's ability to climb a tree, it will live it's whole life believing that it is stupid."
    • Chrissy Le
      Chrissy Le on 08 Feb 12
       
      I completely agree that this is the method that most schools use. A lot of emphasis is placed on extrinsic rewards in the educational system. I believe that this is a negative thing to do because students then lack inner motivation. They no longer want to do things for themselves, and more for the satisfaction of pleasing others, or receiving a high test score. Even though receiving a high test score might seem like a goal they want to pursue it's not truly for themselves, it is to please someone else.
  • rich variety of experiences and give students choices
  • take charge of their own learning
  • ‘make or break skills’ that come on top of the three Rs
    • Jordyn Shell
      Jordyn Shell on 04 Feb 12
       
      I believe that the student is more likely to become a community leader because of the fact they they "choose" to do all this extra work, they're not being forced too. They're taking a choice to help others and inspire others. That's LEADERSHIP! When they say "children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults", that pretty much sums up my point exactly. I believe that those students are more likely to become leaders because they are taking such initiative now, it will only impact them positively in the future to do more!
    • Joe Inhaber
      Joe Inhaber on 08 Feb 12
       
      I believe that a students desire to partake in schooling events, and acting as a leader is extriemly personal to the student. I think that students, as well as teenagers and children can develop leader ship skills, and the fact that it is to be rewarded in schools is in my opinion wrong. There is a variety of kids, that find themselfs in the role of "leader" in many situations other than in school. I think that in rewarding kids to become leaders, we are further removing their individuality, witch in my opinion is alredy being taken away through means adapted by our society.
    • vanessa parent
      vanessa parent on 08 Feb 12
       
       I believe that leadership is not something that is taught but rather a personality trait that is developed by the individual themselves (as it said in the article, some children as young as two can have behaviours that may lead to the skills of a good leader). Some are born to be leaders, they have it in them to encourage, to motivate and positively influence others around them. People who demonstrate this features should definitely be encouraged by parents and by their school to develop these skills because if they start young and keep these habits they will most likely carry them through their whole lives. However i also think as jordyn said above, a good leader is someone who wants to take the initiative to partake in extra work or activities, not someone who is forced to do it. 
Frankie Ferreira

The Adolescent Brain - 2 views

This website talks a lot about the teenager's brain and gives some useful stats about them, some are quite interesting.

Brain psychology adolescent teens illusions invisible mooseblog optical screenr span

started by Frankie Ferreira on 01 Feb 11 1 follow-up, last by Frankie Ferreira on 01 Feb 11
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