The Dangers of Adverse Childhood Experiences - Free Essay Example

Sample details Pages: 3 Words: 856 Downloads: 7 Date added: 2019/03/13 Category Sociology Essay Level High school Tags: Childhood Essay Did you like this example? Abstract Adverse Childhood Experiences (ACEs) are the basis for how humans handle stress from birth through the rest of their lives. ACEs are any of a variety of events that have an outstanding, negative affect on a persons livelihood. These stressors can exhibit rather exceptional long-term health and behavioral effects, as well. There is great emphasis placed on the importance of healthy brain development in young children. This article is an interesting and informative read for both new and old parents alike, because it explains the behaviors associated with exposure to certain life events. Stress presents itself in a variety of forms. The two major categories are positive stress and toxic stress. Positive stress is a rather normal part of life. It is caused by short-term events such as trying out for the cheerleading team, taking a driving test, or presenting a speech in front of a large crowd. Positive stress is a very normal experience and a relatively healthy one. It gives the body a source of experience for properly handling larger, more substantial stress. This larger, more substantial stress is called tolerable stress. It sort of acts as a bridge between positive stress and toxic stress. Don’t waste time! Our writers will create an original "The Dangers of Adverse Childhood Experiences" essay for you Create order Tolerable stress is not necessarily normal stress, but it is usually short-term. It can, however, have a greater impact on a child. In the event of a child coming into contact with a situation such as the death of someone close to them or losing all of their material possessions in a fire and watching the reactions of their parents. Regardless of the situation, it is important that the child have someone to look to for understanding and comfort during the difficult time. This particular type of stress can be critical because while it is somewhat normal, it can easily become toxic. Toxic stress is brought on by intense, re-occurring, long-term exposure to a negative event(s). Depending on the age of the child, it can have extensive negative effects on the development of their brain. Toxic stress would include an abusive parent or being raised by drug users or alcoholics and always being around different people as a result. No matter the level of stress, they all have their own affect on the brain. Throughout our lives there are particular periods of time when the brain is particularly active and developing. These periods are referred to as windows of opportunity and are crucial to the overall development of the brain. Neuroplasticity is the process of brain development that is shaped by personal experiences. More specifically, there are two very similar types of neuroplasticity called synaptic plasticity and cellular plasticity. These types of plasticity occur in children five years old and younger. This is where the affects of ACEs begin to take place. Typically the more ACEs that a child has, the more health issues and trouble they will face as they age. Toxic stress is essentially the misuse of the bodys stress response. Adrenaline is a hormone that is present in short-term stress. Cortisol is a hormone that is present in long-term stress situations. Cortisol can have much more dangerous effects on the body depending on the length of the situation. Having too much or too little of these present can affect the development of the brain. The part of the brain that regulates learning, memory, and some stress responses is the hippocampus. Toxic stress can cause mood imbalance and memory impairment. Another area of the brain, the prefrontal cortex, is the hub for decision making, judgement and attention. Toxic stress could negatively impact a persons focus, memory, and critical thinking. The amygdala, that is responsible for emotions is also affected. Toxic stress can cause fear to be a childs initial response to new stimuli. Education on this topic is important for pediatricians, teachers, and anyone who works directly with children, has children, or will have children. They may be able to help reverse these negative events if given the right tools and understanding of the condition before it is too late. This article is very informative and easy to understand. It gives clear and valid explanations for what is going on in a childs developing brain and why it is important to know what is going on. If more people are enlightened on the early development on the brain, then they may be driven to make better choices not only for the children but also for themselves. Conclusion While reading the article, I learned a great deal of information about a childs brain development and the way that the world has an impact on it. First, I learned the official categories for different types of stress. I knew that there were different degrees of stress but that was really all that I knew about it. Second, I learned that our experiences shape our brain from a really young age. Third, I did not realize that toxic stress could cause the body to be in a constant state of preparedness for emergency. Along with that I learned that the body is basically in overdrive all of the time and it is very unhealthy for that to occur.

Human Immunodeficiency Virus ( Hiv ) - 3350 Words

According to the Centers for Disease Control and Prevention (CDC), over 50% of youth with HIV in the United States do not know they are infected. (www.cdc.gov/hiv/risk/age/youth). Human immunodeficiency virus (HIV) is a pandemic burden that has inundated the world for decades. Evident populaces persist more vulnerable than others. The control of this potentially lethal virus is possible nonetheless; early detection through screening and adequate treatment is needed to stop the blowout. Due to the high incidence of transmission via unprotected sexual intercourse, bisexuality and needle sharing, the most common ways HIV is transmitted is through anal or vaginal sex or sharing drug injection equipment with a person infected with HIV. Susceptible populations include college age African American females. One such population is the confined by this epidemic. African Americans have the most severe burden of HIV of all racial/ethnic groups in the United States. Compared with other races and ethnicities, African Americans account for a higher proportion of new HIV infections, those living with HIV, and those ever diagnosed with AIDS. (HIV/AIDS Surveillance by Race/Ethnicity (2015). The fact that African Americans tend to have sex with partners of the same race/ethnicity means that they face a greater risk of HIV infection with each new sexual encounter. Base on this fact, African American female college students perceive themselves to be at greater risk of contracting HIV thanShow MoreRelatedHuman Immunodeficiency Virus ( Hiv )1359 Words   |  6 PagesThis paper explores the human immunodeficiency virus (HIV) as well as the simian immunodeficiency virus (SIV). The virus has infected two million adults and children by the year 2005 already. The virus continues to race around the world, and new HIV infections are at 50,000 per year (Martine Peeters, Matthieu Jung, Ahidjo Ayouba) (2013). 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(Healthy Living, pg. 79) If left untreated this virus can turn into AIDS (Acquired Immunodeficiency Syndrome). AIDS is the final stage of the Human Immunodeficiency Virus (HIV). (aids.gov) AIDS is an incurable progressive disease that causes gradual destruction of CD4 T cells by the human immunodeficiency virus (HIV). (Diseases, pg. 431) A healthyRead MoreHiv, Or Human Immunodeficiency Virus998 Words   |  4 PagesQuestion 1 HIV, or Human Immunodeficiency Virus, attacks the human immune system and greatly weakens the body’s ability to fight foreign invaders and infection. HIV first demanded notice in the early 1980s in the United States in homosexual men displaying illnesses like Pneumocystis carinii pneumonia and Kaposi’s sarcoma. The disease was soon observed in IV drug users, hemophiliacs, and blood transfusion recipients, but became publicized as a â€Å"gay disease,† nicknamed by the media as GRID, or Gay-RelatedRead MoreHuman Immunodeficiency Virus ( Hiv )1349 Words   |  6 Pages Human Immunodeficiency Virus (HIV) is a retro virus that causes AIDs by infecting the T Helper cells of the body’s immune system. The AIDS virus is the final stages of the HIV virus. HIV is a lentivirus genus, which is a subgroup of the retrovirus that causes the AIDS virus. Even with proper treatment, an infected person has a life expectancy of less than ten years.As the virus weakens t he human immune systems, this effectleaves the patient compromised and at risk to opportunistic infections

Comparing and Contrasting Euclidean, Spherical, an Essay Example For Students

Comparing and Contrasting Euclidean, Spherical, an Essay d Hyperbolic GeometriesWhen it comes to Euclidean Geometry, Spherical Geometry and Hyperbolic Geometry there are many similarities and differences among them. For example, what may be true for Euclidean Geometry may not be true for Spherical or Hyperbolic Geometry. Many instances exist where something is true for one or two geometries but not the other geometry. However, sometimes a property is true for all three geometries. These points bring us to the purpose of this paper. This paper is an opportunity for me to demonstrate my growing understanding about Euclidean Geometry, Spherical Geometry, and Hyperbolic Geometry. The first issue that I will focus on is the definition of a straight line on all of these surfaces. For a Euclidean plane the definition of a straight line is a line that can be traced by a point that travels at a constant direction. When I say constant direction I mean that any portion of this line can move along the rest of this line without leaving it. In other words, a straight line is a line with zero curvature or zero deviation. Zero curvature can be determined by using the following symmetries. These symmetries include: reflection-in-the-line symmetry, reflection-perpendicular-to-the-line symmetry, half-turn symmetry, rigid-motion-along-itself symmetry, central symmetry or point symmetry, and similarity or self-similarity quasi symmetry. So, if a line on a Euclidean plane satisfies all of the above conditions we can say it is a straight line. I have included my homework assignment of my definition of a straight line for a Euclidean plane so that one can see why I have stated t his to be my definition. My definition for a straight line on a sphere is very similar to that on a Euclidean Plane with a few minor adjustments. My definition of a straight line on a sphere is one that satisfies the following Symmetries. These symmetries include: reflection-through-itself symmetry, reflection-perpendicular-to-itself symmetry, half-turn symmetry, rigid-motion-along-itself symmetry, and central symmetry. If we find that a line on a sphere satisfies all of the above condition, then that line is straight on a sphere. I have included my homework assignment for straightness on a sphere so that one can see why a straight line on a sphere must satisfy these conditions. Finally, I need to give my definition of a straight line on a hyperbolic plane. My definition of a straight line on a hyperbolic plane must satisfy the following symmetries. These symmetries include: reflection-in-the-line symmetry, reflection-perpendicular-to-the-line symmetry, half-turn symmetry, rigid-mot ion-along-itself symmetry, central-symmetry, and self-symmetry. If a line on a hyperbolic plane satisfies these conditions then we can say that it is straight. I have included my homework of my definition of a straight line on a hyperbolic plane so that one can see why these conditions must be satisfied. The next issue that I will address for these three geometries is the definition of an angle on all three surfaces. The definition that I will give applies to all three surfaces. There are at least three different perspectives from which we can define angle. These include: a dynamic notion of angle-angle as movement, angles as measure, and angles as a geometric shape. A dynamic notion of angle involves an action which may include a rotation, a turning point, or a change in direction between two lines. Angles as measure may be thought of as the length of a circular arc or the ratio between areas of circular sectors. When thinking of an angle as a geometric shape an angle may be seen as the delineation of space by two intersecting lines. I have provided my homework assignment on my definition of an angle so that one can see the reasoning of my definition for all three surfaces. However, my homework assignment does not ask to define an angle on a hyperbolic plane. This is because a regio n on a hyperbolic plane can be looked at locally to have the same results as a Euclidean Plane. Since we are on the topics of angles I need to mention the Vertical Angle Theorem. In my homework I used two different proofs to prove the Vertical Angle Theorem on a Euclidean plane and a sphere. The first idea I used was looking