How The Brain Works Essay -- Anatomy, Nervous System

Current research shows that mental events cause physical events, and scientists believe examining single nerves is the key to understanding how the brain works as a complete unit. Understanding the brain at the nerve cell level will allow scientists to understand how human consciousness works (Blakeslee, 1992). Furthermore, the brain's thalamus is identified as the possible sensory connector because it fires 40 impulses per second that sweep through the entire brain (Blakeslee, 1995a). These findings are a serious implication to Dualism because it states the mind is not physical. If the mind is not physical, it cannot affect the physical body, so the Dualist theory of two-sided interactions between the body and mind are false. The aforementioned argument is supported by many other scientific facts and objections against Dualism. For example, phantom pain is a well-known phenomenon in medicine. When people lose a limb, they will often feel painful spasms in parts that no longer exist. Although neuroscience is still developing, scientists assume sensory conflict is responsible for this phenomenon (Blakeslee, 1995b). The brain remembers the nerves going to the missing limb and their previous function, so it can issue orders through those nerves. However, the nerves will not get feedback from the muscles in the non-existent limb, so the brain stops the movement forcibly (Blakeslee, 1995b). Over time, the brain makes new nervous pathways and adapts to the new geography of the body (Blakeslee, 1995b), so the person's perception changes and phantom pain no longer persists. Phantom pain is only one example of how the brain is linked to the consciousness. Every perception in the environment and every physical action causes changes in t... ...p paralysis prevents the body from moving while the mind dreams. In conclusion, the mind is non-physical, but there must be a common link between the body and mind because several examples show their interaction. Perhaps the image of the body and the mind as entities responsible for our ability to act in the external and the internal world (Ryle, 1949) is correct, but it is missing the brain as the link. The brain is obviously the meeting point which perceives sensations from both the external and the internal world. The mind functions in the internal world and provides thoughts to the brain. The body functions in the external world and provides sensory input to the brain. The brain combines both inputs and distributes them among the body and the mind. This is how the body and mind are able to interact even though the mind is immaterial and the body is material.

Learning Styles – VAK

VAK theory is widely recognised by teachers – particularly those who recommend accelerated learning techniques – but the idea that we receive information via different modes has been around considerably longer than that and can be traced back to the work of Grace Fernald (â€Å"Remedial Techniques in Basic School Subjects†) who promoted kinaesthetic learning techniques; Samuel Orton’s work on dyslexia; Anna Gillingham’s subsequent work on developing multisensory approaches; and the holistic educational philosophy of Maria Montessori. (WWW. brainboxx . co. k) We all learn in different styles it’s just a case of finding out what style suits the individual learner to get the best results out of them, for example if you were to teach a learner that is best suited to Kinaesthetic learning, by giving them just handouts and talking, they will lose concentration much quicker and wont absorb any of the information you are giving them, whereas if you keep them engaged by maybe doing something as simple as giving out the handouts or give a little demonstration of what their learning they will keep engaged therefore absorbing the information for longer. There are three types of learning styles, Visual, Auditory and Kinaesthetic. Someone that requires a Visual learning style would prefer to learn using drawing, sketches, handouts, charts etc. An Auditory learner would prefer to learn with the aid of listening and then answering questions about what they have just heard, stories (maybe of past experiences), anecdotes, puns etc. Whereas someone that learns in a Kinaesthetic way would learn in a much more hands on way by building things, taking something apart and re-building to see how it works, using their hands, being able to move around etc. When setting up your lesson plan you will have to cater for all three learning types and maybe you could already have an idea on how to get the best out of your group of learners that use all three types, for example: if you have a few Kinaesthetic learners in a group or discussion session you could keep them engaged by asking them to come up and give a demonstration, or if you’re in a workshop environment you could give a demonstration for all, whilst verbally explaining what you’re doing and achieving, therefore also catering for Visual and Auditory learners. The main thing is to keep the learners engaged. (As Geoff petty says in Teaching Today) it is better to have 80 per cent concentration on a moderately effective method than 10per cent on a supposedly brilliant one.

Ethical Dilemmas in Multicultural counselling Essay

Ethical Dilemmas in a Multicultural Setting Silvia Galea â€Å"An ethical dilemma exists whenever there are good but contradictory ethical reasons to take conflicting and incompatible courses of action.† (Kitchner, 1984 p.29) â€Å"There is no legitimate way to avoid these ethical struggles. They are part of our work†. (Pope Vasquez, 2007 p.125). Introduction Cultural competence is fast becoming the new competence in counselling (Barnett 2009, Barnett 2000). As society changes and minorities become more prominent in our society, professionals are ethically bound to learn new skills that help them deliver a culturally sensitive service to clients requesting assistance in the helping profession. (Ridley, Liddle, Hill, Li,†¦show more content†¦(Romero, 1985) highlights the need that counsellors view the identity and development of culturally diverse people in terms of multiple, interactive factors, rather than a strictly cultural framework. Working with Dodo was a challenging experience which brought about many ethical dilemmas. Such dilemmas often centred around developing her personal autonomy in the context of her ethnic origin within the culture of dependency and interdependency that collective cultures proclaim. I often found myself reflecting on how any abrupt changes could damage her rather than benefit her as nonconformity to gender roles and stereotypes can have a devastating effect on females who may be stigmatized, ostracized or even â€Å"socially erased† in particular cultural contexts (Romero, 1985). I often pondered upon what in one culture could be beneficent would result in an act of malificance in a different cultural context. I strived to be faithful to my client, to move at her pace and to go to the places where she wanted to go in the process of counseling. 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