CH-8 Reproduction: Conception, Pregnancy, and Childbirth – Human Sexuality: Self, Society, and Culture : Book Guide

Chapter 8: Reproduction: Conception, Pregnancy, and Childbirth Discussion Topics Discussion 8.1: Current Information on Birth’s In the US The following birth data provide a snapshot of the United States in 2009: Number of births: 4,131,019 Birth rate: 13.5 per 1,000 population Day of the week with the highest number of births: Tuesday Day of the week with the lowest number of births: Sunday Percentage of low-birth-weight infants: 8.2 Percentage of infants born to unmarried women: 41 Mean age of women at first birth: 25 It's fascinating to see these statistics from 2009, offering a snapshot of birth trends in the United States at that time. Here's a brief analysis of the data: 1. Number of Births: The total number of births in 2009 was 4,131,019. This figure reflects the size of the population at that time and suggests a steady birth rate. 2. Birth Rate: The birth rate of 13.5 per 1,000 population indicates the number of births per 1,000 people in the population. This rate is an essential indicator of population growth and demographic trends. 3. Day of the Week with the Highest Number of Births: Tuesday being the day with the highest number of births is interesting. This could be due to various factors, including medical scheduling, societal influences, or biological rhythms. 4. Day of the Week with the Lowest Number of Births: Sunday having the lowest number of births might be due to cultural or religious practices, as well as potential scheduling preferences. 5. Percentage of Low-Birth-Weight Infants: The percentage of low-birth-weight infants, at 8.2%, is significant. This can be a concern as low birth weight is associated with various health issues and requires special care. 6. Percentage of Infants Born to Unmarried Women: The percentage of infants born to unmarried women, at 41%, reflects a societal trend towards more diverse family structures. 7. Mean Age of Women at First Birth: The mean age of women at first birth being 25 indicates that many women in the US were starting families in their mid-20s at that time. These statistics provide valuable insights into birth trends in the US in 2009 and can be useful for understanding demographic patterns and informing policy decisions related to maternal and child health. Discussion 8.2: Work and Motherhood—Can You Have it All? Today, in the United States, women experience the cultural tension between valuing motherhood and valuing career success. Why do some people continue to see this as a duality of either motherhood or career? The answer today for many women, but not all, is to do both. That women can juggle such demands and stay on top of everything is quite a challenge and does worry some experts. People tend to think that this tension is about competing passions or commitments between family and career, and this may contribute to an idea that women must choose between the two. Do you think that women can have it all? Why or why not? The tension between valuing motherhood and career success in the United States is deeply rooted in societal expectations and historical gender roles. For a long time, women were primarily expected to focus on motherhood and caregiving, while men were expected to be the primary breadwinners. This traditional view has been challenged in recent decades as more women have entered the workforce and pursued careers alongside motherhood. However, despite progress, the idea that women must choose between motherhood and career still persists in many circles. This duality is often framed as a zero-sum game, where investing more time and energy in one aspect necessarily means sacrificing the other. This perspective fails to recognize the complexity of women's lives and the diverse ways in which women can navigate the demands of both motherhood and career. Today, many women are successfully juggling the demands of motherhood and career, challenging the notion that they must choose one over the other. This ability to "have it all" is not about perfection or always achieving a perfect balance, but rather about finding a way to prioritize and manage both aspects of life in a way that is fulfilling and sustainable. The idea that women can have it all is a matter of individual perspective and circumstance. Factors such as access to support systems, flexible work arrangements, and societal attitudes towards working mothers can all impact a woman's ability to successfully navigate the dual roles of motherhood and career. While challenges certainly exist, many women are proving that it is possible to have fulfilling careers and be dedicated mothers, challenging the notion that women must choose between the two. Discussion 8.3: To have or not to have? What are your attitudes about having children? Communication matters here because research suggests that becoming parents changes how we view ourselves as sexual individuals and also changes our relationships (Klernan, 2004). The following questions can help you discover how you feel about parenthood and also are things to be discussed with your partner prior to marriage. Do you really want children or is becoming a parent something you feel forced into? In a pronatalistic society people may feel pressure to have children. Examine your own desires for children separate from the pressures of society, family, and peers that might impact on your decision. How do you and your partner plan to divide childrearing tasks, household work, and discipline? Discuss who will perform these tasks. It could be valuable to talk about which parent from your own childhood home handled which tasks because it could provide perspective about what each person thinks or expects. If you decide to rear children alone, consider whether you know anyone who would help with any of these tasks. Are you prepared economically to handle the costs of having a child now? Discuss with your partner where these expenses would come from and how the anticipated bills could be met. What is the health history of you and your partner? It is important to discuss your health histories as well as pertinent family histories of chronic diseases such as diabetes, heart disease, and cancers. What faith or cultural traditions will you teach your child? While you may have had little reason to discuss these issues with your partner before, they may surface when you discuss whether to have children. Are family members, friends, or the community eager for you to have children? Would they step in and play roles that would support your decision? The choice to have one or more children is one of the most important and exciting decisions a person or couple can make. Ideally, you get to make this decision voluntarily after thoughtful consideration of these questions and with careful planning (Klernan, 2004). Deciding whether to have children is a deeply personal and complex decision that involves considering various factors, including personal desires, societal expectations, and practical considerations. Here's a structured approach to addressing the questions posed: 1. Personal Desire for Children: Reflect on your own desires for children separate from societal pressures. Consider how you truly feel about becoming a parent and whether it aligns with your personal goals and values. 2. Division of Childrearing Tasks: Discuss with your partner how you plan to divide childrearing tasks, household work, and discipline. Consider each other's expectations and experiences from your own childhood homes, as they can provide valuable insights into your parenting styles. 3. Economic Preparedness: Evaluate your economic readiness to handle the costs of raising a child. Discuss with your partner how you would manage these expenses and ensure that you have a plan in place to meet the financial demands of parenthood. 4. Health Histories: Discuss your health histories and any pertinent family histories of chronic diseases. Understanding your genetic predispositions can help you make informed decisions about family planning and prepare for potential health challenges. 5. Faith and Cultural Traditions: Consider what faith or cultural traditions you would like to pass on to your child. Discuss these aspects with your partner, as they may influence your parenting approach and the values you wish to instill in your child. 6. External Influences: Evaluate whether external influences, such as family members, friends, or the community, are pressuring you to have children. Consider whether these individuals would provide support and assistance in raising a child, if needed. Ultimately, the decision to have children should be made voluntarily, after thoughtful consideration of these questions and with careful planning. It's essential to communicate openly and honestly with your partner about your desires, concerns, and expectations regarding parenthood to ensure that you are both on the same page and prepared for the responsibilities ahead. Discussion 8.4: Dangers of Drug Use during Pregnancy Although the text never specifically mentions the word “teratogen” it does discuss teratogenic effects. Information about the teratogenic effects of “everyday drug use” is very important to students who may become parents in the future. You may wish to underscore this with a discussion that explores this issue in greater depth than is possible in the text. Place special emphasis on the potential dangers of even normal everyday drug use, in particular the use of caffeine (coffee), nicotine (cigarettes), and alcohol. Some important points to address include the following: These teratogens have graded effects, which make it risky to talk about “safe” levels of exposure. For example, having just one serving of alcohol a day increases risks for developmental disorders. Fetal alcohol syndrome can have mild, moderate, or severe effects on the developing fetus. Effects of drug exposure may be direct or indirect. Alcohol use may lead to organic abnormalities; nicotine use may lead to temperamental difficulties in babies which can reduce the quality of their interactions with their caregivers. Discontinuing use of the drug can vitiate risks; it is not reasonable to continue using a drug on the grounds that harm has already been done and cannot be reversed. Risks may be dependent on the timing of prenatal exposure. The drug-use habits of both parents can affect the fetus, either directly or indirectly. Second-hand smoke has been found to adversely affect fetuses. Maternal exposure to environmental tobacco smoke for one hour or more per day is associated with spontaneous abortion (Windham & others, 1992). The quality of care and support a husband can provide to his pregnant wife could influence the outcome of the pregnancy. Caffeine exposure is common in pregnancy. According to Wisborg & others (2003), pregnant women who drank eight or more cups of coffee per day during pregnancy had an increased risk of stillbirth compared with women who did not drink coffee. An important addition to your discussion could be an examination of how mothers (and fathers) can deal with drug use habits that may endanger their unborn baby. You can also refer to the following site to help them with this discussion: http://www.metroplexbaby.com/ParentGuides/Teratogens.htm The dangers of drug use during pregnancy, including the consumption of substances like caffeine, nicotine, and alcohol, cannot be overstated. Here are key points to consider: 1. Graded Effects and "Safe" Levels: There are no safe levels of exposure to teratogens during pregnancy. Even minimal exposure can increase the risk of developmental disorders. For example, consuming just one serving of alcohol a day can lead to fetal alcohol syndrome, which can have varying degrees of severity. 2. Direct and Indirect Effects: Drug exposure during pregnancy can have direct effects, such as organic abnormalities from alcohol use, or indirect effects, such as temperamental difficulties in babies due to nicotine exposure. These effects can impact the quality of interactions between infants and their caregivers. 3. Discontinuing Drug Use: It is crucial to discontinue drug use during pregnancy, as continuing to use drugs on the premise that harm has already been done is not a valid rationale. Ceasing drug use can help mitigate risks to the developing fetus. 4. Timing of Prenatal Exposure: The timing of prenatal drug exposure can significantly impact the risks to the fetus. It is important to avoid drug use throughout pregnancy to minimize potential harm. 5. Parental Drug Use: The drug-use habits of both parents can affect the fetus, either directly or indirectly. Second-hand smoke, for example, has been found to adversely affect fetuses, leading to an increased risk of spontaneous abortion. 6. Caffeine Exposure: Caffeine consumption during pregnancy is common, but excessive intake can pose risks. Pregnant women who consume eight or more cups of coffee per day have an increased risk of stillbirth compared to those who do not drink coffee. 7. Dealing with Drug Use Habits: It is crucial for both mothers and fathers to address any drug use habits that may endanger their unborn baby. This can involve seeking support from healthcare professionals, joining support groups, and making lifestyle changes to ensure a healthy pregnancy. In conclusion, it is imperative for individuals who may become parents to understand the dangers of drug use during pregnancy and take proactive steps to protect the health and well-being of their unborn child. This includes avoiding exposure to teratogens, seeking support to address drug use habits, and prioritizing the health of both the mother and the baby. Discussion 8.5: Getting Pregnant Later in Life As a woman ages, so do her eggs. A woman who is 27, for example, which is close to the average age of first birth in the United States, is twice as likely to conceive than a woman who is over 35 (Dunson, Colombo, & Baird, 2002). While it is common today for a woman to conceive after 35, some fertility risks are associated with conception later in life: A decrease in the number of eggs to be ovulated makes it harder to conceive. Changes in hormone production can alter timing and regularity of ovulation. Possible presence of other gynecologic issues such as endometriosis, a condition in which tissue similar to the uterine lining grows outside of the uterus, makes conception difficult. If an older woman does get pregnant, she is at higher risk for miscarriage, increased labor time, and cesarean birth. She may also give birth to a newborn that is under typical weight. Age also increases the risk of conceiving a fetus with chromosomal abnormalities, especially Down syndrome, as shown in Figure 8.2 (Hook, 1981). Getting pregnant later in life can pose various challenges and risks due to age-related changes in a woman's reproductive system. Here are key points to consider: 1. Decrease in Egg Quantity and Quality: As a woman ages, the number of eggs available for ovulation decreases, and the quality of the remaining eggs may also decline. This makes it harder for older women to conceive compared to younger women. 2. Hormonal Changes: Aging can lead to changes in hormone production, which can affect the timing and regularity of ovulation. These changes can further reduce the chances of conception. 3. Gynecologic Issues: Older women may be more likely to have gynecologic issues such as endometriosis, which can make conception more difficult. 4. Higher Risk Pregnancy: If an older woman does conceive, she is at a higher risk for complications such as miscarriage, increased labor time, and the need for a cesarean birth. There is also an increased risk of giving birth to a newborn that is under typical weight. 5. Chromosomal Abnormalities: Advanced maternal age is associated with an increased risk of conceiving a fetus with chromosomal abnormalities, particularly Down syndrome. This risk increases with age, as shown in research. While it is possible for women to conceive later in life, it is important for them to be aware of these risks and to consult with healthcare providers for guidance. Prenatal care and monitoring are crucial for older women to ensure a healthy pregnancy and delivery. Discussion 8.6: Each culture takes its own particular view of the major stages of life: birth, childhood, puberty, parenthood, work, old age, and death. It is interesting and important to be aware of the different cross-cultural perspectives, especially in our multicultural society. Ask students to describe their cultural views of pregnancy. How are pregnant women viewed and treated by society? What beliefs are held about the biological processes occurring with regard to her body? What is the perception of the developing fetus? What preparations are made for the upcoming labor, delivery, and birth? How is impending parenthood anticipated? If you are fortunate and have an ethnically diverse group of students, make a grid on the board comparing and contrasting beliefs for each of the above categories. If you have a homogeneous class, put students in groups and assign them particular cultures to research with regard to the various aspects of pregnancy and childbirth. Each group will then present their findings to the class. Pregnancy is viewed and treated differently across cultures, reflecting unique beliefs and practices related to conception, childbirth, and parenthood. Here's a framework for discussing cultural views on pregnancy: 1. View of Pregnant Women: In some cultures, pregnant women are revered and seen as symbols of fertility and new life. They may be cared for and protected, with special attention paid to their needs. In other cultures, there may be superstitions or taboos surrounding pregnant women, leading to isolation or restrictions on their activities. 2. Beliefs about Biological Processes: Cultures may have varying beliefs about the biological processes occurring in a pregnant woman's body. This can include ideas about the development of the fetus, the role of the mother's diet and behavior, and the influence of external factors on the unborn child. 3. Perception of the Developing Fetus: The perception of the developing fetus can vary widely. Some cultures may see the fetus as a fully formed individual with its own identity, while others may view it more as a part of the mother's body until birth. 4. Preparations for Labor and Birth: Different cultures have unique rituals and practices surrounding labor and birth. This can include specific preparations for the mother, such as diet and exercise regimens, as well as cultural ceremonies or traditions to mark the arrival of the new baby. 5. Anticipation of Parenthood: The anticipation of parenthood can also vary culturally. Some cultures may place a strong emphasis on the role of parents in shaping the future of their child, while others may view parenthood as a natural and expected part of life. By exploring these aspects of pregnancy across different cultures, we gain a deeper understanding of the diversity of human experiences and beliefs surrounding reproduction. This awareness is particularly important in our multicultural society, where respecting and understanding different cultural perspectives can lead to greater empathy and inclusivity. Discussion 8.7: The Developing Fetus’s Chances for Survival The millions to one chances of fertilization based on these numbers alone are incredible: Depending on the volume of ejaculate, the typical man has 40–400 million sperm cells contained in his ejaculate. Only 1% of sperm deposited in the vagina will make it to the top of the fallopian tubes potentially to fertilize a waiting ovum (Pinon, 2002). Then, only 31% of all conceptions survive prenatal development to become living newborn babies (Pinon, 2002). During the germinal period, from the moment of conception through the fourteenth day, 58% of all fertilized ova will not survive due to gross abnormalities in one or more areas of physical development. During the embryonic period, from day 14 through day 56, approximately 20% of all embryos are spontaneously aborted, most often due to chromosomal abnormalities. During the fetal period, from the ninth week through birth, approximately 5% of fetuses are either spontaneously aborted before 20 weeks or are stillborn after 20 weeks of gestation. Gestation is the period of time between conception and birth; it is usually referred to in terms of weeks. The process of conception and fetal development is indeed remarkable, with many challenges and hurdles for the developing fetus. Here's a breakdown of the chances for survival at various stages of development: 1. Fertilization: A man typically ejaculates 40-400 million sperm cells, but only about 1% of these sperm will reach the top of the fallopian tubes where fertilization can occur. 2. Germinal Period: During the germinal period, which lasts from conception to the fourteenth day, about 58% of fertilized ova will not survive due to gross abnormalities in physical development. 3. Embryonic Period: From day 14 to day 56, approximately 20% of embryos are spontaneously aborted, often due to chromosomal abnormalities. 4. Fetal Period: From the ninth week until birth, about 5% of fetuses are either spontaneously aborted before 20 weeks or are stillborn after 20 weeks of gestation. These statistics highlight the fragility of early development and the many factors that can influence the survival of a fetus. Despite these challenges, many pregnancies result in the birth of healthy babies. Understanding the complexities of fetal development can help us appreciate the miracle of life and the importance of prenatal care in supporting healthy pregnancies. Discussion 8.8: Hospital Birth versus Home Birth: Is One Safer than the Other? Around the world, childbirth happens in a variety of settings. In many countries, it is actually more typical to find that childbirth happens within the home accompanied by a midwife or individual trained in assisting women through the process of birth. Women in the U.S. can decide whether to give birth in a hospital or at home. Part of their decision relates to which place they perceive to be safer to give birth. Part of their decision relates to which place may provide a more comfortable and natural environment to give birth. Hospital birthing has some real advantages, and many families prefer this method. One advantage is that modern medical technology is at the fingertips of medical personnel should something unforeseen happen during childbirth. Advocates of hospital birth argue that there is no substitute for these modern medical advances, such as fetal monitoring. Women with high-risk pregnancies due to blood pressure, gestational diabetes, multiple fetuses, or other medical conditions are better off with hospital birth. In addition, many women prefer to give birth in a hospital, where they can receive pain management drugs to minimize the pain of childbirth. Many hospitals have private labor, delivery, and recovery rooms. They allow women to make more decisions about their birth experiences, including choosing a labor coach, keeping lights turned down, and asking for softer sound levels. Partners and spouses may stay overnight to aid in the care of the newborn and the mother. While many agree that hospitals provide the most medical technology to support childbirth, a growing movement encourages home birth. Many women in other cultures give birth at home, a practice that has been going on for centuries. Part of the reason that the home birth movement is growing is because hospitals make childbirth overly technological and institutionalized and may even utilize interventions that actually put mothers and babies at risk for complications (Rothman, 2007). Parents often feel that their personal comfort, desires and wishes for child-birth are not placed at a high priority by medical staff seeking to do their job. For example, directly after birth, a newborn may be whisked off to undergo a long list of medical procedures that involve weighing, measuring, bathing, and testing. These procedures may override the mother and her partner’s desires to spend the first moments of life bonding with their newborn, unless they know to address this beforehand with their obstetrician, pediatrician, and nursery staff. Women who give birth at home may labor in bed, outside, on the couch, or in a bathtub. In addition, they are free to decide who should be present during the birth. Home births can empower women to create a birth experience where they have some authority. The question, then, is this: Is giving birth in a hospital safer than giving birth at home in the U.S. for mothers and newborns? Yes Medical technology has made huge gains in helping to deal with real life risks to either the mother or a newborn, or both (Curtis & Schuler, 2008). Women with high-risk pregnancies may need the help that a hospital staff provides. Constant fetal monitoring during labor can help medical personnel foresee problems that may arise. Drugs for pain management are easily administered in hospitals. No Hospitals make childbirth overly technological and institutionalized (Rothman, 2007). Doctors and hospitals routinely use interventions that are shown to actually increase the cesarean birth rate. Hospital workers need to enforce hospital policies that may be unnecessary in routine childbirth. To circumvent the possibility of being sued, doctors may choose to deliver a baby by C-section even prior to it becoming a medical necessity (Simonds, Rothman, & Norman, 2007). Because a homebirth is more free of typical hospital routines practiced during labor and delivery, families may experience a very different beginning from the first moment that labor starts. What’s your perspective? 1. What do you see as advantages to having a baby born in a hospital? Advantages of Hospital Birth: • Immediate access to medical interventions and specialized care in case of complications. • Availability of pain management options, such as epidurals, to help manage labor pain. • Presence of trained medical staff, including obstetricians, nurses, and anesthesiologists, to monitor the progress of labor and provide necessary medical assistance. • Access to medical equipment and facilities, such as operating rooms and neonatal intensive care units, in case of emergencies. 2. What do you see as advantages to having a baby born at home? Advantages of Home Birth: • Comfort and familiarity of home environment, which may promote relaxation and reduce stress during labor. • Greater control over the birthing process, including the ability to move around, eat, and drink as desired. • Lower risk of exposure to hospital-acquired infections. • Increased privacy and autonomy in decision-making regarding labor and delivery. 3. In what way(s) can you take an active, authoritative stance in the healthcare of yourself, your partner, and your baby during pregnancy and childbirth, to ensure both safety and personal choice? Taking an Active, Authoritative Stance in Healthcare: • Educate yourself about the various options for prenatal care, labor, and delivery, and make informed decisions based on your preferences and values. • Establish open and honest communication with your healthcare provider to discuss your birth plan, including your preferences for pain management, labor interventions, and postnatal care. • Advocate for yourself, your partner, and your baby by asking questions, expressing your concerns, and seeking clarification about any medical recommendations or procedures. • Consider hiring a doula or childbirth educator to provide additional support and guidance throughout your pregnancy and childbirth journey. Ultimately, the decision between hospital birth and home birth should prioritize safety and personal choice. It is important to weigh the benefits and risks of each option and to make a decision that aligns with your values, preferences, and medical needs. Discussion 8.9: Do You Want a Birth Plan? Women and their partners need to be educated about possible interventions and feel empowered to assert their desires and wishes for the birth of a child. One of the best ways is to create a birth plan that states their needs, goals, and desires, so there is little confusion surrounding what may well be one of the most important events in the life of a woman, her partner, and their family. These sample questions may help you create a birth plan. Who do you want to be present? Will they be present during labor and the birth? Just labor? Just the birth? Do you want a doula present to assist in the labor process? Do you want children/siblings present? What activities or positions do you want to use during labor, such as walking, standing, or squatting? Would you prefer a certain position to give birth? What will you do for pain relief, such as massage, hot and cold packs, positions, Lamaze, and hydrotherapy? Do you want pain medications or do you want to avoid them? What kind of pain medication do you want? How do you feel about fetal monitoring? How do you want to stay hydrated, such as taking sips of drinks, sucking on ice chips, or being given fluids through an IV? Do you want an episiotomy or do you want to avoid one using other measures? Do you want to listen to music and have focal points? Do you want to use a tub or shower? If you need a cesarean, do you have any special requests? Do you want skin-to-skin contact with your newborn? How long do you want to hold your child before weighing, measuring, bathing, and testing? What are your preferences for your baby’s care, such as when and how to feed it, where it should sleep? Do you want to wear your own clothing? For home and birth center births, what are your plans if you or your baby needs to get to a hospital? If your baby is a boy, do you want him to be circumcised? If so, who would you prefer to do that? Creating a birth plan can be a valuable tool for women and their partners to communicate their desires and preferences for labor, delivery, and postpartum care. Here are some considerations for creating a birth plan: 1. Presence of Support Persons: Decide who you want to be present during labor and delivery, including partners, family members, or a doula, and specify their roles. 2. Involvement of Children/Siblings: Consider whether you want children or siblings to be present during labor or delivery, and if so, how they will be involved. 3. Labor and Delivery Preferences: Outline your preferences for activities and positions during labor, such as walking, standing, or squatting, as well as your preferred birthing position. 4. Pain Relief Options: Specify your preferences for pain relief, such as massage, hot and cold packs, Lamaze techniques, hydrotherapy, or pain medications. 5. Fetal Monitoring: Express your feelings about fetal monitoring and whether you prefer intermittent or continuous monitoring. 6. Hydration and Nutrition: Specify how you want to stay hydrated, such as sips of drinks, ice chips, or IV fluids. 7. Episiotomy: State your preferences regarding episiotomy, whether you want to avoid one using other measures or if you are open to the procedure if necessary. 8. Music and Environment: Indicate if you want to listen to music, have focal points, or use a tub or shower for pain relief. 9. Cesarean Preferences: If a cesarean becomes necessary, specify any special requests you may have, such as preferences for anesthesia or the presence of a support person. 10. Postpartum Care: Outline your preferences for immediate postpartum care, including skin-to-skin contact with your newborn, feeding preferences, and newborn care practices. 11. Clothing and Circumcision: Specify if you want to wear your own clothing during labor and delivery and your preferences for circumcision if you have a boy. 12. Hospital Transfer Plan: For home or birth center births, outline plans for transferring to a hospital if needed. Creating a birth plan allows you to communicate your preferences to your healthcare providers and ensures that everyone is on the same page regarding your care and the care of your baby. It can help you feel more empowered and informed about your birthing experience. Discussion 8.10: Sell My Eggs? While it seems like an easy procedure and an easy way to make money, many lawmakers are saying that young women may not fully understand the consequences of their decision to donate eggs. The reality is that long-term studies of the impact on fertility and health of egg donors has really not been studied closely (Elton, 2009). When women donate eggs, they are given hormones and medications, which help bring numerous eggs to maturity. Some believe that this treatment can have long-term effects on later fertility, age at menopause, and increased risk for some cancers (Elton, 2009). Young college women with student loans are often attracted to the high price that some are willing to pay for their eggs. Other women, regardless of the amount of money they may receive, sell their eggs because they want to help others to become parents. The decision to sell one's eggs is complex and raises important ethical, health, and financial considerations. Here are key points to consider: 1. Health Risks and Long-Term Effects: Donating eggs involves undergoing hormonal treatments and medical procedures, which may have long-term effects on fertility, age at menopause, and the risk of certain cancers. However, there is limited research on the long-term impact of egg donation on donors' health. 2. Informed Consent: It is crucial for young women considering egg donation to fully understand the potential risks and consequences. Informed consent should include comprehensive information about the medical procedures, potential health risks, and the psychological impact of egg donation. 3. Financial Motivations: Some women are attracted to egg donation due to the high compensation offered, especially if they have student loans or financial needs. However, financial incentives should not outweigh concerns for one's health and well-being. 4. Desire to Help Others: Many women choose to donate eggs out of a desire to help others become parents. While this altruistic motivation is commendable, it is important to weigh the potential risks and benefits carefully. 5. Regulation and Oversight: Laws and regulations governing egg donation vary by country and region. It is important for there to be strict oversight and regulation to protect the health and rights of egg donors. 6. Ethical Considerations: The commodification of human eggs raises ethical questions about the commercialization of reproduction and the potential exploitation of donors, especially young women. In conclusion, the decision to sell one's eggs is a personal one that should be made with careful consideration of the potential risks, benefits, and ethical implications. It is important for donors to be fully informed, to prioritize their health and well-being, and to consider alternative ways to help others if they are motivated by altruism. Discussion 8.11: When Abortion Becomes Dangerous In developing nations where abortion is not legal or is considered unsafe, women who want an abortion may opt for methods that pose significant risks to their health and lives. Complications due to unsafe abortion procedures account for an estimated 13% of maternal deaths worldwide (approximately 67,000) every year. Some of these methods include: Drinking bleach, turpentine, or tea made with livestock manure Inserting herbal concoctions into the vagina or cervix Placing foreign bodies, such as a coat hanger, chicken bone, or stick in the uterus Jumping from the tops of roofs or staircases In addition to the health risks and consequences such as death, long-term health problems, and infertility, unsafe abortions lead to increases in economic burdens on public health systems (Guttmacher Institute, 2008). When a woman is given an unsafe abortion, there is a high likelihood that she will experience health complications. These complications can cost thousands of dollars in further medical care, many of which can be avoided with proper medical care and a safe abortive method. The issue of unsafe abortions highlights the urgent need for accessible, safe, and legal abortion services. Here are key points to consider: 1. Health Risks of Unsafe Abortions: Unsafe abortion methods, such as ingesting harmful substances or using sharp objects, pose significant risks to women's health and can lead to complications such as severe bleeding, infection, organ damage, and even death. 2. Impact on Maternal Mortality: Complications from unsafe abortions are a leading cause of maternal mortality worldwide, accounting for approximately 13% of maternal deaths. This highlights the critical importance of access to safe and legal abortion services to protect women's lives. 3. Economic Burdens: Unsafe abortions not only result in tragic health outcomes but also impose economic burdens on public health systems. The cost of treating complications from unsafe abortions can be significant, placing additional strain on already stretched healthcare resources. 4. Need for Access to Safe Abortion Services: Ensuring access to safe and legal abortion services is essential to protect women's health and rights. This includes providing comprehensive sexual and reproductive health education, access to contraception, and safe abortion services performed by trained healthcare providers. 5. Addressing Stigma and Barriers: Addressing stigma and legal barriers to safe abortion is crucial. Women should be able to make informed decisions about their reproductive health without fear of judgment or legal repercussions. In conclusion, unsafe abortions pose serious risks to women's health and lives, highlighting the importance of ensuring access to safe and legal abortion services. Efforts to reduce maternal mortality and protect women's reproductive rights must include strategies to increase access to safe abortion care and address the underlying factors that contribute to unsafe abortions. Polling Questions Polling 8.1: To Reproduce or Not? In the United States we have a cultural bias called pronatalism, which is the belief system that promotes childbearing. This set of beliefs, attitudes, and practices is so ingrained that many individuals do not recognize it much less question it. We simply accept that all typical adults want to and should have children. How many of you would like to have children in your lifetime? How many of you think that it’s strange if someone doesn’t want to have children? How many of you would seriously date someone that didn’t want children? The cultural bias towards pronatalism in the United States assumes that all adults want and should have children, often without questioning this belief system. Here are responses to the polling questions: 1. How many of you would like to have children in your lifetime?: (Provide personal response) • Example answer: "I would like to have children in my lifetime because I value the experience of parenthood and the opportunity to nurture and raise a family." 2. How many of you think that it’s strange if someone doesn’t want to have children?: (Provide personal response) • Example answer: "I don't think it's strange if someone doesn't want to have children. Everyone has different priorities, values, and life goals, and choosing not to have children is a valid personal choice." 3. How many of you would seriously date someone that didn’t want children?: (Provide personal response) • Example answer: "I would be open to seriously dating someone who didn't want children. It's important to me that my partner and I share similar values and life goals, but having children is not a requirement for a fulfilling relationship." These responses illustrate the diversity of opinions and attitudes towards parenthood and highlight the importance of respecting individual choices regarding reproduction. Polling 8.2: Smoking and Coffee Use in Pregnancy Second-hand smoke has been found to adversely affect fetuses. Maternal exposure to environmental tobacco smoke for one hour or more per day is associated with spontaneous abortion (Windham & others, 1992). Caffeine exposure is common in pregnancy. According to Wisborg & others (2003), pregnant women who drank eight or more cups of coffee per day during pregnancy had an increased risk of stillbirth compared with women who did not drink coffee. How many of you would drink coffee in moderation when you are pregnant? How many of you that currently smoke would smoke in moderation when you are pregnant? How many of you would shoot dirty looks or say something to a pregnant woman smoking? The polling questions on smoking and coffee use during pregnancy raise important considerations about maternal and fetal health. Here are responses to the questions: 1. How many of you would drink coffee in moderation when you are pregnant?: (Provide personal response) • Example answer: "I would drink coffee in moderation when pregnant. I understand the risks associated with excessive caffeine intake during pregnancy and would limit my consumption to ensure the health of my baby." 2. How many of you that currently smoke would smoke in moderation when you are pregnant?: (Provide personal response) • Example answer: "I do not smoke, but if I did, I would quit smoking entirely if I were pregnant. Smoking during pregnancy is associated with numerous health risks for both the mother and the baby, and quitting is crucial for a healthy pregnancy." 3. How many of you would shoot dirty looks or say something to a pregnant woman smoking?: (Provide personal response) • Example answer: "I believe it's important to approach this situation with empathy and understanding. I would not shoot dirty looks or say something judgmental to a pregnant woman smoking. Instead, I would try to offer support and resources to help her quit smoking for the health of her and her baby." These responses reflect the importance of making informed and health-conscious decisions during pregnancy, as well as the importance of offering support and understanding to pregnant women who may be struggling with unhealthy habits. Polling 8.3: Drinking Alcohol in Pregnancy One of the most serious teratogenic effects can be from alcohol. If a woman ingests alcohol during pregnancy, her infant may be born with fetal alcohol syndrome (FAS). Some physical characteristics of children born with FAS include droopy eyes and a misshapen head. Note that FAS represents one of the fetal alcohol spectrum disorders (FASDs), which form a group of conditions that can occur in a person whose mother ingested alcohol during pregnancy. How many of you will drink in moderation when you are pregnant? How many of you would shoot dirty looks or say something to a pregnant woman drinking? If you are a waiter or bartender, how many of you would refuse to serve alcohol to a pregnant woman? The polling questions on drinking alcohol during pregnancy highlight the importance of understanding the risks and making informed choices. Here are responses to the questions: 1. How many of you will drink in moderation when you are pregnant?: (Provide personal response) • Example answer: "I would not drink any alcohol when pregnant. Fetal alcohol syndrome (FAS) and other fetal alcohol spectrum disorders (FASDs) can have serious and lifelong effects on the child's health and development. It's important to prioritize the baby's health and avoid alcohol entirely during pregnancy." 2. How many of you would shoot dirty looks or say something to a pregnant woman drinking?: (Provide personal response) • Example answer: "I would not shoot dirty looks or say something judgmental to a pregnant woman drinking. Instead, I would approach the situation with empathy and understanding, recognizing that everyone has their own circumstances and struggles. I would hope to offer support and resources to help her make healthy choices for herself and her baby." 3. If you are a waiter or bartender, how many of you would refuse to serve alcohol to a pregnant woman?: (Provide personal response) • Example answer: "As a waiter or bartender, I would refuse to serve alcohol to a pregnant woman. It's important to prioritize the health and well-being of the mother and her baby, and serving alcohol could potentially harm the fetus. I would handle the situation with sensitivity and offer alternative non-alcoholic options." Polling 8.4: To Test or Not to Test? Genetic testing is available so that parents can have an early detection of any genetic abnormalities like Downs Syndrome. Thus is carries some controversy with anti-abortionists arguing that it may lead a parent to abort based on test results. Keep in mind, these tests also allow parents to prepare themselves for life with a special needs child as well. How many of you want genetic testing done early in your pregnancy? How many of you think it’s better not to know? The polling questions on genetic testing during pregnancy highlight the complex ethical and personal considerations involved. Here are responses to the questions: 1. How many of you want genetic testing done early in your pregnancy?: (Provide personal response) • Example answer: "I would want genetic testing done early in my pregnancy. While I understand the potential controversy and the difficult decisions that may arise from test results, I believe that knowing about any genetic abnormalities early on would allow me to prepare emotionally and make informed decisions about the future." 2. How many of you think it’s better not to know?: (Provide personal response) • Example answer: "I can understand why some people might prefer not to know about genetic abnormalities during pregnancy. The knowledge of potential issues could lead to anxiety and stress throughout the pregnancy. However, personally, I believe that knowledge is power, and I would prefer to be informed, even if the information is difficult to process." These responses reflect the individual nature of decision-making regarding genetic testing during pregnancy and the importance of considering personal beliefs and values. Polling 8.5: Should I sell My Sperm or Eggs? How many of you would seriously consider selling your eggs for $10,000? How many of the guys in the room have donated sperm? How many of you would be willing to donate sperm? The polling questions on selling sperm or eggs raise important ethical and personal considerations. Here are responses to the questions: 1. How many of you would seriously consider selling your eggs for $10,000?: (Provide personal response) • Example answer: "I would seriously consider selling my eggs for $10,000. While the financial incentive is significant, I would also weigh the physical and emotional aspects of the procedure, as well as the potential impact on any future children I may have." 2. How many of the guys in the room have donated sperm?: (Provide personal response) • Example answer: "I have not donated sperm, but I can understand why some men might choose to do so. It can be a way to help others conceive children and provide a sense of fulfillment." 3. How many of you would be willing to donate sperm?: (Provide personal response) • Example answer: "I would be willing to donate sperm. I believe that helping others start a family can be a meaningful and altruistic act. However, I would want to ensure that the donation process is ethical and respects the rights and well-being of all involved." These responses illustrate the diverse perspectives on reproductive donation and the importance of considering both the financial and ethical aspects of such decisions. Activities Activity 8.1: Reproduction and Sex—Myth or Truth? Test your knowledge of sex and reproduction by answering these true/false questions. 1. Oral sex can make you pregnant. 2. Too much sex during pregnancy can cause birth defects. 3. A lesbian cannot become pregnant. 4. A mother can spread HIV to her fetus if precautions are not taken. 5. Natural at-home child birth is a lot more dangerous than hospital birth. 6. Delaying birth decisions into your 30s can make conception more difficult. 7. In some cultures the fathers (or partners) also act out the pregnancy at the time of birth. 8. Some countries pay families not to have children. 9. The rate of abortion is actually in decline in the United States. 10. Abortion can cause legal problems in many countries. 1. False 2. False 3. False 4. True 5. True 6. True 7. True 8. True 9. True 10. True How many of these questions did you answer correctly? If you learned something new from this quiz, you are not alone. In this chapter, the important discussions surround decisions to procreate, what happens during conception and pregnancy, and what options are available for those who are not ready for parenthood. Activity 8.2: Family Leave Family leave is the amount of paid or unpaid leave allowed for the parents—it is an important issue for those who are considering parenthood. In fact, the United States is one of the few industrialized nations that do NOT provide paid family leave for new parents. The Netherlands, by contrast, provides 16 weeks paid leave for the mother, 8 weeks for the father, and a total of 26 additional weeks unpaid leave. In the United States, parents are covered only by the Family and Medical Leave Act of 1993, which guarantees that employees in companies or organizations with more than 50 employees can take 12 weeks of unpaid leave to care for a newborn, adopted child, or family member with an illness. In 2002, California became the first state to institute a paid family leave act that entitles any employee to 55% of their salary for 6 weeks to take care of a newborn, adopted child, or family member with a significant illness! Have students perform a review of the literature (much of this data is widely available online), and share their findings either in class, in a short written assignment or via discussion board. This can be individual or group. In a group you could divide the groups by continent. For the "Family Leave" activity, students could be asked to research and discuss the policies and practices of family leave in different countries. Here's a suggested framework for their findings: 1. Research Approach: Students can start by identifying a list of countries to compare and gather information from reputable sources such as government websites, research papers, and international organizations like the World Bank or the International Labour Organization. 2. Comparison Factors: Students should focus on key factors such as the duration of paid maternity leave, paternity leave, and overall family leave policies. They should also look into any additional benefits or provisions related to family leave, such as flexibility in scheduling or options for unpaid leave. 3. Findings and Analysis: After gathering the data, students can analyze the differences and similarities between countries. They should consider factors such as cultural norms, economic conditions, and political systems that might influence these policies. 4. Presentation of Findings: Students can present their findings in various formats, such as a written report, a presentation, or a discussion forum. They should highlight the implications of these policies on families, gender equality, and workforce participation. 5. Discussion and Reflection: Finally, students can engage in a discussion or reflection on the importance of family leave policies, the impact of such policies on society, and potential areas for improvement in their own country's policies. This activity can help students gain a deeper understanding of the global perspective on family leave and encourage critical thinking about social policies related to parenthood and work-life balance. Activity 8.3: Teratogens in Pregnancy Have students either individually, or in small groups, perform a review of the literature on what things are well know teratogens and what their potential side effects are. Further, what things might be teratogenic (e.g., nitrates in lunch meat). Have students write a short summary or table of what their research revealed. Then compile their results and present and discuss with the class. For the "Teratogens in Pregnancy" activity, students could be asked to research and compile information on well-known teratogens and potential teratogens, including their side effects and risks. Here's a suggested framework for their research and summary: 1. Research Approach: Students can start by identifying a list of well-known teratogens such as alcohol, tobacco, certain medications, and environmental toxins. They should also explore substances that might be teratogenic but are less commonly known, such as nitrates in lunch meat or certain herbal supplements. 2. Literature Review: Students should gather information from reputable sources such as medical journals, government health websites, and research papers. They should focus on the specific effects of each teratogen on fetal development and any known risks associated with exposure. 3. Summary or Table: After conducting their research, students can create a summary or table that outlines each teratogen, its potential side effects, and the risks associated with exposure during pregnancy. This can be presented in a clear and organized manner for easy reference. 4. Class Presentation: Students can then compile their summaries or tables and present their findings to the class. This can be done through a presentation, poster, or written report. During the presentation, students should highlight key points and facilitate a discussion on the implications of teratogen exposure during pregnancy. 5. Discussion and Reflection: Finally, students can engage in a discussion or reflection on the importance of avoiding teratogens during pregnancy, the challenges of identifying and avoiding potential teratogens, and the role of healthcare providers in educating pregnant women about teratogenic risks. This activity can help students deepen their understanding of teratogens and their effects on fetal development, as well as raise awareness about the importance of avoiding exposure to harmful substances during pregnancy. Activity 8.4: Teratogens and Their Effects on the Developing Brain and Mind Part of the series “The Mind”, this clip looks at radiation, drugs and alcohol and the effect they have on development. (http://www.learner.org/resources/series150.html) or through the McGraw Hill Higher Education General Resources for Students and Faculty Annenberg / CPB projects link (http://www.mhhe.com/socscience/psychology/psychonline/general.html) McGraw-Hill also offers other video and multimedia materials; ask your local representative about the best products to meet your teaching needs. For the "Teratogens and Their Effects on the Developing Brain and Mind" activity, students can watch the video clip provided in the question and then engage in a discussion or reflection on the effects of teratogens on development. Here's a suggested approach for this activity: 1. Watch the Video: Have students watch the video clip on the effects of teratogens on the developing brain and mind. Encourage them to take notes on key points and examples provided in the video. 2. Discussion Questions: After watching the video, facilitate a discussion using the following questions: • What are some examples of teratogens mentioned in the video? • How do teratogens affect the developing brain and mind? • What are some long-term effects of teratogen exposure on cognitive development and behavior? • How can teratogen exposure be prevented or minimized during pregnancy? • What are the ethical considerations surrounding teratogen exposure and pregnancy? 3. Reflection and Analysis: Ask students to reflect on the information presented in the video and analyze how it relates to their understanding of prenatal development and teratogenic risks. They can also consider how this information might influence their future decisions regarding pregnancy and child-rearing. 4. Additional Resources: Provide students with additional resources, such as articles or research papers, to further explore the topic of teratogens and their effects on development. Encourage them to deepen their understanding and share their findings with the class. 5. Class Discussion: Conclude the activity with a class discussion where students can share their reflections, insights, and any additional information they have learned. Encourage an open dialogue and exchange of ideas among students. This activity can help students develop a deeper understanding of the impact of teratogens on prenatal development and the importance of avoiding exposure to harmful substances during pregnancy. Activity 8.5: FASD One of the most serious teratogenic effects can be from alcohol. If a woman ingests alcohol during pregnancy, her infant may be born with fetal alcohol syndrome (FAS). Some physical characteristics of children born with FAS include droopy eyes and a misshapen head. Note that FAS represents one of the fetal alcohol spectrum disorders (FASDs), which form a group of conditions that can occur in a person whose mother ingested alcohol during pregnancy. http://www.nofas.org/ has videos of adults living with FASD that you may want to show. They also have FAQS that you can use as well as handouts on FASD. For the "FASD" activity, you can incorporate the resources from the National Organization on Fetal Alcohol Syndrome (NOFAS) to provide students with a deeper understanding of fetal alcohol spectrum disorders (FASDs). Here's a suggested approach for this activity: 1. Introduction to FASD: Start by explaining what fetal alcohol spectrum disorders (FASDs) are, including fetal alcohol syndrome (FAS) and other related conditions. Discuss the physical and cognitive effects that FASDs can have on individuals. 2. Video Presentation: Show videos from NOFAS that feature adults living with FASD. These videos can provide students with real-life examples of the challenges and experiences faced by individuals with FASDs. Encourage students to pay attention to the stories and insights shared in the videos. 3. Discussion Questions: After watching the videos, facilitate a discussion using the following questions: • What are some of the challenges faced by individuals living with FASD? • How do FASDs impact a person's daily life, including their social interactions, education, and employment? • What are some misconceptions or stigmas associated with FASDs, and how can they be addressed? • What support systems and resources are available for individuals and families affected by FASD? • How can society raise awareness about FASD and prevent alcohol use during pregnancy? 4. Additional Resources: Refer students to the NOFAS website for additional resources, such as FAQs and handouts, that provide more information about FASD. Encourage them to explore these resources to deepen their understanding of the topic. 5. Reflection and Action: Ask students to reflect on what they have learned about FASD and consider how they can raise awareness about FASD in their communities. They can also brainstorm ways to support individuals and families affected by FASD. 6. Follow-Up Activities: Consider additional activities, such as research projects or presentations, that allow students to further explore FASD and its impact on individuals and society. This activity can help students develop empathy and understanding for individuals living with FASD and promote awareness about the risks of alcohol use during pregnancy. Activity 8.6: The Miracle of Life (1983) A wonderful movie from NOVA that follows development from conception to birth; please be aware that it does show the actual birth so you do want to alert students so that those who don’t feel comfortable may leave the room. It can be found on YouTube or can be purchased on Amazon. For the "The Miracle of Life (1983)" activity, you can use this classic documentary to provide students with a visual representation of the development process from conception to birth. Here's a suggested approach for incorporating this film into your teaching: 1. Introduction to the Film: Explain to students that you will be showing them a documentary called "The Miracle of Life" produced by NOVA. Let them know that the film follows the development of a human embryo from conception to birth, providing a detailed look at the stages of prenatal development. 2. Content Warning: Since the film includes footage of actual childbirth, it's important to give students a heads-up about this content. Inform them that they are welcome to leave the room if they feel uncomfortable watching the birth scene. 3. Film Viewing: Play the documentary for the class, allowing them to observe the various stages of prenatal development and the incredible journey from conception to birth. Encourage students to take notes or jot down any questions or observations they have during the viewing. 4. Discussion Questions: After the film, facilitate a discussion using the following questions: • What were some key stages of prenatal development that were highlighted in the film? • How did the film portray the process of conception and fertilization? • What were some of the most surprising or fascinating aspects of prenatal development shown in the film? • How did the film depict the birthing process? What emotions or reactions did it evoke in you? • What are some of the challenges and risks associated with pregnancy and childbirth that were discussed in the film? 5. Reflection and Analysis: Ask students to reflect on how the film deepened their understanding of human reproduction and the development process. Encourage them to consider how this knowledge can impact their views on pregnancy, childbirth, and the miracle of life. 6. Follow-Up Activities: Depending on the focus of your course, you can assign additional readings or research projects related to prenatal development, childbirth practices, or reproductive health. You can also invite guest speakers, such as healthcare professionals or childbirth educators, to further explore these topics. "The Miracle of Life" provides a valuable educational resource for students to visually comprehend the complexities and wonders of human development, from conception to birth. Activity 8.7: Life’s Greatest Miracle (2001) A sequel to “The Miracle of Life”, also from NOVA; follows development from conception to birth using microimagry. This is available for purchase from either NOVA or Amazon but can also be found on YouTube. For the "Life’s Greatest Miracle (2001)" activity, you can use this sequel to "The Miracle of Life" to further explore the development process from conception to birth. Here's how you can incorporate this film into your teaching: 1. Introduction to the Film: Explain to students that you will be showing them a documentary called "Life’s Greatest Miracle," which is a sequel to "The Miracle of Life." Let them know that this film also follows the development of a human embryo from conception to birth, but it uses microimagery to provide a more detailed view of the process. 2. Content Warning: As with the previous film, inform students that "Life’s Greatest Miracle" includes footage of actual childbirth, so they should be prepared for this content. Remind them that they can leave the room if they feel uncomfortable. 3. Film Viewing: Play the documentary for the class, allowing them to witness the incredible journey of prenatal development through the lens of microimagery. Encourage students to pay attention to the details and unique perspectives provided by this technology. 4. Discussion Questions: After the film, facilitate a discussion using questions similar to those used for "The Miracle of Life": • What new insights did "Life’s Greatest Miracle" provide about prenatal development compared to "The Miracle of Life"? • How did the use of microimagery enhance your understanding of the development process? • Were there any specific moments or images from the film that stood out to you? Why? • How do you think the advancements in technology, such as microimagery, have impacted our understanding of human reproduction? 5. Reflection and Analysis: Ask students to reflect on how "Life’s Greatest Miracle" deepened their appreciation for the complexity and beauty of human development. Encourage them to consider how this knowledge can inform their perspectives on pregnancy, childbirth, and the miracle of life. 6. Follow-Up Activities: Similar to the previous film, you can assign additional readings or research projects related to prenatal development, childbirth practices, or reproductive health. You can also invite guest speakers to discuss the impact of technology on our understanding of human reproduction. "Life’s Greatest Miracle" offers a unique perspective on prenatal development through the use of microimagery, providing students with a deeper understanding of the wonders of life from conception to birth. Activity 8.8: The Secret Life of the Brain: The Baby’s Brain (2001) This is a PBS 5 part series that tracks brain development from conception through old age. The first episode is from conception into early childhood. It can be shown here to illustrate stem cells, migration, pruning & cell death amongst other topics; or you can show it in the next section of the test to cover vision development and how nature effects nurture. It can be purchased from PBS or Amazon but is also on YouTube. For the "The Secret Life of the Brain: The Baby’s Brain (2001)" activity, you can use this PBS series to explore brain development from conception through early childhood. Here's how you can incorporate this episode into your teaching: 1. Introduction to the Series: Explain to students that you will be showing them an episode from "The Secret Life of the Brain," a PBS series that tracks brain development from conception through old age. Let them know that the first episode focuses on brain development from conception into early childhood. 2. Content Overview: Briefly explain to students that this episode will cover topics such as stem cells, migration, pruning, and cell death, among others. These concepts are crucial for understanding how the brain develops and functions. 3. Film Viewing: Play the episode for the class, allowing them to see how the brain develops during the prenatal and early childhood stages. Encourage students to pay attention to the visualizations and explanations of complex processes like stem cell differentiation and synaptic pruning. 4. Discussion Questions: After the film, facilitate a discussion using questions that prompt students to reflect on what they learned: • What were the key stages of brain development highlighted in the film? • How do stem cells contribute to brain development? • What is synaptic pruning, and why is it important for brain function? • How does the environment (nature) influence brain development (nurture)? • What implications does this knowledge have for understanding human behavior and learning? 5. Reflection and Analysis: Ask students to reflect on the significance of understanding brain development for various fields, such as psychology, education, and healthcare. Encourage them to think about how this knowledge can inform practices and policies related to child development. 6. Follow-Up Activities: You can assign further readings or research projects on topics related to brain development, such as the effects of early childhood experiences on long-term brain health. You can also discuss how this knowledge can be applied in educational settings to support optimal brain development in children. "The Secret Life of the Brain: The Baby’s Brain (2001)" offers valuable insights into the intricate process of brain development from conception to early childhood, providing students with a deeper understanding of the complexities of the human brain. Activity 8.9: “In the Womb” National Geographic This series looks at prenatal development using a 3 and 4 dimension scanning techniques. It has stunning imagery of development of a baby from a single cell to a complex organism that can suck its thumb and yawn. It can be found at: http://channel.nationalgeographic.com/channel/in-the-womb/videos/in-the-womb1/embed/. The episode is also on YouTube. It can also be purchased from National Geographic. For the "In the Womb" National Geographic activity, you can use this series to explore prenatal development using 3D and 4D scanning techniques. Here's how you can incorporate this episode into your teaching: 1. Introduction to the Series: Explain to students that you will be showing them an episode from "In the Womb," a National Geographic series that explores prenatal development using advanced imaging techniques. Let them know that the episode will showcase the development of a baby from a single cell to a complex organism. 2. Content Overview: Briefly explain to students that this episode will feature stunning imagery of prenatal development, highlighting key milestones such as the baby's ability to suck its thumb and yawn. Emphasize the use of 3D and 4D scanning techniques to capture these moments in detail. 3. Film Viewing: Play the episode for the class, allowing them to witness the remarkable journey of prenatal development. Encourage students to pay attention to the visualizations of embryonic and fetal development and to note any particularly striking moments or insights. 4. Discussion Questions: After the film, facilitate a discussion using questions that prompt students to reflect on what they saw: • What were some of the most surprising or impressive aspects of prenatal development shown in the film? • How did the use of 3D and 4D scanning techniques enhance your understanding of prenatal development? • What implications does this knowledge have for understanding the early stages of human life and development? • How might this information influence decisions regarding prenatal care and childbirth? 5. Reflection and Analysis: Ask students to reflect on the emotional impact of witnessing prenatal development in such detail. Discuss how this experience might influence their perspectives on pregnancy and parenthood. 6. Follow-Up Activities: You can assign further research on topics related to prenatal development, such as the role of genetics and environmental factors. You can also discuss ethical considerations related to prenatal imaging and the potential implications for reproductive rights and healthcare. "In the Womb" National Geographic offers a captivating glimpse into the intricacies of prenatal development, providing students with a visually stunning and scientifically informative experience. Activity 8.10: Test Your Fetal Growth Knowledge Online As students may think they have prenatal development and pregnancy knowledge mastered by the end of this chapter, we offer an opportunity to test their knowledge in class using an online quiz. This activity is useful at the end of material on fetal growth. Go to iVillage—and have students take the following fetal growth quiz: http://www.ivillage.com/it-bigger-breadbox/6-q-155878. They can do this in class, in groups or online. The quiz has 10 items and asks about the size of the fetus at various points in development, the purpose of the notochord in the sixth week, when fingers and toes are visible, changes in the mother’s body to accommodate the developing fetus, the function of vernix, responses by the baby to external stimuli, when the baby’s head moves into the mother’s pelvis, and how the baby breathes within the mother. It is designed for prospective parents but is interesting to students studying development and nicely summarizes some of the main points covered in the course on prenatal development. For the "Test Your Fetal Growth Knowledge Online" activity, you can engage students in assessing their understanding of fetal growth and development by having them take an online quiz. Here's how you can structure this activity: 1. Introduction to the Activity: Explain to students that they will be taking an online quiz to test their knowledge of fetal growth and development. Emphasize that this quiz will cover key concepts discussed in the chapter on prenatal development. 2. Accessing the Quiz: Provide students with the link to the iVillage quiz and instruct them to complete it individually or in groups, depending on your preference. Alternatively, students can take the quiz online outside of class. 3. Taking the Quiz: Allow students time to complete the quiz. Remind them to read each question carefully and select the best answer based on their understanding of fetal development. 4. Reviewing the Quiz: After students have completed the quiz, review the questions and answers together as a class. Discuss any concepts that may have been challenging or unclear. 5. Discussion Questions: Facilitate a discussion using questions that encourage students to reflect on their quiz experience: • What did you learn from taking this quiz? • Were there any questions that surprised you or made you rethink your understanding of fetal development? • How does this quiz reinforce or expand upon what you've learned in class about prenatal development? • How might this knowledge be useful in future studies or professions related to human development? 6. Reflection and Application: Ask students to reflect on how this quiz experience has deepened their understanding of fetal growth and development. Encourage them to consider how this knowledge can be applied in real-life situations, such as in parenting or healthcare professions. The "Test Your Fetal Growth Knowledge Online" activity provides an interactive and engaging way for students to assess their understanding of prenatal development concepts and reinforce their learning. Activity 8.11: Postpartum Depression Is it possible that a mother’s mental health during the postpartum period can cause her to harm herself and/or her child? Have students get into groups of two or three to discuss the well-known case of Andrea Yates as reported on the CNN.com website and discussion the article written by attorney and psychology professor Elaine Cassel (see link below). After they have discussed the case, discuss postpartum depression, including symptoms and how to help a person suffering from this disorder. http://writ.news.findlaw.com/cassel/20020318.html Williams, D. (2002). Postpartum psychosis: A difficult defense. http://www.healthyplace.com/communities/depression/postpartum_depression.asp For the "Postpartum Depression" activity, you can engage students in discussing the case of Andrea Yates and the broader topic of postpartum depression. Here's how you can structure this activity: 1. Introduction to the Activity: Explain to students that they will be discussing postpartum depression and its potential effects on mothers and their children, using the case of Andrea Yates as a focal point. Provide background information on Andrea Yates and her case, highlighting the relevance of postpartum depression in the discussion. 2. Group Discussion: Divide the class into small groups of two or three. Assign each group to read the CNN.com article about Andrea Yates and the article by Elaine Cassel. Encourage them to discuss the following questions: • What were the circumstances surrounding Andrea Yates' case? • How did postpartum depression play a role in the events that unfolded? • What are the symptoms of postpartum depression? • How can postpartum depression be identified and treated? • What are the potential consequences of untreated postpartum depression? • How can society support mothers experiencing postpartum depression? 3. Group Presentation: After the group discussions, ask each group to present a summary of their findings and insights to the class. Encourage them to share their thoughts on the impact of postpartum depression on mothers and their children, based on the case of Andrea Yates. 4. Class Discussion: Facilitate a class discussion based on the group presentations. Encourage students to share their perspectives on postpartum depression, its implications, and how society can better support mothers experiencing this condition. 5. Reflection and Action: Conclude the activity by asking students to reflect on what they have learned about postpartum depression and its effects. Encourage them to consider how they can contribute to raising awareness and providing support for individuals affected by this disorder. This activity provides students with a deeper understanding of postpartum depression and its potential consequences, as well as the importance of mental health support for new mothers. Internet Resources http://www.teratology.org/ Teratology Society: Birth Defects Research | Education | Prevention http://www.ehd.org/prenatal-images-index.php The Endowment for Human Development has a week by week imaging of fetal development. http://www.visembryo.com/ The Visible Embryo has a week by week imaging of fetal development. http://pregnancy.about.com/od/pregnancyphotos/a/galleryguide.htm Pregnant Bellies by Week of Pregnancy http://www.pbs.org/wnet/brain/ The PBS Secret Life of the Brain has great video of a developing embryo including sex differentiation in the first episode. http://kidshealth.org/parent/growth/growing/preemies.html A primer on premature infants. http://www.psycom.net/depression.central.post-partum.html Postpartum Depression. http://www.womenshealth.gov/publications/our-publications/fact-sheet/infertility.cfm Infertility fact sheet. Has a PDF printable version that can be used as a handout. http://www.mhhe.com/socscience/psychology/psychonline/general.html McGraw Hill Higher Education General Resources for Students and Faculty. http://www.apa.org/ The APA website. http://www.apa.org/topics/sexuality/index.aspx APA site for research on sexuality. The Ten-Minute Test Name: __________ Answer the questions below utilizing the following terms: In-vitro fertilization Abortion Fetus Ectopic Drinking Artificial insemination Tubal ligation Pronatalism Amniocentesis Chorionic villus sampling 1. The second stage of pregnancy is the delivery of the _____. 2. _____ is a screening procedure where a doctor removes a small amount of amniotic fluid. 3. _____ is a screening procedure in which a doctor obtains a small amount of tissue from the placenta. 4. The deliberate introduction of semen into a female for the purpose of fertilization, by means other than ejaculation directly into the vagina or uterus is _____. 5. Mature eggs are removed from a woman’s ovaries and are fertilized by sperm in a laboratory dish. Once the eggs appear to be fertilized, a doctor inserts them in the woman’s uterus, where they may implant. This process is called _____. 6. _____ is the elective termination of a pregnancy. 7. _____ during pregnancy may result in a child with a small misshapen head and cognitive deficits. 8. A maternal disease that can lead to premature birth and eye infections is _____. 9. _____ is the belief system that promotes childbearing. 10. When a fertilized ovum implants outside of the uterus, usually in a fallopian tube, it is called a(n) _____ pregnancy. Answers to the Ten-Minute Test 1. Fetus 2. Amniocentesis 3. Chorionic villus sampling 4. Artificial insemination 5. In-vitro fertilization 6. Tubal ligation 7. Abortion 8. Drinking 9. Pronatalism 10. Ectopic Solution Manual for Human Sexuality: Self, Society, and Culture Gilbert Herdt, Nicole Polen-Petit 9780073532165, 9780077817527