Discussion5

57.5/70

Linda,

I appreciate the work you are putting in! Only a couple of weeks to go, so keep your focus!

I’m not deducting points, as the running head is no longer required by Walden, but please note

it’s incorrect. I appreciate your effort, and want to help you refine it so it follows APA

formatting.

Please see the APA example in doc sharing in the classroom, or see pages 41-51 in

the APA 6th edition manual for further details. Make note that the header is the same for every

page, and that the word order of the title stays the same in the header. Also, if it applies, make

sure the running head is in the header, NOT the first line of the paper. If it applies, also note that the running head should be limited to one line.

For a paper entitled “The Impact of Sleep Deprivation”, the running head should look like this (Note that the actual words Running head are included!!!):

Running head: THE IMPACT OF SLEEP DEPRIVATION

OR

Running head: THE IMPACT OF SLEEP

OR

Running head: THE IMPACT

There is a key element about paragraphs that I would like to share with you to help you dramatically improve your written communication. When you are writing your papers, be sure to have multiple paragraphs that contain separate ideas and supporting sentences. The first sentence in a paragraph should be a topic sentence. That main idea should be supported in 3 to 5 sentences that further describe, support, or illustrate that point. Subsequent points should be made into their own paragraphs with supporting sentences.

Each paragraph should have at least 1 in-text citation (not the same thing as a reference) to support the points you make in each paragraph, even if it is to support your personal reflections. In addition, the citations should match the points you are making. For further explanation on this, please review the information provided in the two following links: (a) General Tips of APA In-Text Citations http://writingcenter.waldenu.edu/11.htm and (b) How and When to Cite http://writingcenter.waldenu.edu/33.htm

Make sure to include a concluding paragraph, that recaps what you discussed (being cautious not to say it all over again) and perhaps has a comment about what the reader should have gotten (the main points) from your paper. The conclusion should tie all the pieces of the paper together. Here is a link to help you review the purpose of a conclusion and some ideas on how to approach it. http://leo.stcloudstate.edu/acadwrite/conclude.html

Please see comments.

Dr. Totten

The Assignment (2–4 pages):

· First, summarize the material in the text and describe the biological basis of sexual orientation, including the brain regions, neurotransmitters, and hormones that may be associated with sexual orientation. Also consider any developmental factors that may influence later sexual orientation. Include any relevant anatomical or physiological markers that seem to be associated with a particular sexual orientation.

· Then, find and summarize a recent (published within the last 5 years) peer-reviewed article from the Walden Library about the biological basis of sexual orientation. Summarize the article in enough detail that your reader will understand what was done in the study and what the results of the study were (similar to the articles you found in BioPsychology.com in the first week).

· Finally, develop and describe a high-level overview of an educational program about the biological basis of sexual orientation. This should be appropriate to present to a middle school biology class. What would you include in this educational program? What would you not include in the educational program? How would you convey the ideas you have described in this week’s Assignment in a way that would not offend your audience, but would also minimize the giggles of young teenagers?

Biological basis of sexual orientation

Linda Dotson

Walden University

March 24, 2019

Title

Make sure to provide an introduction that previews topic points you will cover. Save the discussion of the points for later paragraphs. Outlining a paper before you begin writing helps ensure your paper has a clear overall structure and forward momentum.  A strong outline details each topic and subtopic in your paper, organizing these points so that they build your argument toward its conclusion.  Writing from an outline can help you avoid tangents, logical fallacies, and underdeveloped paragraphs.

Text summary

According to Garret (2014), there are aspects that biologically determine the sexual orientation including brain regions, neurotransmitters, and hormones. Hormones predetermine the sexual orientation of an individual. Males who exhibit female external sexual attributes and behaviors lack in dihydrotestosterone as well as releasing estrogen from testes and adrenal glands which in turn give the bod a feminine quality. As for females who show males external attributes they have adrenal glands which produce large amounts of prenatal androgen with are also produced by testes. The brain also influences how a person identifies in sexuality. In homosexuals, the third interstitial nucleus of the interior hypothalamus part of the brain is smaller in than in heterosexual men. Additionally, the suprachiasmatic nucleus is larger in gay men and tends to secrete more vasopressin. Despite there being little research on gay women, they tend to exhibit weaker otoacustic emissions and have a smaller index-to-ring-ration. Neurotransmitter including serotonin, oxytocin and dopamine are part of sensory stimuli in sexual behavior. In particular, there are sex organs such as the nose which detect. There are certain developmental factors which will influence a person’s later sexual orientation. This is usually associated with boys and girls when they develop secondary sexual characteristics during puberty. The hormones play a central role in gender differences which further shape gender identity. Anatomically, heterosexual men produce more neurons than women from the third interstitial nucleus of the anterior hypothalamus. In addition, the X and Y chromosomes act a role in determining one’s sexual identity. For example a woman can be born with the XY chromosomes and testes which make her more masculine hence likely to be attracted to same sex gender.

Neural Correlates of Sexual Orientation in Heterosexual, Bisexual, and Homosexual Men

The article, “Neural Correlates of Sexual Orientation in Heterosexual, Bisexual, and Homosexual Men, Safron et al. (2017) applied FMRI to identify the correlates of responses to pictures and videos in heterosexual, bisexual and homosexual men between the ages of 25 to 50. The authors’ main aim was to stimulate the ventral striatum area of the brain which is connected to incentive motivation. In the current study, the authors first studied the category specificity in terms of sexual motivation among homosexual and heterosexual men. The study is made possible by making a comparison of VS activation patterns to erotic pictures and videos involving either men or women. The authors then proceed to compare the data to subjective responses to the same stimuli. Secondly , the authors measured the degree at which bisexual men indicated varying VS responses to erotic pictures and videos which are compared to monosexual men. Thirdly, the authors unilaterally, measure the degree to which heterosexual, homosexual, and bisexual men reveal category-specific activation patterns in the whole brain including neural regions. The authors assessed the findings based on stimuli assessment of picture runs, video runs and FMRI extraction methods. The findings establish that both heterosexual and homosexual men exhibit distinct responses to male and female stimuli. While bisexual men responses to the same stimuli are less distinct compared to monosexual men. In terms of category specificity, heterosexual men show greater VS responses to female erotic stimuli while homosexual men showed higher VS responses to male erotic stimuli. The authors conclude that bisexual identities are connected to bisexual patterns of arousal similar to monosexual men.

Educational program

The educational program based on biological basis of sexual orientation for middle school biology class will aim at empowering students with knowledge while guiding them to relate with other students that identify with different sexual orientation. The program will entail different phases and stages of the learning process to ensure that students learn in an organized manner that allows the instructor to accurately measure their level of understanding of theories and concepts. The program will first include supplying materials and resources such as booklets and flashcard defining terms related to sexual identity and sexual orientation. This will help to enhance their awareness. The program will also discuss and demystify myths and stereotypes attached to sexual orientation as students in middle school are beginning to identify their sexual identities and orientation. The program will also integrate the National Sexuality Education Standards which was designed for middle school aged children. This implies that the program will touch the seven topics under the MSES guidelines such as anatomy and physiology and puberty and adolescent development. On other hand the program will not integrate derogative resources such as provocative videos and pictures which can affect the students’ understanding of sexual orientation. The students have to be given a safe space to determine for themselves their sexual identity without feeling pressured. The conveyance of the ideas will involve question and answer sessions, flashcards, videos and pictorials. However, these resources must be age appropriate to ensure students do not get uncomfortable or start making jokes. The students can also work in groups in which they are able to communicate face to face regarding concepts and ideas in sexual orientation thus encouraging positive personal interactions.

References

Garett, B.(2014). Brain and Behavior: An introduction to biological psychology. SAGE Publications.

Safron,A., Klimaj,V.,Sylva,D., Rosenthal,M., Li,M., Walter,M., & Bailey,J.M.(2018).Neural Correlates of Sexual Orientation in Heterosexual, Bisexual, and Homosexual Men. Science Reports, 8,673.

�Of what?

�Avoid repetition of words/phrases so close together

�Using abbreviations is completely compatible with APA 6th edition. Remember, that you will spell out the abbreviation the first time if occurs in your paper. For instance, the first occurrence will be the following... “The American Counseling Association [ACA] has multiple divisions.” The second occurrence will use the abbreviation… “ACA also consists of multiple branches.”

APA rules for abbreviations state:

Acronyms and abbreviations must be spelled out completely on initial appearance in text.

Use only if abbreviation is conventional, is apt to be familiar, will save considerable space, and will prevent cumbersome repetition.

Avoid beginning a sentence with an acronym or an abbreviation.

For further information, see pages 111-114 in the Publication Manual.

�New paragraph needed with new idea