I Don 't Like Her

The only mention of this child was made in the attempt to call on Storm without the use of pronouns. Williams mentions we must find some way to speak of this child, if we don’t want to call Storm “it”. Williams explains we will have to call Storm by Storm’s name, no shortcuts. In this argument, the effect this situation could have on Storm was not explored at all. As mentioned earlier, this turned into an international controversy, which Williams mentions Storm is at the center of. By stating that in this argument, it is unclear as to why the biggest question or concern is the pronoun to give Storm. What about Storm’s well-being? What about the negative attention all this has encountered and how it could affect baby Storm? Because this received so much attention, will this follow Storm for the rest of Storm’s life? This story went viral, and we all know the internet does not forget. Will this cause Storm to be bullied as years go by? Will Storm always be known as “the genderless baby?” Because of the lack of pathos used for Storm throughout the essay, this made Williams’s argument less effective. As we all continue to grow as a society as well as individuals, I can only hope Storm does not have to endure the worries I have

“There’s some variation in how people define short-term memory. I define it as the ability

It impacts the maturation of specific brain areas at particular ages, the physiological and neuro-endocrinological responses as well as impacting the ability to coordinate cognitions, behaviours and emotional regulation. Therefore, the effect of trauma is different in different developmental stages. Ornitz (1996) has listed critical periods of major structural changes in brain development in accordance with Piaget’s stages of cognitive development. This includes the periods between early childhood (1.5-4 years), late childhood (6-10 years), puberty and mid-adolescence. This ensures that there are widespread implications of trauma in childhood especially in terms of the age at which exposure to trauma occurs as well as the areas of the brain affected. For example, the volume of the brain shows a rapid increase in first two years (Matsuzawa et al., 2001), a time when the development of attachment also takes place. Moreover, this growth is more experience- dependent (Schore, 2001). Children below the age of two also show a greater right brain than left brain

& Li, 2001). With the brain developing at its fastest rate in childhood, it is especially

Every act of remembering is also, intrinsically, an act of forgetting. Giving preference to particular details of an event lessens the immediacy of others. Thus, memory is its own, unique narrative culled from an almost endless sea of details present, and sometimes not present, in the original event. Memory is the past, reformulated and interpreted through the lens of the present (Huyssen 1995). When an event is commemorated through a physical act of memory, the narrowing of possible details becomes even more finely tuned, limited by the physical scope of possibilities for bodies in a three-dimensional space.

In the midst of my foggy memory, she saw one last memory fighting to not dematerialize with what was known in her previous life. She remembered one thing.

The brain evolves from the inside out and in stages, which explains why young children are more prone to suffer from lasting effects of trauma. Trauma effects children differently depending on their age and will result in different issues their dealing with. Chronic fear can also result in permanent brain changes in the brain, which the Davidian children experienced (Perry & Szalavitz, 2006). Their behavior towards Dr.Perry and the rest of the team shows just how dramatic their experiences were.

“Well did you ever think that maybe you just don’t try as hard to remember things as you did before, that maybe the order in which things happen don’t really matter as much to you as they have in the past?”

In a generation of hopelessness, adolescents seek a purpose for their existence. They seek refugee from violence, abuse and maltreatment. The overwhelming pressure opens the door for instant gratification in drugs, alcohol, sexual activity, and fail to make appropriate adjustments in compromising circumstances. There is a correlation between traumatic experiences and adolescent cognitive development. A traumatic experience can alter an adolescent’s neural system and adversely affect the latter stages of brain development. Working with survivors of traumatic events requires an understanding of maladaptive

Recent research has focused on clarifying the neurological basis of symptoms associated with dissociation by studying neurochemical, functional and structural brain abnormalities that can result from childhood trauma. Others in the field have argued that recognizing disorganized attachment (DA) in children can help alert clinicians to the possibility of dissociative disorders. Clinicians and researchers also stress the importance of using a developmental model to understand both symptoms and the future course of DDs. In other words, symptoms of dissociation may manifest differently at different stages of child and adolescent development and individuals may be more or less susceptible to developing dissociative symptoms at different ages. Further research into the manifestation of dissociative symptoms and vulnerability throughout development is needed. Related to this developmental approach, more research is required to establish whether a young patient’s recovery will remain stable over

When speaking about memory, one needs to look at the parts of the brain that are

William: Wait a second, let me give my knowledge. I brought in some friends to explain the perspectives.

Memory is used as a tool to preserve past realities, but memory is never an absolute preservation.

People tend to think of memories as a set of individual recollections of specific, chronological events. In reality, though, human memory is much more nuanced and complex than just the storage of data like might be stored on a computer hard drive. Memory is far more colored and far less accurate than simple data storage. One individual’s memory of an event may be entirely different than another individual’s memory of that same event because of differences

Memory makes us. It is, to an extent, a collection of unique and personal experiences that we, as individuals, have amassed over our lifetime. It is what connects us to our past and what shapes our present and the future. If we are unable remember the what, when, where, and who of our everyday lives, our level of functioning would be greatly impacted. Memory is defined as or recognized as the “sum or total of what we remember.” Memory provides us the ability to learn and adjust to or from prior experiences. In addition, memory or our ability to remember plays an integral role in the building and sustaining of relationships. Additionally, memory is also a process; it is how we internalize and store our external environment and experiences. It entails the capacity to remember past experiences, and the process of recalling previous experiences, information, impressions, habits and skills to awareness. It is the storage of materials learned and/or retained from our experiences. This fact is demonstrated by the modification, adjustment and/or adaptation of structure or behavior. Furthermore, we as individuals, envision thoughts and ideas of the present through short-term memory, or in our working memory, we warehouse past experiences and learned values in long-term memory, also referred to as episodic or semantic memory. Most importantly, memory is malleable and it is intimately linked to our sense of identity and where we believe we belong in the world.