Directions: In the first part, each question should be answered in one detailed and fully developed paragraph. Be brief but descriptive and analytical, using 5-7 sentences in each paragraph. Use quotes from readings and book to support your thoughts when possible. Make sure you explain why you thought the in text citations you chose were important. In the second part, explain the quote as applied to the book, State of Wonder by Ann Patchett as completely as possible. Part 1 1. After completing the reading of this book, what were your thoughts about the title? Please especially consider the possible meanings of “state” and “wonder”. 1. Marina Singh was the leading protagonist in this novel. What did you think about her character in both positive and negative ways. Do you think she was transformed in any way by her time in the jungle? 1. Although represented in a fictional manner, Pharma is at the center of this novel. What did you think about its narrative function in this text? Another way of looking at pharmaceutical industries is through the lens of research and development. What do you think about these areas as part of globalization? 1. Even though the Patchett book took place in current times, it had a certain colonial flavor. What connections were there between colonization processes and modern pharmaceutical ones? 1. The notions of space and place were apparent in this text. How did you perceive these aspects regarding the geographical locations of Minnesota and Manaus? 1. The areas of identity, uncertainty and belonging were interesting parts of this book and Marina’s personality. How did they manifest themselves in the story? 1. What were your thoughts about the relationship between Mr. Fox and Marina? 1. Indigenous people were prominently featured in this book. What are your thoughts about using them in research and development? Should women have children at an “advanced biological age”? 1. How are the following all intertwined: characteristics pertaining to the environment, the field of ethics, and the world of globalization? 1. We do not know what will actually become of Marina in the future. What do you think might happen to her? Part 2 Explain each of the following quotes. 1. Dr. Swenson states, “the question is whether or not you choose to disturb the world around you, or if you choose to go on as if you had never arrived. That is how one respects indigenous people…The point is to observe the life they themselves have put into place and learn from it.” 1. Dr. Swenson believes, ‘that it is difficult to trust yourself in the jungle…Some people gain their bearings over time but for others the adjustment never comes.” 1. It has been said that “sesta” (afternoon nap) is one of the only gifts the Europeans (Portuguese) brought to South America, but I imagine the Brazilians could have figured out how to sleep in the afternoon without having had to endure centuries of murder and enslavement.” 1. “Never be so f.

1. Directions:
In the first part, each question should be answered in one
detailed and fully developed paragraph. Be brief but descriptive
and analytical, using 5-7 sentences in each paragraph. Use
quotes from readings and book to support your thoughts when
possible. Make sure you explain why you thought the in text
citations you chose were important.
In the second part, explain the quote as applied to the book,
State of Wonder by Ann Patchett as completely as possible.
Part 1
1. After completing the reading of this book, what were your
thoughts about the title? Please especially consider the possible
meanings of “state” and “wonder”.
1. Marina Singh was the leading protagonist in this novel. What
did you think about her character in both positive and negative
ways. Do you think she was transformed in any way by her time
in the jungle?
1. Although represented in a fictional manner, Pharma is at the
center of this novel. What did you think about its narrative
function in this text? Another way of looking at pharmaceutical
industries is through the lens of research and development.
What do you think about these areas as part of globalization?
1. Even though the Patchett book took place in current times, it
had a certain colonial flavor. What connections were there
between colonization processes and modern pharmaceutical
ones?

2. 1. The notions of space and place were apparent in this text.
How did you perceive these aspects regarding the geographical
locations of Minnesota and Manaus?
1. The areas of identity, uncertainty and belonging were
interesting parts of this book and Marina’s personality. How did
they manifest themselves in the story?
1. What were your thoughts about the relationship between Mr.
Fox and Marina?
1. Indigenous people were prominently featured in this book.
What are your thoughts about using them in research and
development? Should women have children at an “advanced
biological age”?
1. How are the following all intertwined: characteristics
pertaining to the environment, the field of ethics, and the world
of globalization?
1. We do not know what will actually become of Marina in the
future. What do you think might happen to her?
Part 2
Explain each of the following quotes.
1. Dr. Swenson states, “the question is whether or not you
choose to disturb the world around you, or if you choose to go
on as if you had never arrived. That is how one respects
indigenous people…The point is to observe the life they
themselves have put into place and learn from it.”
1. Dr. Swenson believes, ‘that it is difficult to trust yourself
in the jungle…Some people gain their bearings over time but for

3. others the adjustment never comes.”
1. It has been said that “sesta” (afternoon nap) is one of the
only gifts the Europeans (Portuguese) brought to South
America, but I imagine the Brazilians could have figured out
how to sleep in the afternoon without having had to endure
centuries of murder and enslavement.”
1. “Never be so focused on what you’re looking for that you
overlook the thing you actually find.”
1. Ann Patchett has stated, “Reading fiction not only develops
our imagination and creativity, it gives us the skills to be alone.
It gives us the ability to feel empathy for people we’ve never
met, living lives we couldn’t possibly experience for
ourselves.” How does this quote apply to State of Wonder and
your reading of this novel?
1 day ago
Cynthia Green
week 4 discussion 1
COLLAPSE
Top of Form
Week Four, Discussion 1
Brain Maturation and Emotions -
Brain Maturation and Emotions
What is the impact of brain maturation on emotional

4. development?
Address changes in infancy, early childhood and beyond. When
or how do we gain control over our emotions?
Brain maturation is a complex and prevailing process; it’s
involved and/or responsible for emotional development (e.g.,
self regulation, responsiveness, etc.) throughout all stages of
life. Brain maturation can be used to address changes in
infancy, childhood and adult life. When looking at infants,
emotions first develop as pleasure and pain (Berger, 2012, p.
192). These rather simplistic emotions soon develop, and
become more complex with age. According to Berger, between 2
and 4 months infants can express social joy (i.e., an emotion
evoked by a human face) and even laughter (p. 192). All of
these social emotions described are a result of the cortex
maturing (p.194). One specific aspect of an infant’s emotional
development involves a change in preference amongst
caregivers. Due to neurological maturation, newborns soon shift
in desire, from any caregiver to someone they have grown
accustomed to (p. 195).
Brain maturation can further be expressed in the emotion of
stress. During childhood, scans show abnormal neurological
responses are often a result of abuse (Berger, 2012, p.195).
Infants are further impacted by stress. This can be shown
through the still-face paradigm, which is a process that proves
the impact of parental emotions on an infant (p.206). This
technique often involves an adult keeping a “straight-face”
when interacting with an infant. It has been shown the infants
often respond with smiles and movements (p.206).
Finally, brain maturation can affect one’s ability to distinguish
emotions . Synesthesia, or the inability to differentiate
emotions, is present amongst infants, children and adults
(Berger, 2012, p.195). Within infants it is most common to

5. notice confusion, especially due to their tendency to frequently
cry. However, with the acquisition of self-awareness, the
confusion appears to relieve itself. Though emotional confusion
is uncommon, it is still present in adulthood, potentially due to
genetics.
When addressing the question “do we ever gain control of our
emotions?” it’s important to consider culture. Culture impacts
what emotions are most emphasized, as well as gendered display
rules. Furthermore, culture impacts norms, control strategies
and emotional expressions (Berger, 2012, p. 292). Motivation
can also be a predominant factor in emotional regulation.
Intrinsic (i.e., internal drive) compared to extrinsic (i.e., outside
forces such as rewards) motivation can influence one’s emotions
and behavioral efforts (p.292). Overall, seeking an emotional
balance, which is determined by one’s cultural constraints, is
key.
References
Berger, K. S. (2012). The developing person through childhood
and adolescence (9th ed.).
New York, NY: Worth Publishers.
Bottom of Form
Ilima Tavares
week 4 post 1
COLLAPSE
Top of Form
Brain maturation is involved in all emotional developments,
especially through infants and toddlers with their ever -
maturing brains and bodies. With an infant, we see pleasure
first, then pain. Infants look happy after being fed or when
asleep, and they cry when they’re hungry, tired, or in pain. With
the growth of brain maturation, the infant begins to smile and
create laughter between the ages of 2 and 4 months (Berger.

6. 192). Infant and toddler emotions also show that their brain is
maturing because of their ability to show emotions such as
anger and sadness around 4 to 8 months. Between 9 and 14
months, infants will gain a fear of social events because of
strangers or have separation anxiety. Around 18 months,
toddler’s gain self-awareness which is the realization that one’s
body, mind, and activities are separate from those of other
people (Kopp, 2011).
Stress can impair the brain, particularly in areas that are
connected with our emotions. There is evidence of from brain
scans of maltreated children, these scans reveal abnormal
activation in response to not only stress and emotions, but even
to photographs of frightened people (Berger 195).
Synesthesia is more common in childhood than in adults; it is
when brain maturation may affect an infant’s ability to
differentiate emotions (one sense triggers another in the brain),
such as distinguishing between joy and fear. Brain immaturity
plays a big role in why this may happen.
Gaining control over our emotions may not be as easy at it
seems. We all have different ways to cope with our emotions.
Culture can play a huge factor in how some cope with their
emotions. Children try to cope with their emotions by following
the norms of their culture and what they see (Berger 292).
Cultures differ in control strategies as well. Seeking emotional
balance is the key to keeping one’s emotions regulated and in
control of themselves.
Berger, K. S. (2012). The developing person through childhood
and adolescence (9th ed.).
New York, NY: Worth Publishers.
13 hours ago
Jessica Chavez
Week Four Discussion 1
COLLAPSE
Top of Form

7. The impact of brain maturation has on emotional development is
that the brain becomes more developed through the knowledge
and interactions the human will have. There are several
different emotions that begin to emerge beginning at the early
age of infancy. Some of the emotions that are developed are:
crying, smile, laughter, responsiveness smiles, anger, fear of
social events, fear of unexpected sights and sounds, and self-
awareness (Berger, 192).” However, culture and experience
influence the development, and every infant develops
differently. By the early age of two, toddlers are able to display
the entire spectrum of emotional reactions. Toddlers are able to
learn what is acceptable throughout their family and culture.
“They have been taught what is acceptable in their family and
culture—sometimes fear, sometimes boldness (Berger, 193).”
Brain maturation can be expressed in the emotions of stress.
“One study found a cascade of stress throughout development:
Fathers affect mothers’ stress levels, and if a mother is highly
stressed, that stress can harm their child (Berger, 195).”
Cortisol and brain imagery suggest that the hypothalamus grow
more slowly if an infant is under stress. “Cortisol can elevate
the blood pressure and the heart rate, increase blood sugar, and
interrupt digestive and kidney functions (naturalchild.org).”
Infants whom are shown physical attention to, have a lower
stress level and cortisol measurement.Brain maturation may
affect an infant’s ability to differentiate emotions. “Synesthesia
is a phenomenon in which one sense triggers another in the
brain (Berger, 195).” This is most likely caused by brain
immaturity.
There are several ways that we are able to gain control over our
emotions. For example, behaviorism displaying positive and
negative attention, or punishments for appropriate behavior
versus inappropriate behavior. Also, the way we were brought
up and our cultures will be able to help us control our
behaviors, by seeing the way our parents and their surroundings
are like. Also, I think that sociocultural theory is able to help us

8. gain control of our emotions.
https://www.naturalchild.org/articles/guest/linda_folden_palmer
2.html
Berger, K. S. (2012). The developing person through childhood
and adolescence (9th ed.).
New York, NY: Worth Publishers.
Bottom of Form
Bottom of Form
22 hours ago
Ilima Tavares
week 4 post 2
COLLAPSE
Top of Form
When children are very young, they may not realize what
different genders are. Boys may play with dolls, and girls may
play with trucks and not think about it for one second. Young
children can also be confused about gender and sex, but this
changes as the child grows older. Despite the increasing
acceptance of sexual diversity, at around age 5 many children
become aware in their ideas of sex and gender (Berger. 312).
By age 3, children may even reject playing with the toys that

9. are geared towards the other gender from themselves. Gender
identity typically develops in stages, around age two, children
become conscious of the physical differences between boys and
girls. Before their third birthday, most children can easily label
themselves as either a boy or a girl. By age four, most children
have a stable sense of their gender identity
(healthychildren.org).
There are three theories of gender-role development, which are:
Psychoanalytic theory, behaviorism, and cognitive theory. All
the theories differ in how they explain the young child’s
understanding of male and female. The theories all raise this
question: what gender patterns should children learn?
A toddlers’ ability to think about themselves from the
perspective of a second person also marks the start of their
acquisition of what’s called “self-concept” which are, stable
thoughts and feelings about the self. Between a child’s first and
second birthdays, they will be able to produce simple self-
descriptions and evaluations such as “I am a good boy”, which
will become more complex over time. By the time a child is
around eight-years-old, they will have a relatively stable idea of
their own personality traits and dispositions, and whether they
feel like a valuable and competent person (theconversation).
Regardless of how children feel about themselves, adding an
“idea of me” to their cognitive architecture changes the way
they process information.
Berger, K. S. (2012). The developing person through childhood
and adolescence (9th ed.).
New York, NY: Worth Publishers.
healthychildren.org/English/ages-
stages/gradeschool/Pages/Gender-Identity-and-Gender-
Confusion-In-Children.aspx

10. http://theconversation.com/how-do-children-develop-a-sense-of-
self-56118
Bottom of Form
13 hours ago
Jessica Chavez
Wee Four Discussion Two
COLLAPSE
Top of Form
When children are very young, they may not realize what
“genders” are. Some boys may play with dolls, and some girls
may play with trucks and superheroes. “A dynamic-systems
approach reminds us that the attitudes, the roles, and even the
biology of gender differences and similarities change from one
developmental period to the next; the theories about how and
why this occurs change as well (Berger, 312).” Around the age
of two, children become conscious of the physical differences
between boys and girls. However, before their third birthday;
most children can easily label themselves as either boy or a girl.
By the age of four, most children have a stable sense of their
gender identity. Gender development is a normal process for all
children however, all children need support, love, and care from
family, school, and society.
Berger, K. S. (2012). The developing person through childhood
and adolescence (9th ed.).
New York, NY: Worth Publishers.
Bottom of Form
14 hours ago
Cynthia Green
Week Four, Discussion 2
COLLAPSE
Top of Form
Week Four, Discussion 2

11. Gender Identity and the Sense of Self (p.476)
How does a child develop gender identity and a sense of self?
According to Berger (2012) gender identity typically starts with
the biological sex of the person, and society’s role of what is
appropriate for that gender. Gender identity and sexuality is
influenced not only by physical appearance, but also cognitive,
social and emotional development. According to Martin &
Ruble (2004) “cognitive perspectives on gender development
assume that children are actively searching for ways to find
meaning in and make sense of the social world that surrounds
them” (p.67). Culture and society provide these gender identity
cues for children, as a consequence, they interpret the cues such
as what they see and hear. These cues can also be associated
with gender stereotyping. Martin & Ruble (2004) describe this
as characteristics of rigid beliefs that specific genders can only
do certain things. Studies suggest that a toddlers can distinguish
between male and female around the time they talk.
Furthermore, Martin & Ruble (2004) explain the developmental
pattern of gender stereotyping. The first stage of development
begins during the toddler year where they learn about
characteristics of gender. The second stage of development is
between the years of five to seven. Gender stereotyping is a
“rigid either-or fashion”. The final stage around age eight,
children develop more gender flexibility.
References
Berger, K. S. (2012). The developing person through childhood
and adolescence (9th ed.).
New York, NY: Worth Publishers.
Martin, C., & Ruble, D. (2004). Children's Search for Gender
Cues: Cognitive Perspectives on Gender Development. Current
Directions in Psychological Science, 13(2), 67-
70. https://journals-sagepub-
com.nuls.idm.oclc.org/doi/pdf/10.1111/j.0963-
7214.2004.00276.x

12. Bottom of Form