Running head: SEXUAL ORIENTATION 1 SEXUAL ORIENTATION 6 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 associate.

1. Running head: SEXUAL ORIENTATION
1
SEXUAL ORIENTATION
6
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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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,

8. 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