GHUB100 Human Biology

Article 1

Line bisection-based hemisphericity estimates of university students and professionals: Evidence of sorting during higher education and career selection.

Aim

This article aims at finding out that how the "Best Hand Test" method, one of the six correlated methods accesses by hemisphericity, works and if it is really worth to use this method for measuring hemisphericity distributions in a large group. The research also aims at finding out the advantages and disadvantages of using this method with the help of practical example of the students enrolled in lower division courses in Entering University.

Methodology

This research is highly based on the primary research methods. The author has used the questionnaire method to find out the accuracy of the Best Hand Test method for which unsorted entering students of a university were selected as the reference population. Further, the results have been compared with the sophisticated and upper-level classes and the group of professionals to find out the differences in the outcome by using the same method. The author has also carried out a survey of a dozen exhibiting artists of the Honolulu to analyses the stereotypes in context with hemisphericity. Thus there is no use of theoretical implications in form of secondary research.

Outcome

The results of the research suggest that the Best Hand Test method can be used to regulate brain hemisphericity supplies within populations. The use of these type of biological method avoids the possible bias for cultural, language and education. The author also has suggested that it would not be right to assign the hemisphericity on the basis of the results of only Best Hand Test method. It shows that there are chances for the fluctuation in outcomes when the study is carried out for a comparatively large number of students.

A weakness of this method has also been resulted by this research paper which indicated that this method is not able to individually confirm the pen grasp and handedness posture information provided by each participant. The findings of this study can be used to further research on this topic as to where the survey would be carried out on the basis of a large number of students (Morten, 2003).

Article 2

Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research.

Aim

This article aims at finding out the relevance of brain-based approaches for providing special education in terms of neuroscience. It describes the ways in which neuroscience support the traditional methods of teaching with the potential of applicability of these methods in the classroom.

Based In this article, the author critics about for purported neuroscience-based functions and practices named as right vs. left, brain-based instruction, educational practices that emphases on early critical periods and teaching to an individual with multiple intelligence. The article also aims to find out that whether neuroscience supports traditional as well as instructional practices of education or not.

Methodology

This study is based on the secondary research methods in which author have used the literature published related to neuroscience and teaching methods by different authors have been examined to structure the conclusion of the study. For this purpose, a number of articles and research paper have been analyzed and their accuracy of results have been examined by the author. While describing all the four methods, the author has described advantages, disadvantages for the same and at the end, a problem which is common in all the methods have been described in a detailed manner. The language used in this article is quite easy for the person who is well aware of the concept of neurology and but it is also not very hard to understand by others as well.

Outcome

This article suggests that neuroscience can certainly help the special tutors in understanding the brain mechanisms that may further be used to find out the differences and similarities in the students. The same can also be used to find out the difficulties which are faced by the students in their learning practices. But the research also suggests that the actual problem is not about the explanation of data to the tutors and neuroscientists, but it is with their level of understanding with often results in misinterpretation and over the interpretation of data which leads to the misinterpretation of data to the students also. The first methods are defined as difficult to be understood by the teachers while the second method emphasis on the overall development of a special child who takes time to learn and grow. The third method suggests focussing on the environmental conditions and the nutritional methods that are being provided to the special students. The fourth method suggests that a tutor is required to focus on the multiple intelligences of a child instead of a single and similar quality in all. Thus all the methods have their own importance in their own ways (Alferink & Farmer-Dougan, 2010).

References

Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) based education: Dangers of misunderstanding and misapplication of neuroscience research. Exceptionality, 18(1), 42-52.

Morton, B. E. (2003). Line bisection-based hemisphericity estimates of university students and professionals: Evidence of sorting during higher education and career selection. Brain and Cognition, 52(3), 319-325.