Well to first answer the question you would say your go to food and then explain how you can choose something healthier over that food. (I personally think you should eat what makes you happy because it helps but it’s not necessarily the right thing according to science.)
Answer:There are several ways you could get Pseudobulbar disorder.
An injury or disease that affects your brain can lead to pseudobulbar affect.
Alzheimer’s disease
Amyotrophic lateral sclerosis (ALS)
Brain tumor
Dementia
Multiple sclerosis
Parkinson's disease
Traumatic brain injury
Explanation:
Scientists believe that pseudobulbar affect may result from damage to the prefrontal cortex, the area of your brain that helps control emotions.
Answer:
the heart
Explanation:
the heart is a muscular organ in the center of you chest that contract about 60-80times
Answer:
Taking the example of hand geometry, i-e fingerprints for verification, it is very easy to implement due to the relatively small size of the sensors. As with all digitally stored biometric data, there are risks of data theft.
Explanation:
Fingerprint sensors use scanners to scan the geometry of the patterns on the skin, usually the fingertips. These patterns are unique to each individual to a very high degree, roughly 1:64,000,000 pairs of fingerprints have the chance of being identical. These sensors are relatively easy to install, are cheap, and very user friendly. This makes this technique a very effective method.
Since the data collected by the scanners is almost always stored digitally in a device which is connected to the internet or has access points, there is always the threat of data theft which can result in identity theft and possible fraudulent activities.
Children are born with tremendous potential and capacity for learning across all developmental domains: physical,
cognitive, emotional, language, and social development. Brain development in early childhood is influenced by
heredity, experiences, and relationships. The adults who live with and care for infants and young children play an
important role in laying the foundation and setting the stage for learning success. This set of developmental and
learning guidelines was developed to ensure that the people who care for infants and young children have the
knowledge and resources to support and encourage children during the ongoing process of growth and learning.
These guidelines will help those living or working with young children to recognize appropriate behaviors and set
realistic expectations for infant, toddler, and preschooler growth, development, and learning.
The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was
originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with
the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an
important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child
Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association
of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint position
paper of November 2002. The Guidelines were updated in 2007.
Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children,
contributing to young children’s educational experiences and to their future success. But these results can be achieved
only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2)
are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies
that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood
programs, professionals, and families.
In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision
of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth
through Three Years of Age. The revision process was intended to ensure that the information continued to meet
the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care
providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace
their roles as a child’s earliest teachers and will strive to do all that they can to meet needs of the children in their
care by supporting and encouraging them along the continuum of learning.
