The dehumanizing effects of totalitarianism in 1984 by George Orwell Essay Example

The dehumanizing effects of totalitarianism in 1984 by George Orwell: Essay The most prominent message of 1984 is that totalitarianism destroys all that is civil and noble in human beings. In the novel, Orwell writes â€Å"Freedom is the freedom to say two plus two equals four. Once that is granted, all else follows.† The converse of this quote is that by disallowing fundamental freedoms that are inherent to humanity Big Brother and his Party are able to produce a dehumanized, mechanical race of people. In other words, dehumanization is both the cause and effect of a totalitarian political system. This essay will take this as its thesis and flesh out arguments and evidence in support. There are several methods adopted by the party to dehumanize its population. One such is the rigid scheduling of everyday activities for the people. This is most pronounced for members of the Outer Party and Inner Party and less so for the Proletariat. Winston Smith, the protagonist of the story, is a member of the Outer Party. As a result he is subject to strict daily routines which have a dehumanizing effect. For example, the day begins not with a gentle tap that wakes one up from a peaceful sleep. Instead the ubiquitous telescreen lets out a shrieking, piercing alarm that shocks the sleeper out of bed. But this is just the beginning of the torturous routine that cannot be evaded by anyone. After the shocking wake-up call the citizens are subject to a compulsory exercise regimen. Winston suffers from coughing fits each morning, but still he cannot excuse himself from these ‘physical jerks’ as they are called. To boot, his varicose ulcer condition is also exacerbated by the strain of exercise. By forcing people into these rigorous everyday routines, the Inner Party and the masterminds who inhabit it, induce a sense of helplessness among the population. If one of the hallmarks of human nature is the ‘freedom’ to think and act accordingly, the agenda of the Party nullifies this possibility. We will write a custom essay sample on The dehumanizing effects of totalitarianism in 1984 by George Orwell: specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The dehumanizing effects of totalitarianism in 1984 by George Orwell: specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The dehumanizing effects of totalitarianism in 1984 by George Orwell: specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The other method of dehumanization that the Party has devised is the abolition of sex and intimacy among couple. Sex is allowed only in conjugal relations, but that too strictly for the purpose of procreation. In fact the establishment of agencies like Anti-Sex League is toward this end. The rationale for the encouragement of celibacy is that by suppressing the sex-instinct, the instincts toward liberty and free thought might also be repressed. By taking control of a fundamental human urge – to seek and offer love – the Party can sufficiently control a whole range of other thoughts and expression. The Thought Police is especially vigilant in detecting, verifying and ultimately punishing those who are found guilty of this grievous ‘crime’. The effect of such an attack on sex and intimacy is a society that is deeply dehumanized. In Winston Smith’s own case, his marriage to Catherine was short lived. Having been indoctrinated by the Anti-Sex League, Cat herine turned out to be frigid woman devoid of any passion. Her perception of marriage was one of duty toward the party. Caught between his wife’s dogmatic attitude toward marriage and her acquired frigidity of body and emotion, Winston found his fifteen months of married life a dehumanizing experience. Another effective method employed by Big Brother and his team of social planners is total control of personal memory. There is no such thing as individual remembrance of fact or event. The only source of reference or knowledge is through the books, journals and historical records published by the Ministry of Information. The coining of the name Ministry of Information is meant ironically by Orwell, for what it produces is largely misinformation. Freedom, in the context of the Ministry of Information, is the freedom to truth. If the ministry decides that two plus two shall be five and not four, such will become the immutable ‘truth’ in the eerie world of Oceania. Political propaganda is the only guiding logic behind any piece of information dished out by the ministry. But not all such information can be assimilated by a human being. In the case of Winston Smith, being a man of above average intelligence and perceptiveness, his mind revolts against accepting party propaganda that stands in contradiction to his personal knowledge. It is in recognition of this natural tendency to rebel that the word ‘doublethink’ is introduced in Newspeak. Even Winston’s everyday job is one of purging, correcting or fabricating old records of The Times to suit current political expediencies. In this way, Winston’s job is about eliminating the merit or necessity of individual memory. The freedom to possess personal knowledge or memory is made redundant with the constant reinvention of history. Thus if Winston produces an article to the effect of saying two plus two equals five, such will become the undisputed fact. By taking away from people the fundamental right to independent thought, sound logic and personal memory, the Party turns them into mere puppets. They are by the same token deeply dehumanized. The totalitarian control over personal memory is one symptom of a broader systemic condition in Oceania, namely, the total lack of freedom of press. This has several implications. For example, beyond the fact of freedom of speech and expression, as well as the claim to a fundamental human right, it affects other domains of life. The quality and content of art and literature depends on it. Likewise, the shape of intellectual life and public discourse is borne by freedom of press. Even the seemingly abstract and removed world of scientific inquiry cannot flourish under harsh censorship. And most importantly, freedom of press is often linked to freedom in education. When the education system and the disseminated content are controlled by the state, there are serious repercussions. The young impressionable minds of children are most vulnerable to systematic indoctrination. By careful choice and structuring of syllabi at various levels, Big Brother and his Party have supreme power to prod uce young adults who would toe the party line. This is equivalent to subjecting children to an assembly line of production. Such a scenario is not only profoundly harmful and dehumanizing for the children of Oceania. In conclusion, the fundamental freedom to thought, action and seeking truth is abolished in the dystopia of Oceania. Thereby, its wretched citizens of all categorizations do not have the power to say ‘two plus two equals four’. The deprivation of such a basic freedom has profound implications in all realms of life. What this nightmarish system produces ultimately are hordes of mindless and subservient masses of people who are not human in the sense we know it. They are decidedly less than human and more akin to captive animals. Reference: Orwell, George (1949). Nineteen Eighty-Four. A novel. New York: Harcourt, Brace Co.

How to Major in Success by Following Your Passion

How to Major in Success by Following Your Passion If you’ve thought that getting good grades makes you a successful student, think again. In his book, Major in Success, Patrick Combs clearly outlines what being successful really means for students, no matter how old they are. The difference between mediocrity and greatness is not family or intelligence, Combs says, it’s extraordinary drive. How do you get extraordinary drive? It’s all about passion, baby, about discovering what it is you love to do. Combs suggests you: Admit what really interests youPinpoint your true aspirations (including the ones your family might not agree with)Discover the many jobs related to your interest (Combs shows you how) Feel your fears and do it anyway. What I really like about this book is that Combs anticipates the arguments against his ideas and answers them with helpful exercises that walk you through what he’s trying to get you to realize, experience, and act on. His own passion for helping others find their passion is evident. So many other books on success focus on more tangible advice, and that’s important too, but if underneath all that surface stuff your fire isn’t blazing, satisfaction is going to be hard won, if won at all. Trust your emotions, Combs writes. Choose enjoyment, satisfaction, and learning over dollars. He also suggests your best job may not be what you’re good at, and that life is very generous to those who follow their passions and pursue their dreams. I find that inspiring, not only for twenty-somethings just starting out, but also for those of us who have tried a career or three and are still searching for the one that brings us joy. The older we get, the more important that becomes. Combs provides plenty of exercises for discovering which job that might be. He also discusses: Power journalingDealing with fearSetting goalsChoosing the classes that really matterManaging time and stressFinding a coachNetworking in professional organizationsInterviewing effectively Major in Success is filled with practical advice about the things that really matter in life, the things that lead to true success. About the Author Patrick Combs is a best-selling author, inspirational speaker, and humorous entertainer. He is in the Motivational Speakers Hall of Fame and has an off-Broadway solo comedy act. You can lots of helpful stuff for students at goodthink.com, one of Patricks early sites where you will also find great tips on writing, speaking, and planning meetings. Google Patrick Combs and you will find him at patrickcombs.com and at livepassionate.com, the site for his company, MIGHT, an online tool and community that enables people to accomplish phenomenal results in record time. And, of course, you can find him everywhere on social media. I love it when I find a company that generously shares information that helps others succeed. Patricks company, Good Thinking Co., is one of those companies. Goodthink.com is filled with witty, inspiring quotations, movie lists, book lists, favorite essays, stories, videos, seminars, and links to other helpful sites. Patrick Combs has published two other books: Man 1, Bank 0 - the true story of one mans battle against his bankGearing Up (Inside and Out) for a Great Life You can pay a little extra for signed copy. Go forth and be successful. Theres an abundance of advice available and no excuse not to!

Questions to Ask When Hiring a Lawyer

Questions to Ask When Hiring a Lawyer Choosing a lawyer can be the most important decision an immigrant makes. Before hiring legal counsel, take the time to find out what youre getting. Here are the questions you should ask during an interview with a prospective attorney. What to Ask an Immigration Lawyer How long have you been practicing immigration law?- There is no substitute for experience when it comes to handling the most challenging cases. It’s important that your attorney not only knows the law but also understands the process. Don’t be afraid to ask about the lawyer’s background and credentials, either. It can be a good idea to talk to a former client and ask how things went.Are you a member of AILA?- The American Immigration Lawyers Association (AILA) is a national organization of more than 11,000 attorneys and law professors who practice and teach immigration law. They are specialists who are up to date on U.S. law. AILA attorneys represent U.S. families seeking permanent residency for family members and U.S. businesses seeking talent from overseas. AILA members also represent foreign students and asylum seekers, often on a pro bono basis.Have you worked on cases similar to mine?- It’s always a plus if the lawyer has been successfully working a c ase that is similar to yours. Immigration cases can vary greatly and experience with your particular situation can make all the difference. What actions will you take immediately and what will follow?- Try to get a mental picture of the road ahead. Get an idea of how complicated or difficult your case may be. Take the opportunity beforehand to find out how knowledgeable and how aggressive your prospective attorney is.What are my chances of a positive outcome?- An experienced, reputable attorney will have a good idea what’s ahead and won’t make promises that can’t be kept. Be wary if you hear something that sounds too good to be true. It just might be.What can I do to improve my Chances for success?- Try to be a working partner in your own cause. Get your lawyer the documents or information she or he requires as soon as possible. Make sure you are forthcoming and that the information you give about yourself is accurate and complete. Get involved and learn the legal terminology.Can you give me an estimate of how long my case will be resolved?- It is always difficult to come up with a precise timetable when you’re dealing with the government, especially when it comes to immigration issues. But an experienced attorney can give you at least a rough estimate of what the schedule ahead might look like. You also can check on your case status directly with the United States Citizenship and Immigration Services. Who will be working on my case besides you?- Support staff can be critical. Ask about any paralegals, investigators, researchers or even secretaries that will be assisting your attorney. It’s good to know their names and understand their roles. If there are language or translation issues, find out who might speak your language in the office.How will we communicate with each other?- Find out if the lawyer wants to talk by phone, or communicate by emails, text messages or overnight mail. Many attorneys still rely on traditional postal services (snail mail) to do much of the work. If that doesn’t suit you, make other arrangements or hire someone else. Don’t leave the office or turn off the phone without getting all the contact information you will need. If you’re overseas, you need to think about time differentials when you’re calling or text messaging.What is your rate and your best estimate of the total cost?- Ask what type of payment the lawyer acce pts (are credit cards OK?) and when you will be billed. Ask for a breakdown of the charges and see if there are any ways to minimize the cost. Find out if there are any extra expenses that might come up.

Business School Networking Refelction Essay Example | Topics and Well Written Essays - 250 words

Business School Networking Refelction - Essay Example I conducted my research prior to attending the simulation. I checked the websites about networking simulations. I also managed to play one of the online networking simulations prior to this one. This helped me prepare well before the actual test. I wrote my weaknesses from the prior simulation and tried to work on them before we went for the class simulation. During the conversation I was able to interact with Mr. Schiff managing Director of BIDCO Company. He told me that networking is not about whom you are but what people say you are. Our tutor Mr. Tom also told me that networking is critical and building relationships is the catalyst for a successful business. In addition to this, my friend Claire told me that if I was to succeed I would need to continually connect with new people and cultivate emerging relationships and leverage my network. I took all these conversations as very important. During this time I built my confidence and gained courage in the field of business. In the end I learnt that networking is all about cultivating a win-win situation by accelerating professional development and seeking new career

The Case of the Off-Rhythm Bongo Player Essay Example | Topics and Well Written Essays - 2000 words

The Case of the Off-Rhythm Bongo Player - Essay Example As explained by Jason Bardi reports from the Scripps Institute, "calcium is a second messenger and regulates many different intracellular processes, including gene expression within cells." (Bardi, 2004) and "the transfer or spread of this excitability to a neuronal network, manifested as electro-graphic and clinical seizures, occurs via synaptic transmission." (Wellmer J, Su H, Beck H, Yaari Y and Eur J Neurosci, 2002) The effect on ion channels and effect on threshold are distinctive in the sense that "native calcium channels have been classified by both their electrophysiological and pharmacological properties and are generally divided into low-threshold (T-types) and high threshold (L-, N-, P/Q- and R-types). The L-, N-, P/Q- and R-type channels typically activate at membrane potentials near -30 mV and display diverse kinetic, voltage-dependent and pharmacological properties.1 The availability of specific pharmacological agents targeting the high threshold channels has permitted elucidation of many of their physiological functions. The T-type calcium channels describe a class of molecules that transiently activate at relatively negative potentials (-60 mV) and for which a general lack of high-affinity selective blockers has made their exact physiological contributions lag behind those of the high-voltage activated isoforms" (Snutch, 2005) The effect on Bado's muscles including the aching, twitching and tingling fingers is based on how the calcium mediates constriction and relaxation of blood vessels. This includes those excitable cells which controls the nerve impulses like those occurring in his twitching fingers. More definitively explained by Jane Higdon of the Linus Pauling Institute at Oregon University, calcium plays a role in mediating the constriction and relaxation of blood vessels (vasoconstriction and vasodilation), nerve impulse transmission, muscle contraction, and the secretion of hormones, such as insulin. Excitable cells, such as skeletal muscle and nerve cells, contain voltage-dependent calcium channels in their cell membranes that allow for rapid changes in calcium concentrations. For example, when a muscle fiber receives a nerve impulse that stimulates it to contract, calcium channels in the cell membrane open to allow a few calcium ions into the muscle cell. These calcium ions bind to activator proteins within the cell that release a flood of calcium ions from storage vesicles inside the cell. The binding of calcium to the protein, troponin-c, initiates a series of steps that lead to muscle contraction. The binding of calcium to the protein, calmodulin, activates enzymes that breakdown muscle glycogen to provide energy for muscle contraction. (Higdon, 2003) As explained in the following afflictions, cell excitability and effects on the skeletal muscle are discussed: a) Hyperkalemia: "In acute hyperkalemia, the ratio of intracellular to extracellular K+ is decreased. The gap between the resting membrane potential to the excitability threshold is decreased and the nerve conduction is initiated more easily. If this continues it progresses to weakness of muscles. Gradual hyperkalemia, as in

The substitution reactions

The substitution reactions Acknowledgement The preparation of this project on the topic- substitution reactions.: a profile would not have been possible without the valuable contribution of my TEACHERS. I would like to give most specially thanks to my CHE sir Dr. Ashish kumar who is my chemistry teacher to giving me the important guidelines during making this project. So, I hope this project will provide large and sufficient information about the different coordination numbers present in the coordination chemistry. Introduction In substitution reaction, afunctional groupin a particularchemical compoundis replaced by another group[1]. Inorganic chemistry, theelectrophilicandnucleophilicsubstitution reactions are of prime importance. Organic substitution reactions classified in several mainorganic reactiontypes depending on whether thereagentthat brings about the substitution is considered anelectrophileor anucleophile, whether areactive intermediateinvolved in the reaction is acarbocation, acarbanionor afree radicalor whether thesubstrateisaliphaticor aromatic. It also is helpful for optimizing a reaction with regard to variables such as temperature and choice of solvent Substitution reaction : chlorination of methane Nuclophilic reactions: These kind of substitution reactions happen when the reagent is a nucleophile, which means, an atom or molecule with free electrons. Anucleophilereacts with analiphaticsubstrate in anucleophilic aliphatic substitutionreaction. When the substrate is anaromaticcompound the reaction type isnucleophilic aromatic substitution. Carboxylic acidderivatives react with nucleophiles innucleophilic acyl substitution. This kind of reaction can be useful in preparing compounds The Nucleophilic substitutions can be produced by two different mechanisms: Monomolecular nucleophilic substitution (SN1): In this case the reaction proceeds in stages, the compounds first dissociate in their ions and then this ions react between them. Its produced by carbocations. Bimolecular nucleophilic substitution (SN2): In this case the reaction proceeds in only one stage. The attack of the reagent and the expulsion of the leaving group happen simultaneously. Electrophilic reaction Electrophilesare involved inelectrophilic substitutionreactions and particularly inelectrophilic aromatic substitutions: Electrophilic reactions to other unsaturated compounds thanarenesgenerally lead toelectrophilic additionrather than substitution. Radical substitutions Aradical substitutionreaction involvesradicals The term nucleophile comes from the Greek meaning nucleus loving, in other words nucleophiles seek positive charged centres. Nucleophiles have lone pairs of electrons and may carry a negative charge. There are many examples of nucleophiles, such asNH3,H2O,CN-,HC?C-, andOH-. Alkyl halides contain a halogen (X =F,Cl,BrorI) covalently bonded to a carbon atom. Due to the electronegativity differences between carbon and the halide, theC-Xbond is polar with a partial positive charge (?+) on the carbon atom and a partial negative charge (?-) on the halogen. Halogens are good leaving groups and can be replaced by an incoming nucleophile. Nucleophilic substitution is the reaction of an electron pair donor (the nucleophile, Nu) with an electron pair acceptor (the electrophile). An sp3-hybridized electrophile must have a leaving group (X) in order for the reaction to take place. Mechanism of Nucleophilic Substitution The term SN2 means that two molecules are involved in the actual transition state: The departure of the leaving group occurs simultaneously with the backside attack by the nucleophile. The SN2 reaction thus leads to a predictable configuration of the stereocenter it proceeds with inversion (reversal of the configuration). In the SN1 reaction, a planar carbenium ion is formed first, which then reacts further with the nucleophile. Since the nucleophile is free to attack from either side, this reaction is associated with racemization. In both reactions, the nucleophile competes with the leaving group. Because of this, one must realize what properties a leaving group should have, and what constitutes a good nucleophile. For this reason, it is worthwhile to know which factors will determine whether a reaction follows an SN1 or SN2 pathway. Common examples include Organic reductionswithhydrides, for example R-X?R-HusingLiAlH4 (SN2) hydrolysisreactions such as R-Br + OH-?R-OH+Br-(SN2) or R-Br + H2O ? R-OH +HBr (SN1) Williamson ether synthesis R-Br +OR-?R-OR+ Br- (SN2) Electrophilic substitution Electrophilic aromatic substitutionorEASis anorganic reactionin which an atom, usuallyhydrogen, appended to anaromatic systemis replaced by anelectrophile. The most important reactions of this type that take place arearomatic nitration,aromatic halogenation,aromatic sulfonation, and acylation and alkylatingFriedel-Crafts reactions. Basic reaction Aromatic nitrationsto formnitro compoundstake place by generating a nitronium ion fromnitric acidandsulfuric acid. Aromatic sulfonationofbenzenewith fumingsulfuric acidgives benzenesulfonic acid. Aromatic halogenationof benzene withbromine,chlorineoriodinegives the corresponding aryl halogen compounds catalyzed by the corresponding iron trihalide. TheFriedel-Crafts reactionexists as anacylationand analkylationwith acyl halides oralkyl halidesas reactants. The catalyst is most typicallyaluminium trichloride, but almost any strongLewis acidcan be used. In Fridel-Crafts acylation, a full measure of aluminium trichloride must be used, as opposed to a catalytic amount. Basic reaction mechanism In the first step of thereaction mechanismfor this reaction, the electron-rich aromatic ring which in the simplest case isbenzeneattacks the electrophileA. This leads to the formation of a positively-charged cyclohexadienylcation, also known as anarenium ion. Thiscarbocationis unstable, owing both to the positive charge on the molecule and to the temporary loss ofaromaticity. However, the cyclohexadienyl cation is partially stabilized byresonance, which allows the positive charge to be distributed over three carbon atoms. In the second stage of the reaction, aLewis baseBdonates electrons to the hydrogen atom at the point of electrophilic attack, and the electrons shared by the hydrogen return to thepisystem, restoring aromaticity. An electrophilic substitution reaction on benzene does not always result in monosubstitution. While electrophilic substituents usually withdraw electrons from the aromatic ring and thus deactivate it against further reaction, a sufficiently strong electrophile can perform a second or even a third substitution. This is especially the case with the use ofcatalysts. Radical Substitution Radicals A radical is a species that contains unpaired electrons. Typically formed by a homolytic bond cleavage as represented by the fishhook curved arrows: RADICAL CHAIN MECHANISM FOR REACTION OF METHANE WITH Br2 Step 1 (Initiation) Heat or uv light cause the weak halogen bond to undergo homolytic cleavage to generate two bromine radicals and starting the chain process. Step 2 (Propagation) A bromine radical abstracts a hydrogen to form HBr and a methyl radical, then The methyl radical abstracts a bromine atom from another molecule of Br2to form the methyl bromide product andanotherbromine radical, which can then itself undergo reaction 2(a) creating a cycle that can repeat. Step 3 (Termination) Various reactions between the possible pairs of radicals allow for the formation of ethane, Br2or the product, methyl bromide. These reactions remove radicals and do not perpetuate the cycle. There are two components to understanding the selectivity of radical halogenations of alkanes: reactivity of R-H system reactivity of X. R-H The strength of the R-H varies slightly depending on whether the H is 1o, 2oor 3o. The following table shows the bond dissociation energy, that is the energy required to break the bond in a homolytic fashion, generating R.and H. Halogen radical, X. Bromine radicals are less reactive than chlorine radicals Br.tends to be more selective in its reactions, and prefers to react with the weaker R-H bonds. The more reactive chlorine radical is less discriminating in what it reacts with. The selectivity of the radical reactions can be predicted mathematically based on a combination of an experimentally determined reactivity factor, Ri, and a statistical factor, nHi. In order to use the equation shown below we need to look at our original alkane and look at each H in turn to see what product it would give if it were to be susbtituted. This is an exercise in recognizing different types of hydrogen, something that will be important later. REFERENCES:- Chang Raymond www.wikepedia.org www.google.com

Brain Development Essay

At birth there are about 100 billion brain cells produced and they are beginning to connect with each other. At the first week of age, brain development starts with conception. It is important to reach the age of an infant and practice the ten principals. In the early years, young brains produce almost twice as many synapses as they will need. By age two, the number of synapses a toddler has is similar to that of an adult. By three the child has twice as many synapses as an adult. The infant brain develops through the interaction with the world around, especially the interaction with adults. At the first few months, an infant cannot response to praise or punishment. Emerging research on brain development indicates that the degree for responsive care giving that children receive as infants and toddlers positively affects the connections between neurons in the brain (Brain Cells), and the architecture of the brain itself. The first three years of life are the period of growth in all areas of a baby’s development. Consistent, responsive relationships enable infants and toddlers to develop secure attachments. Infants and Toddlers develop knowing and understanding by perceiving experiences directly with the senses. For infants to acquire the ability to comprehend this sensory information they must b able to distinguish between the familiar and the unknown; later they will begin to consider, to formulate, and to form mental images in this process of experiencing and clarifying the environment. Infants begin by exploring the world with their bodies. They internalize what they take in through their senses and display it in their physical movements. Infants gather vital information through such simple acts as mouthing, grasping, and reaching. The knowing process also involves language abilities. As young children use their senses to experience the world, they need labels to categorize and remember these experiences. By creating these labels, children increase their ability to communicate and begin to control their own behavior. These expanded abilities give young children additional opportunities to understand the world (Infant, Toddlers, and Caregiver Ninth Edition). Recent brain research supports the goal of building a total person instead of concentrating on cognitive development alone. Providing a rich environment with interesting things to do is desirable and stimulates cognitive development. But that does not work without working on physical, social, and emotional development at the same time. What make differences are the day-to-day living, the relationships, the experiences, the diapering, the feedings, the toilet training, and the free play and exploration that contribute to intellectual development. Early experiences matter, and shape brain architecture. Advances in brain research have provided great insight into how young children’s experiences have profound impact on genetic predispositions and thereby share the processes that determine whether their brains will have adaptations or maladaptations for later learning, memory, reasoning, executive functioning, expressing a full range of positive and negative emotions, socialization, behavior control and lifelong health. The thrust of this element is to close the gap between what we have learned and what we do with infants and toddlers. Experiences that prepare the developing brain to function optimally include having warm, nurturing, attentive social interactions and conscientiously buffering young children from the adverse impact of toxic stress. Lack of these kinds of experiences can have devastating, long-term effects on brain development including cognitive functioning and social-emotional competencies. For example, unpredictable or chaotic routines or lack of consistent caregivers may jeopardize children’s foundation for identity development or self regulation, or few language experiences, toys, and opportunities to explore impede the development of neural connections and pathways that facilitate learning (Essential elements of Quality-Infant-toddler Program). To deliver high quality care giving, adults need to understand and recognize key developmental processes that help them understand and support infants and toddlers. Since this essential element explicitly identifies knowledge about key developmental processes threats to them as a factor in quality infant-toddler program, three terms are defined as important pieces of a wider knowledge base about brain development that informs practice: serve and return, executive functioning and toxic stress. Serve and return is the interaction between young children and their parents and caregiver is a key to healthy brain development. It helps to create neural connections that build later cognitive and emotional skills. Executive functioning represents the cognitive skills that enable a child to focus on, hold, and think about information, filter distractions; and divert their attention to something new. The foundation for executive functioning is laid in infancy and is facilitated through early experiences. Acquiring the early building blocks of (executive functioning) skills is one of the most important and challenging tasks of the early childhood years. Toxic stress is defined as strong, frequent, and/or prolonged adversity without adequate adult support. Toxic stress disrupts brain development. While some experience with manageable stress is important for healthy development, prolonged, uninterrupted, overwhelming stress; toxic stress without the buffering relationships a child needs, can result in damaged, weakened systems and brain architecture that can have negative long-term effect (Essential Elements of Quality-Infant-Toddler Program). Environments make a difference in brain development. Environments that provide proper nutrition and regularly scheduled periods of sleep and physical activity consistently promote warm, nurturing, attentive social interaction; and conscientiously buffer young children from the adverse impacts of toxic stress. Lack of adequate nutrition, physical activity, appropriate sensory stimulation or social-emotional developmental experiences disrupt brain architecture and can have a decisively negative Impact on future development (Essential Elements of Quality-Infant-Toddler Program). Finding about the impact of early experiences on brain development highlight the importance of intervening early with highly stressed infants and toddlers and their families. Infants and children who are rarely spoken to, who are exposed to few toys, and who have little opportunity to explore and experiment with their environment may fail to fully develop the neural connections and path ways that facilitate later learning. Despite their normal genetic endowment, these children are at a significant intellectual disadvantage and are likely to require costly special education or other remedial services when they enter school. Fortunately, intervention programs that start working with children and their families at birth or even prenatally can help prevent this tragic loss of potential. While high-quality infant and toddler programs are not necessarily intervention programs. When caregiver and parenting practices are grounded in knowledge of early brain development, caregivers and parents are much more effective in providing experiences that facilitate optimal development including strong brain architecture (Essential element of Quality-Infant-Toddler Program).