Teaching English For Young Learners Essay - 2081 Words

Teaching English to young learners has become an issue in Indonesia over the last 20 years, since the Ministry of Education in 1994 announced that English had to be taught at primary school from grade four as a local content subject. ‘Local content subject’ refers to a compulsory subject that is not considered a core subject (The Ministry of Education and Culture, 2006). In 2013, a new national curriculum (The Ministry of Education and Culture, 2013) was launched. In this new curriculum students at elementary school are not required to learn English as a local content subject but may learn it as an extracurricular activity (The Ministry of Education and Culture, 2013). This means that English is not compulsory for every student at primary school and students can choose to learn it or not. Moreover schools can choose whether they will teach English. Some research revealed that teaching English at primary level of education is not effective yet (Supriyanti, 2012). Further more, the government has excluded English from the primary school curriculum to reduce the number of subjects that students have to learn. Meanwhile, some educators, practitioners, teachers and parents want the government to keep English as a compulsory subject in the primary school curriculum because they believe it is useful for students to learn English as early as possible. There are many factors that make teaching English to be more effective at primary level. One of them is teachers’ teaching methods.Show MoreRelatedTeaching English For Young Learner815 Words   |  4 PagesAfter going through the program of Teaching English to Young Learner (TEYL) course for one semester, I could realize that I have been acquiring positive inputs for my self-development. Those inputs are mostly obtained from the way the lecturer set up the learning activities and from the learning materials including journal articles and any reading materials, uncovering the concept and the issues on the practice of TEYL in Indonesia. Given those inputs during the course period, the improvement takesRead MoreTeaching Vocabulary to Young English Learners3602 Words   |  15 PagesTeaching English vocabulary to young learners A crucial component of learning a foreign language is the acquisition of vocabulary. For young learners, the very first words that they acquire could lay the profound basis for a better later learning of the children. This study is intended to investigate the specific application of techniques in teaching English vocabulary to young learners. I strived to investigate the current techniques in teaching vocabulary to young learners and studiedRead MoreTefl Teaching English to Young Learners2584 Words   |  11 PagesTeaching English to Young Learners with GO TEFL Result: 81% Assignment Answer the following questions based on your course readings for this module. (100 marks) Part 1: This section covers multiple choice type questions. Choose the correct answer from the possible answers provided. 1. What is one of the main differences between children and adult EFL students? (1) 1. Children are more likely to be forced to attend the classes.   2. Games are effective for children but not effective forRead MoreTeaching English Vocabulary Through Pictures for Young Learners1546 Words   |  7 PagesTeaching English Vocabulary through Pictures for Young Learners INTRODUCTION 1.1 Background All languages consist of words. Languages emerge first as words, both historically, and in terms of the way each of us learned our first and any subsequent languages. Vocabulary plays an important role because it appears in every language skills. Mastering vocabulary is very important for the students who learn English as a foreign language. It is because vocabulary is a key to young learners understandingRead MoreThe Language Of Science And Technology1333 Words   |  6 PagesThe English language has become the most widespread in the world .It is the language of science and technology . Children often learn better than adult, especially with languages, and this enables them to be able to speak like a native speaker. There is nothing that can explain why young learners have priority in learning languages. This notion makes governments and parents want to contribute to teaching English for young learners. Learning English for young learners has become a phenomenon. As aRead MoreTeach ing Young Learners758 Words   |  4 Pages English language has been rated as one of the most important international languages nowadays. It has been found at primary levels around the world. Teaching English as a foreign language is not an easy task and need a lot of hard work, especially for young learners. However, starting earlier is not the solution for producing better English speakers. EFL teachers of young learners have to follow some strategies and techniques to understand and teach young learners better. YL Students who aged 5-12Read MoreQuestions On Reading And Speaking Skills1601 Words   |  7 PagesThus, it is suggested that the findings would more useful if the authors include the student’s achievement in writing skill. 1.4. Assessment According to Little-Simpson (2004, cited in Calabrese Dawes, 2008, p. 12), language competences of a learner are evaluated through three dimensions: â€Å"vocabulary control, grammatical accuracy and phonological control which can be applied across the three macro-skills of understanding (in listening and reading), speaking (in spoken interaction and production)Read MoreThe Effects Of Listening Strategy Instruction On Learners Autonomy Of The Iranian Efl Learners1049 Words   |  5 PagesIn the process of teaching English, listening strategy instruction as one of the language learning strategy is the missing piece of the puzzle of most language teaching classrooms. This is more obvious when most learners criticize about their ability in listen appropriately. In fact, language learners do not know the nature of listening, how to improve their listening, and how to overcome the listening comprehension problems occurring while listening. Because of insufficient researches in the fie ldRead MoreElls Essay1006 Words   |  5 Pagespopulation, especially with English-language learners in the education system. English-language learners are students who are unable to communicate fluently or learn effectively in English. These students come from a non-English speaking home or background and require specialized instruction in the English language and their academic courses. Educators use a number of terms when referring to English-language learners, limited English proficient (LEP) students, non-native English speakers, language-minorityRead MoreA Pragmatic Philosophy Of Second Language Acquisition1256 Words   |  6 Pages At the center of contemporary second language acquisition is the learning and teaching of English. Due to the legacy of the British Empire and the rise of the United States as the world’s last remaining superpower, English has become the main international mode of communication in science, technology, business, diplomacy and popular entert ainment. While educators and students worldwide may agree that learning English is paramount, many students and teachers struggle with a pragmatic means to achieve

Influence of Psychological Capital on Organization-Free-Samples

Question: Discuss about the Psychological Capital and its influence on positive organizational outcome. Answer: Introduction Psychological capital and positive organizational behavior plays a significant role in recent time and its root can be traced back to psychology. The concept of psychological capital can be regarded as an important subset of human capital and it helps in addressing the human issues in the organizations. It can also be defined as a psychological state of development that comprises of four basic dimensions such as hope, confidence, resiliency and optimism. Moreover, positive psychology is concerned with the increasing awareness on the importance of psychological strength and different capacities of human functioning. The present day business establishments are searching the prospective employees who are willing to work beyond their defined roles. Psychological belongingness helps in the cultivation of citizenship behavior which will lead to preference for the organizational interest over individual interest. The sustenance and support of an organization depends on the various forms of capital such as economic, human and economic. Organizational Citizenship Behavior is regarded as an important phenomenon in the informal organization. This also lays importance on individual development and organizational performance (Story et al. 2013). Discussion According to Abbas and Raja(2015), in order to gain competitive advantage in the global environment, the firms must try to be innovative. It has been found that in the recent years, organizational behavioral research is trying to cope with the weaknesses and thus it has enabled to enhance the strength as well as well-being in the workplace. Research indicates that the factors of psychological capital such as efficacy, hope, optimism and resilience are regarded as positive psychological resources and it helps in the development of solid reservoir. The individuals with greater pool of different resources are most probable to experience stress in the organization. There exists positive psychological resources for the provision of support and shared mechanism to each other in the organization. Moreover, the self-efficacy beliefs helps the individuals to persist in according to the different obstacles and to cope up with distress and emotional state that affects the implementation of diff erent types of activities. `Wang et al. (2014) has highlighted that positive organizational behavior and psychological capital are the latest developments and they vary accordingly in different organizations. The organizations must cultivate positive organizational culture and it will help in the development organizational bottom line. Psychological capital is associated with many organizational and personnel outcome and it is important for the organizations to invest in these capital to reap the benefits. According to Roche et al. (2014), a positive psychological resource plays a vital role in leadership and in the construct of mindfulness in the organizations. The leaders had to face challenging situations and this result in negative affect among the leaders such as anxiousness and depression. The negative reaction affects the positively oriented psychological antecedents and this it may result in certain problem in the organization. The positive psychological resources have also received attention in leadership research. It is necessary to understand the role of mindfulness of the leaders in order to understand the leadership positions and roles. The leaders who work in stressful situation must possess greater mindfulness and it will enable them to view the situation for what they are. Moreover, it will also help the leaders to get an idea of the current situation and perception. This is not possible without categorization and reflexive judgement of the environment. Dello Russo and Stoykova (2015) has highlighted that the magnitude of self-efficacy must be considered negligible when the sample size is too large. Moreover, positive organizational behavior can be defined as the application and critical analysis of the positively oriented strength of human resources that can be developed, effectively measured and managed for the improvement of performance of the individuals. Self-efficacy can be referred to individuals conviction on his/her abilities for the development of the cognitive resources which are required for the execution of specific task of the individuals. Moreover, self-efficacy affects the aspirations and attainment of goals of the individual. It is also related to desirable outcomes and thus it helps in improving the effectiveness of the individuals. According to Avey et al.(2008), The impact of employees performance lays a positive outcome on organizational behavior. It has been found that psychological capital is related to positive emotions of the employees. Moreover, this emotions are affected by the attitude and behavior of the people. Leadership and vision of the employees plays an important role in organizational change, however it has been found that only few employees recognize the importance of these change and thus contribute for the development of the organization. The employees who wants to bring or implement change in the organization also needs to follow certain pathways for a positive outlook. Positive psychological scholarship in the emerging institutions contributes for the development of positive organizational behavior. Example can be cited of downsizing which is regarded as a positive change for increasing the organizational efficiency. However, it can be stated that this downsizing often leads to disastrous effect t on the organization and thus affects the employees. The most important and positive aspect of organizational change can be referred to the response of the employees in terms of their behavior and attitude. Research indicates that a ratio of 3:1 positive emotions to negative emotions can lead to high level of functioning, flourishing and functioning. Moreover, positive emotions also motivates the employees to cope up with organization range by following the widening options and maintaining an open approach to different types of problem solving. Moreover, it is also important to for the employees to adjust to positive behavior in the organization and thus work accordingly. According to Simons and Buitendach (2013), psychological capital has given more focus on the positive strength and nature of the employees for enhancing the growth and performance of the employees. These psychological dimensions are associated with the attitudes and performance of the workers in the workplace such as job satisfaction, hap piness and citizenship. It can be said that hopefulness is more closely related with the positive constructs of psychology and it can be regarded as more flexible, realistic and dynamic construct that can be developed and learned accordingly. Choi and Lee (2014) has predicted that psychological capital is positively associated with the control of big five traits. Moreover, employees turnover also incurs substantial cost to the organization, both in terms of hidden cost and expenditure. The theory of planned behavior suggests that behavioral intention can be regarded as an immediate and strong determinant of actual behavior. It can also be used to judge the intention of the employees to understand his future prospects. Employees turnover is not only associated with the situational factors related to job, but it is also related to dispositional traits which lays a unique effect on the psychological capital. The openness of big five traits is positively associated with turnover retention because the individuals with high openness to experience will value the new experiences and try to explore the new opportunities. Paek et al. (2015) proposed that good performance of the employees is desirable and important in all industries , but more importance is given in the industries dominated by labours where employees are regarded as vital part and thus helps in the major service experience. It has been found that the engaged employees must be highly motivated for the success of the service enterprises and organizations. The support of the management, perceived quality and profitability plays a critical role in analyzing the performance of the employees. The job demand resources model proposed that different job aspects such as psychological resources can help in the improvement of employee engagement and it affects the job related outcomes. The role of work engagement is a major determinant that is associated with the job related outcomes. Psychological capital which consists of four important resources such as optimism, self-efficacy, resilience and hope represents the common source of variance. The author has also highlighted that psychological capital can be regarded as a resource which helps in the generati on of increased awareness and the sensitivity of the employees as well as the job related outcomes of the individual. Conclusion Therefore, it can be said that psychological capital lays a strong impact on work engagement and employee morale. Work engagement acts a critical mediator and thus it lays an impact on employee turnover. The consequence of psychological and emotional capital on employees morale variable is much stronger than work engagement. It also plays a vital role in boosting the employees morale. The psychological resource capacities lays an optimistic effect on the associated work outcomes such as organizational commitment and work appointment. The lack of published studies on the psychological capabilities and strengths of the employees engaged in different BPO companies varies accordingly. The employees will have more attachment on the organization and they will have less tendency to leave the organization. Therefore, it can be concluded that work engagement can be related as a predictor to organizational commitment that needs to be explored. Thus, psychological capital when regarded as a per sonal resource must be developed in the organization References Abbas, M. and Raja, U., 2015. Impact of psychological capital on innovative performance and job stress.Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences de l'Administration,32(2), pp.128-138. Avey, J.B., Wernsing, T.S. and Luthans, F., 2008. Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors.The journal of applied behavioral science,44(1), pp.48-70. Choi, Y. and Lee, D., 2014. Psychological capital, big five traits, and employee outcomes.Journal of Managerial Psychology,29(2), pp.122-140. Dello Russo, S. and Stoykova, P., 2015. Psychological capital intervention (PCI): A replication and extension.Human Resource Development Quarterly,26(3), pp.329-347. Paek, S., Schuckert, M., Kim, T.T. and Lee, G., 2015. Why is hospitality employees psychological capital important? The effects of psychological capital on work engagement and employee morale.International journal of hospitality management,50, pp.9-26. Roche, M., Haar, J.M. and Luthans, F., 2014. The role of mindfulness and psychological capital on the well-being of leaders.Journal of Occupational Health Psychology,19(4), p.476. Simons, J.C. and Buitendach, J.H., 2013. Psychological capital, work engagement and organisational commitment amongst call centre employees in South Africa.SA Journal of Industrial Psychology,39(2), pp.1-12. Story, J.S., Youssef, C.M., Luthans, F., Barbuto, J.E. and Bovaird, J., 2013. Contagion effect of global leaders' positive psychological capital on followers: does distance and quality of relationship matter?.The International Journal of Human Resource Management,24(13), pp.2534-2553. Wang, H., Sui, Y., Luthans, F., Wang, D. and Wu, Y., 2014. Impact of authentic leadership on performance: Role of followers' positive psychological capital and relational processes.Journal of Organizational Behavior,35(1), pp.5-21.

Religions Spread Through Conquest Essays (2421 words) - Culture

Religions Spread Through Conquest Religions Spread Through Conquest- When studying history, both in a professional and academic sense, we try to make connections between civilizations and time periods. Historians have attempted to discover universal constants of human nature, a bond that forms from continent to continent, human being to human being. Is there a constant quality that all peoples posses, and is reflected in all civilizations? Indeed, it is extremely difficult to make generalizations about centuries of modern history. To say that something is true of all of history is virtually impossible, as a counter-example exists for just about anything that can be said of any group of civilizations. To say that all religions are spread by violence is equally unfair and untrue - because contrasted religions has been spread in exceedingly diverse regions of the world, by vastly different cultures. Islam, as a prime example, has been characterized inequitably by historians and the media as a religion of violence. To put it bluntly, as this article does, Islam was mainly spread through Arab territorial conquests (Sudo, 4). However, upon examination, it is not fair to make the generalization that Islam is a religion of violence, and one notices when looking at world religion on a whole, one finds that Islam was no more violent than any other religion. In fact, not only is Islam not a fundamentally violent philosophy, but we can also see that many other religions normally considered non-violent, such as Christianity or Hinduism, have been spread through bloody conquest. Thus, in searching for a universal constant of history, we ought not fall into the fallacy of abstractions, as Sydney J. Harris keenly puts it, and assume that because of isolated incidents and conflicts of territorial ambitions, that all religions have violent tendencies. Islam has, throughout the centuries, been somewhat a victim of circumstance - indeed it has been perceived by many as oppressive and cruel. This belief originated over a thousand years ago, when Islamic peoples first threatened the western world. As they slowly undermined Byzantine authority, Christians became terrified of their presence, resulting in widespread animosity and aversion. Hindus and Buddhists of the South Asian subcontinent lived under Islamic law for hundreds of years (Ahmad, et. al., 186), and eventually, in the twentieth century, split the region into angry factions (Ahmad, et. al., 207). Mohammed, the prophet of Islam, was a great warrior. This invariably lead defeated peoples to believe that he begot a cult of war and violence. Over the centuries, it also has developed the ability to instill a sense of holy purpose onto its believers and soldiers, where they go into a battle of certain death for their faith in the jihad, or holy war. Even today, the jihad is still a potent source of conflict and aversion, as the many of the problems in the Middle East center around the issue of Islamic Fundamentalism and the jihads. Originally, Islam was perceived by western historians as a religion of violence and conquest; by preying on the caravans of the Quraish, [Mohammed] weakened them to the point of submission (Mohammed and Islam, 1). In fact, Mohammed was a warrior, aristocrat, and brilliant strategist - a stark contrast to many other holy men of history. He was forced to both defend his cities and force submission, as the passage had shown, because of the strong military powers of his religious predecessors and oppressors, the pagans of the Middle East. Islam means submission according to the Islam discussion in class - and one might assume that the submission was attained through military and forceful means. In fact, while Mohammed preached peace from 610 to 622 AD, he attracted few converts and was persecuted by the current ruling paganistic regime. After the visions of 622 AD, he realized that his cause was even more urgent than before, and only at that point did he begin to utilize his military skills (Class Discussion). However, despite the more violent nature that his quest took, even after the revelations by Gabriel in 622 AD, by reciting his revelations aloud, Mohammed made many converts, (Mohammed and Islam,1). Mohammed was not a purely violent man, but also a great speaker and demagogue (Mueller,

Free Essays on Hawk Roosting And The Eagel, Egotism And Ecosystems

that although uplift the Hawks view of him, limit all others. In The Eagle, the tone captures the bird’s great ability, yet keeps some boundaries and reflects more of nature’s way, rather than a pontification of one’s self and power as heard in â€Å"Hawk Roosting†. The poems both convey the same basic message that birds must kill and ... Free Essays on Hawk Roosting And The Eagel, Egotism And Ecosystems Free Essays on Hawk Roosting And The Eagel, Egotism And Ecosystems â€Å"Hawk Roosting† and â€Å"The Eagle† Egotism and Ecosystems The poems, â€Å"The Eagle† by Alfred Lord Tennyson and â€Å"Hawk Roosting† by Ted Hughes, have virtually the same basic image. Both poems describe the magnificence of birds and their need to stalk and kill prey. Yet, the poems have different themes and have dissimilar results. In this essay I will compare and contrast the poems voice, tone, message, and pattern. The poems have different voices. The poem â€Å"Hawk Roosting† is the hawk describing himself, â€Å"I sit in the top of the wood, my eyes closed.† In describing himself and his actions, the hawk sets a tone of arrogance and supremacy. He is highly taken by his own creation and his abilities. This is unlike the poem â€Å"The Eagle† where someone else is describing the eagle and his actions. In the first line the speaker says â€Å"He clasps the crag with crooked hands†. This shows that the eagle is not talking about himself. Although the event taking place is both poems are similar (hunting), the tones are different. Whereas one poem demonstrates as obsessive opinion of one’s self, the other states the facts. In the â€Å"Hawk Roosting† the statement â€Å"I kill where I please because it is all mine† demonstrates this obsessive ownership and opinion of this creature. In addition, the hawk enjoys having the power over other creatures and the craving for more of it. â€Å"He watches from his mountain walls† stated in â€Å"The Eagle† demonstrates the facts of what an eagle does to hunt and survive. The tone in the â€Å"Hawk Roosting† uses statements and single words that although uplift the Hawks view of him, limit all others. In The Eagle, the tone captures the bird’s great ability, yet keeps some boundaries and reflects more of nature’s way, rather than a pontification of one’s self and power as heard in â€Å"Hawk Roosting†. The poems both convey the same basic message that birds must kill and ...

Of Mice And Men by John SteinbeckYou will need to develop an Research Paper

Of Mice And Men by John SteinbeckYou will need to develop an argumentative thesis statement based on the idea of The American - Research Paper Example Crooks, also desiring not to be left alone on the ranch, wants to join their dream of independence. Curly’s wife, before she dies, confesses her dream to be a movie star. In fact, the only characters that do not admit to such a dream are those who stand atop the social and economic hierarchy. Curly, for instance, enjoys his place of power and represents a repressive force in the story insofar as he suppresses and controls the dreams of others. These are dreams of independence that reflect the concept of the American dream generally; however, at least from Of Mice and Men, the reader comes to realize that such dreams are economic, and spiritual, impossibilities. The impossibility of the stereotypical American dream is only strengthened by the overarching economic climate in which the men live. As Crooks tells George, â€Å"Nobody never gets to heaven, and nobody gets no land† (Steinbeck 74). What Crooks says here is particular interesting because it indicates that men ar e both economically and spiritually deprived of what they truly need. While George and Lennie are seeking the seemingly simple goal of acquiring their own land and independence, Crooks’ observation is that such land would provide more than substance and bodily satisfaction.

Concrete to Prove Abstract Essay Example | Topics and Well Written Essays - 750 words

Concrete to Prove Abstract - Essay Example   One day he came to know about the situation through which John was going. John had no money with him and going to a restaurant was almost a fancy to him. Tom found him thoughtful on that day and after having a discussion with him came to know about his situation. His kind heart was deeply concerned. He had money to feed himself only yet he took John to the restaurant nullifying all the latter’s protests. Tom ordered for John’s favorite dishes and as they arrived, served them with his own hand to John. John’s eyes became wet with tears. Tom supervised but ate nothing while John had his meal. There were still a few dollars in Tom’s pocket and he gave them to John while returning. Tom did not even tell us anything about what he had done for his friend. My mother even scolded him for expending so much money but he remained silent. We came to know about all these from John’s mouth after three months when he visited our place with the good news that h e had got a good job. We were astonished to see the depth of kindness and love in Tom for his friend.  Tom’s kindness was not limited to human beings either. Here, I shall tell you another story of his life. This happened in his college days too. That day it was raining heavily and Tom had troubles while returning home from college. Reaching our door, he saw a dog sitting with one of its right legs bleeding from some injury. I was the person who opened the door and saw Tom picking up the dog and coming in. My mother was horrified and cried, â€Å"No Tom! This is too much. I ain’t gonna allow any dog here.† But Tom, who was occupied with his concern for the four-legged animal, hardly listened to what his mother said. He made the dog sleep under the couch in the drawing room. Then he ran towards his own room and before my mother could say or do anything more, he came back with a gauge of bandage and a small bottle of ointment which he uses for his football injur ies.  

Fetal Alcohol Syndrome Essay Example for Free

Fetal Alcohol Syndrome Essay Fetal alcohol syndrome (FAS) is a set of physical and mental birth defects that can result when a woman drinks alcohol during her pregnancy. When a pregnant woman drinks alcohol, such as beer, wine, or mixed drinks, so does her baby. Alcohol passes through the placenta right into the developing baby. The baby may suffer lifelong damage as a result. FAS is characterized by brain damage, facial deformities, and growth deficits. Heart, liver, and kidney defects also are common, as well as vision and hearing problems. Individuals with FAS have difficulties with learning, attention, memory, and problem solving. Fetal Alcohol Spectrum Disorders (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. The term FASD is not intended for use as a clinical diagnosis. FASD covers other terms such as: Fetal alcohol syndrome (FAS) the only diagnosis given by doctors. Alcohol-related neurodevelopmental disorder (ARND) reserved for individuals with functional or cognitive impairments linked to prenatal alcohol exposure, including decreased head size at birth, structural brain abnormalities, and a pattern of behavioral and mental abnormalities Alcohol-related birth defects (ARBD) describes the physical defects linked to prenatal alcohol exposure, including heart, skeletal, kidney, ear, and eye malformations Fetal alcohol effects (FAE) a term that has been popularly used to describe alcohol-exposed individuals whose condition does not meet the full criteria for an FAS diagnosis What are the Statistics and Facts about FAS and FASD? FASD is the leading known preventable cause of mental retardation and birth defects. FASD affects 1 in 100 live births or as many as 40,000 infants each year. An individual with fetal alcohol syndrome can incur a lifetime health cost of over $800,000. In 2003, fetal alcohol syndrome cost the United States $5. 4 billiondirect costs were $3. 9 billion, while indirect costs added another $1. 5 billion. Children do not outgrow FASD. The physical and behavioral problems can last for a lifetime. FAS and FASD are found in all racial and socio-economic groups. FAS and FASD are not genetic disorders. Women with FAS or affected by FASD have healthy babies if they do not drink alcohol during their pregnancy. Can I drink alcohol when I am pregnant? No. Do not drink alcohol when you are pregnant. When you drink alcohol, such as beer, wine, or mixed drinks, so does your baby. Alcohol is a substance known to be harmful to human development. When it reaches the blood supply of the baby, it can cause permanent defects to the major organs and central nervous system. Is there any kind of alcohol that is safe to drink during pregnancy? No. Drinking any kind of alcohol can hurt your baby. Alcoholic drinks can include beer, wine, liquor, wine coolers, or mixed drinks. What if I am pregnant and have been drinking? If you drank alcohol before you knew you were pregnant, stop drinking now. Anytime a pregnant woman stops drinking, she decreases the risk of harm to the baby. If you are trying to get pregnant, do not drink alcohol. You may not know you are pregnant right away. What if I drank during my last pregnancy and my baby was fine? Every pregnancy is different. Drinking alcohol may hurt one baby more than another. You could have one child that is born healthy and another child that is born with problems. What if a friend, partner, spouse or family member is drinking while pregnant? Many women are unaware of the consequences of drinking during pregnancy. Some women believe wine or beer is not alcohol. In many cases, she may be suffering from alcoholism. She may need to know what effects alcohol can have on the baby. She also may need help getting into treatment. In such cases, you should contact a treatment professional at a local addiction center for advice on how to help. http://www. nofas. org/faqs. aspx? id=5 Copyright 2001-2004 National Organization on Fetal Alcohol Syndrome An individuals place, and success, in society is almost entirely determined by neurological functioning. A neurologically injured child is unable to meet the expectations of parents, family, peers, school, career and can endure a lifetime of failures. The largest cause of neurological damage in children is prenatal exposure to alcohol. These children grow up to become adults. Often the neurological damage goes undiagnosed, but not unpunished. Fetal Alcohol Syndrome (FAS), Fetal Alcohol Effects (FAE), Partial Fetal Alcohol Syndrome (pFAS), Alcohol Related Neurodevelopmental Disorders (ARND), Static Encephalopathy (alcohol exposed) (SE) and Alcohol Related Birth Defects (ARBD) are all names for a spectrum of disorders caused when a pregnant woman consumes alcohol. There are strategies that can work to help the child with an FASD compensate for some difficulties. Early and intensive intervention and tutoring can do wonders, but the need for a supportive structure is permanent. Studies on addiction in Ontario have shown about a 10 12% alcohol addiction rate among adults, with another 20% drinking to a level that places them at high risk. Legally intoxicated is defined as a Blood Alcohol Level of . 08%. A 100 lb (45 kg) female consuming 5 standard drinks (A drink equals a 12 oz. regular beer, 1 oz. shot of 100 proof liquor, 1. 5 oz. shot of 80 proof liquor, or 4 oz. glass of regular table wine) will reach a BAL of . 25% three times the legal limit. BAL reduces . 01% per hour. The Statistics Canada, Canadian Community Health Survey, 2000/01 found that: 6. 8% of girls ages 12 to 14 19. 8% of girls age 12 to 19 26. 0% ages 20 to 24 19. 9% ages 20 to 34 consumed 5 or more drinks on each occasion 12 or more times per year. An additional: 32. 2% ages 15 to 34 13. 8% of girls ages 12 to 14 consumed 5 or more drinks on each occasion 1 to 11 times per year. Copyright  © 2005 Journals and Procedural Research Branch Office of the Legislative Assembly of Ontario, Toronto, Ontario, Canada. Most girls are 2 to 3 months pregnant before they find out. Given the prime childbearing age range, the odds are very high that about 20% of babies have been exposed to multiple binges in high levels of alcohol in the first trimester, before the girl even knew she was pregnant. It is Party Hearty Time. The vast majority of these girls are NOT alcoholics. About 50% of pregnancies are unplanned. If you are drinking, stay out of the backseat as well as the drivers seat! Maternal prenatal alcohol consumption even at low levels is adversely related to child behavior. The effect was observed at average exposure levels as low as 1 drink per week. The Canadian Centre for Childrens Research at McMaster University Hospitals (Hamilton Ontario) states that 20% of Canadian children have serious mental health issues. Typical of school boards in Canada, a major southwestern Ontario School Board (urban / rural mix) with 28,000 Elementary and Secondary School students, has 6,000 students receiving services from the Special Education Department. Of the 6,000, only 250 are classified as Gifted with the balance having significant disabilities (20. 6%). While not all the individuals with disabilities are identified as the disabilities having been caused by prenatal exposure to alcohol, the vast majority of the disabilities are of types known to be caused by prenatal alcohol exposure. FASD is so grossly under-reported that the FAS statistics are almost meaningless. There are very few doctors who have received any training in diagnosing FASD and most prefer to use non-judgmental diagnoses such as ADD, ADHD, LD, MR, RAD, ODD, Bi-Polar, Tourettes, etc.. These diagnoses dont imply the mother has done something that could have affected her baby during pregnancy. However, they can also lead to inappropriate treatment and a lifetime of pain. Failure to identify the real source can lead to more children being born with the same issues to the same mothers and the cycle continuing into the next generation FASD children having FASD babies. Alcohol, hormones, a twitch in the kilt, poor impulse control and inability to predict consequences are a deadly combination. Accidents cause people. FASD is not a threshold condition. It is a continuum ranging from mild intellectual and behavioural issues to the extreme that often leads to profound disabilities or premature death. Denial is not just a river in Egypt. Alcohol as a Teratogen on the Baby ? http://www. acbr. com/fas/. Problem: Fetal Alcohol Syndrome (FAS) is a pattern of mental and physical defects which develops in some unborn babies when the mother drinks too much alcohol during pregnancy. A baby born with FAS may be seriously handicapped and require a lifetime of special care. Some babies with alcohol-related birth defects, including smaller body size, lower birth weight, and other impairments, do not have all of the classic FAS symptoms. These symptoms are sometimes referred to as Fetal Alcohol Effects (FAE). Researchers do not all agree on the precise distinctions between FAS and FAE cases. Cause of the Problem: Alcohol in a pregnant womans bloodstream circulates to the fetus by crossing the placenta. There, the alcohol interferes with the ability of the fetus to receive sufficient oxygen and nourishment for normal cell development in the brain and other body organs. Possible FAS Symptoms: Growth deficiencies: small body size and weight, slower than normal development and failure to catch up. The fact sheets below were developed by many different authors. In some cases, the fact sheets were placed on the web by a different organization than the one that wrote the document. However, all of the fact sheets are in the public domain to encourage wide distribution. You are free to copy and use these fact sheets. The following list of abbreviations was used to indicate the source of the document in the links provided on this page. Many of the sites listed contain additional information beyond the fact sheets that are listed on this page. We encourage you to explore each site. http://www. well. com/user/woa/fsfas. htm RSmith:02-15-94 MISSOURI DEPARTMENT OF MENTAL HEALTH Division of Alcohol and Drug Abuse 1706 East Elm; P. O. Box 687 Jefferson City, Missouri 65102 The following Fetal Alcohol Spectrum Disorders (FASD) are caused by drinking alcohol during pregnancy: FAS: Fetal Alcohol Syndrome Symptoms include small head/body, facial characteristics, brain damage FAE: Fetal Alcohol Effects Symptoms usually not visible, such as behavior disorders, attention deficits ARBD: Alcohol Related Birth Defects. Anomalies such as heart defects, sight/hearing problems, joint anomalies, etc. ARND: Alcohol Related Neurodevelopmental Disorders Disorders such as attention deficits, behavior disorders, obsessive/compulsive disorder, etc. FASD: Fetal Alcohol Spectrum Disorders All of the disorders named above are contained in the spectrum. Full FAS comprises only about 10% of the spectrum. The other 90% may have fewer physical symptoms but are at greater risk for developing serious secondary conditions later. (Streissguth, 1997) FAS is the leading cause of mental retardation in western civilization. But Most persons with FAS have an IQ in the normal range. (Streissguth, 1997). The incidence of Fetal Alcohol Syndrome in America is 1. 9 cases per 1,000 births (1/500). Incidence of babies with disabilities resulting from prenatal alcohol exposure: 1/100! FAS/FAE is a major health issue in western civilization today. More American babies are born with FAS than with Down Syndrome, MD, and HIV combined. Alcohol causes more neurological damage to the developing baby than any other substance. Lecture Summary Fetal alcohol syndrome is among the most common known causes of mental retardation and as such, it is a major public health problem. The purpose of this lecture is to provide a basic overview of what we know about the effects of prenatal alcohol exposure. It is certainly not meant to be comprehensive but rather to give a broad overview of current knowledge in the area, and of ongoing human and animal research in the area. Heavy prenatal alcohol exposure can result in the fetal alcohol syndrome and both changes in brain structure and behavior have been reported in these children. Importantly, current data indicate that individuals exposed to heavy doses of alcohol in utero, but without the facial characteristics of FAS, can also suffer from similar brain and behavioral changes. Animal models have proven to be an excellent research tool in this field, as there appears to be good concordance between the animal and human data. The animal models provide a means to examine mechanisms of alcohol damage, to control for factors not possible in most human studies, and to help answer important clinical questions. Fetal alcohol effects are preventable, and every child born with a defect related to prenatal alcohol exposure indicates a failure of the health care system. Lecturer Dr. Ed Riley http://rsoa. org/lectures/07/index. html Background Fetal alcohol syndrome is among the most common known causes of mental retardation and as such, it is a major public health problem. The purpose of this lecture is to provide a basic overview of what we know about the effects of prenatal alcohol exposure. It is certainly not meant to be comprehensive. For more detailed overview, the following references might be helpful. It is important to remember that as the mother consumes alcohol and her blood alcohol level rises, that alcohol is freely crossing the placenta and the embryo or fetus is being exposed to the same blood alcohol levels. References Stratton, K. , Howe, C. , Battaglia, F. (1996). Fetal alcohol syndrome: Diagnosis, epidemiology, prevention, and treatment. Washington, DC: National Academy Press. Streissguth, A. P. (1997). Fetal Alcohol Syndrome: A Guide for Families and Communities. Baltimore: Paul H. Brookes Publishing Co. Background Fetal alcohol syndrome is among the most common known causes of mental retardation and as such, it is a major public health problem. The purpose of this lecture is to provide a basic overview of what we know about the effects of prenatal alcohol exposure. It is certainly not meant to be comprehensive. For more detailed overview, the following references might be helpful. It is important to remember that as the mother consumes alcohol and her blood alcohol level rises, that alcohol is freely crossing the placenta and the embryo or fetus is being exposed to the same blood alcohol levels. References Stratton, K. , Howe, C. , Battaglia, F. (1996). Fetal alcohol syndrome: Diagnosis, epidemiology, prevention, and treatment. Washington, DC: National Academy Press. Streissguth, A. P. (1997). Fetal Alcohol Syndrome: A Guide for Families and Communities. Baltimore: Paul H. Brookes Publishing Co. Background What each of these papers described was a common set of features that could occur in the offspring of mothers who drank heavily during their pregnancies. This constellation of features was named the Fetal Alcohol Syndrome in 1973 by Jones and colleagues. In order to be diagnosed as having FAS, the individual MUST meet all three criteria. There is a specific pattern of facial anomalies, which will be shown shortly. There is pre and or postnatal growth deficiency. Usually the children are born small (7drinks/week 5 or more drinks per occasion). The data on the left side of the slide come from Louise Floyd of the CDC. The first four studies were sponsored by the CDC and the other two estimates on the left side come from the IOM report (Stratton, 1996). AI/AN stands for American Indian/Alaska Native. The numbers on the right side are from a recent study by Sampson et al. , (1997). They demonstrated rates of FAS of at least 2. 8/1000 live births in Seattle, 4. 6/1000 in Cleveland, and between 1. 3 and 4. 8/1000 in Roubaix, France. Interestingly, in this study they estimate the prevalence in Seattle for FAS and ARND at 9. 1/1000 births. This would mean that nearly 1 in every 100 children is affected by prenatal alcohol exposure. The last number from South Africa is from recent work done by Phil May and colleagues. References Egeland G, Perham-Hester KA, Gessner BD, Ingle D, Berner JE,Middaugh JP. Fetal Alcohol Syndrome in Alaska, 1977 through 1992: An administrative prevalence derived from multiple data sources. American Journal of Public Health. 1998. 88(5): 781-786. Aberdeen IHS Area (1995) MMWR. vol 44(#):253-261. BDMP (1995): MMWR Vol. 44(13):249-253. Atlanta, Ga. (1997) MMWR Vol. 46(47): 1118-1120. Sampson, P. D. , Streissguth, A. P. , Bookstein, F. L. , Little, R. E. , Clarren, S. K. , Dehaene, P. , Hanson, J. W. , Graham, J. M. , Jr. (1997). Incidence of fetal alcohol syndrome and prevalence of alcohol-related neurodevelopmental disorder. Teratology, 56(5), 317-326. Stratton, K. , Howe, C. , Battaglia, F. (1996). Fetal alcohol syndrome: Diagnosis, epidemiology, prevention, and treatment. Washington, DC: National Academy Press. Institute of Medicine: 1996 Clinic-based (page 89), American Indian/Alaskan Native (page 88) May, P. , Viljoen, D. , Gossage, J. , Brooke, L. , Croxford, J. (1999). An epidemiological analysis of data from children with fetal alcohol syndrome and controls in Wellington, South Africa. Alcoholism: Clinical and Experimental Research, 23 (5), 110A. May, P. , Viljoen, D. , Gossage, J. , Brooke, L. , Croxford, J (1999). An update on the maternal risk factors associated with the prevalence of fetal alcohol syndrome in Wellington, South Africa. Alcoholism: Clinical and Experimental Research, 23 (5), 91A Background It must be stressed that the facial characteristics basically define FAS. Without these facial features, one cannot be diagnosed with FAS. In particular, the discriminating features are short palpebral fissures (the length of the eye opening), a flat midface, an indistinct or flat philtrum (the ridge under the nose), and a thin upper vermilion (lip). While each of these can occur in a variety of disorders, the combination of these features appears to be consistent with heavy prenatal alcohol exposure. Children with FAS can also have other facial features, such as epicanthal folds (tiny folds of tissues along the eye opening), a low nasal bridge, an underdeveloped jaw and minor ear anomalies. These individuals can also have a variety of associated features. Heart defects, skeletal anomalies, altered palmar creases (those creases on your hands), and urogenital anomalies are among the anomalies found more frequently in FAS. Reference Streissguth, A. P. (1994). A long-term perspective of FAS , Alcohol Health Research World (Vol. 18, pp. 74-81). image Facies in fetal alcohol syndrome Background The brain on the left was obtained from a 5-day-old child with FAS while the brain on the right is a control. The effects are obvious. The brain on the left suffers from microencephaly (small brain) and migration anomalies (neural and glia cells did not migrate to their proper location in the brain, but instead many of them simply migrated to the top of the cortex). Although it cannot be seen here, there is also agenesis of the corpus callosum and the ventricles are dilated. The corpus callosum is the major fiber tract connecting the two hemispheres of the brain (more on this later). Major findings of other autopsies of children with FAS have found microcephaly, hydrocephaly, cerebral dysgenesis, neuroglial heterotopias, corpus callosum anomalies, ventricle anomalies, and cerebellar anomalies. It must be pointed out, however, that these autopsies have typically been conducted only on the most severe cases, since these children often have enough problems that they do not survive. The interested reader on the pathological changes that occur in FAS is referred to the following articles. References Clarren, S. K. (1986). Neuropathology in fetal alcohol syndrome. In J. R. West (Ed. ), Alcohol and Brain Development (pp. 158-166). New York: Oxford University Press. Roebuck, T. M. , Mattson, S. N. , and Riley, E. P. (1998). A review of the neuroanatomical findings in children with fetal alcohol syndrome or prenatal exposure to alcohol. Alcoholism: Clinical and Experimental Research, 22 (2),339-344. Image brain damage resulting from prenatal alcohol Background The image on the left is a normal midsaggital MRI scan of the human brain with the cerebrum and cerebellum pointed out. The data on the right show the reduction in size of the these two areas in children with FAS and PEA. PEA stands for Prenatal Exposure to Alcohol, and includes children with known histories of heavy prenatal alcohol exposure, but who lack the features necessary for a diagnosis of FAS. As can be seen, the extent of reduction in the volume of both the cerebrum and cerebellum is significant. While the PEA group shows a reduction in volume, with these sample sizes, this is not a significant difference. Other brain imaging studies indicate disproportionate size reductions in the basal ganglia, cerebellum, and corpus callosum. The data are presented as percent of normal matched controls. References Mattson, S. N. , Jernigan, T. L. , Riley, E. P. (1994a). MRI and prenatal alcohol exposure. Alcohol Health Research World, 18(1), 49-52. Archibald, S. L. , Fennema-Notestine, C. , Gamst, A. , Riley, E. P. , Mattson, S. N. , and Jernigan, T. L. (submitted, 2000). Brain dysmorphology in individuals with severe prenatal alcohol exposure. image change in brain size Background One anomaly that has been seen in FAS is agenesis of the corpus callosum. While not common, it occurs in FAS cases (~6%) more frequently than in the general population (0. 1%) or in the developmentally disabled population (2-3%). In fact it has been suggested that FAS may be the most common cause of agenesis of the corpus callosum. In the top left picture, is a control brain. The other images are from children with FAS. In the top middle the corpus callosum is present, but it is very thin at the posterior section of the brain. In the upper right the corpus callosum is essentially missing. The bottom two pictures are from a 9 year old girl with FAS. She has agenesis of the corpus callosum and the large dark area in the back of her brain above the cerebellum is a condition known as coprocephaly. It is essentially empty space. Most children with FAS do have a corpus callosum, although it may be reduced in size. The reduction in size occurs primarily in the front and rear portions (genu and splenium). One interesting item is that this same pattern of reduction in the genu and splenium has been found in ADHD children. The behavioral problems seen in FAS frequently are similar to those seen in ADHD. References Mattson, S. N. , Jernigan, T. L. , Riley, E. P. (1994a). MRI and prenatal alcohol exposure. Alcohol Health Research World, 18(1), 49-52. Mattson, S. N. , Riley, E. P. (1995). Prenatal exposure to alcohol: What the images reveal. Alcohol Health Research World, 19(4), 273-277. Riley, E. P. , Mattson, S. N. , Sowell, E. R. , Jernigan, T. L. , Sobel, D. F. , Jones, K. L. (1995). Abnormalities of the corpus callosum in children prenatally exposed to alcohol. Alcoholism: Clinical and Experimental Research, 19(5), 1198-1202. Background There have been over a dozen retrospective studies of children with FAS (total N = 269). Overall, these studies, such as the Seattle studies or studies out of Germany, reported an overall mean IQ of 72. 26 (range of means = 47. 4-98. 2). The data presented here were collected in San Diego, CA as part of a project at the Center for Behavioral Teratology. The mean IQ performances of children with FAS were compared to alcohol-exposed children with few if any features of FAS. All children in this study were exposed prenatally to high amounts of alcohol, however only the FAS group displayed the craniofacial anomalies and growth deficits associated with the diagnosis. The other group was designated as having prenatal exposure to alcohol (PEA) and had documented exposure to high levels of alcohol but were not dysmorphic, microcephalic, or growth-retarded. In comparison to normal controls, both groups of alcohol-exposed children displayed significant deficits in overall IQ measures as well as deficits on most of the subtest scores. While the PEA subjects usually obtained marginally higher IQ scores than those with FAS, few significant differences were found between the two alcohol-exposed groups. These results indicate that high levels of prenatal alcohol exposure are related to an increased risk for deficits in intellectual functioning and that these deficits can occur in children without all of the physical features required for a diagnosis of FAS. Our PEA subjects may be somewhat similar to individuals identified by other groups as having FAE, however individuals with PEA display few if any of the facial features of FAS, and are not growth retarded or microcephalic. References Streissguth AP, Aase JM, Clarren SK, Randels SP, LaDue RA, Smith DF (1991). Fetal alcohol syndrome in adolescents and adults. Journal of the American Medical Association 265:1961-1967. Mattson, S. N. , Riley, E. P. , Gramling, L. , Delis, D. C. , and Jones, K. L. (1997). Heavy prenatal alcohol exposure with or without physical features of fetal alcohol syndrome leads to IQ deficits. Journal of Pediatrics, 131 (5), 718-721. Mattson, S. N. and Riley, E. P. (1998). A review of the neurobehavioral deficits in children with fetal alcohol syndrome or prenatal exposure to alcohol. Alcoholism: Clinical and Experimental Research, 22 (2), 279-294. image general intellectual performance Background. This was a study of a broad range of neuropsychological tests, such as: The Wide Range Achievement Test- which assesses academic skills, the Peabody Picture Vocabulary Test and the Boston Naming test-both assessment of basic language functioning, the California Verbal Learning Test-a list learning and memory test, the Visual-Motor Integration Test which measures basic visual-perceptual skills, the Grooved Pegboard test-a test of fine-motor speed and coordination, and the Childrens Category Test-a measure of nonverbal learning. Along the x-axis are the tests included in the battery; for comparison purposes, all scores were converted to standard scores with a mean of 100 and an SD of 15. Children with FAS or PEA showed deficits in comparison to controls and they were very similar to each other. There does seem to be some indication that the nonverbal measures (on the right of the slide) are not as impaired as the verbal and academic measures, which are on the left and center of the slide. The take home message is that children with FAS and those exposed to high amounts of alcohol, but without the characteristics required for a diagnosis of FAS, are similarly impaired. The FAS children tend to be a bit worse than the PEA children, but the pattern of behavioral deificits is fairly similar over a wide range of tests. References Mattson, S. N. , Riley, E. P. , Gramling, L. , Delis, D. C. , Jones, K. L. (1998). Neuropsychological comparison of alcohol-exposed children with or without physical features of fetal alcohol syndrome. Neuropsychology, 12(1), 146-153. image neuropsychological performanceBackground In addition to the abilities already discussed, a few studies have documented other specific neuropsychological deficits in individuals with FAS. Children with prenatal alcohol exposure, with and without FAS, have demonstrated various deficits on measures of executive functioning. These measures have revealed problems in areas such as planning (tower task-shown above), cognitive flexibility (trails test), inhibition (stroop test), and concept formation and reasoning (word context tests). Generally, performance on these measures is characterized by increased errors and more difficulty adhering to rules. Therefore, children are less successful overall. For example, on the tower measure shown above (Tower of California-similar to Tower of London), children with FAS and PEA passed fewer items overall and made more rule violations than controls. The only two rules were to never place a larger piece on top of a smaller one and to move only one piece at a time. As can be seen the alcohol exposed children had many more rule violations. In addition, deficits have been found on the WCST (Wisconsin Card Sort Test), a nonverbal measure of problem solving. The WCST test requires both problem solving and cognitive flexibility and has been proposed to be sensitive to frontal system dysfunction. This test is a gold standard in the measure of executive functioning in neuropsychology. Children with prenatal exposure to alcohol made more errors and had more difficulty with the conceptual nature of the task than controls. New data indicate that they have trouble identifying and defining concepts. Finally, tests of planning ability are also thought to be sensitive to frontal systems dysfunction although few such studies have been done in individuals with FAS. On the Progressive Planning Test which is similar to the Tower of London test children with FAS/FAE had difficulty with planning ahead and tended to perseverate on incorrect strategies. So far the results could be summarized as: 1) Heavy prenatal alcohol exposure is associated with a wide range of neurobehavioral deficits including visuospatial functioning, verbal and nonverbal learning, and executive functioning 2) Heavy prenatal alcohol exposure causes microcephaly and disproportionate reductions in the corpus callosum, basal ganglia, and cerebellum 3) Children with and without physical features of the fetal alcohol syndrome display qualitatively similar deficits References Carmichael O. H. , Feldman JJ, Streissguth AP, Gonzalez RD: Neuropsychological deficits and life adjustment in adolescents and adults with fetal alcohol syndrome. Alcoholism: Clinical and Experimental Research 16:380, 1992 Kodituwakku PW, Handmaker NS, Cutler SK, Weathersby EK, Handmaker SD: Specific impairments in self-regulation in children exposed to alcohol prenatally. Alcoholism: Clinical and Experimental Research 19:1558-1564, 1995 Mattson, S. N. , Goodman, A. M. , Caine, C. , Delis, D. C. , Riley, E. P. (1999). Executive functioning in children with heavy prenatal alcohol exposure. Alcoholism, Clinical and Experimental Research, 23(11), 1808-1815. Background Secondary disabilities are those disabilities that the individual is not born with, and hopefully with appropriate intervention could be ameliorated. This slide illustrates the extent of these secondary disabilities as a function of age. These are individuals with FAS and FAE. As can be seen over 90% of these individuals have mental health problems and about 50% of those over the age of 12 have disrupted school experiences, trouble with the law, which is frequently severe enough to require confinement. They also engage in relatively high rates of inappropriate sexual behavior and a significant number have alcohol and drug abuse problems. Interestingly, the factors that are protective against these secondary disabilities are: Being raised in a stable, nurturant home, diagnosis before the age of 6, no sexual or physical abuse, not changing households every few years, not living in a poor quality home, and receiving Developmental Disabilities services. References Streissguth, A. P. , Barr, H. M. , Kogan, J. , Bookstein, F. L. (1996). Final Report: Understanding the occurrence of secondary disabilities in clients with fetal alcohol syndrome (FAS) and fetal alcohol effects (FAE). Seattle, WA: University of Washington Publication Services. Image secondary disabilities Background. Much of what we know about FAS and the effects of prenatal alcohol exposure is the result of work on animal models. After FAS was identified it became important to demonstrate that the effects were indeed the result of alcohol exposure and not due to factors such as other drugs, maternal conditions, or nutritional variables. The development of appropriate animal models was very important in this regard. Models were developed for assessing physical features of FAS as well as the behavioral, neuroanatomical, and neurochemical profiles of prenatal alcohol exposure. The ideal test animal would absorb, metabolize and eliminate alcohol similar to human, transport alcohol and metabolites across.