How does the brain develope in the womb?
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in very early embryo, there are 3 layers (like a pancake)  the outermost , called ectoderm, thickens in midline & folds on itself to form a tube _called neural tube_. then part which is in the direction of future head, will enlarge and forms a globe that finally develops to brain hemispheres. the remaining parts of neural tube will form the spinal cord.
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Neurogenesis (birth of neurons) is the process by which neurons are created. Most active during pre-natal development, neurogenesis is responsible for populating the growing brain.\n\nNew neurons are continually born throughout adulthood in predominantly two regions of the brain:\n\nThe sub-ventricular zone lining the lateral ventricles, where the new cells migrate to the olfactory bulb via the Rostral Migratory Stream \nThe dentate gyrus of the hippocampus. \nMany of these newborn cells die shortly after their birth, but a number of them become functionally integrated into the surrounding brain tissue.\n\nAdult neurogenesis has been the subject of an historical dogma, and only recently has its existence been largely accepted by the scientific community. While it is reasonably well-accepted that hippocampal neurogenesis does occur (see for example Eriksson et al., 1998; Gould et al., 1999a), some authors (particularly Elizabeth Gould) have suggested that adult neurogenesis may also occur in other areas including human neocortex (e.g., Gould et al., 1999b; Zhao et al., 2003). Others, including Rakic (2002), have questioned the scientific evidence of these findings; in the broad sense, they suggest that the new cells may be glia.\n\nThe function of adult neurogenesis is not certain [1] - although there is good evidence that hippocampal adult neurogenesis is important for learning and memory. This is perhaps unsurprising given what we know of the hippocampus and its role in learning and memory (several authors, including, for example, Rolls & Treves (1998) have postulated integrated theories for the role of hippocampus in learning and memory). Gould et al. (1999c) have demonstrated that the act of learning itself is associated with increased neuronal survival.\n\nMalberg et al. (2000) [2] and Manev et al. (2001) [3] have linked neurogenesis to the beneficial actions of certain antidepressants, suggesting a connection between decreased hippocampal neurogenesis and depression. In a subsequent paper, Santarelli et al. (2003) demonstrated that the behavioural effects of antidepressants in rats did not occur when neurogenesis was prevented with x-irradiation techniques. Very recent papers have linked together learning and memory with depression, and have suggested that neurogenesis may promote neuroplasticity. For instance, Castren (2005) has proposed that our mood may be regulated, at a base level, by plasticity, and so chemistry; for instance, the effects of antidepressant treatment is only secondary to this.\n\nVarious other factors may increase or decrease rates of hippocampal neurogenesis. Even voluntary exercise (e.g., Bjornebekk, Mathe & Brene, 2005) seems to promote their survival and successful integration into the existing hippocampus. On the other hand, stimuli such as chronic stress can decrease their proliferation. The link between stress, depression, and the hippocampus is well-documented (e.g., Lee et al., 2002; Sheline et al., 1999).\n\n J Neurosci. 2000 Dec 15;20(24):9104-10. Related Articles, Links  \n\n \nChronic antidepressant treatment increases neurogenesis in adult rat hippocampus.\n\nMalberg JE, Eisch AJ, Nestler EJ, Duman RS.\n\nLaboratory of Molecular Psychiatry, Departments of Psychiatry and Pharmacology, Yale University School of Medicine, Connecticut Mental Health Center, New Haven, Connecticut 06508, USA.\n\nRecent studies suggest that stress-induced atrophy and loss of hippocampal neurons may contribute to the pathophysiology of depression. The aim of this study was to investigate the effect of antidepressants on hippocampal neurogenesis in the adult rat, using the thymidine analog bromodeoxyuridine (BrdU) as a marker for dividing cells. Our studies demonstrate that chronic antidepressant treatment significantly increases the number of BrdU-labeled cells in the dentate gyrus and hilus of the hippocampus. Administration of several different classes of antidepressant, but not non-antidepressant, agents was
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well Brain devlopment wich can also be called neural development is when the nerons in the brain have developed at a pace that is consistent to the creatures life.
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are you not in high school yet? Well, two people have sex, sperm tries to make it to an egg in the female body once it does it latches on germinates and then a fetus is made. fetus grows into baby inside amniotic sac, once baby is born comes out of cervix and umbilical cord is cut and theres ur baby.
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No it would not, but the first trimester is the most importand time for growth and brain developement.  Make sure you mention it to your doctor on your first prenatal exam and do not do it again.
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If you are a college student, check with your psychology department. Any developmental psychology videos would probably cover some aspect of brain development.  You could also look at medical references as well.  For a more general "get it now" type of thing you might want to just do a search using a P2P program limiting your results to videos.  Also, what age range are you looking for? The brain basically continues to physically develop until the late teens (17-19). Mental development, of course, is a lifelong process.
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Brain is the portion of the vertebrate central nervous system that is enclosed within the cranium, continuous with the spinal cord, and composed of gray matter and white matter. It is the primary center for the regulation and control of bodily activities, receiving and interpreting sensory impulses, and transmitting information to the muscles and body organs. It is also the seat of consciousness, thought, memory, and emotion. \nA functionally similar portion of the invertebrate nervous system. \n\nIntellectual ability; mind: a dull brain; a quick brain. \n\nMind the capacity of thinking, reasoning, and acquiring and applying knowledge. Mind refers broadly to the capacities for thought, perception, memory, and decision: “No passion so effectually robs the mind of all its powers of acting and reasoning as fear” (Edmund Burke). Intellect stresses knowing, thinking, and understanding: “Opinion is ultimately determined by the feelings, and not by the intellect” (Herbert Spencer). Intelligence implies solving problems, learning from experience, and reasoning abstractly: “The world of the future will be an ever more demanding struggle against the limitations of our intelligence” (Norbert Wiener). Brain suggests strength of intellect: We racked our brains to find a solution. Wit stresses quickness of intelligence or facility of comprehension: “There is no such whetstone, to sharpen a good wit and encourage a will to learning, as is praise” (Roger Ascham). Reason, the capacity for logical, rational, and analytic thought, embraces comprehending, evaluating, and drawing conclusions: “Since I have had the full use of my reason, nobody has ever heard me laugh” (Earl of Chesterfield). The human consciousness that originates in the brain and is manifested especially in thought, perception, emotion, will, memory, and imagination. \nThe collective conscious and unconscious processes in a sentient organism that direct and influence mental and physical behavior. \nThe principle of intelligence; the spirit of consciousness regarded as an aspect of reality. \nThe faculty of thinking, reasoning, and applying knowledge
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In order to form a baby a female's egg must come in contact and be fertilized by a male's sperm. The most common process is with sexual intercourse. The babie stays in the womb for a gestation period of nine (9) months. Then it exits from the vagina or through a C section.
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During the seventh week of gestation the genitals are formed, until then a foetus's gender can not be visually determined.  It continues to develop throughout the gestation period.  The development then slows down until puberty, then the genitals begin to change to become like those of adults.  This usually happens between 10 and 14 in boys and takes 3-6 years to reach it's full size.
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Here you go! Hope this helps.\n\nhttp://web.uvic.ca/~rburke/burkelab/neuraldevelopment.htm
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an embryo is a mass of cells dividing and whatnot.  a fetus is when signs of life are discernible
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The nipples develop before the sex of the fetus is, so at that point in the fetuses life it neither male or female so the nipples develop[ on all babies
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when the egg and sperm unites theres fertilization. after that unity, the egg and sperm will become multiples cells which would eventually become a fetus and growing and growing to become a baby. that baby will then come out either from your mother's abdomen (c-section) or vagina (normal delivery)
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The development of mammary glands is controlled by hormones. The mammary glands exist in both sexes, but they are rudimentary until puberty when in response to ovarian hormones, they begin to develop in the female. Estrogen promotes formation, while testosterone inhibits it. But sometimes, pregnant women develop their breasts larger than normal for the preparation of breast feed.
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This has already been asked today! \nI'll repeat the answer...the reason is all embryos start out female until about six weeks when the male sex chromosome kicks in for a male embryo. The embryo then begins to develop all of its male characteristics. Men are left with nipples and also some breast tissue.
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It's not to do so much with the useful function; rather how the symetry arises. Each organisn arises from a single cell. The clump of cells becomes a ball, that then flatens out and develops a neural tube (becoming the spine and brain complex). From that, everything fans out. as the neural tube forms by a symetrical folding, so all things from it are symetrical as a mirror image forms or each part.
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They come from the stem of the brain.