789 resultados para Early Childhood, Early Education (Pre-Schooling), Social Development, Emotional Development.
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Incluye Bibliografía
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Incluye Bibliografía
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Includes bibliography.
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We studied development of the ostrich lung using light microscopy as well as electron microscopy techniques. At E24, the lung comprised a few epithelial tubes, interspersed with abundant mesenchyme with scattered profiles of incipient blood vessels. Between E24 and E39, the epithelial thickness was reduced by 90% from 13.5 ± 0.41 μm to 1.33 ± 0.014 μm (mean ± SD, respectively). Atria were evident at E32, and by E35, the first portions of the blood-gas barrier (BGB) measuring 3.41 ± 1.12 μm were encountered. Gas exchange tissue was well formed by E39 with atria, infundibulae, air capillaries and a mature blood-gas barrier (BGB). BGB formation proceeded through the complex processes of secarecytosis and peremerecytosis, which entailed decapitation of epithelial cells by cutting or pinching off respectively and by E39, the BGB was thin at 2.21 ± 1.21 μm. Vascular remodeling by intussusceptive angiogenesis was a late stage process mediated by intraluminal pillars in the pulmonary vasculature.
Grade retention: decision-making and effects on learning as well as social and emotional development
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Numerous models have been formulated to describe development. Generally, these start off with a state of not-yet development or nondevelopment, and then go on to contrast this with a second state: some kind of plan or blueprint for development. As a result, the process of development is equated with a series of completed stages. Like having to climb the rungs of a ladder, one moves up and up in order to become more and more developed. The associated catching-up processes are then frequently described with phase models. ln contrast to such goal-directed perspectives on development with their links to modernization theory, social development pursues an alternative approach focusing on the empowerment and autonomy of actors, and also taking account of the structural obstacles that confront them as they shape their daily lives in the sense of learning to develop their selves. This means that development is always conceived within a twin framework of self- and other-development. Social development represents a holistic approach that is non-static and process-oriented.
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This is a commentary on “The impact of family stressors on the social development of adolescents admitted to a residential treatment facility,” by Cynthia Harr. This article examines the important but relatively understudied relationship of family dynamics in the social development of high risk teens in residential treatment facility (RTF) care. The commentary supports the author’s calls for a continuum of care involving greater cooperation with parents, and critiques and expands on some of the recommendations.
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The focus of this research was to determine the impact of family stressors on the social development of adolescents at admission to long-term mental health residential care. The study was conducted at the Waco Center for Youth, the only long-term residential care agency serving emotionally and behaviorally challenged adolescents and their families that functions under the authority of the Texas Department of State Health Services. Data was obtained from social assessment forms (N=457) in case records of clients. The prevalence of problem behaviors exhibited by the youth upon entry to the residential facility was examined and it was found that the youth entering the facility were experiencing severe impairment in their social development across several domains. Results indicated that youth with more family stressors exhibited significantly greater impairment in their social development (b = .19, p = .000) which suggests that the combination of multiple stressors within a family inhibits adolescent social development. The research supports a family systems approach to treatment that focuses on building family strengths and actively involving family in the intervention process.
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Since the disintegration of the Soviet Union, Cuba has experienced a severe economic crisis, and the country's social policy has played an important role in showing the people a raison-d'etre for the revolution. This role has become even stronger in recent years, as internal and external actors demand political reforms and economic liberalization. This article first examines the Cuban government's use of social development to counter the demands for changes. It then looks at the extent that government social policy contributes economically to improving the Cuban living standard. The article demonstrates empirically how the leadership emphasizes their social accomplishments whenever demands for change come, and then shows that after the suspension of Soviet aid, Cuban social policy has been able to provide services mainly by relying on human capital and reducing quality materially because of the shortage of foreign reserves. This has limited the economic effectiveness of the services.