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Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
Interdisciplinary Perspectives on the Relation between Sleep and Learning in Early Development, Volume 60, the latest release in this ongoing series, focuses on the relationship between sleep and learning for research and practice. Specific chapters cover Sleep, Learning, Memory and Executive Functioning in Infancy and Early Childhood, Newly walking infants’ night sleep impacts next day learning and problem solving, The effect of napping and night-time sleep on memory in infants, The contribution of good sleep to working memory in 2- to 4-year-olds: A matter of duration or regulation?, Sleep development in preschool predicts executive functioning in early elementary school, and more. Covers the relationship between sleep and learning in infancy and early childhood Provides an interdisciplinary exchange of approaches and perspectives among scholars of sleep and learning Presents the implications of the relationship between sleep and learning for research and practice
The management of and attitudes toward children and adults with Down syndrome have undergone considerable changes in the course of the condi tion's long history (Zellweger, 1977, 1981, Zellweger & Patil, 1987). J. E. D. Esquirol (1838) and E. Seguin (1846) were probably the first physicians to witness the condition without using currently accepted diagnostic designa tions. Seguin coined the terms furfuraceus or lowland cretinism in contradis tinction to the goiterous cretinism endemic at that time in the Swiss Alps. Esquirol, as well as Seguin, had a positive attitude toward persons who were mentally ill or mentally subnormal. Esquirol pioneered a more humane treatment in mental institutions and Seguin created the first homes in France, and later in the United States, aimed at educating persons who were mentally subnormal. The term mongolian idiocy was coined by J. H. L. Down in England (1866). The term is misleading in several respects: (1) Down identified the epicanthic folds seen in many children with Down syndrome with the additional skin fold in the upper lid occurring particularly in people of Oriental (Mongolian) descent; and (2) Down also erred by assuming that Down syndrome represented regression to an ethnic variant of lower cultural standing. Such an interpretation might have been understandable at a time when the myth of Anglo-Saxon superiority was widely accepted by the British. Charles Darwin's then highly acclaimed theory of origin of the species may have contributed to such a concept.
A World to Make treats a subject that is both complex and controversial. Since the end of the Second World War, and with increasing rapidity in the 1950s and 1960s, Europe's former colonial possessions acquired independence and emerged as new states with new frontiers. That process proved to be immensely difficult both for those who had recently acquired their independence and for those in Latin America and elsewhere who had enjoyed that status for a century or longer. Earlier paradigms of development have either broken down or have been subject to serious modification. The chemistry of development reveals itself as an unstable compound of diverse political, social, cultural, and intellectual elements, not to speak of many that remain primarily economic. The conflicts and institutional interests are so varied that any simple theory of nation building or modernization modeled on past patterns of development in the capitalist West or Communist East seem inadequate. As editor Francis X. Sutton points out, this volume views development in its broad historical complexity, as an organizing principle of governments and international relations, as a set of ideas or ideologies, and as a series of programs and practices. Achieving such goals in a single volume required reaching being the narrow confine of developmentalists as such, to experts in a variety of fields ranging from history to education. The work features a major study by the historian William H. McNeil on "Control and Catastrophe in Human Affairs"; D. Anthony Low on "Development Contexts"; Francis X. Sutton on "Developmental Ideology: Its Emergence and Decline"; John P. Lewis on "Government and National Economic Development"; Mohamed Naciri on "Educational Processes and Access to Knowledge"; and Paul Krugman on "Developing Countries in the World Economy." In each case, the major essay is followed by a sharp analysis and commentary. The work is of intense potential value to international economists, comparative political scientists, and those who stress the important role of volition and culture in the development process. Francis X. Sutton is retired deputy vice president of The Ford Foundation. Since his retirement in 1981, he has served as consultant to the Ford Foundation, the Rockefeller Foundation, and the World Bank. He is the author of The American Business Creed, and wrote the introduction to the new Transaction edition of The Ford Foundation by Dwight Macdonald.
This book gathers a collection of essays presented from the perspective of a spatial planner whose working life has been immersed in South Asia. It concerns some of the serious challenges that need to be confronted in the South Asian context, including the externalities and ethical concerns that arise in the process of development. The mid-20th century saw a considerable focus in the West on assisting those countries emerging from European colonial domination. Theories were propounded and international agencies established to facilitate a process called ‘development’ in these countries. However, even after six decades of extraordinary expenditures and effort, millions among the targeted populations remain illiterate, live in abject poverty, and are the most vulnerable groups to external disasters, debilitating diseases and untimely death. In addition, the book reveals the theoretical inadequacies that negatively impact ongoing development efforts. Lastly, it identifies an available alternative set of science-based approaches that could facilitate the serious pursuit of equitable progress in South Asia and potentially also in other low and middle income countries.