Curriculum-Based Assessment of Social Development: Goal Selection and Sequencing

Assessing ‘empowerment’ as social development: goal and process

European Journal of Social Work ◽

10.1080/13691457.2016.1186008 ◽

2016 ◽

Vol 20 (1) ◽

pp. 88-100 ◽

Cited By ~ 4

Author(s):

Cristina Pinto Albuquerque ◽

Clara Cruz Santos ◽

Helena Da Silva Neves Santos Almeida

Keyword(s):

Social Development ◽

Development Goal

Download Full-text

Analysis on the Coordinated Development of Sports from the Perspective of “Sports Power”

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i9.2565 ◽

2021 ◽

Vol 5 (9) ◽

pp. 109-113

Author(s):

Xianfeng Wang

Keyword(s):

Social Development ◽

Development Strategy ◽

Communist Party ◽

Soft Power ◽

Coordinated Development ◽

Development Goal ◽

Winter Olympics ◽

Chinese Nation ◽

Speed Up ◽

National Congress

Promulgated by the National Sports Commission to further open up new opportunities for sports request in 1983, “sports power” has been clearly put forward to the end of this century to build China into a “world sports power” as its development goal. At the 19th National Congress of the Communist Party of China (CPC), the proposals to carry out extensive national fitness activities, speed up efforts to build China into a strong sports country, ensure the preparations for the Beijing Winter Olympics and Paralympics are excellent, as well as strengthen cultural and people-to-people exchanges with other countries were once again put forward. From the objective level, as an important strategy of China’s social development, “sports power” must be in line with China’s social development situation, dynamically adjust the direction of the development of sports cause, truly achieve the development goal of “sports power,” and display the cultural soft power of the Chinese nation. This article focuses on the connotation of “sports power” and the current situation of China’s sports development in a detailed analysis in order to study on the coordinated development strategy of sports from the perspective of “sports power.”

Download Full-text

Interrelationships of factors of social development are more complex than Life History Theory predicts

Behavioral and Brain Sciences ◽

10.1017/s0140525x19000177 ◽

2019 ◽

Vol 42 ◽

Author(s):

Boris Kotchoubey

Keyword(s):

Life History ◽

Social Development ◽

Life History Theory ◽

Strong Correlations ◽

Behavioral Features

Abstract Life History Theory (LHT) predicts a monotonous relationship between affluence and the rate of innovations and strong correlations within a cluster of behavioral features. Although both predictions can be true in specific cases, they are incorrect in general. Therefore, the author's explanations may be right, but they do not prove LHT and cannot be generalized to other apparently similar processes.

Download Full-text

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00116 ◽

2020 ◽

Vol 5 (4) ◽

pp. 843-852 ◽

Cited By ~ 1

Author(s):

Nancy Tarshis ◽

Michelle Garcia Winner ◽

Pamela Crooke

Keyword(s):

Social Development ◽

Social Goals ◽

Apraxia Of Speech ◽

Childhood Apraxia Of Speech ◽

Social Competencies ◽

The Social ◽

Social Landscape ◽

Communication Challenges ◽

Primary Focus ◽

Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

Download Full-text

What Do We Want Them To Be When They Grow Up?

Perspectives on Hearing and Hearing Disorders in Childhood ◽

10.1044/hhdc20.1.27 ◽

2010 ◽

Vol 20 (1) ◽

pp. 27-31

Author(s):

Lyn Robertson

Keyword(s):

Hearing Loss ◽

Social Development ◽

Young Women ◽

Hearing Aids ◽

Test Scores ◽

Spoken Language ◽

Language Therapy ◽

Profound Hearing Loss ◽

Children With Hearing Loss ◽

Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Download Full-text