Developmental Approach Research Articles

Creative processes in co-designing a co-design hub: towards system change in health and social services in collaboration with structurally vulnerable populations

Background:Co-design is an approach to engaging stakeholders in health and social system change that is rapidly gaining traction, yet there are also questions about the extent to which there is meaningful engagement of structurally vulnerable communities and whether co-design leads to lasting system change. The McMaster University Co-Design Hub with Vulnerable Populations Hub (‘the Hub’) is a three-year interdisciplinary project with the goal of facilitating partnerships, advancing methods of co-design with vulnerable populations, and mobilising knowledge. Aims and objectives:A developmental evaluation approach inspired by experience-based co-design was used to co-produce a theory of change to understand how the co-design process could be used to creatively co-design a co-design hub with structurally vulnerable populations. Methods:Twelve community stakeholders with experience participating in a co-design project were invited to participate in two online visioning events to co-develop the goals, priorities, and objectives of the Hub. Qualitative data were analysed using a thematic content analysis approach. Findings:A theory of change framework was co-developed that outlines a future vision for the Hub and strategies to achieve this, and a visual graphic is presented. Discussion and conclusions:Through critical reflection on the work of the Hub, we focus on the co-creative methods that were applied when co-designing the Hub’s theory of change. Moreover, we illustrate how co-creative processes can be applied to embrace the complexity and vulnerability of all stakeholders and plan for system change with structurally vulnerable populations.

Developmental Morphospace of Embryonic Brain and Face Growth in the Chicken (Gallus gallus)

Normal facial morphogenesis involves the precise spatiotemporal choreography of independent facial prominences that must grow, contact each other, and fuse to form a functional upper jaw. We previously identified in reptiles, birds, and mammals (amniotes) a significant shift in the trajectory of facial growth at the time of primary palatal prominence fusion that is associated with reduced variance in shape across species. We speculated that this period is associated with developmental constraints derived from a shared embryonic bauplan, while reduced variance represents selection to minimize the likelihood of palatal clefts. We further hypothesized that these constraints operate within species and so should observe a similar pattern not only across but within species. In addition, because facial growth occurs in the context of underlying brain growth, we hypothesized that it is a significant co‐factor in establishing this pattern. To begin to test these ideas we collected a sample of iodine‐contrast chicken (Gallus gallus) embryos (N=200) spanning the period of facial prominence formation, fusion, and outgrowth (HH16‐30), imaged them using micro‐computed tomography, and used three‐dimensional geometric morphometrics and principal components analysis (PCA) constructed a “developmental morphospace”. Our results confirm that chickens undergo a U‐shaped shift in developmental trajectory and reduced shape variance at the time of primary palatal fusion, that this occurs in both the face and brain, and it is highly coordinated (partial least squares (PLS) analysis: RV=0.995, P<0.0001). Specifically, after contact and fusion the relative the frontonasal and maxillary growth rates (i.e., allometry) switch, as does the relative growth of the forebrain and eyes. Future analyses will focus on identifying key regulators of this switch in growth profile and whether a similar pattern occur in other species (mouse, human). Ultimately, this developmental morphospace approach may provide a generalized model for predicting how perturbations to facial prominence shape variability, growth trajectory, and brain size can combine to impact a range of contact and fusion events, both normal and abnormal.

The Modified Developmental Approach to Occlusion

The Modified Developmental Approach to Occlusion

Creating Knowledge Pool of Tribal Eco-Culture: An Instrument for Ecological Restoration

Ecological imbalance is now a global concern for the last few decades. It’s a multi-facet problem that includes climate change, loss of biodiversity, the decline in food production, and decline in quality of soil, air, and water. The UN adopted ‘The 2030 Agenda for Sustainable Development,' where it has set up 17 goals as the instruments for attaining sustainable development. It is an inclusive and integrated developmental approach. So, every stakeholder of the society should be incorporated to attain the goal of sustainable development. Unfortunately, the tribal communities, the men of nature, are the most neglected ones in the planning process. This research paper prospecting the possibilities that how pooling the tribal ecological knowledge from different tribal communities and infusing those in modern scientific knowledge for the production of new knowledge can be instrumental in attaining the goals of sustainable development.

Instructional Supervision: Is it Culturally Responsive? A Textbook Analysis

The purpose of this study was to determine whether and to what degree textbooks are preparing aspiring principals as culturally responsive instructional supervisors. After evaluating multiple textbooks against selection criteria, SuperVision and Instructional Leadership: A Developmental Approach, was identified as the study’s unit of analysis. An audit of the subject index was conducted to answer: How are culturally responsive instructional supervision competencies addressed in this leading supervision textbook? Findings revealed content related to cultural responsiveness was concentrated in a chapter at the back of the textbook and the clinical supervision cycle, a powerful means of changing instructional practices (Gordon, 2016; Grissom et al., 2021), was all but devoid of references to culture. As future and current school leaders prepare to supervise a still predominantly White teacher population, with the aim of instructional improvement for an even more diverse student population, the need for supervision that is culturally centered is imperative.

Researching epistemic beliefs in history education: A review

Departing from the pioneering work of VanSledright and Maggioni (2016), this article revisits questions about epistemic beliefs and the role these beliefs play in the teaching and learning of history. Eighteen recent studies on epistemic beliefs of history teachers (n=7) and students (n=11) are reviewed, guided by questions regarding conceptualization, relationships with other constructs (e.g., historical reasoning and teaching beliefs), expression of beliefs in teachers and students, differences in age and educational level, suggestions for pedagogical principles, and contextual factors that inhibit or support history teachers in “putting their beliefs into practice”. Results reveal that epistemic beliefs are conceptualized based on developmental and dimensional frameworks, although most recent studies integrated developmental and dimensional approaches. Important findings regarding students and teachers are highlighted, resulting in implications for research and practice.

Children and Adolescents' Ingroup Biases and Developmental Differences in Evaluations of Peers Who Misinform.

Previous developmental research shows that young children display a preference for ingroup members when it comes to who they accept information from – even when that information is false. However, it is not clear how this ingroup bias develops into adolescence, and how it affects responses about peers who misinform in intergroup contexts, which is important to explore with growing numbers of young people on online platforms. Given that the developmental span from childhood to adolescence is when social groups and group norms are particularly important, the present study took a Social Reasoning Developmental Approach. This study explored whether children and adolescents respond differently to a misinformer spreading false claims about a peer breaking COVID-19 rules, depending on (a) the group membership of the misinformer and their target and (b) whether the ingroup had a “critical” norm that values questioning information before believing it. 354 United Kingdom-based children (8–11 years old) and adolescents (12–16 years old) read about an intergroup scenario in which a peer spreads misinformation on WhatsApp about a competitor. Participants first made moral evaluations, which asked them to judge and decide whether or not to include the misinformer, with follow-up “Why?” questions to capture their reasoning. This was followed by asking them to attribute intentions to the misinformer. Results showed that ingroup preferences emerged both when participants morally evaluated the misinformer, and when they justified those responses. Participants were more likely to evaluate an ingroup compared to an outgroup misinformer positively, and more likely to accuse an outgroup misinformer of dishonesty. Adolescents attributed more positive intentions to the misinformer compared with children, with children more likely to believe an outgroup misinformer was deliberately misinforming. The critical norm condition resulted in children making more positive intentionality attributions toward an ingroup misinformer, but not an outgroup misinformer. This study’s findings highlight the importance of shared group identity with a misinformer when morally evaluating and reasoning about their actions, and the key role age plays in intentionality attributions surrounding a misinformer when their intentions are ambiguous.

Обучение математике в аспекте реализации развивающей функции образования

The article presents a brief analysis of the main conceptual ideas of the developmental approach in teaching. Examples of the implementation of these ideas in teaching mathematics in elementary school are considered. It is noted that such forms of work are embedded in developmental learning that maximize the individual inclinations and abilities of each student, and a variety of pedagogical tools allows you to build individual trajectories of learning and development of each child.

Advancements in solar technologies for sustainable development of agricultural sector in India: a comprehensive review on challenges and opportunities.

Agriculture is the main occupation of the majority of people in India. The majority of the population in India is dependent (directly or indirectly) on agriculture as an occupation. The agriculture sector requires more freshwater and power for better yield in the current scenario. Nevertheless, the ever-increasing rate of energy consumption, limited fossil fuels, and rising pollution have made the expansion of renewable resources essential. Due to the suitable solar potential available in India, the deployment of solar energy has been more as compared to other renewable resources. The current study aims to discuss the various technologies, initiatives and policies of solar energy usage in agriculture. This work delivers an assessment of the advancement of solar energy vis-à-vis agricultural applications through the greenhouse concept and photovoltaic approach in India. Various agricultural applications of solar energy, such as solar water desalination system, solar water pumping system, solar crop dryer system for food safety, etc. are discussed as a means to promote solar-based technology. It also highlights the scenario of solar energy in India with important accomplishments, developmental approaches, and future potential. In-depth studies of various policies and government initiatives including those in research and development are also discussed. The current survey on solar technologies will be an aid to agribusiness frameworks to comprehend the statuses, obstructions, and extent of advancement. Finally, some future recommendations for further developments in this approach are discussed. This work sheds light on varied areas of solar energy-assisted agricultural systems as a potentially sustainable and eco-friendly pathway.

Evolutionary Transition in the Regulation of Vertebrate Pronephros Development: A New Role for Retinoic Acid.

The anterior-posterior (AP) axis in chordates is regulated by a conserved set of genes and signaling pathways, including Hox genes and retinoic acid (RA), which play well-characterized roles in the organization of the chordate body plan. The intermediate mesoderm (IM), which gives rise to all vertebrate kidneys, is an example of a tissue that differentiates sequentially along this axis. Yet, the conservation of the spatiotemporal regulation of the IM across vertebrates remains poorly understood. In this study, we used a comparative developmental approach focusing on non-conventional model organisms, a chondrichthyan (catshark), a cyclostome (lamprey), and a cephalochordate (amphioxus), to assess the involvement of RA in the regulation of chordate and vertebrate pronephros formation. We report that the anterior expression boundary of early pronephric markers (Pax2 and Lim1), positioned at the level of somite 6 in amniotes, is conserved in the catshark and the lamprey. Furthermore, RA, driving the expression of Hox4 genes like in amniotes, regulates the anterior pronephros boundary in the catshark. We find no evidence for the involvement of this regulatory hierarchy in the AP positioning of the lamprey pronephros and the amphioxus pronephros homolog, Hatschek’s nephridium. This suggests that despite the conservation of Pax2 and Lim1 expressions in chordate pronephros homologs, the responsiveness of the IM, and hence of pronephric genes, to RA- and Hox-dependent regulation is a gnathostome novelty.

URGENSI PEMBELAJARAN SENI UNTUK OPTIMALISASI PEMBELAJARAN ANAK USIA DINI: TINJAUAN NEUROSAINS

The developmental approach in nurturing and developing early childhood because it has been previously known that the brain is in control of the life of a human being. This study aims to determine the urgency of art learning for optimizing brain learning, which is an important concern for early childhood in neuroscience review. This type of research is a literature study. Sources of data used in this study are in the form of books, journals, theses, seminar proceedings, and others. The results showed that art activities engage all the senses and help regulate the nerves in the brain to process information very well while learning. Incorporating art into learning can activate more regions of the brain. Individuals engaged in the art can increase spontaneity and self-expression, control limited inhibitory effects, and produce creative work.

Acquiring Complex Communicative Systems: Statistical Learning of Language and Emotion.

During the early postnatal years, most infants rapidly learn to understand two naturally evolved communication systems: language and emotion. While these two domains include different types of content knowledge, it is possible that similar learning processes subserve their acquisition. In this review, we compare the learnable statistical regularities in language and emotion input. We then consider how domain‐general learning abilities may underly the acquisition of language and emotion, and how this process may be constrained in each domain. This comparative developmental approach can advance our understanding of how humans learn to communicate with others.

Application of the IDEAS Framework in Adapting a Web-Based Physical Activity Intervention for Young Adult College Students.

User-centered developmental processes are critical to ensuring acceptability of e-health behavioral interventions, and yet physical activity research continues to be inundated with top-down developmental approaches. The IDEAS (Integrate, Design, Assess, and Share) framework outlines a user-centered process for development of e-health interventions. The purpose of this manuscript is to describe the application of the IDEAS framework in adapting a web-based physical activity intervention for young adult college students. Steps 1–3 emphasized integrating insights from users and theory and Steps 4–7 focused on iterative and rapid design with user feedback. Data were collected via repeat qualitative interviews with young adult college students (N = 7). Resulting qualitative metathemes were engagement, accountability, and cultural fit. Therefore, intervention modifications focused on strategies to foster ongoing engagement with the program (e.g., increase interactivity), support personal and social accountability (e.g., private social media group), and provide a cultural fit within the college lifestyle (e.g., images relevant to student life). The resulting web-based intervention included eight weekly lessons, an expanded resource library, “how-to” videos, step and goal trackers, and a private social media group to be led by a wellness coach. In conclusion, the IDEAS framework guided an efficient, user-centered adaptation process that integrated empirical evidence and behavior change theory with user preferences and feedback. Furthermore, the process allowed us to address barriers to acceptability during the design and build stages rather than at later stages of pilot and efficacy testing.

Common needs in uncommon conditions: a qualitative study to explore the need for care in pediatric patients with rare diseases

BackgroundChallenges faced by children diagnosed with a rare disease or complex condition and their family members are often characterized by disease-specific complexities, such as a prolonged diagnostic process, an uncertain prognosis, and the absence of curative treatment. The psychological burden of living with a rare disease or complex condition is often understudied and may present overarching concepts that shape the general experience of having been diagnosed with a rare condition. The present study examines common needs from a comprehensive perspective combining relevant aspects from the rare disease literature in a theoretical perspective from pediatric psychology, such as a family-centred, developmental and interdisciplinary approach. An exploratory study was designed among parents from children with a rare disease or complex condition in an Integrated University Children’s Hospital in the Netherlands. Semi-structured interviews were conducted with open-ended questions based around the experience of having a child diagnosed with a rare condition, such as the psychosocial impact on the child and it’s development, the impact on the family, and how provided care was experienced.ResultsTwelve interviews were analysed with a thematic content analysis to identify common needs. Eight themes followed from the analysis and uncovered the need for (1) family-focused care, (2) coping with uncertainty, (3) empathic communication, (4) practical support, (5) information, (6) psychological support, (7) interdisciplinary care, and (8) social support.ConclusionsThe results from our study provide directions for research and health care to support young patients with a rare disease or complex condition and their families. Moreover, our results demonstrated that there are overarching concepts across different rare diseases that may be optimally supported with interdisciplinary care.

“You can make it here!”: Producing Europe’s mobile borders in the New Gambia

European border externalization to “sending states” throughout Africa is a well-documented phenomenon. Less clear, however, is the role that African governments and implementing organizations play in border externalization, nor the precise mechanisms by which European borders are “mobilized” (Szary & Giraut, 2015) and projected into everyday spaces in “sending states”. Drawing on a case study of three different European border enforcement projects in The Gambia, I argue that a collaboration between the International Organization for Migration, the EU Emergency Trust Fund for Africa, and the Gambian government makes Gambians themselves agents of the European border. Drawing upon Szary and Giraut's notion of “borderities” (2015), I illustrate how the border is projected into The Gambia through an articulation of humanitarian borderwork with developmental approaches intended to solve the “root causes of migration” (Zaun & Nantermoz, 2021). Furthermore, I argue that the Gambian government is not passive in the process of border externalization, but actively involved in interpreting and rearticulating European policies and narratives about migration. Following Adamson and Tsourapas' (2020) reworking of the “migration state” concept, I demonstrate the Gambian government's active interests in bordering its own citizens: simultaneously encouraging emigration for the sake of national “development” while immobilizing young Gambians as part of a broader strategy to cooperate with European states. This research illustrates both the immense value of a “borderities” approach to studying contemporary migration management, and the close association between borderwork and nationhood in African post-colonial states.

Broadening Horizons: A Case Study of an International Partnership to Promote Sport, Positive Youth Development, and Literacy

Purpose:In the United States, after-school programs have been found to improve healthy behaviors and increase time in safe, structured environments for youth, but less is known about Latin American contexts. The purpose of this study was to examine the implementation of an educational program in an underserved school in Latin America.Method:A qualitative case study was used for this study. A Peace Corps volunteer was the main participant in the study. Data collection included interviews, field notes, artifacts, and reflective notes. Data were coded using constant comparative methods.Results:Three themes emerged that represent program implementation in a Latin American country: (a) learning to teach in a new country with new rules, (b) expectations and going with the flow, and (c) extending the positive youth development model to international outreach programs in rural communities.Conclusion:Relational developmental systems metatheoretical approach to positive youth development through sport model is effective in Latin American settings.

Political Economic Perspectives on the Development of the Middle East and North Africa

The objective of this study is to examine the Middle East and North Africa (MENA) region and its challenges from the perspective of development with a goal to break down and make better sense of what seems to be the complexities and 'idiosyncrasies' of this region. The primary issues and concerns for the MENA countries have largely been perceived and dealt with through the vantage point of addressing conflicts in the geopolitical and historical context. In light of this, applying developmental approach that is multidisciplinary to understand and meet the challenges of the MENA region in a fundamental way would have many benefits, opening a new window of opportunities, academically and policy wise. From such stance, this paper focuses on and explains what are considered to be the three fundamental and core 'conditions' or tasks for the countries in the region: state-building and nation-building; participatory development; and capability of state. The importance of looking at the 'big picture' of the reality in the manner of reflection and metacognition is underscored.

Developing the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers

This study explored the development of the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers. The study employed the descriptive developmental approach. Two scales were developed, the scale of the school’s commitment to the psychological contract with teachers, which consisted of (30) items, and the scale of teachers’ commitment to the psychological contract with the school, which consisted of (22) items. The sample of the study consisted of (431) teachers and (117) principals at the end of the academic year 2020/2021. The results revealed that the degree of commitment among school principals to the psychological contract with teachers was average. The differences were statistically significant in favor of the teachers with long experience, and the differences were not significant for the rest of the variables. The results of the study also indicated that the degree of teachers’ commitment to the psychological contract with school principals was average. The differences were statistically significant in favor of school principals with short experiences. Mechanisms for developing school administration in Jordan were suggested, and several recommendations were made.
 Keywords: psychological contract, school administration development, school principals, school teachers, education in Jordan.

Konsepsi Pendidikan Islam Terhadap Kekerasan Kepada Anak

The purpose of this study is to describe violence against children (Child Abuse) in the perspective of Islamic education. The method used in this research is library research (library research). By going through a developmental psychological approach used to analyze the concept of violence committed against children (Child Abuse). As well as a normative approach, which is seen in terms of religious values ??based on the Qur'an and Hadith. In analyzing the data using analytical descriptive method. The results of this study are (1) Deliberate actions that cause harm or harm to children physically or emotionally. (2) The influence of violence against children in the psychological development of children, namely children who experience abuse often show withdrawal, fear, or maybe aggressive behavior, unstable emotions. (3) Violence against children in the perspective of Islamic education In the context of education and teaching efforts. Islam allows doing physical actions as ta'dib (actions to educate) against children (educating, ie so as not to get used to doing intentional violations). Punishment means a form of loss or pain inflicted on someone who makes a mistake. The short-term goal of imposing the punishment is to stop the wrong behavior. The long-term goal is to teach and encourage children to stop their own misbehavior, so that children can direct themselves

Engineering hypertrophic cartilage grafts from lipoaspirate for critical-sized calvarial bone defect reconstruction: An adipose tissue-based developmental engineering approach.

Developmental engineering of living implants from different cell sources capable of stimulating bone regeneration by recapitulating endochondral ossification (ECO) is a promising strategy for large bone defect reconstruction. However, the clinical translation of these cell‐based approaches is hampered by complex manufacturing procedures, poor cell differentiation potential, and limited predictive in vivo performance. We developed an adipose tissue‐based developmental engineering approach to overcome these hurdles using hypertrophic cartilaginous (HyC) constructs engineered from lipoaspirate to repair large bone defects. The engineered HyC constructs were implanted into 4‐mm calvarial defects in nude rats and compared with decellularized bone matrix (DBM) grafts. The DBM grafts induced neo‐bone formation via the recruitment of host cells, while the HyC pellets supported bone regeneration via ECO, as evidenced by the presence of remaining cartilage analog and human NuMA‐positive cells within the newly formed bone. However, the HyC pellets clearly showed superior regenerative capacity compared with that of the DBM grafts, yielding more new bone formation, higher blood vessel density, and better integration with adjacent native bone. We speculate that this effect arises from vascular endothelial growth factor and bone morphogenetic protein‐2 secretion and mineral deposition in the HyC pellets before implantation, promoting increased vascularization and bone formation upon implantation. The results of this study demonstrate that adipose‐derived HyC constructs can effectively heal large bone defects and present a translatable therapeutic option for bone defect repair.