Measures Of Social Development Research Articles

The problem of determining the features of understanding the concept of «spiritual culture» as a component of self-realization of personality

The article examines the impact of national and cultural values on socialization of a personality and its spirtual development. Main attention is related to the problem of education of value orientation, such as spiritual, human, national with have a significant influence on human socialization.
 Purpose. Spiritual development of the person includes a system of ethical values and national cultural landmarks, which are implemented in the subjective selection of ideals, objective rating system and specific human behavior. One of the most important is a problem of education and preservation of spiritual values of the younger generation, cultural and spiritual values, which are the basis of human existence.
 Methods The article analyzes the views of scientists to determine the spiritual values of national culture. They are formed during the historical development of the nation, development of its material and spiritual culture.
 Results. The current period of society development requires new approaches to education and future generations. A measure of social development has always been a measure of cultural and spiritual nature of human.
 Originality. Significant attention is given to nurturing influence of family in the formation of spiritual potential of a personality.
 Conclusion. The biggest impact of all processes contradictions that occur suffers from, primarily, the family as the most important center of society. Changes, occurring in our country, promote the growth of the family role in the morality formation of the younger generation. It is saying about the impact of national and cultural values, which change in the formation of spiritual culture

SOCIAL DEVELOPMENT FROM NUCLEAR AND OTHER ENERGY: A MYTH OR REALITY FROM INDONESIA

The purpose of this research in Indonesia is to explore the trends and patterns of social development defined by the energy sources during the time of 1985-2017 with a range of statistical methods and procedures. The above stated purpose is addressed with the help of multiple regression methods which is the most cited measure for examining the determinantal impact of independent variables on dependent variables. Therefore, this study has utilized the same method where results are provided in five different 4 different tables. As a complementary work, descriptive measures for example, athematic mean, standard deviation of the mean, and minimum maximum values during the study period are also presented and explained. Both positive and negative influence of energy factors on all five social development measures is examined, however, four out of five measures of social development are found to be insignificant when the effect of fossil fuel is tested. Addition to this, alternative and nuclear energy is positively defining the vulnerable employment of male and females, and negatively affecting the labor force participation and Life expectancy at birth, female (years). The research is suggested to the department of social development specifically in Indonesia, and country-level administrative authorities while exploring the impact of energy variables on development of Indonesian community.Keywords: social development, energy sources, nuclear energyJEL Classifications: O11, K32, O44DOI: https://doi.org/10.32479/ijeep.10933

Gender parity at scale: Examining correlations of country-level female participation in education and work with measures of men's and women's survival

BackgroundPast research has demonstrated the relationship between women's educational levels and other measures of social development with maternal and child health outcomes. This study examines the relationship between gender parity in education and work, achieved through greater female participation in both spheres, with survival in both women and men. MethodsUtilizing cross-sectional indicators from United Nations agencies, we constructed global indices of gender parity in education and work for international comparison. Multivariable regression was performed to assess relationships between gender parity index scores and national mortality rates or life expectancy indicators. FindingsGender parity in both arenas was significantly associated with improved health outcomes after controlling for country health expenditures and other characteristics. A 10% higher country educational parity index score was associated with 59·5 fewer maternal deaths per 100 000 live births, a 2·1-year increase in female life expectancy, and almost a 1-year increase in male life expectancy at birth. Similarly, a 10% higher work parity index score was significantly associated with 14·6 fewer maternal deaths per 100 000 live births and a 0·9-year increase in female life expectancy at birth, with no deleterious relationship to male life expectancy. InterpretationThis study extends past research by examining actionable areas of gender equality and their impact on both male and female survival. While longitudinal research is needed to examine both causality and mechanisms, our findings suggest longevity gains for both women and men, and for all children through reduced maternal mortality, where greater parity in school and work is exhibited. FundingNo funding source directly supported the work in this manuscript. We are deeply indebted to the Conrad N Hilton Foundation for its support of Adva Gadoth as a Hilton Scholar.

Musings on change: driver for SDN

In this talk, we examine change and the rate of change from antiquity to the present, and we extrapolate to the future. We draw on the measures of social development due to historian Ian Morris. This shows that we are in an age of exponentially-increasing rate of change that will only increase unpredictably in the future. This necessitates a flexible architecture for the Internet to handle the future. We motivate the needs by the FarmerZone project, a futuristic application of AI to precision agriculture in India. Software-defined networks (SDN) is a promising alternative to the inflexible hardware routers of today's Internet. We discuss some of the challenges of SDN. One is rollout of SDN routers without disrupting the Internet. Another is scalability of the control plane of SDN. As SDN tends to be multi-vendor, ensuring security is a particularly difficult challenge. Rapid mobility with wireless networks is another issue.

Social and emotional developmental vulnerability at age five in Aboriginal and non-Aboriginal children in New South Wales: a population data linkage study

BackgroundEarly childhood social and emotional development underpins later social, emotional, academic and other outcomes. The first aim of this study was to explore the association between child, family and area-level characteristics associated with developmental vulnerability, amongst Aboriginal and non-Aboriginal children in their first year of school. The second aim was to quantify the magnitude of the social and emotional developmental inequalities between Aboriginal and non-Aboriginal children and the extent to which differences in socioeconomic disadvantage and perinatal characteristics explained this inequality.MethodsThis retrospective cohort study used cross-sectoral data linkage to identify and follow participants from birth to school age. In this way, social and emotional development was examined in 7,384 Aboriginal and 95,104 non-Aboriginal children who were included in the Australian Early Development Census in their first year of full-time school in New South Wales (NSW) in 2009 or 2012 and had a birth registration and/or perinatal record in NSW. The primary outcome measures were teacher-reported social competence and emotional maturity as measured using the Australian version of the Early Development Instrument.ResultsThe mean age at the start of the school year for children in the study sample was 5.2 years (SD = 0.36 years). While 84% of Aboriginal children scored favourably - above the vulnerability threshold – for social competence and 88% for emotional maturity, Aboriginal children were twice as likely as non-Aboriginal children to be vulnerable on measures of social development (RR = 2.00; 95%CI, 1.89–2.12) and had 89% more risk of emotional vulnerability (RR = 1.89; 95%CI, 1.77–2.02). The inequality between Aboriginal and non-Aboriginal children was largely explained by differences in the socioeconomic and perinatal health characteristics of children and families. Thus, after adjusting for differences in measures of socioeconomic advantage and disadvantage (Model 2), the relative risk was attenuated to 1.31 (95% CI: 1.23–1.40) on the social competence domain and 1.24 (95% CI, 1.15–1.33) on the emotional maturity domain. Child, family and area-level characteristics associated with vulnerability were identified.ConclusionsMost of the gap in early childhood social and emotional development between Aboriginal and non-Aboriginal children can be attributed to socioeconomic and early life health disadvantage. Culturally safe health and social policies addressing the socioeconomic and health inequalities experienced by Aboriginal children are urgently required.

Measurement of social development: evidence from India

PurposeThe purpose of this paper is to examine the progress of social development in terms of social development index (SDI) of India in the pre- and post-reforms period.Design/methodology/approachThis study used the methodology of Ray (1989, 2008) for the construction of composite index for social development, i.e. SDI. The study also used the ordinary least squares method of regression analysis for checking the impact of development expenditure, non-development expenditure and Per Capita Net National Product (PCNNP) on the SDI value.FindingsThe results show an increasing trend in social development. The findings of this study also suggest that there is a sharp increase in the index over the period between 2002/2003 and 2010/2011. But in the remaining period, sluggish improvement in social development has been observed. Though there has been growth in the social sector, but it is not much heartening and perhaps more efforts need to be done in the social sector in India. The results also exhibit that development expenditure, non-development expenditure and PCNNP are significantly affecting the SDI value.Practical implicationsThe study suggests that the government should focus more on social sector programs and there is an urgent need to increase development and non-development expenditures to improve the overall social condition of the country.Originality/valueThe work is different in terms of number of development variables from the already existing literature in India. The author constructed the SDI by using the weighted sum of 12 transformed social variables which has not been studied previously.

Social Development and International Trade in Central Europe

In this paper we study the impact of social development on international trade in Central and Eastern Europe using the generalized gravity model. Many previous empirical studies which explored the determinants of trade flows, concentrated only on traditional gravity variables, such as the size of trading partners, factor abundance, technology differences or distance. In our study, in addition to the standard set of gravity variables, we examine the role of aggregate social development indicators such as Human Development Index and its components. Our results show that both aggregate and disaggregate measures of social development affect the volume of international trade flows. In particular, the education indexes seem to be positively related to bilateral trade flows.

Distribuição das rendas do petróleo e indicadores de desenvolvimento municipal no Brasil nos anos 2000S

Em 1997, o governo brasileiro aprovou a Lei 9478/97, que estabelecia novos critérios para a distribuição de royalties do petróleo entre os municípios brasileiros e ampliou as possibilidades de uso desses recursos em áreas sociais. O objetivo deste artigo é investigar empiricamente se os royalties distribuídos sob esta lei contribuíram para a melhoria dos indicadores sociais dos municípios contemplados, em relação à média nacional, no período de 2000 a 2007. Utilizou-se o Índice Firjan de Desenvolvimento Social (IFDM) e seus três componentes: IFDM - Educação, IFDM - Saúde e IFDM - Emprego&Renda, como medida de desenvolvimento social. Os resultados mostram que as rendas do petróleo não produziram impactos significativos nos indicadores sociais de saúde e de educação dos municípios beneficiados, mas, de forma surpreendente, geraram efeitos negativos sobre seus setores formais de trabalho.

Maternal age at childbirth and social development in infancy

Difficulties in social communication are not necessarily observed only in individuals with autism spectrum disorders (ASD), and there are many subclinical cases in the general populations. Although advanced parental age at childbirth has often been considered a possible risk factor of ASD, it might contribute to poor social functioning in children, rather than to ASD itself. This study examined whether advanced maternal age at childbirth and obstetric factors were associated with atypical social development in infancy. At free health check-ups for children aged 18 months conducted in Munakata city, Japan, 1460 children (729 males) were assessed using the Japanese version of the Modified Checklist for Autism in Toddlers (M-CHAT). Adjusted odds ratio showed that children of mothers aged ≥35 years at childbirth were 2.22 (95% confidence intervals, 1.39–3.55) times more likely to fail on the M-CHAT (failing three or more items) compared with the reference group (aged ≤29). Although most mothers will have toddlers that fall in the typical range on this measure of social development, clinicians should pay more attention to early social development of children, especially for lateborn babies, and should be more sensitive to their potential needs so as to provide appropriate advice and support for their caregivers.

Spatial and Gender Scenario of Literate Life Expectancy at Birth in India

Measuring human quality of life is academically challenging. The human development index (HDI) substantially captures the overall country level status on human welfare. However, this index has some drawbacks. Therefore, Lutz composed a simple index in 1995 combining life expectancy and literacy, called literate life expectancy (LLE). LLE can be calculated for subpopulations depending on availability of data. This article captures the LLE in major states in India and the gender differences in LLE at rural and urban levels. The authors have tried to highlight the social development scenario in India and its major states by using this pure social indicator that intentionally does not use any economic measurement. The state scenario comprehensively depicts gender differentials in social development, and it calls for implementing development measures more seriously in states like Haryana, Bihar, Rajasthan, Madhya Pradesh, and Uttar Pradesh to reduce the gender gap. Being highly correlated with the HDI, the LLE index proves to be a very clear and simple comprehensive measure of social development for different subpopulations.

Spatial Scenario of Literate Life Expectancy at Birth in India

Measuring human quality of life is a challenging academic work. Human development index substantially captures the overall country level status on human welfare. However this index has some drawbacks. W. Lutz thus composed a simple index in 1995 combining life expectance and literacy, called Literate Life expectance (LLE). LLE can be calculated for subpopulations depending on availability of data. This paper captures LLE of major states of India and its gender difference at rural and urban level. We have tried to highlight the social development scenario of India and its major states by using this pure social indicator that intentionally does not use any economic measurement. The state scenario comprehensively depicts gender differentials in social development and it calls for implementing development measures more seriously in states like Haryana Bihar, Rajasthan, Madhya Pradesh and Uttar Pradesh in order to reduce the gender gap. Being highly correlated with human development index, Literate Life Expectancy index proved to be a very clear and simple comprehensive measure of social development for different sub populations.

Measurement of social development: an international comparison

PQLI and HDI are the two most popular measures of development, besides per capita income. Over the years, PQLI appears to be not much in use for regional comparisons, especially after the introduction of HDI. While PQLI considers only the physical variables—adult literacy, life expectancy at birth and infant survival rate, HDI has life expectancy at birth, educational attainment and real GDP per capita (PPP$). PQLI and HDI are similar, the main difference between the two being the inclusion of income in HDI and exclusion of the same from PQLI. In a sense, HDI represents both physical and financial attributes of development and PQLI has only the physical aspects of life. The present author took the lines of PQLI to express development in terms of physical variables and considering development as a multidimensional phenomenon, Ray (1989) [Ray, A. K. (1989). On the measurement of certain aspects of social development, Social Indicators Research (Vol. 21, pp. 35–92). The Netherlands: Kluwer Academic Publishers.] included as many as 13 physical variables to represent social development across 40 countries; no financial variable was included in the construction of composite index, termed as the Social Development Index, SDI. Incidentally, like PQLI, SDI was introduced before HDI. Unlike PQLI and HDI, SDI considers (i) a large number of indicators representing various concern areas and (ii) a set of objective methods for combining the development indicators as a composite index. Ray (1989) has been restated and updated in this article with newer cross-country information. In the present study, SDI has been constructed for over 102 countries, including 21 OECD countries, using 10 development indicators, instead of 13 indicators in the past. Apart from presenting objective methods for combining indicators into SDI, the present study asserts that SDI works better than HDI as a measure of development for an international comparison.

Memory for Faces in Children with Autism

Previous research has established that children with Autistic Disorder have deficits in aspects of social cognition and in verbal memory, but research on social memory is limited. Twenty-four autistic boys aged 7 to 12 years and normal controls matched for verbal mental age were administered parallel social and nonsocial matching and memory tasks. Results showed that the children with autism were impaired relative to the normal children on the social (face) memory task only. Furthermore, of the four experimental tasks, the social memory task had the highest and most consistent correlations with measures of social development and adaptive skills. Whereas the normal children used the special status of faces to recall them more easily than objects, the children with autism showed equal recall of objects and faces.

Measurement of social development in China using the literate life expectancy

The authors examine whether the concept of " literate life expectancy" developed by Lutz and others can be used as a measure of social development in China. (ANNOTATION)

Quels sont les principaux Contextes d'Intervention et les Types d'Action en Promotion de la Santé ?

The overall context is that of the former Director of WHO, Dr Halfdan Mahler, at Ottawa in 1986. "...public health is reinstating itself as a collective effort, drawing together a wide range of actors, institutions and sectors within society towards a goal of 'socially-economically productive life. This social goal moves health from being the outcome measure of social development to being one of its major resources". For this major resource of health to be fully realised, the Ottawa Charter set out a number of fundamental pre-requisites--peace, shelter, food, income, a stable ecosystem, substantial resources, social justice and equity. Health promoters' roles are to: advocate the adoption of the pre-requisites enable all people to achieve their fullest possible health potential through: access to information opportunities to develop life skills possibilities to make healthy choices mediate among different sectors of society in favour of health. These roles underpin the five main interventions proposed by the Ottawa Charter: building healthy public policy; creating supportive environments; strengthening community action; developing personal skills; re-orienting health services. Clearly, each individual health promoter is not expected to do all of these things all of the time. But they are likely to be dependent for their success to a large extent on the roles of other people and those people's ability and willingness to undertake appropriate actions which lie within their power.(ABSTRACT TRUNCATED AT 250 WORDS)

Effects of Two Contrasting School Task and Incentive Structures on Children's Social Development

Students (second through fifth graders) in 2 elementary school programs with very different structures in 2 districts were compared over 4 years on measures of social development. One program (EXS) emphasized an external motivational orientation with a focus on student accountability and a management system based on competition. The other (CDP program) focused on helping children develop an internal commitment to values and norms through a focus on developmental discipline, cooperative learning, helping activities, social understanding activities, and prosocial values. The 1 EXS school, 3 CDP program schools, and a group of 3 CDP comparison schools that were not implementing any specific intervention program, shared generally similar demographic characteristics. Over the 4 years students were assessed on a number of instruments including structured classroom observations, individual student interviews, large-group questionnaires, and small-group tasks (4-person and dyadic). In addition, teachers completed an extensive questionnaire related to program philosophy and implementation. Results showed the schools to be different in ways consistent with their intended philosophies, with the EXS classrooms using more external controls and the CDP classrooms using more prosocial activities. The EXS teachers described their school as more active, businesslike, traditional, creative, innovative, and supportive. Students in the EXS school demonstrated higher self-esteem than did the CDP students over a 2-year period. Motivation for prosocial behavior was more extrinsic in the EXS school and more intrinsic in the CDP program schools. Third-grade students' interpersonal behavior was more helpful and supportive in the CDP schools.

On the measurement of certain aspects of social development

An attempt has been made in this paper to measure social development. There has been some limited use of per capita national income as a measure of development. A number of social indicators from various societal areas may, alternatively, better represent social development of a region. A composite index of selected social indicators has been proposed as a measure of social development. Certain existing methods of construction of composite indexes have been examined and new methods proposed using the variance-covariance matrix and intercorrelation matrix of the indicators and the concept of (Euclidean) distance. Two examples of intertemporal and international comparisons have been presented to illustrate the proposed methods.

Effects of early intervention on hearing impaired children.

A longitudinal study was conducted of 118 children with severe and profound hearing losses-Children were first tested when they were between 3 and 5 years and again in 3 or 4 years, using measures of receptive and expressive spoken language, receptive language in the child's primary educational modality, receptive and expressive mother-child communication, and social development. A multivariate design was used to investigate the effects of age of intervention, program intensity, and parent instruction on the children's linguistic and social development. Early intervention was associated with higher receptive language scores in the first, but not in the final year. Age of intervention was not related to any other language measure or the measure of social development. Consistent effects were not associated with program intensity or parent instruction.

Child-care quality and children's social development.

This study examined the influence on children's social development of variation in the quality of their child-care environments. The sample consisted of 166 children attending representative childcare centers that varied widely in quality. Possible relations associated with age, child-care experience, and family background were controlled using hierarchical multiple regression. Both global estimates of child-care quality and specific program features, such as director experience, ratios, and verbal interactions, were obtained from observational measures and staff questionnaires. Measures of social development were derived from parent and caregiver ratings of the children. Of greatest importance is the finding that overall quality, caregiver-child verbal interactions, and director experience were each highly predictive of the children's social development in child care. Family background measures were also significantly predictive of several of the social outcomes, whereas childcare experience showed few significant effects. The implications for social policies and future research in child care are discussed. The developmental effects of child care have long held interest for psychologists, first because child care represented an intriguing exception to parental care, and now because some form of child care is the norm for over half of all American children. Parallel with these demographic trends, the research literature has shifted from questions that entail comparisons of home-reared children and those enrolled in child care to more sophisticated questions about how children in child care are affected by differences in program quality (Belsky, 1984; Clarke-Stewart & Fein, 1983). A related issue concerns the identification of specific quality indicators that affect child development. A third, relatively new, empirical focus is on the joint effects of child care and family variables (Everson, Sarnat, &

Conceptual Development in the Moral and Conventional Domains: Implications for Values Education

This article reviews recent research and related theory indicating that individuals’ conceptions of social convention and morality are constructed with in distinct developmental systems emerging out of qualitatively differing environmental interactions. The research indicates that people of all ages distinguish between those actions (moral) having an intrinsic effect upon the rights or well-being of others, and actions (social conventional) whose propriety is determined by the societal context (i.e., implicit or explicit societal norms). In addition, the research demonstrates that concepts about morality and convention follow independent and distinct developmental patterns. The article discusses the limits of current values education programs (e.g., Kohlbergian, values clarification) in terms of their failure to coordinate the teaching of social values with students’ differential conceptions of morality and convention. In addition, the article presents implications for classroom management procedures, the design of social values curricula, and the measurement of social development, which flow from the position that values education differentially address the development of conceptions of morality and social convention.