Early Experiences and Predictors of Recruitment Success for the National Children's Study

PEDIATRICS ◽  
2011 ◽  
Vol 127 (2) ◽  
pp. X8-X8
Keyword(s):  
Recruitment Success ◽  
Early Experiences

scholarly journals Early Experiences and Predictors of Recruitment Success for the National Children's Study

PEDIATRICS ◽  
2011 ◽  
Vol 127 (2) ◽  
pp. 261-268 ◽  
Author(s):  
L. Trasande ◽  
H. F. Andrews ◽  
C. Goranson ◽  
W. Li ◽  
E. C. Barrow ◽  
...  
Keyword(s):  
Recruitment Success ◽  
Early Experiences

Cooperation and obligation in early parent-child relationships

2020 ◽  
Vol 43 ◽  
Author(s):  
Ross A. Thompson
Keyword(s):  
Social Norms ◽  
Moral Psychology ◽  
Close Relationships ◽  
Social Agency ◽  
Infant Survival ◽  
Peer Experiences ◽  
Early Experiences ◽  
Early Parent ◽  
Collaborative Skills ◽  
Parent Child Relationships

Abstract Tomasello's moral psychology of obligation would be developmentally deepened by greater attention to early experiences of cooperation and shared social agency between parents and infants, evolved to promote infant survival. They provide a foundation for developing understanding of the mutual obligations of close relationships that contribute (alongside peer experiences) to growing collaborative skills, fairness expectations, and fidelity to social norms.

Risk and Resilience From Early Experiences to Longevity: Findings From the VA Normative Aging Study

2018 ◽  
Author(s):  
Lewina O. Lee ◽  
Carolyn M. Aldwin ◽  
Laura D. Kubzansky ◽  
Daniel K. Mroczek ◽  
Avron Spiro Iii
Keyword(s):  
Risk And Resilience ◽  
Early Experiences ◽  
Normative Aging Study ◽  
Aging Study ◽  
Normative Aging

‘The Clach’: Alexander Mackenzie and the Land Question in the Late-Nineteenth Century Highlands and Islands

2017 ◽  
Vol 8 (1) ◽  
pp. 68-86 ◽  
Author(s):  
Ben Thomas
Keyword(s):  
Nineteenth Century ◽  
Land Reform ◽  
Reform Movement ◽  
Late Nineteenth Century ◽  
Pragmatic Approach ◽  
Early Experiences ◽  
Late Nineteenth ◽  
Land Question

This article uses the career and writings of the Highland land reformer Alexander Mackenzie, to shed new light on the evolution of Highland land reform in the years leading up to the Crofters' Act of 1886. Mackenzie's output as a writer and journalist shows that his early experiences of living and working on the land are vital to understanding his approach to the land question, and led him to focus not on abstract or ideal principles but on building popular consensus to secure the most pressing reforms. This moderate and pragmatic approach was not universally popular though, especially among Mackenzie's more radical reformist contemporaries. The tensions these disagreements created are symptomatic of the problems that beset the ‘Crofting Community’ in the 1880s and ‘90s: problems that would eventually cause the land reform movement to split. Nevertheless, Mackenzie's influence on the Crofters’ War was huge, and deserves greater scholarly recognition.

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

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