Energy, Environment, and Social Development: Recognizing Sustainability Excellence in Oil and Gas

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.

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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.

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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.

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