Turnaround for Children

ABSTRACTThis article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes—epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress, adversity and resilience. Specific attention is given to relational patterns, attunement, cognitive flexibility, executive function, working memory, sociocultural context, constructive development, self-organization, dynamic skill development, neural integration, relational pattern making, and adverse childhood experiences. A companion article focuses on individual-context relations, including the role of human relationships as key drivers of development, how social and cultural contexts support and/or undermine individual development, and the dynamic, idiographic developmental pathways that result from mutually influential individual-context relations across the life span. An understanding of the holistic, self-constructive character of development and interconnectedness between individuals and their physical, social, and cultural contexts offers a transformational opportunity to study and influence the children’s trajectories. Woven throughout is the convergence of the science of learning – constructive developmental web, foundational skills, mindsets (sense of belonging, self-efficacy, and growth mindset), prior knowledge and experience, motivational systems (intrinsic motivation, achievement motivation, and the Belief-Control-Expectancy Framework), metacognition, conditions for learning , cultural responsiveness and competence, and instructional and curricular design- and its importance in supporting in integrative framework for children’s development. This scientific understanding of development opens pathways for new, creative approaches that have the potential to solve seemingly intractable learning and social problems.

ABSTRACTMind, brain, and education is a field developed with two key purposes: (1) to accelerate the knowledge developed through research by using an interdisciplinary approach, and (2) to create a bridge to connect and apply this knowledge to educational practice. While great progress has been made with regard to the interdisciplinary efforts of mind, brain and education, a chasm remains between the fields of science and educational practice. This article presents the case for bridging that chasm through the development of a translational and bidirectional framework that allows the fields of science and educational practice to access and influence each other. The characteristics of such a framework are proposed as theory‐driven and perspective‐neutral, interdisciplinary and interdependent, grounded in the science of development, context‐sensitive, and allowing for falsifiability. Potential enablers for the successful implementation of such a framework are proposed.

Why do 85% of companies filing bankruptcy die during the reorganization process? How can a good start to the bankruptcy process improve a company9s prospects? How can the CRO help get the company off on the right foot? How do first-day orders set the tone for the success or failure of the bankruptcy case? Success in bankruptcy is tied to a number of factors, not least of which is the financial condition and prospects of the debtor. However, planning and communication of the debtor9s plans are keys to gaining and maintaining the support of the various parties in interest, and moving the bankruptcy along quickly and efficiently.