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Studies of the first year of infant psychomotor development in cases of maternal postpartum depression are lacking. The mother and baby unit (MBU) is a healthcare system available to infants and their mothers during the postpartum period in a psychiatric hospital, which provides support and preserves the parent's role in the child's daily care. The aim of the paper is to describe the developmental profile of babies of mothers with severe postpartum depression treated in an MBU through the developmental quotients. Using the Brunet-Lézine scale, we studied six-month-old infants whose mothers were hospitalized. The study population consisted of 15 infants. The mean global developmental quotient score was 96.7. A developmental quotient lower than 80 was not observed for any of the children. We found no global psychomotor developmental delays. Despite this, the posture subscore was the area in which we observed the most difficulties. It is possible that the tonic dialogue between the mother and infant is disrupted by maternal depression.

This study aims to bridge the gaps in the existing literature by studying the links between children's development and the subjective well-being of the caregivers using first-hand data collected in rural China.

Although the broad array of literature has examined the effects of child development on the subjective well-being of caregivers, the relationship between early childhood development and caregiver subjective well-being has not been well-studied using sample families with potential developmental delay in rural China. Also, existing research has relied on maternal reports to evaluate the developmental status of children. The study used data collected from 32 townships in seven nationally designated poverty counties in the Qinling mountainous area in 2016. The authors measure child development using the social-emotional module of the Ages & Stages Questionnaire and Bayley Scales of Infant and Toddler Development–Third Edition.

The authors find that child development indicators are correlated with caregiver subjective well-being. In particular, social-emotional skills are positively associated with life evaluations and positive emotion. However, we do not find any significant correlation between child development and negative emotion or depression, anxiety and stress scores.

The value of this study is to report the indicators of child development in rural China and examines the correlation between child development and caregivers' subjective well-being.

The millennium found the first ever training in Britain of the American Pesso-Boyden System Psychomotor (PBSP) method of adult reparative growth taking place with a dozen experienced leadership development specialists. They quickly proceeded to incorporate this psychodynamic cum systemic approach within their successful practiceportfolios. What is the influence of PBSP on their coaching and personal development work with senior, fully functioning, high performing executives? A qualitative analysis based in their reported practice identifies two specific technical adaptations illustrated empirically and conceptually elaborated in this paper. The authors speculate on the implications of these preliminary outcomes from PBSP practice within the context of tentative neuroscientific understanding and underpinning psychodynamic theoretical assumptions. They conclude questioning a core premise of ‘talk therapy.’

This study evaluated the prevalence of anaemia and its association with various risk factors in 500 infants attended at two municipal primary health care centres in Rio de Janeiro. Anaemia was assessed using a portable haemoglobinometer (HemoCue). Nutritional status was assessed via weight/age, weight/height and height/age indices. The cut off value –2 z score was used to define underweight, wasted and stunted children according to the National Centre for Health and Statistics – NCHS – curves. Socio‐economic and biological data were obtained from the child’s mother through the use of questionnaires. No association was corroborated between the prevalence of anaemia and the studied risk factors. Development of primary health care intervention is important as a means of reducing the incidence of anaemia in infants, especially in boys and children in the second semester of life, who demonstrated a higher risk.

There has been little thought given in science to the impact of direct brain‐machine interfacing upon the future development of human consciousness. Even less thought has been given to the possibilities for both optimizing and thwarting development in the cyborg child. A neurocognitive model of the evolution of cyborg consciousness is summarized, and from this model grounded speculations are offered pertaining to the future development of the higher cognitive functions in the cyborg child. It will be shown that cybernetic implants are “multistable”; that is, the artificial intelligence (AI) component of the cyborg brain‐machine linkage may function to condition development along ideological lines (the brain conditioned by the “ideological chip”), or may operate to open up neurocognitive development to new and heretofore unrealized limits (the brain’s development optimized by the “guru programme”). Development of the cyborg child may be conditioned in the interests of ideological concerns, or may lead to a consciousness that easily transcends all forms of ideology. Application of the guru programme may foster the emergence of new levels of cognitive complexity and information processing (à la Piagetian and neo‐Piagetian theory) that in turn allows new strategies of adaptation previously beyond human comprehension. The ethical and regulatory problems raised by cyborg technologies are addressed.

The focus of this chapter is to provide an overview of the role of adapted physical education in the school curriculum as determined by federal law. Adapted physical education is not a new concept, yet dependent upon school district resources, students with unique motor needs may or may not have access to adapted physical education provided by professionals trained in this special education field.

UN Secretary General Kofi Annan in the opening quote reminds us that despite the medical and public health gains of recent decades, benefits have not accrued to the most vulnerable of citizens, children (DeYoung & Lynch, 2002). For decades research has quantified the links between poverty, ill-health and the global burdens imposed by disease. Yet, the distribution of poverty and disease has changed little over the last thirty years, continuing to be concentrated among poor children in both emerging and developed nations (Bellamy, 1999; Brundtland, 1999). Fundamentally, the complex web of poverty relegates youth to a lifetime of suffering because of the relationships between and among resources, health and neurological development.

Although the field of neuroscience has evolved dramatically, little research has attempted to conceptualize the impact of neuroscience on the field of human resource development (HRD). The purpose of this study is an integrative review of the influential relationship between neuroscience and workplace learning including applicable implications for HRD research and practice.

By reviewing 93 studies on neuroscience and brain-based learning published between 1995 and 2017, the authors synthesized their findings.

This study discusses the basic concepts of neuroscience such as the structure and functions of the brain, neuroscientific findings about memory and cognition, the effect of neural transmitters on memory and cognition and the neuroscience of learning. This study also illustrates brain-based learning styles affecting learning and describes various neuroscientific learning principles and models that can be applied to practical planning and the delivery of workplace learning and HRD activities.

This study concludes with brain-based learning principles called neuroscientism compared with traditional learning theories. It also includes several brain-based learning cases from workplace settings and implications for future research and further HRD practices.

Discusses the situation in Britain of iron deficiency among children and presents several causes for this. Suggests ideas for parents to help avoid iron deficiency in their children. Presents results of a study, and sources for further information.