This book presents the results of a comprehensive longitudinal and cross-sectional seven-year study of the social ecology of growth and development of over 500 children living in a disadvantaged community on the edge of Guatemala City.

This book presents the results of a comprehensive longitudinal and cross-sectional seven-year study of the social ecology of growth and development of over 500 children living in a disadvantaged community on the edge of Guatemala City.

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as well as their own work at Penn's Netter Center for Community Partnerships-to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the "relief of man's estate"-an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition-and to realize Dewey's vision of an organic "Great Community" composed of participatory, democratic, collaborative, and interdependent societies.

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as well as their own work at Penn's Netter Center for Community Partnerships-to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the "relief of man's estate"-an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition-and to realize Dewey's vision of an organic "Great Community" composed of participatory, democratic, collaborative, and interdependent societies.

The Cambridge Encyclopedia of Human Growth and Development is a comprehensive but accessible account of the current understanding of the factors affecting human growth and development. Over 120 internationally renowned experts have contributed to the book, covering topics such as fetal and postnatal growth, the relative impact of genetic and environmental factors, behavioral development, growth abnormalities, the human lifespan, and the prospects for future generations. Extensively illustrated with photographs, graphs, and diagrams, it offers a great breadth of topic coverage, providing insights into the subject for those not familiar with the area.