Systems theory and cascades in developmental psychopathology.

PubMed

Cox, Martha J; Mills-Koonce, Roger; Propper, Cathi; Gariépy, Jean-Louis

2010-08-01

In the wake of prominent theoreticians in developmental science, whose contributions we review in this article, many developmental psychologists came to endorse a systems approach to understanding how the individual, as it develops, establishes functional relationships to social ecological contexts that from birth to school entry rapidly increase in complexity. The concept of developmental cascade has been introduced in this context to describe lawful processes by which antecedent conditions may be related with varying probabilities to specified outcomes. These are understood as processes by which function at one level or in one domain of behavior affect the organization of competency in later developing domains of general adaptation. Here we propose a developmental sequence by which the developing child acquires regulative capacities that are key to adjustment to a society that demands considerable control of emotional and cognitive functions early in life. We report empirical evidence showing that the acquisition of regulative capacities may be understood as a cascade of shifts in control parameters induced by the progressive integration of biological, transactional, and socioaffective systems over development. We conclude by suggesting how the developmental process may be accessed for effective intervention in populations deemed "at risk" for later problems of psychosocial adjustment.

Deciphering the Role of POLYCOMB REPRESSIVE COMPLEX1 Variants in Regulating the Acquisition of Flowering Competence in Arabidopsis1

PubMed Central

Picó, Sara; Merini, Wiam

2015-01-01

Polycomb group (PcG) proteins play important roles in regulating developmental phase transitions in plants; however, little is known about the role of the PcG machinery in regulating the transition from juvenile to adult phase. Here, we show that Arabidopsis (Arabidopsis thaliana) B lymphoma Moloney murine leukemia virus insertion region1 homolog (BMI1) POLYCOMB REPRESSIVE COMPLEX1 (PRC1) components participate in the repression of microRNA156 (miR156). Loss of AtBMI1 function leads to the up-regulation of the primary transcript of MIR156A and MIR156C at the time the levels of miR156 should decline, resulting in an extended juvenile phase and delayed flowering. Conversely, the PRC1 component EMBRYONIC FLOWER (EMF1) participates in the regulation of SQUAMOSA PROMOTER-BINDING PROTEIN-LIKE and MIR172 genes. Accordingly, plants impaired in EMF1 function displayed misexpression of these genes early in development, which contributes to a CONSTANS-independent up-regulation of FLOWERING LOCUS T (FT) leading to the earliest flowering phenotype described in Arabidopsis. Our findings show how the different regulatory roles of two functional PRC1 variants coordinate the acquisition of flowering competence and help to reach the threshold of FT necessary to flower. Furthermore, we show how two central regulatory mechanisms, such as PcG and microRNA, assemble to achieve a developmental outcome. PMID:25897002

Deciphering the Role of POLYCOMB REPRESSIVE COMPLEX1 Variants in Regulating the Acquisition of Flowering Competence in Arabidopsis.

PubMed

Picó, Sara; Ortiz-Marchena, M Isabel; Merini, Wiam; Calonje, Myriam

2015-08-01

Polycomb group (PcG) proteins play important roles in regulating developmental phase transitions in plants; however, little is known about the role of the PcG machinery in regulating the transition from juvenile to adult phase. Here, we show that Arabidopsis (Arabidopsis thaliana) B lymphoma Moloney murine leukemia virus insertion region1 homolog (BMI1) POLYCOMB REPRESSIVE COMPLEX1 (PRC1) components participate in the repression of microRNA156 (miR156). Loss of AtBMI1 function leads to the up-regulation of the primary transcript of MIR156A and MIR156C at the time the levels of miR156 should decline, resulting in an extended juvenile phase and delayed flowering. Conversely, the PRC1 component EMBRYONIC FLOWER (EMF1) participates in the regulation of SQUAMOSA PROMOTER-BINDING PROTEIN-LIKE and MIR172 genes. Accordingly, plants impaired in EMF1 function displayed misexpression of these genes early in development, which contributes to a CONSTANS-independent up-regulation of FLOWERING LOCUS T (FT) leading to the earliest flowering phenotype described in Arabidopsis. Our findings show how the different regulatory roles of two functional PRC1 variants coordinate the acquisition of flowering competence and help to reach the threshold of FT necessary to flower. Furthermore, we show how two central regulatory mechanisms, such as PcG and microRNA, assemble to achieve a developmental outcome. © 2015 American Society of Plant Biologists. All Rights Reserved.

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels

PubMed Central

Cohrdes, Caroline; Grolig, Lorenz; Schroeder, Sascha

2016-01-01

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language. PMID:27826266

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels.

PubMed

Cohrdes, Caroline; Grolig, Lorenz; Schroeder, Sascha

2016-01-01

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language.

Complex syntax in the isolated right hemisphere: Receptive grammatical abilities after cerebral hemispherectomy.

PubMed

de Bode, Stella; Smets, Lieselotte; Mathern, Gary W; Dubinsky, Stanley

2015-10-01

In this study, we explored the syntactic competence of the right hemisphere (RH) after left cerebral hemispherectomy, on the premise that it (syntactic competence) is known to be one of the most strongly left-lateralized language functions. As basic syntactic development for individuals in this subject pool has already been extensively explored, we focused instead on the investigation of complex syntactic constructions that are normally acquired later in childhood, i.e., between 7 and 9years of age. Grammatical competence in 10 participants who had undergone left cerebral hemispherectomy was compared to that of a group of normally developing children, with the two groups matched by the size of their vocabulary. The two tests we used for this research were created by the 1st language acquisition linguists and were designed to test sets of constructions categorized and differentiated by the order in which they are normally acquired and by the type of grammatical competence that they involve. We found that both groups followed the same developmental sequence of syntactic development with five (50%) postsurgical participants (all with prenatal etiologies) reaching nearly mature command of sentence grammar. Seizures negatively impacted performance on all tests. The isolated RH has the potential to support the complex grammatical categories that emerge relatively late in the normal acquisition of English by native speakers. Successful performance may be related to the timing of the initial insult and seizure control following hemispherectomy. Copyright © 2015 Elsevier Inc. All rights reserved.

Developmentally Appropriate Practices and Children's Perception of Self-Competence in Head Start Classrooms

ERIC Educational Resources Information Center

Jambunathan, Saigeetha

2012-01-01

The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the…

Psychomotor development and psychopathology in childhood.

PubMed

de Raeymaecker, Dirk M J

2006-01-01

The sensorimotor developmental phase, leading to a gradual acquisition of skilled actions, is of crucial importance for the young child and its growing sense of competence. Three vital steps in motor development are mentioned: first, the smooth and spontaneous movements of the "graceful and elegant" baby, expression of his well-being and vitality, with their profound effect on the mother-infant relationship; second, the emergence of intentional and goal-oriented acts leading to Funktionslust and playful repetitions; and finally, the development of symbolic acts and increasing technical capacity to use playthings in imaginative play. The psychodynamic significance of the most important motor milestones for the child's ego development is set out. Motility is one of the most important avenues for exercising such functions as mastery, integration, reality testing (self-preservation), and control of impulses. One may consider this early childhood period of rapid motor development as the motor phase of ego and libido development. Hence, many forms of developmental psychopathology are attended with motor impairment or insufficient motor mastery and integration. From that clinical perspective pass in review: perinatal complications and motor disturbance, attention deficit/hyperactivity disorder, dissociated motor development, low birth weight children and their developmental difficulties, developmental coordination disorder, aspects of pervasive developmental disorder, and stereotypic movement disorder.

Relationships among Developmental Competency Measures and Objective Work Outcomes in a New Zealand Retail Context

ERIC Educational Resources Information Center

Jackson, Duncan J. R.; Cooper-Thomas, Helena D.; van Gelderen, Marco; Davis, Jane

2010-01-01

Competencies represent an important and popular topic in human resource development. Despite this popularity, a divide exists between practitioner approaches to developmental competency measures and the empirical scrutiny of such approaches. However, the scarce empirical studies on competency measures have begun to bridge this gap. In the present…

Epigenetic impacts of endocrine disruptors in the brain☆

PubMed Central

Walker, Deena M.; Gore, Andrea C.

2017-01-01

The acquisition of reproductive competence is organized and activated by steroid hormones acting upon the hypothalamus during critical windows of development. This review describes the potential role of epigenetic processes, particularly DNA methylation, in the regulation of sexual differentiation of the hypothalamus by hormones. We examine disruption of these processes by endocrine-disrupting chemicals (EDCs) in an age-, sex-, and region-specific manner, focusing on how perinatal EDCs act through epigenetic mechanisms to reprogram DNA methylation and sex steroid hormone receptor expression throughout life. These receptors are necessary for brain sexual differentiation and their altered expression may underlie disrupted reproductive physiology and behavior. Finally, we review the literature on histone modifications and non-coding RNA involvement in brain sexual differentiation and their perturbation by EDCs. By putting these data into a sex and developmental context we conclude that perinatal EDC exposure alters the developmental trajectory of reproductive neuroendocrine systems in a sex-specific manner. PMID:27663243

Social Competence: A Developmental Perspective.

ERIC Educational Resources Information Center

Eisenberg, Nancy; Harris, Jerry D.

1984-01-01

Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

A Plastic Vegetative Growth Threshold Governs Reproductive Capacity in Aspergillus nidulans.

PubMed

Noble, Luke M; Holland, Linda M; McLauchlan, Alisha J; Andrianopoulos, Alex

2016-11-01

Ontogenetic phases separating growth from reproduction are a common feature of cellular life. Long recognized for flowering plants and animals, early literature suggests this life-history component may also be prevalent among multicellular fungi. We establish the basis of developmental competence-the capacity to respond to induction of asexual development-in the filamentous saprotroph Aspergillus nidulans, describing environmental influences, including genotype-by-environment interactions among precocious mutants, gene expression associated with wild type and precocious competence acquisition, and the genetics of competence timing. Environmental effects are consistent with a threshold driven by metabolic rate and organism density, with pH playing a particularly strong role in determining competence timing. Gene expression diverges significantly over the competence window, despite a lack of overt morphological change, with differentiation in key metabolic, signaling, and cell trafficking processes. We identify five genes for which mutant alleles advance competence timing, including the conserved GTPase RasB (AN5832) and ambient pH sensor PalH (AN6886). In all cases examined, inheritance of competence timing is complex and non-Mendelian, with F 1 progeny showing highly variable transgressive timing and dominant parental effects with a weak contribution from progeny genotype. Competence provides a new model for nutrient-limited life-cycle phases, and their elaboration from unicellular origins. Further work is required to establish the hormonal and bioenergetic basis of the trait across fungi, and underlying mechanisms of variable inheritance. Copyright © 2016 by the Genetics Society of America.

The differences in clinical aspect between specific language impairment and global developmental delay.

PubMed

Kim, Seong Woo; Jeon, Ha Ra; Park, Eun Ji; Chung, Hee Jung; Song, Jung Eun

2014-12-01

To compare and analyze the clinical characteristics of children with delayed language acquisition due to two different diagnoses, which were specific language impairment (SLI, a primarily delayed language development) and global developmental delay (GDD, a language delay related to cognitive impairment). Among 1,598 children who had visited the developmental delay clinic from March 2005 to February 2011, 467 children who were diagnosed with GDD and 183 children who were diagnosed with SLI were included in this study. All children were questioned about past, family, and developmental history, and their language competences and cognitive function were assessed. Some children got electroencephalography (EEG), in case of need. The presence of the perinatal risk factors showed no difference in two groups. In the children with GDD, they had more delayed acquisition of independent walking and more frequent EEG abnormalities compared with the children with SLI (p<0.01). The positive family history of delayed language development was more prevalent in children with SLI (p<0.01). In areas of language ability, the quotient of receptive language and expressive language did not show any meaningful statistical differences between the two groups. Analyzing in each group, the receptive language quotient was higher than expressive language quotient in both group (p<0.01). In the GDD group, the Bayley Scales of Infant Development II (BSID-II) showed a marked low mental and motor quotient while the Wechsler Intelligence Scale showed low verbal and nonverbal IQ. In the SLI group, the BSID-II and Wechsler Intelligence Scale showed low scores in mental area and verbal IQ but sparing motor area and nonverbal IQ. The linguistic profiles of children with language delay could not differentiate between SLI and GDD. The clinicians needed to be aware of these developmental issues, and history taking and clinical evaluation, including cognitive assessment, could be helpful to diagnose adequately and set the treatment plan for each child.

48 CFR 37.108 - Small business Certificate of Competency.

Code of Federal Regulations, 2010 CFR

2010-10-01

... of Competency. 37.108 Section 37.108 Federal Acquisition Regulations System FEDERAL ACQUISITION... business Certificate of Competency. In those service contracts for which the Government requires the highest competence obtainable, as evidenced in a solicitation by a request for a technical/management...

The Logical Syntax of Number Words: Theory, Acquisition and Processing

ERIC Educational Resources Information Center

Musolino, Julien

2009-01-01

Recent work on the acquisition of number words has emphasized the importance of integrating linguistic and developmental perspectives [Musolino, J. (2004). The semantics and acquisition of number words: Integrating linguistic and developmental perspectives. "Cognition 93", 1-41; Papafragou, A., Musolino, J. (2003). Scalar implicatures: Scalar…

Juvenile offenders: competence to stand trial.

PubMed

Soulier, Matthew

2012-12-01

This article details the legal background and assists the reader in the preparation and practical conduct of evaluations regarding juvenile adjudicative competency. The material is presented to be useful as a guide to direct questions of competency and covers aspects of evaluation that include: legal standard for competency to stand trial, developmental immaturity, current practice in juvenile competency to stand trial, forensic evaluation of juvenile competency to stand trial, organizing the evaluation, collateral sources of information, psychiatric evaluation of juvenile adjudicative competency, assessment of mental disorder and intellectual disability, assessment of developmental status, assessment of functional abilities for adjudicative competence, and reaching the forensic opinion. Copyright © 2012 Elsevier Inc. All rights reserved.

48 CFR 19.602-2 - Issuing or denying a Certificate of Competency (COC).

Code of Federal Regulations, 2010 CFR

2010-10-01

... Certificate of Competency (COC). 19.602-2 Section 19.602-2 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 19.602-2 Issuing or denying a Certificate of Competency (COC). Within 15...

Gross Motor Performance and Self-Perceived Motor Competence in Children with Emotional, Behavioural, and Pervasive Developmental Disorders: A Review

ERIC Educational Resources Information Center

Emck, Claudia; Bosscher, Ruud; Beek, Peter; Doreleijers, Theo

2009-01-01

Aims: Motor performance and self-perceived motor competence have a great impact on the psychosocial development of children in general. In this review, empirical studies of gross motor performance and self-perception of motor competence in children with emotional (depression and anxiety), behavioural, and pervasive developmental disorders are…

Update on the Department of the Navy Systems Engineering Career Competency Model Acquisition Activities

DTIC Science & Technology

2016-04-30

Model Acquisition Activities Clifford Whitcomb, Systems Engineering Professor, NPS Corina White, Systems Engineering Research Associate, NPS...Engineering Acquisition Activities Karen Holness, Assistant Professor, NPS Update on the Department of the Navy Systems Engineering Career Competency Model ...Career Competency Model Clifford A. Whitcomb—is a Professor in the Systems Engineering Department at the Naval Postgraduate School, in Monterey, CA

Maternally inherited npm2 mRNA is crucial for egg developmental competence in zebrafish.

PubMed

Bouleau, Aurélien; Desvignes, Thomas; Traverso, Juan Martin; Nguyen, Thaovi; Chesnel, Franck; Fauvel, Christian; Bobe, Julien

2014-08-01

The molecular mechanisms underlying and determining egg developmental competence remain poorly understood in vertebrates. Nucleoplasmin (Npm2) is one of the few known maternal effect genes in mammals, but this maternal effect has never been demonstrated in nonmammalian species. A link between developmental competence and the abundance of npm2 maternal mRNA in the egg was previously established using a teleost fish model for egg quality. The importance of maternal npm2 mRNA for egg developmental competence remains unknown in any vertebrate species. In the present study, we aimed to characterize the contribution of npm2 maternal mRNA to early developmental success in zebrafish using a knockdown strategy. We report here the oocyte-specific expression of npm2 and maternal inheritance of npm2 mRNA in zebrafish eggs. The knockdown of the protein translated from this maternal mRNA results in developmental arrest before the onset of epiboly and subsequent embryonic death, a phenotype also observed in embryos lacking zygotic transcription. Npm2 knockdown also results in impaired transcription of the first-wave zygotic genes. Our results show that npm2 is also a maternal effect gene in a nonmammalian vertebrate species and that maternally inherited npm2 mRNA is crucial for egg developmental competence. We also show that de novo protein synthesis from npm2 maternal mRNA is critical for developmental success beyond the blastula stage and required for zygotic genome activation. Finally, our results suggest that npm2 maternal mRNA is an important molecular factor of egg quality in fish and possibly in all vertebrates. © 2014 by the Society for the Study of Reproduction, Inc.

Developmental pathways of change in fitness and motor competence are related to overweight and obesity status at the end of primary school.

PubMed

Rodrigues, Luis P; Stodden, David F; Lopes, Vítor P

2016-01-01

To test how different developmental pathways of health-related physical fitness and motor competence tests relate to weight status (overweight and obesity) at the end of primary school. Longitudinal study on growth, health-related physical fitness, and motor competence of 472 primary school children assessed yearly throughout 1st to 4th grade, with an average age of 6.3±0.7 years of age at 1st grade. Children's pathways of change on each of the fitness and motor competence tests were determined along the four years of the study. Participants were divided into three groups according to their rate of change in each test over time: Low Rate of Change, Average Rate of Change, and High Rate of Change. A logistic regression was used to predict the odds ratio of becoming overweight or obese, depending on the developmental pathway of change in fitness and motor competence across childhood. Children with a low or average rate of change in their developmental pathways of fitness and motor competence were several times more prone to become overweight or obese at the end of primary school (OR 2.0 to 6.3), independent of sex and body mass index at baseline. Specifically, a negative developmental pathway (Low Rate of Change) in cardiorespiratory fitness demonstrated over a six-fold elevated risk of being overweight or obese, compared to peers with a positive pathway. Not all children improve their motor competence and fitness levels over time and many actually regress over time. Developing positive fitness and motor competence pathways during childhood protects from obesity and overweight. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Effects of cilostamide and/or forskolin on the meiotic resumption and development competence of growing ovine oocytes selected by brilliant cresyl blue staining.

PubMed

Azari-Dolatabad, Nima; Rahmani, H R; Hajian, M; Ostadhosseini, S; Hosseini, S M; Nasr-Esfahani, M H

2016-05-01

The relevance of low developmental competence of in vitro-matured oocyte to the incomplete/delayed cytoplasmic maturation, and the heterogeneity of retrieved oocytes is well established in several species. A short phase of prematuration culture was used to allow better oocyte cytoplasmic maturation. The preselection of growing and fully grown oocytes has been proposed to improve developmental competency. This study investigated the effects of phosphodiesterase type 3-specific inhibitor, cilostamide, and adenylate cyclase activator, forskolin, on the resumption of meiosis and developmental competence of growing ovine oocytes selected by brilliant cresyl blue (BCB) staining. Results indicate that cilostamide, forskolin, and their combination significantly (P < 0.05) increased the percentage of growing (BCB-) oocytes maintained at the germinal vesicle stage. However, only forskolin significantly (P < 0.05) increased the yield and quality of blastocysts derived from BCB- oocytes compared with non-BCB-treated oocytes. We conclude that a short prematuration culture with forskolin may improve the in vitro developmental competency of growing oocytes in ovine. Copyright © 2016 Elsevier Inc. All rights reserved.

Developmental cascades: Externalizing, internalizing, and academic competence from middle childhood to early adolescence

PubMed Central

Moilanen, Kristin L.; Shaw, Daniel S.; Maxwell, Kari L.

2011-01-01

The current study was initiated to increase understanding of developmental cascades in childhood in a sample of at-risk boys (N = 291; 52% White). Mothers, teachers, and boys reported on boys’ externalizing problems, internalizing difficulties, and academic competence. Consistent with hypotheses regarding school-related transitions, high levels of externalizing problems were associated with both low levels of academic competence and high levels of internalizing problems during the early school-age period, and with elevations in internalizing problems during the transition to adolescence. Low levels of academic competence were associated with high levels of internalizing problems in middle childhood, and with high levels of externalizing problems during the transition from elementary school to middle school. Shared risk factors played a minimal role in these developmental cascades. Results suggest that there are cascading effects of externalizing problems and academic competence in childhood and early adolescence, and that some cascading effects are more likely to occur during periods of school-related transitions. Implications of developmental cascade effects for research and intervention are discussed. PMID:20576184

Tracking development from early speech-language acquisition to reading skills at age 13.

PubMed

Bartl-Pokorny, Katrin D; Marschik, Peter B; Sachse, Steffi; Green, Vanessa A; Zhang, Dajie; Van Der Meer, Larah; Wolin, Thomas; Einspieler, Christa

2013-06-01

Previous studies have indicated a link between speech-language and literacy development. To add to this body of knowledge, we investigated whether lexical and grammatical skills from toddler to early school age are related to reading competence in adolescence. Twenty-three typically developing children were followed from age 1;6 to 13;6 (years;months). Parental checklists and standardized tests were used to assess the development of mental lexicon, grammatical and reading capacities of the children. Direct assessment of early speech-language functions positively correlated with later reading competence, whereas lexical skills reported by parents were not associated with this capacity. At (pre-) school age, larger vocabulary and better grammatical abilities predicted advanced reading abilities in adolescence. Our study contributes to the understanding of typical speech-language development and its relation to later reading outcome, extending the body of knowledge on these developmental domains for future early identification of children at risk for reading difficulties.

Simulation/Gaming and the Acquisition of Communicative Competence in Another Language.

ERIC Educational Resources Information Center

Garcia-Carbonell, Amparo; Rising, Beverly; Montero, Begona; Watts, Frances

2001-01-01

Discussion of communicative competence in second language acquisition focuses on a theoretical and practical meshing of simulation and gaming methodology with theories of foreign language acquisition, including task-based learning, interaction, and comprehensible input. Describes experiments conducted with computer-assisted simulations in…

The Role of Students' Personality Characteristics, Self-Perceived Competence and Learning Conceptions in the Acquisition and Development of Social Communicative Competence: A Longitudinal Study

ERIC Educational Resources Information Center

Bakx, A. W. E. A.; Van der Sanden, J. M. M.; Sijtsma, K.; Croon, M. A.; Vermetten, Y. J. M.

2006-01-01

An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students' personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of…

Accelerating language acquisition.

PubMed

Fowler, W; Ogston, K; Roberts-Fiati, G; Swenson, A

1993-01-01

How much can the development of language and other skills be accelerated in the general population? High correlations between early verbal and mental competencies and parent and teacher language socialization practices suggest enormous potential for widespread improvement. Here we report follow-up research in progress in studies of late adolescent children from diverse ethnic and educational backgrounds who participated in a language enrichment programme during infancy in the home or day-care. In 39 of 44 home-stimulated children located to date (nearly all from college-educated families) 62-93% were: in gifted or advanced programmes, obtaining high grades, avid readers and skilled in writing (over half read before school and wrote creative material independently) and generally highly skilled in verbal, mathematical and other academic domains. They also excelled socially and in sports, and showed intellectual independence. Additional subjects and data (on competence, later experiences and Scholastic Aptitude Test [SAT] scores) are currently being collected. Preliminary data analyses suggest that although early language enrichment can in the short term easily increase competence in all groups well beyond norms generated by current socialization practices, long-term outcomes are a complex function of developmental dynamics between the early, complex, foundation of high skills and motivation for learning, and the interaction with facilitative parental resources.

Competent for commitment: you've got to have heart!

PubMed

Jain, Rajan; Epstein, Jonathan A

2018-01-01

The mature heart is composed primarily of four different cell types: cardiac myocytes, endothelium, smooth muscle, and fibroblasts. These cell types derive from pluripotent progenitors that become progressively restricted with regard to lineage potential, giving rise to multipotent cardiac progenitor cells and, ultimately, the differentiated cell types of the heart. Recent studies have begun to shed light on the defining characteristics of the intermediary cell types that exist transiently during this developmental process and the extrinsic and cell-autonomous factors that influence cardiac lineage decisions and cellular competence. This information will shape our understanding of congenital and adult cardiac disease and guide regenerative therapeutic approaches. In addition, cardiac progenitor specification can serve as a model for understanding basic mechanisms regulating the acquisition of cellular identity. In this review, we present the concept of "chromatin competence" that describes the potential for three-dimensional chromatin organization to function as the molecular underpinning of the ability of a progenitor cell to respond to inductive lineage cues and summarize recent studies advancing our understanding of cardiac cell specification, gene regulation, and chromatin organization and how they impact cardiac development. © 2018 Jain and Epstein; Published by Cold Spring Harbor Laboratory Press.

Juvenile Competency to Stand Trial.

PubMed

Stepanyan, Sofia T; Sidhu, Shawn S; Bath, Eraka

2016-01-01

Competency to stand trial is interpreted as a protected due process right for all defendants and is defined as a defendant's fundamental knowledge and understanding of the criminal charges being filed, roles and procedures within the courtroom, and a general ability to work with the defense counsel. Questions of competency are most often raised by the judge, defense, or the prosecution, and competency evaluations are most often completed by psychiatrists or psychologists with forensic training or work experience. Mental illness, intellectual disability, developmental disorders, and developmental immaturity are the 4 main factors considered in most juvenile competency evaluations. Copyright © 2016 Elsevier Inc. All rights reserved.

Understanding Early Childhood Teachers' Beliefs and Self-Stated Practices about Social Competence Instructional Strategies in the Context of Developmentally Appropriate Practice: A Comparison of Preservice and In-Service Teachers in the United States

ERIC Educational Resources Information Center

Kim, Hae Kyoung; Han, Heejeong Sophia

2015-01-01

The current study is an examination of early childhood preservice and in-service teachers' beliefs and self-stated practices about social competence instructional strategies, developmentally appropriate practices (DAP), and the relationship between the two. Teachers in this study generally believed that the social competence instructional…

Multilevel linear modelling of the response-contingent learning of young children with significant developmental delays.

PubMed

Raab, Melinda; Dunst, Carl J; Hamby, Deborah W

2018-02-27

The purpose of the study was to isolate the sources of variations in the rates of response-contingent learning among young children with multiple disabilities and significant developmental delays randomly assigned to contrasting types of early childhood intervention. Multilevel, hierarchical linear growth curve modelling was used to analyze four different measures of child response-contingent learning where repeated child learning measures were nested within individual children (Level-1), children were nested within practitioners (Level-2), and practitioners were nested within the contrasting types of intervention (Level-3). Findings showed that sources of variations in rates of child response-contingent learning were associated almost entirely with type of intervention after the variance associated with differences in practitioners nested within groups were accounted for. Rates of child learning were greater among children whose existing behaviour were used as the building blocks for promoting child competence (asset-based practices) compared to children for whom the focus of intervention was promoting child acquisition of missing skills (needs-based practices). The methods of analysis illustrate a practical approach to clustered data analysis and the presentation of results in ways that highlight sources of variations in the rates of response-contingent learning among young children with multiple developmental disabilities and significant developmental delays. Copyright © 2018 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Documents about Measurement Competency Under Acquisition Agreements

EPA Pesticide Factsheets

These document convey EPA policy requiring that organizations generating environmental data under Agency-funded acquisitions submit documentation of their competency, which may include participation in applicable certification and/or accreditation programs

"Tramites" and "Transportes": The Acquisition of Second Language Communicative Competence for One Speech Event in Puno, Peru.

ERIC Educational Resources Information Center

Hornberger, Nancy H.

1989-01-01

Analyzes ethnographic data regarding one prolonged speech event, the negotiation of a driver's license at the Ministry of Transportation in Puno, Peru, from the perspective of Hymes' redefinition of linguistic competence. Implications for the acquisition of second language communicative competence are also discussed. (Author/CB)

Adaptive Competency Acquisition: Why LPN-to-ADN Career Mobility Education Programs Work.

ERIC Educational Resources Information Center

Coyle-Rogers, Patricia G.

Adaptive competencies are the skills required to effectively complete a particular task and are the congruencies (balance) between personal skills and task demands. The differences between the adaptive competency acquisition of students in licensed practical nurse (LPN) programs and associate degree nurse (ADN) programs were examined in a…

Self Concept and Motivation Variables as Correlates of Acquisition of ICT Competence among Social Studies Students of Obafemi Awolowo University, Ile-Ife, Nigeria

ERIC Educational Resources Information Center

Adeyemi, B. A.

2014-01-01

The study examined the level of ICT competence among Social Studies undergraduates of Obafemi Awolowo University, Ile-Ife, Nigeria. It also investigated the influence of motivation variables as well as the influence of self concept on the acquisition of ICT competence. This was with a view to improving ICT competence in higher institutions of…

Oocyte transport: Developmental competence of bovine oocytes arrested at germinal vesicle stage by cycloheximide under air.

PubMed

Hashimoto, Shu; Kimura, Kouji; Iwata, Hisataka; Takakura, Ryo

2003-02-01

The effects of the medium (TCM 199 or SOFaa) and temperature (20 or 39 C) during meiotic arrest by cycloheximide (CHX) under air on the developmental competence of bovine oocytes after in vitro maturation (IVM) and fertilization (IVF) were investigated. Oocytes were maintained in meiotic arrest by 10 microg/ml CHX in a 50-microl droplet of 25-mM HEPES-buffered TCM 199 (H199) at 39 C or synthetic oviduct fluid (HSOFaa) at 20 or 39 C in air for 24 h. After release from the arrest, the oocytes was matured and fertilized in vitro and their developmental competence was examined. The developmental rate of oocytes arrested in HSOFaa at 20 C to the blastocyst stage was similar to that of non-arrested oocytes but was significantly higher (P<0.05) than that of oocytes arrested at 39 C in H199 or in HSOFaa. In consideration of oocyte transport conditions, we also investigated the meiotic arrest of oocytes maintained in a 0.25-ml straw by CHX individually with 10 microl HSOFaa or as a group (40-50 oocytes) with 170-200 microl HSOFaa at 20 C in air for 24 h. After release from meiotic arrest, the developmental competence of these oocytes was assessed similarly. The developmental rate of oocytes treated with CHX individually was similar to that of those treated with CHX in 50-microl droplet of HSOFaa at 20 C. However, the developmental rate of oocytes treated with CHX as a group was lower than that of oocytes treated with CHX in a 50-microl droplet. Five blastocysts developed from oocytes maintained in meiotic arrest in a plastic straw were transferred to five recipient heifers. Consequently, three recipients became pregnant and 2 calves were delivered. The results of the present study indicate that bovine oocytes treated with CHX in HSOFaa at 20 C under air retain the same developmental competence as non-arrested oocytes.

The effects of different tasks on the comprehension and production of idioms in children.

PubMed

Levorato, M C; Cacciari, C

1995-10-01

The present study investigated the developmental processes which lead from a literal interpretation of idiomatic expression to the ability of comprehending and producing them figuratively. A Model of the Development of Figurative Competence was presented according to which acquisition of idioms occurs as part of the general process of language and world knowledge development. Three experiments were carried out with second- and fourth-grade children, in which comprehension tasks - Recall, Multiple Choice, Paraphrase - and a production task - Completion - were employed. The results showed that younger children are more literally oriented than older children who in turn are more idiomatically oriented and that children of both age groups found it more difficult to produce idiomatic expressions than to comprehend them.

Acquisition of Competencies by Medical Students in Neurological Emergency Simulation Environments Using High Fidelity Patient Simulators.

PubMed

Sánchez-Ledesma, M J; Juanes, J A; Sáncho, C; Alonso-Sardón, M; Gonçalves, J

2016-06-01

The training of medical students demands practice of skills in scenarios as close as possible to real ones that on one hand ensure acquisition of competencies, and on the other, avoid putting patients at risk. This study shows the practicality of using high definition mannequins (SimMan 3G) in scenarios of first attention in neurological emergencies so that medical students at the Faculty of Medicine of the University of Salamanca could acquire specific and transversal competencies. The repetition of activities in simulation environments significantly facilitates the acquisition of competencies by groups of students (p < 00.5). The greatest achievements refer to skills whereas the competencies that demand greater integration of knowledge seem to need more time or new sessions. This is what happens with the competencies related to the initial diagnosis, the requesting of tests and therapeutic approaches, which demand greater theoretical knowledge.

Exploring Marriage and Family Therapy Supervisees' Perspectives about Postgraduate Supervision and the Acquisition of Core Competencies

ERIC Educational Resources Information Center

Steele, Stephanie J.

2013-01-01

The topic of core competencies has been a central focus in the marriage and family therapy field since 2003. There are currently no published studies from the supervisees' perspective about the role of supervision in the acquisition of core competencies. This qualitative study used transcendental phenomenology to explore supervisees' perspectives…

The Foreign Language and Intercultural Competence Teacher: The Acquisition of a New Professional Identity

ERIC Educational Resources Information Center

Sercu, Lies

2006-01-01

It has now become commonplace to state that foreign language learning should be viewed in an intercultural perspective. The main objective of foreign language education is no longer defined strictly in terms of the acquisition of communicative competence. Teachers are now required to teach intercultural communicative competence. The aim of the…

The Acquisition of "ser" and "estar" by Adult Learners of Spanish: A Preliminary Investigation of Transitional Stages of Competence.

ERIC Educational Resources Information Center

VanPatten, Bill

1985-01-01

Reports on several stages of development in the acquisition of the Spanish copulas "ser" and "estar" by adult learners of Spanish and how the data relate to current hypotheses about second language acquisition. Postulates three stages of competence in the use of "ser" and "estar." (SED)

The Acquisition of Cultural Competence: A Phenomenological Inquiry Highlighting the Processes, Challenges and Triumphs of Counselor Education Graduate Students

ERIC Educational Resources Information Center

Garner, Douglas L.

2012-01-01

Although research has effectively isolated and identified the key characteristics of a culturally competent counselor, there are few studies regarding the acquisition of these characteristics. To close the gap between theory and practice, studies are needed researching the emergence and, acquisition of these characteristics. This study explores…

What Program Managers Need to Know: A New Book to Accelerate Acquisition Competence

DTIC Science & Technology

2015-02-01

FEB 2015 2. REPORT TYPE 3. DATES COVERED 00-00-2015 to 00-00-2015 4. TITLE AND SUBTITLE What Program Managers Need to Know: A New Book to...Accelerate Acquisition Competence 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f...ANSI Std Z39-18 What Program Managers Need to Know A New Book to Accelerate Acquisition Competence Col. William T. Cooley n Brian C. Ruhm Cooley is

Longitudinal Effects of Parental Bereavement on Adolescent Developmental Competence

ERIC Educational Resources Information Center

Brent, David A.; Melhem, Nadine M.; Masten, Ann S.; Porta, Giovanna; Walker Payne, Monica

2012-01-01

The aim of this study is to assess the impact of sudden parental bereavement on subsequent attainment of developmental competencies. This longitudinal study reports on 126 youth bereaved by sudden parental death (suicide, accident, or natural death) and 116 demographically similar nonbereaved controls assessed at 9, 21, 33, and 62 months after…

Developmental Pathways Linking Externalizing Symptoms, Internalizing Symptoms, and Academic Competence to Adolescent Substance Use

ERIC Educational Resources Information Center

Englund, Michelle M.; Siebenbruner, Jessica

2012-01-01

This study extends previous research investigating the developmental pathways predicting adolescent alcohol and marijuana use by examining the cascading effects of externalizing and internalizing symptoms and academic competence in the prediction of use and level of use of these substances in adolescence. Participants (N = 191) were drawn from a…

Dual Systems Competence [Image Omitted] Procedural Processing: A Relational Developmental Systems Approach to Reasoning

ERIC Educational Resources Information Center

Ricco, Robert B.; Overton, Willis F.

2011-01-01

Many current psychological models of reasoning minimize the role of deductive processes in human thought. In the present paper, we argue that deduction is an important part of ordinary cognition and we propose that a dual systems Competence [image omitted] Procedural processing model conceptualized within relational developmental systems theory…

The Sherborne Developmental Movement (SDM) Teaching Model for Pre-Service Teachers

ERIC Educational Resources Information Center

Hen, Meirav; Walter, Ofra

2012-01-01

Previously, the Sherborne Developmental Movement (SDM) has been found to contribute to the development of emotional competencies in higher education. This study presents and evaluates a teaching model based on SDM for the development of emotional competencies in teacher education. The study examined the contributions of this model to the increase…

Designing Class Activities to Meet Specific Core Training Competencies: A Developmental Approach

ERIC Educational Resources Information Center

Guth, Lorraine J.; McDonnell, Kelly A.

2004-01-01

This article presents a developmental model for designing and utilizing class activities to meet specific Association for Specialists in Group Work (ASGW) core training competencies for group workers. A review of the relevant literature about teaching group work and meeting core training standards is provided. The authors suggest a process by…

Intelligence quotient discrepancy indicates levels of motor competence in preschool children at risk for developmental delays.

PubMed

Yu, Tzu-Ying; Chen, Kuan-Lin; Chou, Willy; Yang, Shu-Han; Kung, Sheng-Chun; Lee, Ya-Chen; Tung, Li-Chen

2016-01-01

This study aimed to establish 1) whether a group difference exists in the motor competence of preschool children at risk for developmental delays with intelligence quotient discrepancy (IQD; refers to difference between verbal intelligence quotient [VIQ] and performance intelligence quotient [PIQ]) and 2) whether an association exists between IQD and motor competence. Children's motor competence and IQD were determined with the motor subtests of the Comprehensive Developmental Inventory for Infants and Toddlers and Wechsler Preschool and Primary Scale of Intelligence™ - Fourth Edition. A total of 291 children were included in three groups: NON-IQD (n=213; IQD within 1 standard deviation [SD]), VIQ>PIQ (n=39; VIQ>PIQ greater than 1 SD), and PIQ>VIQ (n=39; PIQ>VIQ greater than 1 SD). The results of one-way analysis of variance indicated significant differences among the subgroups for the "Gross and fine motor" subdomains of the Comprehensive Developmental Inventory for Infants and Toddlers, especially on the subtests of "body-movement coordination" (F=3.87, P<0.05) and "visual-motor coordination" (F=6.90, P<0.05). Motor competence was significantly worse in the VIQ>PIQ group than in the NON and PIQ>VIQ groups. Significant negative correlations between IQD and most of the motor subtests (r=0.31-0.46, P<0.01) were found only in the VIQ>PIQ group. This study demonstrates that 1) IQD indicates the level of motor competence in preschoolers at risk for developmental delays and 2) IQD is negatively associated with motor competence in preschoolers with significant VIQ>PIQ discrepancy. The first finding was that preschoolers with VIQ>PIQ discrepancy greater than 1 SD performed significantly worse on motor competence than did preschoolers without significant IQD and preschoolers with PIQ>VIQ discrepancy greater than 1 SD. However, preschoolers with significant PIQ>VIQ discrepancy performed better on motor competence than did preschoolers without significant IQD, though the difference was not statistically significant. The second finding was that preschoolers with larger VIQ>PIQ discrepancy had worse motor competence in visual-motor integration and body-movement coordination. Professionals should pay attention to the motor development of children with VIQ>PIQ discrepancy and evaluate children's IQD along with their motor competence.

Intelligence quotient discrepancy indicates levels of motor competence in preschool children at risk for developmental delays

PubMed Central

Yu, Tzu-Ying; Chen, Kuan-Lin; Chou, Willy; Yang, Shu-Han; Kung, Sheng-Chun; Lee, Ya-Chen; Tung, Li-Chen

2016-01-01

Purpose This study aimed to establish 1) whether a group difference exists in the motor competence of preschool children at risk for developmental delays with intelligence quotient discrepancy (IQD; refers to difference between verbal intelligence quotient [VIQ] and performance intelligence quotient [PIQ]) and 2) whether an association exists between IQD and motor competence. Methods Children’s motor competence and IQD were determined with the motor subtests of the Comprehensive Developmental Inventory for Infants and Toddlers and Wechsler Preschool and Primary Scale of Intelligence™ – Fourth Edition. A total of 291 children were included in three groups: NON-IQD (n=213; IQD within 1 standard deviation [SD]), VIQ>PIQ (n=39; VIQ>PIQ greater than 1 SD), and PIQ>VIQ (n=39; PIQ>VIQ greater than 1 SD). Results The results of one-way analysis of variance indicated significant differences among the subgroups for the “Gross and fine motor” subdomains of the Comprehensive Developmental Inventory for Infants and Toddlers, especially on the subtests of “body-movement coordination” (F=3.87, P<0.05) and “visual-motor coordination” (F=6.90, P<0.05). Motor competence was significantly worse in the VIQ>PIQ group than in the NON and PIQ>VIQ groups. Significant negative correlations between IQD and most of the motor subtests (r=0.31–0.46, P<0.01) were found only in the VIQ>PIQ group. Conclusion This study demonstrates that 1) IQD indicates the level of motor competence in preschoolers at risk for developmental delays and 2) IQD is negatively associated with motor competence in preschoolers with significant VIQ>PIQ discrepancy. The first finding was that preschoolers with VIQ>PIQ discrepancy greater than 1 SD performed significantly worse on motor competence than did preschoolers without significant IQD and preschoolers with PIQ>VIQ discrepancy greater than 1 SD. However, preschoolers with significant PIQ>VIQ discrepancy performed better on motor competence than did preschoolers without significant IQD, though the difference was not statistically significant. The second finding was that preschoolers with larger VIQ>PIQ discrepancy had worse motor competence in visual-motor integration and body-movement coordination. Professionals should pay attention to the motor development of children with VIQ>PIQ discrepancy and evaluate children’s IQD along with their motor competence. PMID:27013876

Homologous recombination and non-homologous end-joining repair pathways in bovine embryos with different developmental competence

DOE Office of Scientific and Technical Information (OSTI.GOV)

Henrique Barreta, Marcos; Laboratorio de Biotecnologia e Reproducao Animal-BioRep, Universidade Federal de Santa Maria, Santa Maria, RS; Garziera Gasperin, Bernardo

2012-10-01

This study investigated the expression of genes controlling homologous recombination (HR), and non-homologous end-joining (NHEJ) DNA-repair pathways in bovine embryos of different developmental potential. It also evaluated whether bovine embryos can respond to DNA double-strand breaks (DSBs) induced with ultraviolet irradiation by regulating expression of genes involved in HR and NHEJ repair pathways. Embryos with high, intermediate or low developmental competence were selected based on the cleavage time after in vitro insemination and were removed from in vitro culture before (36 h), during (72 h) and after (96 h) the expected period of embryonic genome activation. All studied genes weremore » expressed before, during and after the genome activation period regardless the developmental competence of the embryos. Higher mRNA expression of 53BP1 and RAD52 was found before genome activation in embryos with low developmental competence. Expression of 53BP1, RAD51 and KU70 was downregulated at 72 h and upregulated at 168 h post-insemination in response to DSBs induced by ultraviolet irradiation. In conclusion, important genes controlling HR and NHEJ DNA-repair pathways are expressed in bovine embryos, however genes participating in these pathways are only regulated after the period of embryo genome activation in response to ultraviolet-induced DSBs.« less

Bovine oocyte meiotic inhibition before in vitro maturation and its value to in vitro embryo production: does it improve developmental competence?

PubMed

Bilodeau-Goeseels, S

2012-08-01

The efficiency of bovine in vitro embryo production has remained low despite extensive effort to understand the effects of culture conditions, media composition and supplementation. As bovine oocytes resume meiosis spontaneously when cultured, it was hypothesized that preventing meiosis in vitro before in vitro maturation (IVM) and in vitro fertilization (IVF) would allow more oocytes to acquire developmental competence. This article reviews some of the factors involved in meiotic arrest as well as the effects of meiotic inhibition before IVM on bovine oocytes developmental competence following IVF. Follicular components and cAMP-elevating agents can delay or inhibit meiosis in various proportions of oocytes; however, few studies have examined their effects on development following IVM and IVF because they are not practical (follicular components) or have a transient effect on meiosis (cAMP-elevating agents). Protein synthesis or phosphorylation inhibition prevented meiosis in high percentages of oocytes; however, these non-specific inhibitions led to lower developmental competence compared with non-arrested oocytes. Maturation promoting factor (MPF) inhibition with specific inhibitors has been examined in several studies. Despite faster maturation following removal from inhibition and some structural damage to the oocytes, MPF inhibition generally led to blastocyst rates similar to control, non-arrested oocytes. Future work will involve evaluating the effects on arrested oocytes of molecules that can improve developmental competence in non-arrested oocytes. It is also anticipated that new IVM systems that take into consideration new knowledge of the mechanisms involved in the control of meiosis will be developed. Moreover, global gene expression analysis studies will also provide clues to the culture conditions required for optimal expression of developmental competence. © Her Majesty the Queen in Right of Canada 2011. Reproduced with the permission of the Minister of Agriculture and Agri-Food Canada.

Effectiveness of a developmental curricular design to graduate culturally competent health practitioners.

PubMed

Boggis, Debra

2012-01-01

With the goal to facilitate cultural competency development of students enrolled in graduate-level health professional education, this study examined the effectiveness of a curricular program guided by the Intercultural Developmental Continuum (IDC) as measured by the Intercultural Developmental Inventory (IDI). The IDI was administered to 17 occupational therapy (OT) students and a control group of 25 non-OT health professional students upon matriculation into their respective programs of graduate study and again upon completion of 3 years of study. OT students participated in a cultural curricular design guided by the IDC, while the control group participated in cultural study not guided by the IDC. Though OT students did not show a significant change in overall developmental orientation mean scores from pre-test to post-test (t = 0.847, p = 0.41), the results indicate that the designed intercultural curriculum increased intercultural competence among those OT students who began their program with the monocultural mindset of polarization (an "us vs. them" evaluative viewpoint) and moved to the interculturally transitional mindset of minimization (recognizing cultural commonalities and elimination of the "us vs. them" mindset). The control group showed a significant decrease in developmental orientation mean scores at post-test (t = 6.1, p < 0.001). No significant group or group by baseline interaction effects were found when comparing overall post-developmental scores adjusting for baseline (F = 2.4, p = 0.131). The curriculum design as guided by the IDC, though it did not significantly increase overall cultural competency of OT students, appears to have mitigated a decrease in competence. Results suggest that the cultural challenges that students face appear to be considerable and, without targeted, integrated intercultural preparation, can overwhelm new health professionals' intercultural capability.

The influence of early intervention, informal support and the family environment on trajectories of competence for fathers raising children with developmental disabilities.

PubMed

Crossman, Morgan K; Parish, Susan L; Hauser-Cram, Penny; Garcia, Dolores Acevedo; Warfield, Marji Erickson

2018-05-21

Scant research disentangles the relationship between parenting competence, early intervention (EI) services, the family environment and informal support among fathers of children with developmental disabilities. (1) To determine the trajectory of parental competence for fathers of children with DD from age 3 to age 15. (2) Controlling for child and family characteristics, determine the main effects of the family environment, informal support, and EI services on paternal competence when their child with a developmental disability was age 3. (3) To determine whether there were lasting effects of the family environment, informal support, and the EI service system on differences in paternal competence over time. This study used multilevel modeling to analyze longitudinal data from 93 American fathers from the Early Intervention Collaborative Study. There was no significant change over time in paternal competence after controlling for various covariates. Fathers who initially reported low levels of competence when their child was three reported continuously lower competence over time. Family relationships, positive supports, and perceived helpfulness of home visits were significant predictors of paternal competence at age three. Implications for programs and policy include developing and adopting rigorous ways to measure and carefully monitor service provision, including assessments of paternal competence, family relationships and informal supports at the start of early intervention, and fostering continuous collaborations between providers, researchers and clinicians to address challenges in data collection. Copyright © 2018 Elsevier Ltd. All rights reserved.

Discrimination Acquisition in Children with Developmental Disabilities under Immediate and Delayed Reinforcement

ERIC Educational Resources Information Center

Sy, Jolene R.; Vollmer, Timothy R.

2012-01-01

We evaluated the discrimination acquisition of individuals with developmental disabilities under immediate and delayed reinforcement. In Experiment 1, discrimination between two alternatives was examined when reinforcement was immediate or delayed by 20 s, 30 s, or 40 s. In Experiment 2, discrimination between 2 alternatives was compared across an…

The Direct Support Workforce in Community Supports to Individuals with Developmental Disabilities: Issues, Implications, and Promising Practices

ERIC Educational Resources Information Center

Hewitt, Amy; Larson, Sheryl

2007-01-01

Difficulties in finding, keeping, and ensuring the competence of the direct support workforce in community developmental disability services has long been a challenge for individuals, families, providers, and policy makers. Direct support staff recruitment, retention, and competence are widely reported as one of the most significant barriers to…

Motor Competence Levels and Prevalence of Developmental Coordination Disorder in Spanish Children: The MOVI-KIDS Study

ERIC Educational Resources Information Center

Amador-Ruiz, Santiago; Gutierrez, David; Martínez-Vizcaíno, Vicente; Gulías-González, Roberto; Pardo-Guijarro, María J.; Sánchez-López, Mairena

2018-01-01

Background: Motor competence (MC) affects numerous aspects of children's daily life. The aims of this study were to: evaluate MC, provide population-based percentile values for MC; and determine the prevalence of developmental coordination disorder (DCD) in Spanish schoolchildren. Methods: This cross-sectional study included 1562 children aged 4…

Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children

ERIC Educational Resources Information Center

Valentini, Nadia; Rudisill, Mary E.

2004-01-01

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the…

Group Training of Applied Behavior Analysis (ABA) Knowledge Competencies to Community-Based Service Providers for Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Luiselli, James K.; St. Amand, CarrieAnne; MaGee, Christine; Sperry, James M.

2008-01-01

We describe a training program to teach applied behavior analysis (ABA) knowledge competencies to paraprofessional staff (N = 47) at a habilitation services agency for adults with developmental disabilities. Before and following training, staff completed assessment of knowledge tests for three content areas: basic learning principles,…

Theory of Mind and Language of Mind in Narratives: Developmental Trends from Kindergarten to Primary School

ERIC Educational Resources Information Center

Gamannossi, Beatrice Accorti; Pinto, Giuliana

2014-01-01

Narrative competence can be considered an indicator of children's knowledge about other people's minds. The present study investigates the relations between, on the one hand, children's narrative competence and their second order language of mind (comprehension of deception) and, on the other, their developmental trends from kindergarten to…

Learning difficulties or learning English difficulties? Additional language acquisition: an update for paediatricians.

PubMed

Clifford, Vanessa; Rhodes, Anthea; Paxton, Georgia

2014-03-01

Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge.

PubMed

Ye, Ai; Resnick, Ilyse; Hansen, Nicole; Rodrigues, Jessica; Rinne, Luke; Jordan, Nancy C

2016-12-01

The current study investigated the mediating role of number-related skills in the developmental relationship between early cognitive competencies and later fraction knowledge using structural equation modeling. Fifth-grade numerical skills (i.e., whole number line estimation, non-symbolic proportional reasoning, multiplication, and long division skills) mapped onto two distinct factors: magnitude reasoning and calculation. Controlling for participants' (N=536) demographic characteristics, these two factors fully mediated relationships between third-grade general cognitive competencies (attentive behavior, verbal and nonverbal intellectual abilities, and working memory) and sixth-grade fraction knowledge (concepts and procedures combined). However, specific developmental pathways differed by type of fraction knowledge. Magnitude reasoning ability fully mediated paths from all four cognitive competencies to knowledge of fraction concepts, whereas calculation ability fully mediated paths from attentive behavior and verbal ability to knowledge of fraction procedures (all with medium to large effect sizes). These findings suggest that there are partly overlapping, yet distinct, developmental pathways from cognitive competencies to general fraction knowledge, fraction concepts, and fraction procedures. Copyright © 2016 Elsevier Inc. All rights reserved.

Developmental Stages in Receptive Grammar Acquisition: A Processability Theory Account

ERIC Educational Resources Information Center

Buyl, Aafke; Housen, Alex

2015-01-01

This study takes a new look at the topic of developmental stages in the second language (L2) acquisition of morphosyntax by analysing receptive learner data, a language mode that has hitherto received very little attention within this strand of research (for a recent and rare study, see Spinner, 2013). Looking at both the receptive and productive…

The Effect of Culture Methods and Serum Supplementation on Developmental Competence of Bovine Embryos Cultured In Vitro

USDA-ARS?s Scientific Manuscript database

The objective of this study was to compare the developmental competence of bovine in vitro fertilized embryos in three different culture methods; microdrop method (50 µl of medium under mineral oil in petri dishes) compared to tube methods (1 ml of medium in tubes) with or without oil overlay, and t...

Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years

ERIC Educational Resources Information Center

Masten, Ann S.; Roisman, Glenn I.; Long, Jeffrey D.; Burt, Keith B.; Obradovic, Jelena; Riley, Jennifer R.; Boelcke-Stennes, Kristen; Tellegen, Auke

2005-01-01

A developmental cascade model linking competence and symptoms was tested in a study of a normative, urban school sample of 205 children (initially 8 to 12 years old). Internalizing and externalizing symptoms and academic competence were assessed by multiple methods at the study outset and after 7, 10, and 20 years. A series of nested cascade…

The Significance of Parents' and Grandparents' Role. Proceedings of the Fenno-Hungarian Conference on Developmental Psychology (3rd, Lahti, Finland, July 11-13, 1993).

ERIC Educational Resources Information Center

Kalliopuska, Mirja, Ed.

The third Fenno-Hungarian Conference on Developmental Psychology covered four main concepts: the historical roots and development of social competence through three generations, parent-child interaction, parenthood, and the development of socio-cognitive competence through childhood and adolescence. A series of papers was presented addressing the…

Influence of Meiotic Stages on Developmental Competence of Goat’ Oocyte After Vitrification

NASA Astrophysics Data System (ADS)

Wahyuningsih, S.; Ihsan, M. N.

2018-02-01

This objective of this research was to investigate effect of goat oocyte meiotic stages on developmental competence after cryopreservation. Ovaries were collected from slaugterhouse and oocytes was aspirated from2-6 mm of follicles. Oocyte with compacted cumulus cells and evenly granulated ooplasm were selected for this experiment. The lenght of in vitro maturation before vitrification was 8 or 22 h in IVM media TCM 199 + FCS 10 % + PMSG 10 IU + hCG 10 IU at 38.5 °C in a humidified atmosphere of 5 % CO2 in air and were vitrified. After vitrification process, GVBD and MII oocyte were matured for 18 or 4 h to fullfill 26 h maturation requirement and then oocytes were subjected to IVF and culture. Cleavage and blastocyst formation rate were to asses their developmental competence. Cleavage rates were obtained for both GVBD ( 56.78 %) and MII (69.64 % ) oocytes (P<0.05). Proportion of cleaved embryos from vitrified MII oocytes develop into blastocysts higher (P<0.05) than those from vitrified GVBD oocytes (10.25% vs 3.54%) repectively. Goat oocytes in different maturation stages response to vitrification differently and MII stages have better developmental competence than GVBD.

Vocabulary Levels and Size of Malaysian Undergraduates

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Bhar, Sareen Kaur; Letchumanan, Krishnaveni

2015-01-01

Vocabulary is a fundamental requirement of language acquisition, and its competence enables independent reading and effective language acquisition. Effective language use requires adequate level of vocabulary knowledge; therefore, efforts must be made to identify students' vocabulary base for greater efficiency and competency in the language.…

Developmental Climate: A Cross-level Analysis of Voluntary Turnover and Job Performance

PubMed Central

Spell, Hannah B.; Eby, Lillian T.; Vandenberg, Robert J.

2014-01-01

This research investigates the influence of shared perceptions of developmental climate on individual-level perceptions of organizational commitment, engagement, and perceived competence, and whether these attitudes mediate the relationship between developmental climate and both individual voluntary turnover and supervisor-rated job performance. Survey data were collected from 361 intact employee-supervisory mentoring dyads and matched with employee turnover data collected one year later to test the proposed framework using multilevel modeling techniques. As expected, shared perceptions of developmental climate were significantly and positively related to all three individual work attitudes. In addition, both organizational commitment and perceived competence were significant mediators of the positive relationship between shared perceptions of developmental climate and voluntary turnover, as well as shared perceptions of developmental climate and supervisor-rated job performance. By contrast, no significant mediating effects were found for engagement. Theoretical implications, limitations, and future research are discussed. PMID:24748681

Expectations of clinical teachers and faculty regarding development of the CanMEDS-Family Medicine competencies: Laval developmental benchmarks scale for family medicine residency training.

PubMed

Lacasse, Miriam; Théorêt, Johanne; Tessier, Sylvie; Arsenault, Louise

2014-01-01

The CanMEDS-Family Medicine (CanMEDS-FM) framework defines the expected terminal enabling competencies (EC) for family medicine (FM) residency training in Canada. However, benchmarks throughout the 2-year program are not yet defined. This study aimed to identify expected time frames for achievement of the CanMEDS-FM competencies during FM residency training and create a developmental benchmarks scale for family medicine residency training. This 2011-2012 study followed a Delphi methodology. Selected faculty and clinical teachers identified, via questionnaire, the expected time of EC achievement from beginning of residency to one year in practice (0, 6, 12, […] 36 months). The 15-85th percentile intervals became the expected competency achievement interval. Content validity of the obtained benchmarks was assessed through a second Delphi round. The 1st and 2nd rounds were completed by 33 and 27 respondents, respectively. A developmental benchmarks scale was designed after the 1st round to illustrate expectations regarding achievement of each EC. The 2nd round (content validation) led to minor adjustments (1.9±2.7 months) of intervals for 44 of the 92 competencies, the others remaining unchanged. The Laval Developmental Benchmarks Scale for Family Medicine clarifies expectations regarding achievement of competencies throughout FM training. In a competency-based education system this now allows identification and management of outlying residents, both those excelling and needing remediation. Further research should focus on assessment of the scale reliability after pilot implementation in family medicine clinical teaching units at Laval University, and corroborate the established timeline in other sites.

THE YOUNG ADULT--A CONCEPTUAL FRAMEWORK. SUMMARY.

ERIC Educational Resources Information Center

CHICKERING, ARTHUR W.

THE DEVELOPMENTAL STAGE SPANNING THE YEARS FROM 18 TO 25 MUST BE STUDIED SEPARATELY FROM OTHER DEVELOPMENTAL STAGES. THE DEVELOPMENTAL TASKS OF THIS PERIOD ARE RELATED TO, BUT SUBSTANTIALLY DIFFERENT FROM, THOSE OF BOTH ADOLESCENCE AND ADULTHOOD. THE SEVEN MAJOR DEVELOPMENTAL VECTORS FOR THE YOUNG ADULT INCLUDE DEVELOPMENT OF COMPETENCE,…

Charting the Road to Competence: Developmental Milestones for Internal Medicine Residency Training

PubMed Central

Green, Michael L.; Aagaard, Eva M.; Caverzagie, Kelly J.; Chick, Davoren A.; Holmboe, Eric; Kane, Gregory; Smith, Cynthia D.; Iobst, William

2009-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project requires that residency program directors objectively document that their residents achieve competence in 6 general dimensions of practice. Intervention In November 2007, the American Board of Internal Medicine (ABIM) and the ACGME initiated the development of milestones for internal medicine residency training. ABIM and ACGME convened a 33-member milestones task force made up of program directors, experts in evaluation and quality, and representatives of internal medicine stakeholder organizations. This article reports on the development process and the resulting list of proposed milestones for each ACGME competency. Outcomes The task force adopted the Dreyfus model of skill acquisition as a framework the internal medicine milestones, and calibrated the milestones with the expectation that residents achieve, at a minimum, the “competency” level in the 5-step progression by the completion of residency. The task force also developed general recommendations for strategies to evaluate the milestones. Discussion The milestones resulting from this effort will promote competency-based resident education in internal medicine, and will allow program directors to track the progress of residents and inform decisions regarding promotion and readiness for independent practice. In addition, the milestones may guide curriculum development, suggest specific assessment strategies, provide benchmarks for resident self-directed assessment-seeking, and assist remediation by facilitating identification of specific deficits. Finally, by making explicit the profession's expectations for graduates and providing a degree of national standardization in evaluation, the milestones may improve public accountability for residency training. PMID:21975701

Baicalin increases developmental competence of mouse embryos in vitro by inhibiting cellular apoptosis and modulating HSP70 and DNMT expression

PubMed Central

QI, Xiaonan; LI, Huatao; CONG, Xia; WANG, Xin; JIANG, Zhongling; CAO, Rongfeng; TIAN, Wenru

2016-01-01

Scutellaria baicalensis has been effectively used in Chinese traditional medicine to prevent miscarriages. However, little information is available on its mechanism of action. This study is designed specifically to reveal how baicalin, the main effective ingredient of S. baicalensis, improves developmental competence of embryos in vitro, using the mouse as a model. Mouse pronuclear embryos were cultured in KSOM medium supplemented with (0, 2, 4 and 8 μg/ml) baicalin. The results demonstrated that in vitro culture conditions significantly decreased the blastocyst developmental rate and blastocyst quality, possibly due to increased cellular stress and apoptosis. Baicalin (4 µg/ml) significantly increased 2- and 4-cell cleavage rates, morula developmental rate, and blastocyst developmental rate and cell number of in vitro-cultured mouse embryos. Moreover, baicalin increased the expression of Gja1, Cdh1, Bcl-2, and Dnmt3a genes, decreased the expression of Dnmt1 gene, and decreased cellular stress and apoptosis as it decreased the expression of HSP70, CASP3, and BAX and increased BCL-2 expression in blastocysts cultured in vitro. In conclusion, baicalin improves developmental competence of in vitro-cultured mouse embryos through inhibition of cellular apoptosis and HSP70 expression, and improvement of DNA methylation. PMID:27478062

A Study on the Oral Disfluencies Developmental Traits of EFL Students--A Report Based on Canonical Correlation Analysis

ERIC Educational Resources Information Center

Gao, Ying; Du, Wanyi

2013-01-01

This paper traces 9 non-English major EFL students and collects their oral productions in 4 successive oral exams in 2 years. The canonical correlation analysis approach of SPSS is adopted to study the disfluencies developmental traits under the influence of language acquisition development. We find that as language acquisition develops, the total…

Building Intercultural Competence through Intercultural Competency Certification of Undergraduate Students

ERIC Educational Resources Information Center

Janeiro, Maria G. Fabregas; Fabre, Ricardo Lopez; Nuno de la Parra, Jose Pablo

2014-01-01

The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Autonoma del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students' intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by…

The Early Developmental Competencies and School Readiness of Low-Income, Immigrant Children: Influences of Generation, Race/Ethnicity, and National Origins

ERIC Educational Resources Information Center

De Feyter, Jessica Johnson; Winsler, Adam

2009-01-01

Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how…

A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills

ERIC Educational Resources Information Center

Boahin, Peter; Hofman, Adriaan

2013-01-01

In the changing global economy, employability skills increasingly are the focus of vocational education and training institutions. This paper explores the effect of academic disciplines, students' background characteristics and industry training on the acquisition of employability skills through competency-based training. A significant…

Differences in Adaptive Competency Acquisition between Traditionally Certified and Alternatively Certified Technology Education Teachers.

ERIC Educational Resources Information Center

Coyle-Rogers, Patricia G.; Rogers, George E.

A study determined whether there are any differences in the adaptive competency acquisition between technology education teachers who have completed a school district add-on alternative certification process and technology education teachers who completed a traditional baccalaureate degree certification program. Non-probability sampling was used…

Developmental and Evolutionary Lexicon Acquisition in Cognitive Agents/Robots with Grounding Principle: A Short Review.

PubMed

Rasheed, Nadia; Amin, Shamsudin H M

2016-01-01

Grounded language acquisition is an important issue, particularly to facilitate human-robot interactions in an intelligent and effective way. The evolutionary and developmental language acquisition are two innovative and important methodologies for the grounding of language in cognitive agents or robots, the aim of which is to address current limitations in robot design. This paper concentrates on these two main modelling methods with the grounding principle for the acquisition of linguistic ability in cognitive agents or robots. This review not only presents a survey of the methodologies and relevant computational cognitive agents or robotic models, but also highlights the advantages and progress of these approaches for the language grounding issue.

Developmental and Evolutionary Lexicon Acquisition in Cognitive Agents/Robots with Grounding Principle: A Short Review

PubMed Central

Rasheed, Nadia; Amin, Shamsudin H. M.

2016-01-01

Grounded language acquisition is an important issue, particularly to facilitate human-robot interactions in an intelligent and effective way. The evolutionary and developmental language acquisition are two innovative and important methodologies for the grounding of language in cognitive agents or robots, the aim of which is to address current limitations in robot design. This paper concentrates on these two main modelling methods with the grounding principle for the acquisition of linguistic ability in cognitive agents or robots. This review not only presents a survey of the methodologies and relevant computational cognitive agents or robotic models, but also highlights the advantages and progress of these approaches for the language grounding issue. PMID:27069470

The Effectiveness of a Short Cognitive Behavioral Training Course on Awareness, Knowledge, and Transferability of Competencies in Clinical Practice.

PubMed

Mitchell, Andrew Edward Paul

2017-04-01

In this study, we investigated the effects of training on knowledge acquisition and core competencies in cognitive and behavioral therapy (CBT). Forty-three students attended 15 half-day, weekly sessions and were tested with the Cognitive Therapy Awareness Scale (CTAS) at weeks 1 and 15 in a before and after study. The students' case studies were assessed with competency items 7-12 on the Cognitive Rating Scale-Revised (CTS-R). Improvements in the CTAS were modest. Key competencies on the CTS-R subscales at week 15 were also observed. CBT knowledge acquisition might improve patients' outcomes through impact on competencies. © 2015 Wiley Periodicals, Inc.

Acquisition des competences discursives dans un contexte plurilingue (Acquisition of Discourse Competencies in a Multilingual Context).

ERIC Educational Resources Information Center

Berthoud, Anne-Claude, Ed.

1996-01-01

This collection of articles on second language learning in a multilingual environment includes: "Franzosisch-Deutsch: Zweisprachiges Lernen au der Sekundarstufe 1" (French-German: Learning Two Languages at Secondary School, Level 1) (Otto Stern, Brigit Eriksson, Christine Le Pape, Hans Reutener, Cecilia Serra Oesch); "Das Projekt…

Stressed out or subjective acquisition of competence – how do veterinary students see their curative work placement?

PubMed Central

Dilly, Marc; Tipold, Andrea; Geuenich, Katja

2016-01-01

Veterinary studies in Germany are regulated by the Veterinary Certification Act (TAppV). The practical part of the education consists of 1,170 hours, whereby up to 850 hours can be spent on the curative work placement. A curative work placement can result in physical and psychological stress in the sense of a professional overload. It is the aim of this study to find out in what areas and to what extent competence is acquired and psychological stress exists in students during their work placement. Veterinary students (n=142) from all German education institutes participated in a voluntary online-study based on Burnout Screening Scales (BOSS) as well as a questionnaire regarding the acquisition of competence and excessive stress during the work placement (FKÜP). The distribution of values for work placement related stress show that such work placement related stress is generally slightly increased (T=60) and lies above that of occupational stresses within the normal population. Work placement related physical complaints also show a significant slight increase (T=61). A value (T=42) within the normal range was determined for the resource values. Few of the students questioned considered themselves to be excessively stressed in favour of a high subjective acquisition of competences. The largest increase regarding the acquisition of competence was noted for the areas of animal handling/restraint and application and injection techniques. In the sense of a perceived excessive demand regarding practical capabilities the areas of emergency management, surgery and medication dispensation were mentioned. With regard to the load structure and the acquisition of competence by veterinary students during their work placement, more support of the individual and a balancing of teaching/learning goals would be desirable and represents a promising approach. PMID:26958657

Dual-systems and the development of reasoning: competence-procedural systems.

PubMed

Overton, Willis F; Ricco, Robert B

2011-03-01

Dual-system, dual-process, accounts of adult cognitive processing are examined in the context of a self-organizing relational developmental systems approaches to cognitive growth. Contemporary adult dual-process accounts describe a linear architecture of mind entailing two split-off, but interacting systems; a domain general, content-free 'analytic' system (system 2) and a domain specific highly contextualized 'heuristic' system (system 1). In the developmental literature on deductive reasoning, a similar distinction has been made between a domain general competence (reflective, algorithmic) system and a domain specific procedural system. In contrast to the linear accounts offered by empiricist, nativist, and/or evolutionary explanations, the dual competence-procedural developmental perspective argues that the mature systems emerge through developmental transformations as differentiations and intercoordinations of an early relatively undifferentiated action matrix. This development, whose microscopic mechanism is action-in-the-world, is characterized as being embodied, nonlinear, and epigenetic. WIREs Cogni Sci 2011 2 231-237 DOI: 10.1002/wcs.120 For further resources related to this article, please visit the WIREs website. © 2010 John Wiley & Sons, Ltd.

Competence in Speaking and Listening.

ERIC Educational Resources Information Center

Work, William

When children begin formal schooling, their fundamental communication skills, speaking and listening, are well developed but limited in scope and range; it becomes the teacher's task to assist the children in achieving communicative competence. A developmental project called "Developing Communicative Competence in Children" identifies four…

A Study Examining the Impact of Vocabulary Instruction on the Vocabulary Growth and Acquisition of Adults Enrolled in a Community College Developmental Reading Course

ERIC Educational Resources Information Center

Robson, Jodi McGeary

2009-01-01

The purpose of this study was to examine the effects of four instructional methods--context clues, definition, elaboration technique, or word parts and word families--on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four…

The (Il)logical Problem of Heritage Speaker Bilingualism and Incomplete Acquisition

ERIC Educational Resources Information Center

Cabo, Diego Pascual Y.; Rothman, Jason

2012-01-01

This Forum challenges and problematizes the term "incomplete acquisition," which has been widely used to describe the state of competence of heritage speaker (HS) bilinguals for well over a decade (see, e.g., Montrul, 2008). It is suggested and defended that HS competence, while often different from monolingual peers, is in fact not incomplete…

Bidirectional Associations Among Sensitive Parenting, Language Development, and Social Competence

PubMed Central

Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

2014-01-01

Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers’ sensitive parenting and children’s language skills and social competence from 24 to 36 months in a community sample of 174 families. In addition, this study examines how these developmental pathways vary by child sex. Findings indicate stability across time in sensitive parenting, expressive language skills, and social competence, as well as positive main effects of sensitive parenting on expressive and receptive language skills for girls and boys. We find mixed evidence over time of reciprocal links between social competence and sensitive parenting. Further, boys’ receptive language skills at 24 months uniquely contribute to increases in mothers’ observed sensitive parenting from 24 to 36 months. These findings highlight the utility of applying transactional frameworks to the study of sex-based differences in early developmental processes. PMID:25126021

Expert and competent non-expert visual cues during simulated diagnosis in intensive care.

PubMed

McCormack, Clare; Wiggins, Mark W; Loveday, Thomas; Festa, Marino

2014-01-01

The aim of this study was to examine the information acquisition strategies of expert and competent non-expert intensive care physicians during two simulated diagnostic scenarios involving respiratory distress in an infant. Specifically, the information acquisition performance of six experts and 12 competent non-experts was examined using an eye-tracker during the initial 90 s of the assessment of the patient. The results indicated that, in comparison to competent non-experts, experts recorded longer mean fixations, irrespective of the scenario. When the dwell times were examined against specific areas of interest, the results revealed that competent non-experts recorded greater overall dwell times on the nurse, where experts recorded relatively greater dwell times on the head and face of the manikin. In the context of the scenarios, experts recorded differential dwell times, spending relatively more time on the head and face during the seizure scenario than during the coughing scenario. The differences evident between experts and competent non-experts were interpreted as evidence of the relative availability of task-specific cues or heuristics in memory that might direct the process of information acquisition amongst expert physicians. The implications are discussed for the training and assessment of diagnostic skills.

Social Competence in Pediatric Brain Tumor Survivors: Application of a Model from Social Neuroscience and Developmental Psychology

PubMed Central

Hocking, Matthew C.; McCurdy, Mark; Turner, Elise; Kazak, Anne E.; Noll, Robert B.; Phillips, Peter; Barakat, Lamia P.

2014-01-01

Pediatric brain tumor (BT) survivors are at risk for psychosocial late effects across many domains of functioning, including neurocognitive and social. The literature on the social competence of pediatric BT survivors is still developing and future research is needed that integrates developmental and cognitive neuroscience research methodologies to identify predictors of survivor social adjustment and interventions to ameliorate problems. This review discusses the current literature on survivor social functioning through a model of social competence in childhood brain disorder and suggests future directions based on this model. Interventions pursuing change in survivor social adjustment should consider targeting social ecological factors. PMID:25382825

Improving student dentist competencies and perception of difficulty in delivering care to children with developmental disabilities using a virtual patient module.

PubMed

Kleinert, Harold L; Sanders, Carla; Mink, John; Nash, David; Johnson, Jeff; Boyd, Sara; Challman, Sandra

2007-02-01

An interactive, multimedia, virtual patient module was designed and developed on compact disc (CD-ROM) to address the need for student dentists to increase their competence and decrease their perception of difficulty in caring for children with developmental disabilities. A development team consisting of pediatric dentistry faculty members, parents of children with developmental disabilities, an individual with a developmental disability, and educational specialists developed an interactive virtual patient case. The case involved a ten-year-old child with Down syndrome presenting with a painful tooth. Student dentists were required to make decisions regarding proper interactions with the child, as well as appropriate clinical procedures throughout the case. Differences in perceived difficulty level and knowledge change were measured, as well as the student dentists' overall satisfaction with the learning experience. Significant results were obtained in both perceived difficulty level and knowledge-based measures for student dentists. Participants reported overall satisfaction with the modules. Preparing student dentists to provide sensitive and competent care for children with developmental disabilities is a critical need within dentistry. This study demonstrated that an interactive, multimedia (CD-ROM), virtual patient learning module for student dentists is potentially an effective tool in meeting this need.

The Computer Book of the Internal Medicine Resident: competence acquisition and achievement of learning objectives.

PubMed

Oristrell, J; Oliva, J C; Casanovas, A; Comet, R; Jordana, R; Navarro, M

2014-01-01

The Computer Book of the Internal Medicine resident (CBIMR) is a computer program that was validated to analyze the acquisition of competences in teams of Internal Medicine residents. To analyze the characteristics of the rotations during the Internal Medicine residency and to identify the variables associated with the acquisition of clinical and communication skills, the achievement of learning objectives and resident satisfaction. All residents of our service (n=20) participated in the study during a period of 40 months. The CBIMR consisted of 22 self-assessment questionnaires specific for each rotation, with items on services (clinical workload, disease protocolization, resident responsibilities, learning environment, service organization and teamwork) and items on educational outcomes (acquisition of clinical and communication skills, achievement of learning objectives, overall satisfaction). Associations between services features and learning outcomes were analyzed using bivariate and multivariate analysis. An intense clinical workload, high resident responsibilities and disease protocolization were associated with the acquisition of clinical skills. High clinical competence and teamwork were both associated with better communication skills. Finally, an adequate learning environment was associated with increased clinical competence, the achievement of educational goals and resident satisfaction. Potentially modifiable variables related with the operation of clinical services had a significant impact on the acquisition of clinical and communication skills, the achievement of educational goals, and resident satisfaction during the specialized training in Internal Medicine. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Project Developmental Continuity Evaluation: Final Report. Appendices to Volume I.

ERIC Educational Resources Information Center

Bond, James T.; And Others

This document provides the appendices for volume 1 of the final evaluation report of Project Developmental Continuity (PDC), a Head Start demonstration project initiated in 1974 to develop program models which enhance children's social competence by fostering developmental continuity from preschool through the early elementary grades.…

The Relation of Emotional Maltreatment to Early Adolescent Competence: Developmental Processes in a Prospective Study

ERIC Educational Resources Information Center

Shaffer, Anne; Yates, Tuppett M.; Egeland, Byron R.

2009-01-01

Objectives: This investigation examined developmental pathways between childhood emotional maltreatment and adaptational outcomes in early adolescence. This study utilized a developmental psychopathology perspective in adopting a multidimensional approach to the assessment of different forms of emotional maltreatment and later adjustment outcomes.…

From the big bang to the brain.

PubMed

Boliek, C A; Lohmeier, H

1999-01-01

Current research on the capacities of the infant has lead to a better understanding of developmental processes underlying cognition and motor skill acquisition. ASHA's Eighth Annual Research Symposium on Infant-Toddler Development, in November 1998, included a presentation on developmental cognitive science by Dr. Andrew Meltzoff and a presentation on motor skill acquisition by Dr. Esther Thelen. The theoretical constructs and data presented served to broaden our current perspectives on infant abilities. The data reported by Meltzoff and Thelen challenged several long-standing theories of infant cognition and motor development. Alternative theoretical models were used to describe skill acquisition during the first several years of life. Our response will include a brief summary of each investigator's presentation, discuss their findings with respect to research in the area of infant speech physiology and production, and provide possible future directions and challenges for individuals conducting developmental research.

48 CFR 206.302-3 - Industrial mobilization, engineering, developmental, or research capability, or expert services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 3 2013-10-01 2013-10-01 false Industrial mobilization, engineering, developmental, or research capability, or expert services. 206.302-3 Section 206.302-3 Federal..., engineering, developmental, or research capability, or expert services. ...

48 CFR 206.302-3 - Industrial mobilization, engineering, developmental, or research capability, or expert services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 3 2014-10-01 2014-10-01 false Industrial mobilization, engineering, developmental, or research capability, or expert services. 206.302-3 Section 206.302-3 Federal..., engineering, developmental, or research capability, or expert services. ...

The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

ERIC Educational Resources Information Center

Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

2009-01-01

Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

Assumptions about Communication: Impact on Teaching and Teacher Preparation. Communication Theory and Instructional Theory. [and] The Goals of Communication Teacher Education: A University Perspective.

ERIC Educational Resources Information Center

Friedrich, Gustav W.

There are two philosophies concerning how teachers might best facilitate their students' acquisition of communication competence. The first, a skills-oriented philosophy, adopts a building-block approach to the acquisition of communication competence. Organizationally, a public speaking course might start with a unit on analyzing audience and…

Charting the acquisition of semantic knowledge in a case of developmental amnesia

PubMed Central

Gardiner, John M.; Brandt, Karen R.; Baddeley, Alan D.; Vargha-Khadem, Faraneh; Mishkin, Mortimer

2009-01-01

We report the acquisition and recall of novel facts by Jon, a young adult with early onset developmental amnesia whose episodic memory is gravely impaired due to selective bilateral hippocampal damage. Jon succeeded in learning some novel facts but compared with a control group his intertrial retention was impaired during acquisition and, except for the most frequently repeated facts, he was also less accurate in correctly sourcing these facts to the experiment. The results further support the hypothesis that despite a severely compromised episodic memory and hippocampal system, there is nevertheless the capacity to accrue semantic knowledge available to recall. PMID:18589461

Charting the acquisition of semantic knowledge in a case of developmental amnesia.

PubMed

Gardiner, John M; Brandt, Karen R; Baddeley, Alan D; Vargha-Khadem, Faraneh; Mishkin, Mortimer

2008-09-01

We report the acquisition and recall of novel facts by Jon, a young adult with early onset developmental amnesia whose episodic memory is gravely impaired due to selective bilateral hippocampal damage. Jon succeeded in learning some novel facts but compared with a control group his intertrial retention was impaired during acquisition and, except for the most frequently repeated facts, he was also less accurate in correctly sourcing these facts to the experiment. The results further support the hypothesis that despite a severely compromised episodic memory and hippocampal system, there is nevertheless the capacity to accrue semantic knowledge available to recall.

Developmental Therapy- Developmental Teaching: An Outreach Project for Young Children with Social-Emotional-Behavioral Disabilities (October 1, 1997-September 30, 2000). Final Performance Report.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Family and Consumer Sciences.

This outreach project is based on the validated Developmental Therapy-Developmental Teaching model originally designed for young children with severe emotional/behavioral problems and their families. It is an approach that emphasizes the teaching skills that foster a child's social-emotional-behavioral competence. The model has proven effective in…

Pig oocytes with a large perivitelline space matured in vitro show greater developmental competence after parthenogenesis and somatic cell nuclear transfer.

PubMed

Lee, Joohyeong; You, Jinyoung; Lee, Geun-Shik; Hyun, Sang-Hwan; Lee, Eunsong

2013-09-01

The objective of this study was to examine the developmental competence of pig oocytes in relation to the size of the perivitelline space (PVS) of oocytes matured in vitro. Immature oocytes were matured in medium 199 or porcine zygote medium (PZM)-3 containing 108 or 61.6 mM NaCl. In vitro-matured (IVM) oocytes were examined for intracellular glutathione (GSH) level; cyclin-dependent kinase 1 (CDK1), proliferating cell nuclear antigen (PCNA), and extracellular signal-regulated kinase 2 (ERK2) mRNA levels; and developmental competence after parthenogenesis (PA) and somatic cell nuclear transfer (SCNT). IVM oocytes with a larger PVS had higher (P < 0.05) levels of intracellular GSH (1.00 pixels/oocyte vs. 0.57 pixels/oocyte) and blastocyst formation (54.3% vs. 37.3%) after PA than oocytes with a smaller PVS. Culturing oocytes for maturation in PZM-3 with reduced (61.6 mM) NaCl increased (P < 0.05) the size of the PVS (6.4 µm vs. 2.8 µm) compared to control oocytes that were matured in normal PZM-3 containing 108 mM NaCl. Moreover, oocytes with a larger PVS showed higher CDK1, PCNA, and ERK2 mRNA and intracellular GSH levels (1.6 pixels/oocyte vs. 1.2 pixels/oocyte) and increased blastocyst formation after PA (52.1% vs. 40.6%) and SCNT (31.8% vs. 18.2%) than control oocytes. Our results demonstrate that pig oocytes with a large PVS have greater developmental competence after PA and SCNT, which is attributed to improved cytoplasmic maturation based on the enhanced GSH level and transcription factor expression. Further, enlargement of the PVS by culturing in low-NaCl medium improves the developmental competence of pig oocytes. Copyright © 2013 Wiley Periodicals, Inc.

Reproductive competence: a recurrent logic module in eukaryotic development

PubMed Central

Noble, Luke M.; Andrianopoulos, Alex

2013-01-01

Developmental competence is the ability to differentiate in response to an appropriate stimulus, as first elaborated by Waddington in relation to organs and tissues. Competence thresholds operate at all levels of biological systems from the molecular (e.g. the cell cycle) to the ontological (e.g. metamorphosis and reproduction). Reproductive competence, an organismal process, is well studied in mammals (sexual maturity) and plants (vegetative phase change), though far less than later stages of terminal differentiation. The phenomenon has also been documented in multiple species of multicellular fungi, mostly in early, disparate literature, providing a clear example of physiological differentiation in the absence of morphological change. This review brings together data on reproductive competence in Ascomycete fungi, particularly the model filamentous fungus Aspergillus nidulans, contrasting mechanisms within Unikonts and plants. We posit reproductive competence is an elementary logic module necessary for coordinated development of multicellular organisms or functional units. This includes unitary multicellular life as well as colonial species both unicellular and multicellular (e.g. social insects such as ants). We discuss adaptive hypotheses for developmental and reproductive competence systems and suggest experimental work to address the evolutionary origins, generality and genetic basis of competence in the fungal kingdom. PMID:23864594

An Assessment of the Child Development Associate Competencies.

ERIC Educational Resources Information Center

Butler, Florence; And Others

Competencies for the Child Development Associates is a comprehensive, developmental training program for teachers of preschool children, in which the total design is to help children acquire the basic competencies and skills for full development, while at the same time assuring that the quality of the child's experiences is emotionally satisfying…

Masonry. Teacher's Guide. Competency Based Education Curriculum.

ERIC Educational Resources Information Center

Long, Diana

This teacher's guide is designed to accompany the competency based masonry student materials (see note). It is intended for use as a reference and aid in implementing the curriculum. The guide includes these sections: Identification and Validation of Job Titles and Competencies, Functions of the Developmental Committee, Program Organization…

Project Developmental Continuity Evaluation: Final Report. Volume II: The Process of Program Implementation in PDC.

ERIC Educational Resources Information Center

Wacker, Sally; And Others

The second of two volumes, this document continues the final evaluation report of Project Developmental Continuity (PDC), a Head Start demonstration project initiated in 1974 to develop program models which enhance children's social competence by fostering developmental continuity from preschool through the early elementary grades. In particular,…

Project Developmental Continuity Evaluation: Final Report. Volume I: Outcomes of the PDC Intervention.

ERIC Educational Resources Information Center

Bond, James T.; And Others

The first of two volumes, this document reports an evaluation of Project Developmental Continuity (PDC), a Head Start demonstration project initiated in 1974 to develop program models which enhance children's social competence by fostering developmental continuity from preschool through the early elementary years. In general, the impact of program…

Building Developmental Assets to Empower Adolescent Girls in Rural Bangladesh: Evaluation of Project "Kishoree Kontha"

ERIC Educational Resources Information Center

Scales, Peter C.; Benson, Peter L.; Dershem, Larry; Fraher, Kathleen; Makonnen, Raphael; Nazneen, Shahana; Syvertsen, Amy K.; Titus, Sarah

2013-01-01

"Kishoree Kontha" ("Adolescent Girls' Voices") was implemented in Bangladeshi villages to build the developmental assets (e.g., support from others, social competencies) of rural girls through peer education in social skills, literacy, and school learning. The Developmental Assets Profile (DAP) measured the project's impact on…

Physiology and Endocrinology Symposium: influence of cattle genotype (Bos indicus vs. Bos taurus) on oocyte and preimplantation embryo resistance to increased temperature.

PubMed

Paula-Lopes, F F; Lima, R S; Satrapa, R A; Barros, C M

2013-03-01

High environmental temperatures during the hot months of the year reduce reproductive performance in cattle. Summer heat stress depression in fertility is a multifactorial problem; however, there is evidence that the bovine germinal vesicle and maturing oocyte, as well as the early embryo, are major targets of the deleterious effects of heat stress. Such adverse effects are less pronounced in heat-tolerant breeds (Bos indicus) than heat-sensitive breeds (Bos taurus). This genetic variation results from the greater thermoregulatory ability and cellular thermoresistance of heat-tolerant breeds. Heat-induced oocyte cellular damage occurs in both cytoplasmic and nuclear compartments. Heat shock has been shown to reduce oocyte nuclear maturation, induce apoptosis, compromise oocyte cytoskeleton, and impair oocyte mitochondrial function and developmental competence. However, the oocyte cytoplasm is more susceptible to heat shock than the nucleus. This effect is greater for Bos taurus than Bos indicus oocytes. The detrimental effects of heat shock are also critical during the first cleavage divisions when most of the embryonic genome is inactive; however, the bovine embryo becomes more resistant to increased temperature as it proceeds through development. Several studies demonstrated that Bos indicus embryos are more thermotolerant than Bos taurus embryos. Adaptive changes involved in acquisition of thermotolerance are likely derived from changes in gene expression and (or) activity of biochemical molecules that control cellular functions against stress. Recently, molecules such as IGF-I and caspase inhibitor z-DEVD-fmk have been shown to exert a thermoprotective role, rescuing heat-induced oocyte and embryo cellular damage and developmental competence. Therefore, cattle genotype and thermoprotective molecules can be considered as an alternative to modulate the effects of increased temperature in reproductive function.

Effects of heat stress on bovine preimplantation embryos produced in vitro

PubMed Central

SAKATANI, Miki

2017-01-01

Summer heat stress decreases the pregnancy rate in cattle and has been thought to be associated with the early embryonic death caused by the elevation of maternal body temperature. In vitro cultures have been widely used for the evaluation of effects of heat stress on oocytes, fertilization, preimplantation, and embryonic development. Susceptibility to heat stress is present in developmental stages from oocytes to cleavage-stage (before embryonic gene activation, EGA) embryos, leading to a consequent decrease in developmental competence. On the other hand, advanced-stage embryos such as morula or blastocysts have acquired thermotolerance. The mechanism for the developmental stage-dependent change in thermotolerance is considered to be the accumulation of antioxidants in embryos in response to heat-inducible production of reactive oxygen species. The supplementation of antioxidants to the culture media has been known to neutralize the detrimental effects of heat stress. Besides, EGA could be involved in acquisition of thermotolerance in later stages of embryos. Morulae or blastocysts can repair heat-induced unfolded proteins or prevent DNA damage occurring in processes such as apoptosis. Therefore, embryo transfer (ET) that can bypass the heat-sensitive stage could be a good solution to improve the pregnancy rate under heat stress. However, frozen-thawed ET could not improve the pregnancy rate as expected. Frozen-thawed blastocysts were more sensitive to heat stress and showed less proliferation upon heat exposure, compared to fresh blastocysts. Therefore, further research is required to improve the reduction in pregnancy rates due to summer heat stress. PMID:28496018

Effects of heat stress on bovine preimplantation embryos produced in vitro.

PubMed

Sakatani, Miki

2017-08-19

Summer heat stress decreases the pregnancy rate in cattle and has been thought to be associated with the early embryonic death caused by the elevation of maternal body temperature. In vitro cultures have been widely used for the evaluation of effects of heat stress on oocytes, fertilization, preimplantation, and embryonic development. Susceptibility to heat stress is present in developmental stages from oocytes to cleavage-stage (before embryonic gene activation, EGA) embryos, leading to a consequent decrease in developmental competence. On the other hand, advanced-stage embryos such as morula or blastocysts have acquired thermotolerance. The mechanism for the developmental stage-dependent change in thermotolerance is considered to be the accumulation of antioxidants in embryos in response to heat-inducible production of reactive oxygen species. The supplementation of antioxidants to the culture media has been known to neutralize the detrimental effects of heat stress. Besides, EGA could be involved in acquisition of thermotolerance in later stages of embryos. Morulae or blastocysts can repair heat-induced unfolded proteins or prevent DNA damage occurring in processes such as apoptosis. Therefore, embryo transfer (ET) that can bypass the heat-sensitive stage could be a good solution to improve the pregnancy rate under heat stress. However, frozen-thawed ET could not improve the pregnancy rate as expected. Frozen-thawed blastocysts were more sensitive to heat stress and showed less proliferation upon heat exposure, compared to fresh blastocysts. Therefore, further research is required to improve the reduction in pregnancy rates due to summer heat stress.

Clinical competence in developmental-behavioural paediatrics: raising the bar.

PubMed

O'Keeffe, Mick

2014-01-01

For our specialist paediatric workforce to be suitably equipped to deal with current childhood morbidity, a high level of competence in developmental-behavioural paediatrics (DBP) is necessary. New models of training and assessment are required to meet this challenge. An evolution of training in DBP, built around the centrepiece of competency-based medical education, is proposed. Summative assessment based upon entrustable professional activities, and a menu of formative workplace-based assessments specific to the DBP context are key components. A pilot project to develop and implement these changes is recommended. © 2013 The Author. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

[Problem-based learning, a comparison in the acquisition of transversal competencies].

PubMed

González Pascual, Juan Luis; López Martin, Inmaculada; Toledo Gómez, David

2009-01-01

In the European Higher Education Area (EEES in Spanish reference), a change in the pedagogical model has occurred: from teaching centered on the figure of the professor to learning centered on students, from an integral perspective. This learning must bring together the full set of competencies included in the program requirements necessary to obtain a degree. The specific competencies characterize a profession and distinguish one from others. The transversal competencies surpass the limits of one particular discipline to be potentially developed in all; these are subdivided in three types: instrumental, interpersonal and systemic. The authors describe and compare the acquisition of transversal competencies connected to students' portfolios and Problem-based Learning as pedagogical methods from the perspective of second year nursing students at the European University in Madrid during the 2007-8 academic year To do so, the authors carried out a transversal descriptive study; data was collected by a purpose-made questionnaire the authors developed which they based on the transversal competencies of the Tuning Nursing Project. Variables included age, sex, pedagogical method, perception on acquisition of those 24 competencies by means of a Likert Scale. U de Mann-Whitney descriptive and analytical statistics. The authors conclude that the portfolio and Problem-based Learning are useful pedagogical methods for acquiring transversal competencies; these results coincide with those of other studies. Comparing both methods, the authors share the opinion that the Problem-based Learning method could stimulate the search for information better than the portfolio method.

The 'What' of Second Language Acquisition.

ERIC Educational Resources Information Center

Larsen-Freeman, Diane

Definitions of communicative competence and research on developing communicative competence in a second language are reviewed and implications for teaching are discussed. Communicative competence refers not only to knowledge of the forms of a language but to their functions and appropriate use in context. Five areas of communicative competence are…

48 CFR 19.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Procedures. 19.602 Section 19.602 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 19.602...

48 CFR 219.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Procedures. 219.602 Section 219.602 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and...

Neuronal glucose transporter isoform 3 deficient mice demonstrate features of autism spectrum disorders.

PubMed

Zhao, Y; Fung, C; Shin, D; Shin, B-C; Thamotharan, S; Sankar, R; Ehninger, D; Silva, A; Devaskar, S U

2010-03-01

Neuronal glucose transporter (GLUT) isoform 3 deficiency in null heterozygous mice led to abnormal spatial learning and working memory but normal acquisition and retrieval during contextual conditioning, abnormal cognitive flexibility with intact gross motor ability, electroencephalographic seizures, perturbed social behavior with reduced vocalization and stereotypies at low frequency. This phenotypic expression is unique as it combines the neurobehavioral with the epileptiform characteristics of autism spectrum disorders. This clinical presentation occurred despite metabolic adaptations consisting of an increase in microvascular/glial GLUT1, neuronal GLUT8 and monocarboxylate transporter isoform 2 concentrations, with minimal to no change in brain glucose uptake but an increase in lactate uptake. Neuron-specific glucose deficiency has a negative impact on neurodevelopment interfering with functional competence. This is the first description of GLUT3 deficiency that forms a possible novel genetic mechanism for pervasive developmental disorders, such as the neuropsychiatric autism spectrum disorders, requiring further investigation in humans.

Competency Capacity Building Needs of Agricultural Science Teachers in Utilization of School Farm for Skill Acquisition among Secondary School Students

ERIC Educational Resources Information Center

Lawal, O. I.; Onipede, Omoleye; Oketoobo, E. A.; Famiwole, Remigius O.

2014-01-01

This study sought to identify the competency capacity building needs of teachers of agricultural science in the utilization of school farm for skill acquisition among secondary school students in Ondo State, Nigeria). Four research questions guided the study. The study adopted the survey research design. The population used was 422, made up of…

The Intersection of Emotional and Sociocognitive Competencies with Civic Engagement in Middle Childhood and Adolescence.

PubMed

Metzger, Aaron; Alvis, Lauren M; Oosterhoff, Benjamin; Babskie, Elizabeth; Syvertsen, Amy; Wray-Lake, Laura

2018-03-23

Civic developmental theory anticipates connections between normative developmental competencies and civic engagement, but little previous research has directly studied such links. The current study sought to contribute to civic development theory by examining associations between emotional and sociocognitive competencies (empathy, emotion regulation, prosocial moral reasoning, future-orientation) and civic engagement (volunteering, informal helping, political behaviors and beliefs, environmental behaviors, social responsibility values, civic skills). Data came from a geographically and racially diverse sample of 2467 youth (M age  = 13.4, Range: 8-20 years, 56% female). The results indicated that empathy and future-orientation significantly predicted nearly all forms of civic engagement, whereas emotion regulation and prosocial moral reasoning were uniquely associated with specific forms of civic engagement. Exploratory multi-group models indicated that empathy and emotion regulation were more strongly associated with civic engagement among younger youth and prosocial moral reasoning and future-orientation were more strongly related to civic engagement among older youth. The findings help to advance developmental theory of youth civic engagement.

Social Problem-Solving in Early Childhood: Developmental Change and the Influence of Shyness

PubMed Central

Walker, Olga L.; Degnan, Kathryn A.; Fox, Nathan A.; Henderson, Heather A.

2013-01-01

The purpose of this study was to examine developmental change and the influence of shyness on social problem-solving (SPS). At 24, 36, and 48 months, children (N=570) were observed while interacting with an unfamiliar peer during an SPS task and at 24 months, maternal report of shyness was collected. Results showed that across the full sample, children displayed low but stable levels of withdrawn SPS and increasing levels of SPS competence over development. In addition, results showed that 24-month shyness was associated with high-increasing and high-decreasing withdrawn SPS trajectories compared to the low-increasing withdrawn SPS trajectory. Shyness was also associated with the low-increasing compared to the high-increasing SPS competence trajectory. Findings demonstrate the development of SPS competence over early childhood, as well as the influence of early shyness on this developmental course, with some shy children showing improvement in SPS skills and others continuing to show SPS difficulties over time. PMID:24039325

Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development

ERIC Educational Resources Information Center

Morse, Anthony F.; Cangelosi, Angelo

2017-01-01

Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between…

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory

ERIC Educational Resources Information Center

Ziegler, Johannes C.; Goswami, Usha

2005-01-01

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the…

Generation of and Retraction from Cross-Linguistically Motivated Structures in Bilingual First Language Acquisition.

ERIC Educational Resources Information Center

Dopke, Susanne

2000-01-01

Focuses on unusual developmental structures during the simultaneous acquisition of German and English in early childhood, which were evident parallel to a majority of target structures. Explains the cognitive motivation for unusual acquisition structures as well as the eventual retraction from them. (Author/VWL)

Reflections on How Color Term Acquisition Is Constrained

ERIC Educational Resources Information Center

Pitchford, Nicola J.

2006-01-01

Compared with object word learning, young children typically find learning color terms to be a difficult linguistic task. In this reflections article, I consider two questions that are fundamental to investigations into the developmental acquisition of color terms. First, I consider what constrains color term acquisition and how stable these…

CPA Perceptions of Human Skills for Professional Competency Development Needs

ERIC Educational Resources Information Center

Day, Kari C.

2017-01-01

This study addressed CPA perceptions about the need for human skill competencies as professional development. The problem was identified as the undetermined assessment of state level CPA perceptions about human skill competencies as developmental needs. CPAs and education providers may be impacted by this problem. The purpose of this study was to…

Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

ERIC Educational Resources Information Center

Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

2010-01-01

Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

Function and Content of Maternal Demands: Developmental Significance of Early Demands for Competent Action.

ERIC Educational Resources Information Center

Kuczynski, Leon; Kochanska, Grazyna

1995-01-01

Examined mothers' demands during mothers' interactions with their 1.5- to 3.5-year olds. Mothers with authoritative child-rearing attitudes emphasized proactive, competence-oriented demands and avoided regulatory control. Maternal demands for competent action predicted fewer behavior problems in their children at age five; maternal demands focused…

Competence to waive interrogation rights and adjudicative competence in adolescent defendants: cognitive development, attorney contact, and psychological symptoms.

PubMed

Viljoen, Jodi L; Roesch, Ronald

2005-12-01

Although there is growing evidence of developmental differences in competency to waive interrogation rights and adjudicative competence, the correlates of adolescents' legal capacities remain unclear. This study examined the relationship of legal capacities to cognitive development, legal learning opportunities, and psychological symptoms. Participants were 152 male and female defendants aged 11-17, who completed Grisso's Instruments for Assessing Understanding and Appreciation of Miranda Rights, the Fitness Interview Test (Revised Edition), the Woodcock-Johnson III Cognitive Assessment Battery, and the Brief Psychiatric Rating Scale for Children. Legal capacities relevant to interrogation and adjudication increased with age. These developmental differences were partially mediated or explained by cognitive development. Of the specific cognitive abilities examined (general intellectual ability, verbal ability, reasoning, long-term retrieval, attention, and executive functioning), verbal ability was a particularly strong predictor of performance on competency measures. Also, defendants obtained lower scores on competency measures if they showed evidence of attention deficits or hyperactivity, had spent limited time with their attorneys, and/or were from low socioeconomic backgrounds.

Relationship between the neighbourhood built environment and early child development.

PubMed

Christian, Hayley; Ball, Stephen J; Zubrick, Stephen R; Brinkman, Sally; Turrell, Gavin; Boruff, Bryan; Foster, Sarah

2017-11-01

The relationship between features of the neighbourhood built environment and early child development was investigated using area-level data from the Australian Early Development Census. Overall 9.0% of children were developmentally vulnerable on the Physical Health and Well-being domain, 8.1% on the Social Competence domain and 8.1% on the Emotional Maturity domain. After adjustment for socio-demographic factors, Local Communities with the highest quintile of home yard space had significantly lower odds of developmental vulnerability on the Emotional Maturity domain. Residing in a Local Community with fewer main roads was associated with a decrease in the proportion of children developmentally vulnerable on the Social Competence domain. Overall, sociodemographic factors were more important than aspects of the neighbourhood physical environment for explaining variation between Local Communities in the developmental vulnerability of children. Copyright © 2017 Elsevier Ltd. All rights reserved.

Competencies Acquisition through Self-Directed Learning among Malaysian Managers

ERIC Educational Resources Information Center

Hashim, Junaidah

2008-01-01

Purpose: The purpose of this paper is to examine how Malaysian managers acquire job competencies through self-directed learning activities at their workplace. Specifically it aims to investigate what types of job competencies are required for the managers, how they learn to acquire those competencies, and whether the managers have the…

Service-Based Learning for Residents: A Success for Communities and Medical Education.

PubMed

Gefter, Liana; Merrell, Sylvia Bereknyei; Rosas, Lisa G; Morioka-Douglas, Nancy; Rodriguez, Eunice

2015-01-01

Community-based service-learning opportunities could support residents' acquisition of Accreditation Council for Graduate Medical Education (ACGME) competencies, but this concept has not been tested, and such programs are difficult to find. The objective of this work was to assess the value and the ACGME competency relevance of a service-learning program for residents that could be easily replicated nationally. Forty-one family medicine residents from three training programs participated in the Stanford Youth Diabetes Coaches Program at six high schools in California and Georgia serving minority students of low socioeconomic status. Residents completed online surveys to provide qualitative feedback and assess the program's impact on their acquisition of residency program competencies and self-management support proficiencies, including prior use and planned use of action plans-a key self-management support strategy. Ninety-five percent of residents indicated that the program was a valuable experience that contributed to acquisition of residency program competencies, including interpersonal and communication skills and communication with teens. Compared with baseline, significantly more residents reported intention to use action plans with patients following participation. Themes from qualitative feedback included: valuing the overall experience, increasing opportunities to practice teaching, enhancing their ability to communicate with adolescents, contributing to the health of the community, recognizing the potential of action plans, and increasing intent to use action plans. This pilot demonstrated that a brief service-learning program can enhance standard residency curriculum by encouraging acquisition of ACGME competencies and promoting utilization of self-management support in clinical practice.

Enhancement of faba bean competitive ability by arbuscular mycorrhizal fungi is highly correlated with dynamic nutrient acquisition by competing wheat

PubMed Central

Qiao, Xu; Bei, Shuikuan; Li, Chunjie; Dong, Yan; Li, Haigang; Christie, Peter; Zhang, Fusuo; Zhang, Junling

2015-01-01

The mechanistic understanding of the dynamic processes linking nutrient acquisition and biomass production of competing individuals can be instructive in optimizing intercropping systems. Here, we examine the effect of inoculation with Funneliformis mosseae on competitive dynamics between wheat and faba bean. Wheat is less responsive to mycorrhizal inoculation. Both inoculated and uninoculated wheat attained the maximum instantaneous N and P capture approximately five days before it attained the maximum instantaneous biomass production, indicating that wheat detected the competitor and responded physiologically to resource limitation prior to the biomass response. By contrast, the instantaneous N and P capture by uninoculated faba bean remained low throughout the growth period, and plant growth was not significantly affected by competing wheat. However, inoculation substantially enhanced biomass production and N and P acquisition of faba bean. The exudation of citrate and malate acids and acid phosphatase activity were greater in mycorrhizal than in uninoculated faba bean, and rhizosphere pH tended to decrease. We conclude that under N and P limiting conditions, temporal separation of N and P acquisition by competing plant species and enhancement of complementary resource use in the presence of AMF might be attributable to the competitive co-existence of faba bean and wheat. PMID:25631933

Enhancement of faba bean competitive ability by arbuscular mycorrhizal fungi is highly correlated with dynamic nutrient acquisition by competing wheat.

PubMed

Qiao, Xu; Bei, Shuikuan; Li, Chunjie; Dong, Yan; Li, Haigang; Christie, Peter; Zhang, Fusuo; Zhang, Junling

2015-01-29

The mechanistic understanding of the dynamic processes linking nutrient acquisition and biomass production of competing individuals can be instructive in optimizing intercropping systems. Here, we examine the effect of inoculation with Funneliformis mosseae on competitive dynamics between wheat and faba bean. Wheat is less responsive to mycorrhizal inoculation. Both inoculated and uninoculated wheat attained the maximum instantaneous N and P capture approximately five days before it attained the maximum instantaneous biomass production, indicating that wheat detected the competitor and responded physiologically to resource limitation prior to the biomass response. By contrast, the instantaneous N and P capture by uninoculated faba bean remained low throughout the growth period, and plant growth was not significantly affected by competing wheat. However, inoculation substantially enhanced biomass production and N and P acquisition of faba bean. The exudation of citrate and malate acids and acid phosphatase activity were greater in mycorrhizal than in uninoculated faba bean, and rhizosphere pH tended to decrease. We conclude that under N and P limiting conditions, temporal separation of N and P acquisition by competing plant species and enhancement of complementary resource use in the presence of AMF might be attributable to the competitive co-existence of faba bean and wheat.

5 CFR 412.401 - Continuing executive development.

Code of Federal Regulations, 2011 CFR

2011-01-01

... participation in short-term and longer-term experiences, meet organizational needs for leadership, managerial improvement, and organizational results; (2) Address enhancement of existing executive competencies and such other competencies as will strengthen the executive's performance; (3) Outline developmental...

The "Globularization Hypothesis" of the Language-ready Brain as a Developmental Frame for Prosodic Bootstrapping Theories of Language Acquisition.

PubMed

Irurtzun, Aritz

2015-01-01

In recent research (Boeckx and Benítez-Burraco, 2014a,b) have advanced the hypothesis that our species-specific language-ready brain should be understood as the outcome of developmental changes that occurred in our species after the split from Neanderthals-Denisovans, which resulted in a more globular braincase configuration in comparison to our closest relatives, who had elongated endocasts. According to these authors, the development of a globular brain is an essential ingredient for the language faculty and in particular, it is the centrality occupied by the thalamus in a globular brain that allows its modulatory or regulatory role, essential for syntactico-semantic computations. Their hypothesis is that the syntactico-semantic capacities arise in humans as a consequence of a process of globularization, which significantly takes place postnatally (cf. Neubauer et al., 2010). In this paper, I show that Boeckx and Benítez-Burraco's hypothesis makes an interesting developmental prediction regarding the path of language acquisition: it teases apart the onset of phonological acquisition and the onset of syntactic acquisition (the latter starting significantly later, after globularization). I argue that this hypothesis provides a developmental rationale for the prosodic bootstrapping hypothesis of language acquisition (cf. i.a. Gleitman and Wanner, 1982; Mehler et al., 1988, et seq.; Gervain and Werker, 2013), which claim that prosodic cues are employed for syntactic parsing. The literature converges in the observation that a large amount of such prosodic cues (in particular, rhythmic cues) are already acquired before the completion of the globularization phase, which paves the way for the premises of the prosodic bootstrapping hypothesis, allowing babies to have a rich knowledge of the prosody of their target language before they can start parsing the primary linguistic data syntactically.

Developmental Trajectory of Number Acuity Reveals a Severe Impairment in Developmental Dyscalculia

ERIC Educational Resources Information Center

Piazza, Manuela; Facoetti, Andrea; Trussardi, Anna Noemi; Berteletti, Ilaria; Conte, Stefano; Lucangeli, Daniela; Dehaene, Stanisalas; Zorzi, Marco

2010-01-01

Developmental dyscalculia is a learning disability that affects the acquisition of knowledge about numbers and arithmetic. It is widely assumed that numeracy is rooted on the "number sense", a core ability to grasp numerical quantities that humans share with other animals and deploy spontaneously at birth. To probe the links between number sense…

[Modeling developmental aspects of sensorimotor control of speech production].

PubMed

Kröger, B J; Birkholz, P; Neuschaefer-Rube, C

2007-05-01

Detailed knowledge of the neurophysiology of speech acquisition is important for understanding the developmental aspects of speech perception and production and for understanding developmental disorders of speech perception and production. A computer implemented neural model of sensorimotor control of speech production was developed. The model is capable of demonstrating the neural functions of different cortical areas during speech production in detail. (i) Two sensory and two motor maps or neural representations and the appertaining neural mappings or projections establish the sensorimotor feedback control system. These maps and mappings are already formed and trained during the prelinguistic phase of speech acquisition. (ii) The feedforward sensorimotor control system comprises the lexical map (representations of sounds, syllables, and words of the first language) and the mappings from lexical to sensory and to motor maps. The training of the appertaining mappings form the linguistic phase of speech acquisition. (iii) Three prelinguistic learning phases--i. e. silent mouthing, quasi stationary vocalic articulation, and realisation of articulatory protogestures--can be defined on the basis of our simulation studies using the computational neural model. These learning phases can be associated with temporal phases of prelinguistic speech acquisition obtained from natural data. The neural model illuminates the detailed function of specific cortical areas during speech production. In particular it can be shown that developmental disorders of speech production may result from a delayed or incorrect process within one of the prelinguistic learning phases defined by the neural model.

Does Colour Preference Have a Role in Colour Term Acquisition?

ERIC Educational Resources Information Center

Pitchford, Nicola J.; Davis, Emma E.; Scerif, Gaia

2009-01-01

A developmental association exists between colour preference and emerging colour term acquisition in young children. Colour preference might influence colour term acquisition by directing attention towards or away from a particular colour, making it more or less memorable. To investigate the role that colour preference may have in the acquisition…

Consonant Cluster Acquisition by L2 Thai Speakers

ERIC Educational Resources Information Center

Rungruang, Apichai

2017-01-01

Attempts to account for consonant cluster acquisition are always made into two aspects. One is transfer of the first language (L1), and another is markedness effects on the developmental processes in second language acquisition. This study has continued these attempts by finding out how well Thai university students were able to perceive English…

48 CFR 19.602-4 - Awarding the contract.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Awarding the contract. 19.602-4 Section 19.602-4 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility...

Association of Self-Perceived Physical Competence and Leisure-Time Physical Activity in Childhood--A Follow-Up Study

ERIC Educational Resources Information Center

Hamari, Lotta; Heinonen, Olli J.; Aromaa, Minna; Asanti, Riitta; Koivusilta, Leena; Koski, Pasi; Laaksonen, Camilla; Matomäki, Jaakko; Pahkala, Katja; Pakarinen, Anni; Suominen, Sakari; Salanterä, Sanna

2017-01-01

Background: The basis of self-perceived physical competence is built in childhood and school personnel have an important role in this developmental process. We investigated the association between initial self-perceived physical competence and reported leisure-time physical activity (LTPA) longitudinally in 10-, 12-, and 15-year-old children.…

Child Care Providers' Competence and Confidence in Referring Children at Risk for Developmental Delays

ERIC Educational Resources Information Center

Branson, Diane; Bingham, Ann

2017-01-01

Despite the benefits of early intervention for children, the majority of children with developmental delays are not identified prior to the age of 5 years. Child care providers could aid in recognition of children at risk for developmental delays; however, there is little research on this topic. This article reports on a qualitative research study…

Follicular progesterone concentrations and messenger RNA expression of MATER and OCT-4 in immature bovine oocytes as predictors of developmental competence.

PubMed

Urrego, R; Herrera-Puerta, E; Chavarria, N A; Camargo, O; Wrenzycki, C; Rodriguez-Osorio, N

2015-04-15

The ability of bovine embryos to develop to the blastocyst stage and to implant and generate healthy offspring depends greatly on the competence of the oocyte. Oocyte competence is attributed to its close communication with the follicular environment and to its capacity to synthesize and store substantial amounts of messenger RNA. Higher developmental competence of bovine oocytes has been associated with both the expression of a cohort of developmental genes and the concentration of sex steroids in the follicular fluid. The aim of this study was to identify differences in the expression of FST in cumulus cells and OCT-4 and MATER in oocytes and the influence of the follicular progesterone and follicular estrogen concentration on the competence of bovine oocytes retrieved 30 minutes or 4 hours after slaughter. Cumulus-oocyte complexes (COCs) were left in postmortem ovaries for 30 minutes (group I) or 4 hours (group II) at 30 °C. Aspirated oocytes were then subjected to IVM, IVF, and IVC or were evaluated for MATER and OCT-4 messenger RNA abundance by quantitative real-time polymerase chain reaction. Total RNA was isolated from pools of 100 oocytes for each experimental replicate. Progesterone and estradiol concentration in follicular fluid was evaluated by immunoassay using an IMMULITE 2000 analyzer. Three repeats of in vitro embryo production were performed with a total of 455 (group I) and 470 (group II) COCs. There were no significant differences between the cleavage rates (72 hours postinsemination [hpi]) between both groups (63.5% vs. 69.1%). However, blastocyst (168 hpi) and hatching (216 hpi) rates were higher (P < 0.05) in group II compared with those of group I (21.3% vs. 30.7% and 27.6% vs. 51.5%, respectively). Group II oocytes exhibited the highest MATER and OCT-4 abundance (P < 0.05). Follicular estradiol concentration was not different between both the groups, whereas the progesterone concentration was lower (P ≤ 0.05) in group II follicles. These results indicate that retrieving COCs 4 hours after slaughter could increase bovine in vitro developmental competence, which is linked to higher levels of oocyte MATER and OCT-4 transcripts and lower follicular progesterone concentration. Moreover, the results of the present study contribute to the identification of factors involved in the developmental competence of immature oocytes. Copyright © 2015 Elsevier Inc. All rights reserved.

Metaphorical Competence: A Neglected Component of Communicative Competence

ERIC Educational Resources Information Center

Sabet, Masoud Khalili; Tavakoli, Marjaneh

2016-01-01

The ability to comprehend and use metaphors in L2 which is referred to as metaphorical competence is an important issue in second language acquisition. Metaphors are so pervasive in our life that we might not realize their presence and simply neglect them even in our first language. Different models of communicative competence have been suggested…

DISCRIMINATION ACQUISITION IN CHILDREN WITH DEVELOPMENTAL DISABILITIES UNDER IMMEDIATE AND DELAYED REINFORCEMENT

PubMed Central

Sy, Jolene R.; Vollmer, Timothy R.

2012-01-01

We evaluated the discrimination acquisition of individuals with developmental disabilities under immediate and delayed reinforcement. In Experiment 1, discrimination between two alternatives was examined when reinforcement was immediate or delayed by 20 s, 30 s, or 40 s. In Experiment 2, discrimination between 2 alternatives was compared across an immediate reinforcement condition and a delayed reinforcement condition in which subjects could respond during the delay. In Experiment 3, discrimination among 4 alternatives was compared across immediate and delayed reinforcement. In Experiment 4, discrimination between 2 alternatives was examined when reinforcement was immediate and 0-s or 30-s intertrial intervals (ITI) were programmed. For most subjects, discrimination acquisition occurred under immediate reinforcement. However, for some subjects, introducing delays slowed or prevented discrimination acquisition under some conditions. Results from Experiment 4 suggest that longer ITIs cannot account for the lack of discrimination under delayed reinforcement. PMID:23322925

Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities.

PubMed

Brooks, B A; Floyd, F; Robins, D L; Chan, W Y

2015-07-01

Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill acquisition. Participation in social activities is positively related to children's social adjustment, but little is known about the benefits of activity participation for children with intellectual and specific learning disabilities. This study investigated the association between frequency and type of social activity participation and the social competence of 8-11-year-old children with intellectual disability (n = 40) and specific learning disabilities (n = 53), in comparison with typically developing peers (n = 24). More time involved in unstructured activities, but not structured activities, was associated with higher levels of social competence for all children. This association was strongest for children with intellectual disability, suggesting that participation in unstructured social activities was most beneficial for these children. Future research on the quality of involvement is necessary to further understand specific aspects of unstructured activities that might facilitate social development. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Language complexity modulates 8- and 10-year-olds' success at using their theory of mind abilities in a communication task.

PubMed

Wang, J Jessica; Ali, Muna; Frisson, Steven; Apperly, Ian A

2016-09-01

Basic competence in theory of mind is acquired during early childhood. Nonetheless, evidence suggests that the ability to take others' perspectives in communication improves continuously from middle childhood to the late teenage years. This indicates that theory of mind performance undergoes protracted developmental changes after the acquisition of basic competence. Currently, little is known about the factors that constrain children's performance or that contribute to age-related improvement. A sample of 39 8-year-olds and 56 10-year-olds were tested on a communication task in which a speaker's limited perspective needed to be taken into account and the complexity of the speaker's utterance varied. Our findings showed that 10-year-olds were generally less egocentric than 8-year-olds. Children of both ages committed more egocentric errors when a speaker uttered complex sentences compared with simple sentences. Both 8- and 10-year-olds were affected by the demand to integrate complex sentences with the speaker's limited perspective and to a similar degree. These results suggest that long after children's development of simple visual perspective-taking, their use of this ability to assist communication is substantially constrained by the complexity of the language involved. Copyright © 2015 Elsevier Inc. All rights reserved.

What Mathematical Competencies Are Needed for Success in College.

ERIC Educational Resources Information Center

Garofalo, Joe

1990-01-01

Identifies requisite math skills for a microeconomics course, offering samples of supply curves, demand curves, equilibrium prices, elasticity, and complex graph problems. Recommends developmental mathematics competencies, including problem solving, reasoning, connections, communication, number and operation sense, algebra, relationships,…

Milrinone treatment of bovine oocytes during in vitro maturation benefits production of nuclear transfer embryos by improving enucleation rate and developmental competence.

PubMed

Naruse, Kenji; Iga, Kosuke; Shimizu, Manabu; Takenouchi, Naoki; Akagi, Satoshi; Somfai, Tamas; Hirao, Yuji

2012-01-01

In the production of cattle nuclear transfer embryos, the production efficiency is affected by the oocyte developmental competence and successful enucleation rate. This study investigated the effect of treating oocytes with milrinone, a phosphodiesterase inhibitor, on these two characteristics. When cumulus-oocyte complexes (COCs) were cultured for 19 h with 0, 50 or 100 μM of milrinone, the enucleation rate was significantly improved by 100 μM milrinone. However, milrinone treatment during in vitro maturation (IVM) also delayed meiotic progression by at least 2 h, which would affect the examination of enucleation rate and developmental competence of oocytes. Thus, in the second experiment, meiotic resumption was temporarily inhibited with butyrolactone I (BL-I; 100 μM, 18 h) to decrease the delayed maturation caused by milrinone; this enabled a more accurate comparison of the effects of milrinone after oocyte maturation. In nuclear transfer embryo production, oocytes treated with milrinone (100 μM, 20 h) showed a significantly higher rate of enucleation compared with that of control oocytes. This improved enucleation rate was associated with a closer location of the metaphase plate to the first polar body in the treated oocytes compared with that in control oocytes. Furthermore, milrinone improved the frequency of development to the blastocyst stage in the resulting embryos. In conclusion, milrinone supplementation during IVM improved enucleation rates by rendering the metaphase plate in close proximity to the first polar body, and this treatment also improved oocyte developmental competence. These benefits additively improved the yield of cloned embryos that developed to the blastocyst stage.

International Service-Learning: Students' Personal Challenges and Intercultural Competence

ERIC Educational Resources Information Center

Nickols, Sharon Y.; Rothenberg, Nancy J.; Moshi, Lioba; Tetloff, Meredith

2013-01-01

International service-learning offers students a complex cluster of educational opportunities that include cultural competency acquisition combined with professional development. An interdisciplinary program in a remote area of Tanzania revealed that the journey toward competence can be an arduous one. Drawing from students' reflections in…

Interdisciplinary Robotics Project for First-Year Engineering Degree Students

ERIC Educational Resources Information Center

Aznar, Mercedes; Zacarés, José; López, Jaime; Sánchez, Rafael; Pastor, José M.; Llorca, Jaume

2015-01-01

The acquisition of both transversal and specific competences cannot be achieved using conventional methodologies. New methodologies must be applied that promote the necessary competences for proper professional development. Interdisciplinary projects can be a suitable tool for competence-based learning. A priori, this might be complicated, as…

Operational Test and Evaluation Manual

DTIC Science & Technology

2011-06-28

Fiscal Office manages all funds received throughout the year for Operations and Maintenance Marine Corps (O&MMC); Research , Development, Test, and... Research , Development, and Acquisition) Assistant Secretary of the Navy ( Research , Development, and Acquisition) (ASN (RDA)) is the DOD’s Component...entire acquisition cycle (SECNAV 2008). This accumulation of data starts with early research and developmental testing and Other tests and

What's Skill Got to Do With It? A Developmental Approach to Promoting Physical Activity in Urban Youths

ERIC Educational Resources Information Center

Goodway, Jacqueline D.

2009-01-01

Little attention has been given to the developmental process of "how children learn to move" and the changing role that emerging motor competence may play in children and youths' physical activity levels as they grow. But we need to recognize that there is a developmental trajectory to physical activity and the factors that affect it if we are…

Eliminating the Competency Presumption in Juvenile Delinquency Cases.

PubMed

Katner, David R

2015-01-01

The legal presumption used in virtually all juvenile delinquency cases in the U.S. is that all juveniles are competent to stand trial. This Article calls for the elimination of that legal presumption, which is historically based on the Dusky v. United States decision and in the adult criminal justice system. The recent decisions of the U.S. Supreme Court recognize the developmental and organic brain differences between adults and juveniles. Current research demonstrates a higher frequency rate of incompetence based on intellectual deficiencies among children when compared with adults found to be not legally competent to stand trial. By eliminating the competency presumption for juveniles in both delinquency and adult criminal proceedings, the party seeking an adjudication would be responsible for establishing that the accused juvenile is in fact, competent to stand trial. Foreign jurisdictions in Europe, Asia, Africa, and South America have long required higher thresholds--at least fourteen years of age--for holding juveniles accountable for criminal misconduct, none of them presuming that juveniles are competent to go to trial. In the alternative, by expanding the factors currently in use for determination of juvenile competency by adding developmental immaturity and mental illness, juvenile justice systems could identify the reduction of recidivist offending as the primary systemic objective.

New Directions in Library and Information Science Education. Final Report. Volume 2.9: Archivist/Museum Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by information professionals working in an archive or museum. The activities and competencies are organized according to the functions which information professionals in archives or museums perform: acquisitions; cataloging/indexing; reference; exhibit management; and…

New Directions in Library and Information Science Education. Final Report. Volume 2.7: Information Center/Clearinghouse Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by information professionals working in an information center/clearinghouse. The activities and competencies are organized according to the functions which information center professionals perform: acquisitions; thesaurus development and control; indexing/abstracting;…

New Directions in Library and Information Science Education. Final Report. Volume 2.1: Academic Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by librarians working in an academic library. The activities and competencies are organized according to the functions which academic librarians perform: acquisitions; cataloging; circulation and reader services; collection maintenance; interlibrary loan; management; reference;…

New Directions in Library and Information Science Education. Final Report. Volume 2.4: Special Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by librarians working in a special library. The activities and competencies are organized according to the functions which special librarians perform: acquisitions; cataloging; circulation and user services; collection maintenance; interlibrary loan; management; reference; and…

New Directions in Library and Information Science Education. Final Report. Volume 2.2: Public Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by librarians working in a public library. The activities and competencies are organized according to the functions which public librarians perform: acquisitions; cataloging; circulation and reader services; collection maintenance; interlibrary loan; management; reference; and…

New Directions in Library and Information Science Education. Final Report. Volume 2.3: School Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by librarians working in a school library. The activities and competencies are organized according to the functions which school librarians perform: acquisitions; cataloging; circulation and reader services; collection maintenance; interlibrary loan; management; reference; and…

Scalar Implicatures in Child Language: Give Children a Chance

ERIC Educational Resources Information Center

Foppolo, Francesca; Guasti, Maria Teresa; Chierchia, Gennaro

2012-01-01

Children's pragmatic competence in deriving conversational implicatures (and scalar implicatures in particular) offers an intriguing standpoint to explore how developmental, methodological, and purely theoretical perspectives interact and feed each other. In this paper, we focus mainly on developmental and methodological issues, showing that…

A Learning Framework for Development.

ERIC Educational Resources Information Center

Chi, Michelene T. H.; Rees, Ernest T.

1983-01-01

Responding to recent advances in developmental and cognitive science research on knowledge acquisition, this report presents a theoretical framework for analyzing cognitive development as a process of learning. The first section summarizes three developmental characteristics recognized in both the Piagetian and the quantita experimental tradition:…

48 CFR 1852.223-71 - Frequency authorization.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Frequency authorization... obtained by the Contractor or subcontractor in need thereof. (b) For any experimental, developmental, or... device to the Contracting Officer during the initial planning, experimental, or developmental phase of...

Raising the bar for the care of seriously ill patients: results of a national survey to define essential palliative care competencies for medical students and residents.

PubMed

Schaefer, Kristen G; Chittenden, Eva H; Sullivan, Amy M; Periyakoil, Vyjeyanth S; Morrison, Laura J; Carey, Elise C; Sanchez-Reilly, Sandra; Block, Susan D

2014-07-01

Given the shortage of palliative care specialists in the United States, to ensure quality of care for patients with serious, life-threatening illness, generalist-level palliative care competencies need to be defined and taught. The purpose of this study was to define essential competencies for medical students and internal medicine and family medicine (IM/FM) residents through a national survey of palliative care experts. Proposed competencies were derived from existing hospice and palliative medicine fellowship competencies and revised to be developmentally appropriate for students and residents. In spring 2012, the authors administered a Web-based, national cross-sectional survey of palliative care educational experts to assess ratings and rankings of proposed competencies and competency domains. The authors identified 18 comprehensive palliative care competencies for medical students and IM/FM residents, respectively. Over 95% of survey respondents judged the competencies as comprehensive and developmentally appropriate (survey response rate = 72%, 71/98). Using predefined cutoff criteria, experts identified 7 medical student and 13 IM/FM resident competencies as essential. Communication and pain/symptom management were rated as the most critical domains. This national survey of palliative care experts defines comprehensive and essential palliative care competencies for medical students and IM/FM residents that are specific, measurable, and can be used to report educational outcomes; provide a sequence for palliative care curricula in undergraduate and graduate medical education; and highlight the importance of educating medical trainees in communication and pain management. Next steps include seeking input and endorsement from stakeholders in the broader medical education community.

Human Factors Design Guide For Acquisition of Commercial-Off-The-Shelf Subsystems, Non-Developmental Items, and Developmental Systems

DOT National Transportation Integrated Search

1996-01-15

The Human Factors Design Guide (HFDG) provides reference information to assist : in the selection, analysis, design, development, and evaluation of new and m : odified Federal Aviation Administration (FAA) systems and equipment. A : preliminary editi...

A developmental analysis of certain Piagetian concepts among some Nigerian children

NASA Astrophysics Data System (ADS)

Ehindero, O. J.

The concepts of distance, area, and the coordinate reference systems were investigated in relation to the displacement volume task among 300 randomly selected primary and high school children in Nigeria. Piaget and Inhelder (1971) theorized a developmental progression in the acquisition of these concepts among Genevan children, and a number of studies have confirmed pancultural stability in the acquisition of these concepts. Four tasks were used to investigate the acquistion of these concepts developmentally, and the data obtained were analyzed by the chi-square, Pearson correlation coefficient and the 50% success criterion suggested by Laurendea and Pinard (1962, 1970). The data confirmed Piaget's theorizing but when compared with similar studies in Europe and America (Lovell (1971), Dasen (1972), & Karplus et al. (1977), a developmental lag of about two years was observed among the Nigerian Ss. The concept of horizontal decalages was discussed in relation to the data including some implications for science teaching particularly in developing countries.

Scriptaid and 5-aza-2'deoxycytidine enhanced expression of pluripotent genes and in vitro developmental competence in interspecies Black-footed cat cloned embryos

USGS Publications Warehouse

Gómez, M. C.; Biancardi, M.N.; Jenkins, J.A.; Dumas, C.; Galiguis, J.; Wang, G.; Earle Pope, C.

2012-01-01

Somatic cell nuclear transfer offers the possibility of preserving endangered species including the black-footed cat, which is threatened with extinction. The effectiveness and efficiency of somatic cell nuclear transfer (SCNT) depends on a variety of factors, but 'inappropriate epigenetic reprogramming of the transplanted nucleus is the primary cause of the developmental failure of cloned embryos. Abnormal epigenetic events such as DNA methylation and histone modifications during SCNT perturb the expression of imprinted and pluripotent-related genes that, consequently, may result in foetal and neonatal abnormalities. We have demonstrated that pregnancies can be established after transfer of black-footed cat cloned embryos into domestic cat recipients, but none of the implanted embryos developed to term and the foetal failure has been associated to aberrant reprogramming in cloned embryos. There is growing evidence that modifying the epigenetic pattern of the chromatin template of both donor cells and reconstructed embryos with a combination of inhibitors of histone deacetylases and DNA methyltransferases results in enhanced gene reactivation and improved in vitro and in vivo developmental competence. Epigenetic modifications of the chromatin template of black-footed cat donor cells and reconstructed embryos with epigenetic-modifying compounds enhanced in vitro development, and regulated the expression of pluripotent genes, but these epigenetic modifications did not improve in vivo developmental competence.

48 CFR 2527.7002 - NSF patent policy.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true NSF patent policy. 2527.7002 Section 2527.7002 Federal Acquisition Regulations System NATIONAL SCIENCE FOUNDATION GENERAL... Department of Commerce in all its funding agreements for the performance of experimental, developmental, or...

Adaptive Competency Acquisition: Whey LPN-to-AND Career Mobility Education Programs Work.

ERIC Educational Resources Information Center

Coyle-Rogers, Patricia G.

2001-01-01

Scores on an adaptive competency profile for 30 Licensed Practical Nurse graduate candidates and 41 second-level Associate Degree in Nursing candidates indicated that there was no significant difference between the two groups. Results suggest that a variety of educational backgrounds foster development of nursing competence. (Contains 23…

New Directions in Library and Information Science Education. Final Report. Volume 2.10: Information Analysis Center Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by information professionals working in an information analysis center. The activities and competencies are organized according to the functions which information professionals in such centers perform: acquisitions; indexing/abstracting; reference; information analysis research;…

New Directions in Library and Information Science Education. Final Report. Volume 2.5: Database Producer Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by librarians working in a database producer organization. The activities and competencies are organized according to the functions which these librarians perform: acquisitions; thesaurus development and control; indexing/abstracting; and publications and product management.…

A Competency Model for Higher Education: An Assessment Based on Placements

ERIC Educational Resources Information Center

Gómez, Mar; Aranda, Evangelina; Santos, Jesús

2017-01-01

The European Higher Education Area, which is based on competency acquisition, has led to changes in teaching methods and student evaluations. In this new context, placements represent the best university-business connection for the development of competencies and integration of students into the employment market. Therefore, the primary objective…

Increasing Competition for Spares within AFLC (Air Force Logistics Center). Revision.

DTIC Science & Technology

1982-11-30

Managers 45 On Competing the Production of Weapon Systems 46 Sole Source and Competitive Price Trends in Spare Parts Acquisition 47 Controlled...future directions in research and policy . 3- TOPIC: Acquisition TYPE: AFIT Thesis TITLE: Spares Acquisition Integrated with Production and Its...evaluate Air Force management policies , procedures, practices, and controls over the acquisition and pricing of spare parts. Specific objectives

Switching on Flowers: Transient LEAFY Induction Reveals Novel Aspects of the Regulation of Reproductive Development in Arabidopsis

PubMed Central

Wagner, Doris; Meyerowitz, Elliot M.

2011-01-01

Developmental fate decisions in cell populations fundamentally depend on at least two parameters: a signal that is perceived by the cell and the intrinsic ability of the cell to respond to the signal. The same regulatory logic holds for phase transitions in the life cycle of an organism, for example the switch to reproductive development in flowering plants. Here we have tested the response of the monocarpic plant species Arabidopsis thaliana to a signal that directs flower formation, the plant-specific transcription factor LEAFY (LFY). Using transient steroid-dependent LEAFY (LFY) activation in lfy null mutant Arabidopsis plants, we show that the plant’s competence to respond to the LFY signal changes during development. Very early in the life cycle, the plant is not competent to respond to the signal. Subsequently, transient LFY activation can direct primordia at the flanks of the shoot apical meristem to adopt a floral fate. Finally, the plants acquire competence to initiate the flower-patterning program in response to transient LFY activation. Similar to a perennial life strategy, we did not observe reprogramming of all primordia after perception of the transient signal, instead only a small number of meristems responded, followed by reversion to the prior developmental program. The ability to initiate flower formation and to direct flower patterning in response to transient LFY upregulation was dependent on the known direct LFY target APETALA1 (AP1). Prolonged LFY or activation could alter the developmental gradient and bypass the requirement for AP1. Prolonged high AP1 levels, in turn, can also alter the plants’ competence. Our findings shed light on how plants can fine-tune important phase transitions and developmental responses. PMID:22639600

Effect of the time interval between fusion and activation on epigenetic reprogramming and development of bovine somatic cell nuclear transfer embryos.

PubMed

Liu, Jun; Wang, Yongsheng; Su, Jianmin; Wang, Lijun; Li, Ruizhe; Li, Qian; Wu, Yongyan; Hua, Song; Quan, Fusheng; Guo, Zekun; Zhang, Yong

2013-04-01

Previous studies have shown that the time interval between fusion and activation (FA interval) play an important role in nuclear remodeling and in vitro development of somatic cell nuclear transfer (SCNT) embryos. However, the effects of FA interval on the epigenetic reprogramming and in vivo developmental competence of SCNT embryos remain unknown. In the present study, the effects of different FA intervals (0 h, 2 h, and 4 h) on the epigenetic reprogramming and developmental competence of bovine SCNT embryos were assessed. The results demonstrated that H3 lysine 9 (H3K9ac) levels decreased rapidly after fusion in all three groups. H3K9ac was practically undetectable 2 h after fusion in the 2-h and 4-h FA interval groups. However, H3K9ac was still evidently detectable in the 0-h FA interval group. The H3K9ac levels increased 10 h after fusion in all three groups, but were higher in the 2-h and 4-h FA interval groups than that in the 0-h FA interval group. The methylation levels of the satellite I region in day-7 blastocysts derived from the 2-h or 4-h FA interval groups was similar to that of in vitro fertilization blastocysts and is significantly lower than that of the 0-h FA interval group. SCNT embryos derived from 2-h FA interval group showed higher developmental competence than those from the 0-h and 4-h FA interval groups in terms of cleavage rate, blastocyst formation rate, apoptosis index, and pregnancy and calving rates. Hence, the FA interval is an important factor influencing the epigenetic reprogramming and developmental competence of bovine SCNT embryos.

Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies.

PubMed

Vanbinst, Kiran; Ceulemans, Eva; Peters, Lien; Ghesquière, Pol; De Smedt, Bert

2018-02-01

Although symbolic numerical magnitude processing skills are key for learning arithmetic, their developmental trajectories remain unknown. Therefore, we delineated during the first 3years of primary education (5-8years of age) groups with distinguishable developmental trajectories of symbolic numerical magnitude processing skills using a model-based clustering approach. Three clusters were identified and were labeled as inaccurate, accurate but slow, and accurate and fast. The clusters did not differ in age, sex, socioeconomic status, or IQ. We also tested whether these clusters differed in domain-specific (nonsymbolic magnitude processing and digit identification) and domain-general (visuospatial short-term memory, verbal working memory, and processing speed) cognitive competencies that might contribute to children's ability to (efficiently) process the numerical meaning of Arabic numerical symbols. We observed minor differences between clusters in these cognitive competencies except for verbal working memory for which no differences were observed. Follow-up analyses further revealed that the above-mentioned cognitive competencies did not merely account for the cluster differences in children's development of symbolic numerical magnitude processing skills, suggesting that other factors account for these individual differences. On the other hand, the three trajectories of symbolic numerical magnitude processing revealed remarkable and stable differences in children's arithmetic fact retrieval, which stresses the importance of symbolic numerical magnitude processing for learning arithmetic. Copyright © 2017 Elsevier Inc. All rights reserved.

Can attachment and peer relation constructs predict anxiety in ethnic minority youths? A longitudinal exploratory study.

PubMed

Esbjørn, Barbara Hoff; Breinholst, Sonja; Kriss, Alexander; Hald, Helle Hindhede; Steele, Howard

2015-01-01

Anxiety is the most prevalent psychiatric disturbance in childhood effecting typically 15-20% of all youth. It has been associated with attachment insecurity and reduced competence in peer relations. Prior work has been limited by including mainly White samples, relying on questionnaires, and applying a cross-sectional design. The present study addressed these limitations by considering how at-risk non-White youth (n = 34) responded to the Friends and Family Interview (FFI) in middle childhood and how this linked up with anxiety symptoms and an anxiety diagnosis three years later in early adolescence. Five dimensions of secure attachment, namely, (i) to mother, (ii) to father, (iii) coherence, (iv) developmental understanding, and (v) social competence and quality of contact with best friend in middle childhood, were found to correlate significantly (and negatively) with self-reported anxiety symptoms. Linear regression results showed independent influences of female gender, and (low) quality of best friend contact as the most efficient model predicting anxiety symptoms. Logistic regression results suggested a model that included female gender, low social competence, and immature developmental understanding as efficient predictors of an anxiety diagnosis, evident in only 18% of the sample. These results point to the usefulness of after-school programs for at-risk minority youth in promoting peer competence, developmental awareness, and minimizing anxiety difficulties.

Adult Bronchoscopy Training

PubMed Central

Wahidi, Momen M.; Read, Charles A.; Buckley, John D.; Addrizzo-Harris, Doreen J.; Shah, Pallav L.; Herth, Felix J. F.; de Hoyos Parra, Alberto; Ornelas, Joseph; Yarmus, Lonny; Silvestri, Gerard A.

2015-01-01

BACKGROUND: The determination of competency of trainees in programs performing bronchoscopy is quite variable. Some programs provide didactic lectures with hands-on supervision, other programs incorporate advanced simulation centers, whereas others have a checklist approach. Although no single method has been proven best, the variability alone suggests that outcomes are variable. Program directors and certifying bodies need guidance to create standards for training programs. Little well-developed literature on the topic exists. METHODS: To provide credible and trustworthy guidance, rigorous methodology has been applied to create this bronchoscopy consensus training statement. All panelists were vetted and approved by the CHEST Guidelines Oversight Committee. Each topic group drafted questions in a PICO (population, intervention, comparator, outcome) format. MEDLINE data through PubMed and the Cochrane Library were systematically searched. Manual searches also supplemented the searches. All gathered references were screened for consideration based on inclusion criteria, and all statements were designated as an Ungraded Consensus-Based Statement. RESULTS: We suggest that professional societies move from a volume-based certification system to skill acquisition and knowledge-based competency assessment for trainees. Bronchoscopy training programs should incorporate multiple tools, including simulation. We suggest that ongoing quality and process improvement systems be introduced and that certifying agencies move from a volume-based certification system to skill acquisition and knowledge-based competency assessment for trainees. We also suggest that assessment of skill maintenance and improvement in practice be evaluated regularly with ongoing quality and process improvement systems after initial skill acquisition. CONCLUSIONS: The current methods used for bronchoscopy competency in training programs are variable. We suggest that professional societies and certifying agencies move from a volume- based certification system to a standardized skill acquisition and knowledge-based competency assessment for pulmonary and thoracic surgery trainees. PMID:25674901

An Instruction Support System for Competency-Based Programs.

ERIC Educational Resources Information Center

Singh, Jane M.; And Others

This report discusses the Pennsylvania State University Instruction Support System (ISS) designed to meet the needs of large classes for competency-based teacher education (CBTE) programs. The ISS seven-step hierarchical developmental procedure is reported to free the instructor for specialized instruction and evaluation by utilizing a…

Working with Conflict in Clinical Supervision: Wise Supervisors' Perspectives

ERIC Educational Resources Information Center

Nelson, Mary Lee; Barnes, Kristin L.; Evans, Amelia L.; Triggiano, Patrick J.

2008-01-01

Eight female and 4 male supervisors identified by professional peers as highly competent were interviewed about experiences of conflict in supervision and their dependable strategies for managing it. Highly competent supervisors were open to conflict and interpersonal processing, willing to acknowledge shortcomings, developmentally oriented, and…

Emotional Competence and Its Influences on Teaching and Learning

ERIC Educational Resources Information Center

Garner, Pamela W.

2010-01-01

This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher education, this review also discusses the role of teachers in socializing students' emotions…

Attempts at Defining Interpersonal Competencies.

ERIC Educational Resources Information Center

Baird, Leonard L.

This review was intended to identify generic skills in interpersonal relations and to examine the implications of research for attempts to assess these skills. Using a developmental framework, three areas of research were reviewed: the social development of children and adolescents, clinical studies of interpersonal competence, and studies of…

Observing Change in the Family Therapy Supervisory Relationship.

ERIC Educational Resources Information Center

Moy, Caryl T.; Goodman, Earl O.

A common assumption in family therapy supervision is that the relationship between supervisor and supervisee changes over time, following a developmental continuum from the tentative competency of the supervisee as a therapist to relative competency. In particular, Ard (1973) theorizes that supervisees and supervisors move steadily together…

Instructors' Evaluation as an Instrument to Improve Performance and Determine Competence

ERIC Educational Resources Information Center

Laei, Soosan; Abdi, Ali; Karamaerouz, Mohamad Javad; Shirkhani, Nassim

2014-01-01

Experts in human resources management have suggested common objectives for evaluating performance of all organizations, including motivation and improvement of staff performance, identification of competence and skills, identification of educational needs and developmental contexts, etc. Achievement to these objectives is -a responsibility of…

Wessex Studies in Special Education: 4.

ERIC Educational Resources Information Center

Jackson, Robin, Ed.

Six papers examine aspects of special education and rehabilitation of developmentally handicapped persons. The first, "Legal and Human Rights of the Developmentally Handicapped Person" by N. Marlett examines issues in the protection of legal rights and the nature of competence. R. Davies and P. Johnson follow with an analysis of "Sexuality and the…

The Effects of Attention Problems on Depression: Developmental, Academic, and Cognitive Pathways

ERIC Educational Resources Information Center

Herman, Keith C.; Ostrander, Rick

2007-01-01

The present study investigated developmental pathways between inattention and depression, particularly the roles of school maladjustment and child cognitions. Additionally, a measure of conduct problems was included in all analyses to test competing theories about the emergence of depressive symptoms. Results supported the hypothesized path models…

The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals' Cultural Competence

ERIC Educational Resources Information Center

Hernandez, Frank; Kose, Brad W.

2012-01-01

Principals' understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals' diversity or cultural…

Effectiveness of Emotion Recognition Training for Young Children with Developmental Delays

ERIC Educational Resources Information Center

Downs, Andrew; Strand, Paul

2008-01-01

Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether therapeutic or instructional interventions can improve the emotion recognition skill of young children with various developmental disabilities. Sixteen preschool children with…

Children's Competence or Adults' Incompetence: Different Developmental Trajectories in Different Tasks

ERIC Educational Resources Information Center

Furlan, Sarah; Agnoli, Franca; Reyna, Valerie F.

2013-01-01

Dual-process theories have been proposed to explain normative and heuristic responses to reasoning and decision-making problems. Standard unitary and dual-process theories predict that normative responses should increase with age. However, research has focused recently on exceptions to this standard pattern, including developmental increases in…

Self-Concept of Boys with Developmental Coordination Disorder

ERIC Educational Resources Information Center

Cocks, Neralie; Barton, Belinda; Donelly, Michelle

2009-01-01

Children with Developmental Coordination Disorder (DCD) experience difficulties in motor coordination. During the last decade there has been increasing interest in the psychosocial aspects of children with motor coordination difficulties. To date, the majority of studies have focused on the perceived competence and global self-worth of children…

Transport of equine ovaries for assisted reproduction.

PubMed

Ribeiro, B I; Love, L B; Choi, Y H; Hinrichs, K

2008-10-01

Use of assisted reproduction to obtain foals from valuable mares post-mortem typically necessitates holding of ovaries during shipment to a laboratory. The present study evaluated whether holding ovaries briefly at a warm ( approximately 30 degrees C) temperature improves meiotic and developmental competence of oocytes, as determined after maturation in vitro and intracytoplasmic sperm injection. Ovaries were packaged in pairs in insulated containers, and held either at 24 or 25-35 degrees C for 4h, followed by cooling. Ovaries in both treatments were held for either a short (mean, 7-7.4h) or long (mean, 20.6-20.7h) duration before oocyte recovery. Control ovaries were collected en masse at the abattoir. The ovary temperature in this treatment slowly decreased to approximately 27 degrees C; oocyte recovery was performed after 3.5-7h total holding. There was no effect of temperature on oocyte meiotic or developmental competence within either treatment time period. Oocytes in the short duration holding group had similar meiotic competence to controls, but had a significantly decreased rate (P<0.05) of blastocyst development. Oocytes in the long duration holding group had decreased (P<0.05) meiotic competence and blastocyst development compared to controls. These findings indicate that storage of equine ovaries for only 7h may decrease blastocyst development, and that longer storage reduces both rate of oocyte maturation and blastocyst development. Further work is needed to determine if there is a critical time before 7h post-mortem by which equine oocytes should be recovered to maximize developmental competence.

Predictors of Acquisition of Competitive Employment for People Enrolled in Supported Employment Programs.

PubMed

Corbière, Marc; Lecomte, Tania; Reinharz, Daniel; Kirsh, Bonnie; Goering, Paula; Menear, Matthew; Berbiche, Djamal; Genest, Karine; Goldner, Elliot M

2017-04-01

This study aims at assessing the relative contribution of employment specialist competencies working in supported employment (SE) programs and client variables in determining the likelihood of obtaining competitive employment. A total of 489 persons with a severe mental illness and 97 employment specialists working in 24 SE programs across three Canadian provinces were included in the study. Overall, 43% of the sample obtained competitive work. Both client variables and employment specialist competencies, while controlling for the quality of SE programs implementation, predicted job acquisition. Multilevel analyses further indicated that younger client age, shorter duration of unemployment, and client use of job search strategies, as well as the working alliance perceived by the employment specialist, were the strongest predictors of competitive employment for people with severe mental illness, with 51% of variance explained. For people with severe mental illness seeking employment, active job search behaviors, relational abilities, and employment specialist competencies are central contributors to acquisition of competitive employment.

The Relation between Item Identification Difficulty and Elaborative Conceptual Processing for Children and Adults.

ERIC Educational Resources Information Center

Ackerman, Brian P.; And Others

1990-01-01

Results of four experiments show that developmental differences in elaborative conceptual processing at acquisition and retrieval contribute independently to developmental increases in recall. Item identification processes for both words and pictures constrain children's elaborative processing. The constraints are time limited. (RH)

Emotional Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Lau, Patrick S. Y.; Wu, Florence K. Y.

2012-01-01

The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed. PMID:22666176

Raising the Bar for the Care of Seriously Ill Patients: Results of a National Survey to Define Essential Palliative Care Competencies for Medical Students and Residents

PubMed Central

Schaefer, Kristen G.; Chittenden, Eva H.; Sullivan, Amy M.; Periyakoil, Vyjeyanth S.; Morrison, Laura J.; Carey, Elise C.; Sanchez-Reilly, Sandra; Block, Susan D.

2014-01-01

Purpose Given the shortage of palliative care specialists in the U.S., to ensure quality of care for patients with serious, life-threatening illness, generalist-level palliative care competencies need to be defined and taught. The purpose of this study was to define essential competencies for medical students and internal medicine and family medicine (IM/FM) residents through a national survey of palliative care experts. Method Proposed competencies were derived from existing Hospice and Palliative Medicine fellowship competencies, and revised to be developmentally appropriate for students and residents. In spring 2012, the authors administered a web-based, national cross-sectional survey of palliative care educational experts to assess ratings and rankings of proposed competencies and competency domains. Results The authors identified 18 comprehensive palliative care competencies for medical students and IM/FM residents, respectively. Over 95% of survey respondents judged the competencies as comprehensive and developmentally appropriate (survey response rate=72%, 71/98). Using predefined cut-off criteria, experts identified 7 medical student and 13 IM/FM resident competencies as essential. Communication and pain/symptom management were rated as the most critical domains. Conclusions This national survey of palliative care experts defines comprehensive and essential palliative care competencies for medical students and IM/FM residents that are specific, measurable, and can be used to report educational outcomes; provide a sequence for palliative care curricula in undergraduate and graduate medical education; and highlight the importance of educating medical trainees in communication and pain management. Next steps include seeking input and endorsement from stakeholders in the broader medical education community. PMID:24979171

Portfolio as a tool to evaluate clinical competences of traumatology in medical students

PubMed Central

Santonja-Medina, Fernando; García-Sanz, M Paz; Martínez-Martínez, Francisco; Bó, David; García-Estañ, Joaquín

2016-01-01

This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students’ portfolios were blind evaluated by four professors who annotated the existence (yes/no) of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48), but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5%) were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching. PMID:26929675

Portfolio as a tool to evaluate clinical competences of traumatology in medical students.

PubMed

Santonja-Medina, Fernando; García-Sanz, M Paz; Martínez-Martínez, Francisco; Bó, David; García-Estañ, Joaquín

2016-01-01

This article investigates whether a reflexive portfolio is instrumental in determining the level of acquisition of clinical competences in traumatology, a subject in the 5th year of the degree of medicine. A total of 131 students used the portfolio during their clinical rotation of traumatology. The students' portfolios were blind evaluated by four professors who annotated the existence (yes/no) of 23 learning outcomes. The reliability of the portfolio was moderate, according to the kappa index (0.48), but the evaluation scores between evaluators were very similar. Considering the mean percentage, 59.8% of the students obtained all the competences established and only 13 of the 23 learning outcomes (56.5%) were fulfilled by >50% of the students. Our study suggests that the portfolio may be an important tool to quantitatively analyze the acquisition of traumatology competences of medical students, thus allowing the implementation of methods to improve its teaching.

Assessing Child and Adolescent Pragmatic Language Competencies: Toward Evidence-Based Assessments

ERIC Educational Resources Information Center

Russell, Robert L.; Grizzle, Kenneth L.

2008-01-01

Using language appropriately and effectively in social contexts requires pragmatic language competencies (PLCs). Increasingly, deficits in PLCs are linked to child and adolescent disorders, including autism spectrum, externalizing, and internalizing disorders. As the role of PLCs expands in diagnosis and treatment of developmental psychopathology,…

Narrative Competence in Children with Pragmatic Language Impairment: A Longitudinal Study

ERIC Educational Resources Information Center

Ketelaars, Mieke P.; Jansonius, Kino; Cuperus, Juliane; Verhoeven, Ludo

2016-01-01

Background: Children with pragmatic language impairment (PLI) show impairments in the use of language in social contexts. Although the issue has been gaining attention in recent literature, not much is known about the developmental trajectories of children who experience pragmatic language problems. Since narrative competence is an important…

Collaborative Learning and Competence Development in School Health Nursing

ERIC Educational Resources Information Center

Nordentoft, Helle Merete; Wistoft, Karen

2012-01-01

Purpose: The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development. Design/methodology/approach: The article is based…

Developmental and Gender Trends in Emotional Literacy and Interpersonal Competence among Japanese Children

ERIC Educational Resources Information Center

Saeki, Elina; Watanabe, Yayoi; Kido, Mayumi

2015-01-01

This study explored cross-sectional gender and grade level trends in emotional literacy and interpersonal competence among 913 elementary and middle school students in Japan. Students were presented with two hypothetical scenarios involving mixed emotions and potential interpersonal dilemmas. Results indicated that older children possess greater…

Developmental Differences in Speech Act Recognition: A Pragmatic Awareness Study

ERIC Educational Resources Information Center

Garcia, Paula

2004-01-01

With the growing acknowledgement of the importance of pragmatic competence in second language (L2) learning, language researchers have identified the comprehension of speech acts as they occur in natural conversation as essential to communicative competence (e.g. Bardovi-Harlig, 2001; Thomas, 1983). Nonconventional indirect speech acts are formed…

Minimum Competencies in Undergraduate Motor Development. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2004

2004-01-01

The minimum competency guidelines in Motor Development described herein at the undergraduate level may be gained in one or more motor development course(s) or through other courses provided in an undergraduate curriculum. The minimum guidelines include: (1) Formulation of a developmental perspective; (2) Knowledge of changes in motor behavior…

Morphosyntax and Logical Abilities in Italian Poor Readers: The Problem of SLI Under-Identification

ERIC Educational Resources Information Center

Arosio, Fabrizio; Pagliarini, Elena; Perugini, Maria; Barbieri, Lina; Guasti, Maria Teresa

2016-01-01

The study investigated morphosyntactic abilities and semantic-pragmatic competence in 24 children with developmental dyslexia aged 7-12 years. Morphosyntactic abilities were investgated in a direct object clitic production task, semantic-pragmatic competence in a quantifier comprehension task. Children with dyslexia produced fewer clitics than…

Social Adjustment and Academic Competency of Children with Conduct Disorders.

ERIC Educational Resources Information Center

Margalit, Malka; Shulman, Shmuel

The adjustment and competence patterns of boys with conduct disorders were investigated using a developmental approach to psychopathology. The sample consisted of 438 boys divided into two matched subgroups: boys with and without conduct disorders. In each subgroup, three age groups were defined. The Conners Abbreviated Symptom Questionnaire and…

Single Mothers of Early Adolescents: Perceptions of Competence

ERIC Educational Resources Information Center

Beckert, Troy E.; Strom, Paris S.; Strom, Robert D.; Darre, Kathryn; Weed, Ane

2008-01-01

The purpose of this study was to examine similarities and differences in single mothers' and adolescents' perceptions of parenting competencies from a developmental assets approach. A multi-source (mothers [n = 29] and 10-14-year-old adolescent children [n = 29]), single-method (both generations completed the Parent Success Indicator)…

Career Planning Curriculum for Teen Single Parents.

ERIC Educational Resources Information Center

Norden, Tamara, Ed.

This guide is intended for use in presenting a 90-hour career planning curriculum targeted toward unmarried teenage parents. The guide consists of 19 units that are structured around Wisconsin's 19 developmental guidance competencies. The following competencies are covered: understand one's learning abilities and how to apply them; perform…

ERIC Review Faculty Evaluation: A Response to Competing Values.

ERIC Educational Resources Information Center

Redmon, Kent D.

1999-01-01

Reviews the literature on faculty evaluation to define how different purposes and competing values have produced two approaches. A procedural approach relies upon both self-evaluation and appraisals by peers, administrators, and students. The developmental approach rests upon teaching portfolios, dossiers, and self-evaluations. Contains 23…

Nurturing and Testing Translation Competence for Text-Translating

ERIC Educational Resources Information Center

Aubakirova, Karlygash Adilkhanovna

2016-01-01

The article analyzes the problems of contemporary professional education. As its instance, we examine the developmental scheme for training professional translators. Optimal ways of organizing the learning process are suggested from the point of view of the competence approach, which is widely recognized for training a modern specialist. The…

48 CFR 419.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Procedures. 419.602 Section 419.602 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 419.602...

48 CFR 1319.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Procedures. 1319.602 Section 1319.602 Federal Acquisition Regulations System DEPARTMENT OF COMMERCE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determination of Responsibility 1319.602...

In vitro culture medium (IVC) supplementation with sericin improves developmental competence of ovine zygotes.

PubMed

Aghaz, Faranak; Hajarian, Hadi; KaramiShabankareh, Hamed

2016-03-01

This study was carried out to investigate the effects of supplementation of potassium simplex optimized medium (KSOM-aa) with various sericin concentrations (0, 0.1, 0.5, 1 and 2.5%) on ovine zygotes. The results indicate that the supplementation of oocyte in vitro culture medium with optimal concentration of sericin (0.1 and 0.5%) may have beneficial effects on developmental competence of in vitro-derived ovine embryos. Copyright © 2015 Society for Biology of Reproduction & the Institute of Animal Reproduction and Food Research of Polish Academy of Sciences in Olsztyn. Published by Elsevier Urban & Partner Sp. z o.o. All rights reserved.

Simple Steps for Teaching Prepositions to Students with Autism and Other Developmental Disabilities

ERIC Educational Resources Information Center

Hicks, S. Christy; Rivera, Christopher J.; Patterson, Dawn R.

2016-01-01

The acquisition of receptive and expressive language skills by students with autism and developmental disabilities (DD) is often delayed, thus making the process of communicating with others challenging. Some students develop language skills incidentally through conversations with their families and peers, but others require instruction in…

A Longitudinal Study of Employment and Skill Acquisition among Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Stephens, Dawn L.; Collins, Michael D.; Dodder, Richard A.

2005-01-01

Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining…

Exploring Regularities and Dynamic Systems in L2 Development

ERIC Educational Resources Information Center

Lenzing, Anke

2015-01-01

This article focuses on a theoretical and empirical exploration of developmental trajectories and individual learner variation in second language (L2) acquisition. Taking a processability perspective, I view learner language as a dynamic system that includes predictable universal developmental trajectories as well as individual learner variation,…

Teaching Emergency Phone Numbers to Youth with Developmental Disabilities

ERIC Educational Resources Information Center

Ozen, Arzu

2008-01-01

The purpose of the present study was to investigate the acquisition, maintenance, and generalization effects of antecedent prompt and testing procedure (APTP) on teaching emergency phone numbers to youth with developmental disabilities. Three youths with mental retardation participated in the study. All participants were inclusion students at a…

Design of a Competency-Based Assessment Model in the Field of Accounting

ERIC Educational Resources Information Center

Ciudad-Gómez, Adelaida; Valverde-Berrocoso, Jesús

2012-01-01

This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and…

How to Use Cooperative Learning for Assessing Students' Emotional Competences: A Practical Example at the Tertiary Level

ERIC Educational Resources Information Center

Martínez Lirola, María

2016-01-01

Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This…

Development of Competencies and Teaching-Learning Arrangements in Higher Education: Findings from Germany

ERIC Educational Resources Information Center

Schaeper, Hildegard

2009-01-01

The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in…

Assessment of a Strategic Partnership Between the U.S. Department of Homeland Security Science and Technology Directorate and the U.S. Army Developmental Test Command

DTIC Science & Technology

2011-05-01

creation of a new material acquisition system. Although the DHS material acquisition system is not fully formed, it is rapidly evolving. Much like...basis to continue or grow in the success of the organization. These strengths can be as tangible as facilities or as intangible as intellectual...reports is the struggle to develop the DHS acquisition workforce. The acquisition workforce in DHS is currently growing , but is only concentrated on

From parent-child mutuality to security to socialization outcomes: developmental cascade toward positive adaptation in preadolescence.

PubMed

Kim, Sanghag; Boldt, Lea J; Kochanska, Grazyna

2015-01-01

A developmental cascade from positive early parent-child relationship to child security with the parent to adaptive socialization outcomes, proposed in attachment theory and often implicitly accepted but rarely formally tested, was examined in 100 mothers, fathers, and children followed from toddler age to preadolescence. Parent-child Mutually Responsive Orientation (MRO) was observed in lengthy interactions at 38, 52, 67, and 80 months; children reported their security with parents at age eight. Socialization outcomes (parent- and child-reported cooperation with parental monitoring and teacher-reported school competence) were assessed at age 10. Mediation was tested with PROCESS. The parent-child history of MRO significantly predicted both mother-child and father-child security. For mother-child dyads, security mediated links between history of MRO and cooperation with maternal monitoring and school competence, controlling for developmental continuity of the studied constructs. For father-child dyads, the mediation effect was not evident.

Investigating the Contribution of Procedural and Declarative Memory to the Acquisition of Past Tense Morphology: Evidence from Finnish

ERIC Educational Resources Information Center

Kidd, Evan; Kirjavainen, Minna

2011-01-01

The present paper reports on a study that investigated the role of procedural and declarative memory in the acquisition of Finnish past tense morphology. Two competing models were tested. Ullman's (2004) declarative/procedural model predicts that procedural memory supports the acquisition of regular morphology, whereas declarative memory supports…

The Importance of Reaction Times for Developmental Science: What a Difference Milliseconds Make

ERIC Educational Resources Information Center

Lange-Küttner, Christiane

2012-01-01

Reaction times are still rarely reported in developmental psychology although they are an indicator of the neural maturity of children's information processing system. Competence and capacity are confounded in development, where children may be able to reason, or remember, but are unable to cope with information processing load. Furthermore, there…

Caregiving and Developmental Factors Differentiating Young At-Risk Urban Children Showing Resilient Versus Stress-Affected Outcomes: A Replication and Extension.

ERIC Educational Resources Information Center

Wyman, Peter A.; And Others

1999-01-01

Tested hypotheses from an organizational-developmental model for childhood resilience among 7- to 9-year olds. Found that caregiving factors and early development differentiated children with resilient and stress-affected adaptations. Variables reflecting emotionally responsive, competent parenting were direct, proximal predictors of resilience…

School Engagement and Positive Youth Development: A Relational Developmental Systems Perspective

ERIC Educational Resources Information Center

Li, Yibing; Agans, Jennifer P.; Chase, Paul A.; Arbeit, Miriam R.; Weiner, Michelle B.; Lerner, Richard M.

2014-01-01

This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD. [This article originally appeared as NSSE…

Initial Steps in Creating a Developmentally Valid Tool for Observing/Assessing Rope Jumping

ERIC Educational Resources Information Center

Roberton, Mary Ann; Thompson, Gregory; Langendorfer, Stephen J.

2017-01-01

Background: Valid motor development sequences show the various behaviors that children display as they progress toward competence in specific motor skills. Teachers can use these sequences to observe informally or formally assess their students. While longitudinal study is ultimately required to validate developmental sequences, there are earlier,…

Subtypes of Developmental Dyslexia: Testing the Predictions of the Dual-Route and Connectionist Frameworks

ERIC Educational Resources Information Center

Peterson, Robin L.; Pennington, Bruce F.; Olson, Richard K.

2013-01-01

We investigated the phonological and surface subtypes of developmental dyslexia in light of competing predictions made by two computational models of single word reading, the Dual-Route Cascaded Model (DRC; Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) and Harm and Seidenberg's connectionist model (HS model; Harm & Seidenberg, 1999). The…

Relationship between Maternal Language Parameters and the Child's Language Competency and Developmental Condition.

ERIC Educational Resources Information Center

Hooshyar, Nahid T.

Maternal language directed to 21 nonhandicapped, 21 Down syndrome, and 19 language impaired preschool children was examined. The three groups (all Caucasian and middle-class) were matched in mean length of utterance (MLU) and in developmental skills as measured on the Vineland Adaptive Behavior Scale. Mother-child language interaction was…

The Role of Early Childhood Personality in the Developmental Course of Social Adjustment

ERIC Educational Resources Information Center

Kavcic, Tina; Podlesek, Anja; Zupancic, Maja

2012-01-01

This study explored children, preschool, and family characteristics that contribute to individual differences in the developmental trajectories of social competence and internalizing and externalizing behavior. Teachers reported on personality and social adjustment of 304 children at ages 3, 4, 5, and 6 years. Predictors of social adjustment…

Health Insurance Coverage of Direct Support Workers in the Developmental Disabilities Field

ERIC Educational Resources Information Center

Ebenstein, William

2006-01-01

There is mounting evidence that employer-provided health insurance is an important factor in recruiting and retaining a competent and motivated direct support workforce within health and human services occupations. A review of the literature in this area, including new information related to the developmental disabilities field, is presented to…

The Department of the Navy Systems Engineering Career Competency Model (SECCM)

DTIC Science & Technology

2015-05-13

Respond 71% Value 18% Organize 3% Characterize 4% Affective Domain Total KSAs : 869 ENG Career Field Competency Model 10 1.0 Mission Level...The Department of the Navy Systems Engineering Career Competency Model (SECCM) 2015 Acquisition Symposium Naval Postgraduate School Monterey...Career Competency Model (SECCM) 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER

48 CFR 1419.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Procedures. 1419.602 Section 1419.602 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 1419.602...

48 CFR 819.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Procedures. 819.602 Section 819.602 Federal Acquisition Regulations System DEPARTMENT OF VETERANS AFFAIRS SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 819.602...

48 CFR 619.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Procedures. 619.602 Section 619.602 Federal Acquisition Regulations System DEPARTMENT OF STATE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Eligibility 619.602 Procedures. ...

48 CFR 2819.602 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Procedures. 2819.602 Section 2819.602 Federal Acquisition Regulations System DEPARTMENT OF JUSTICE Socioeconomic Programs SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Eligibility 2819.602 Procedures. ...

Earmuff restricts progenitor cell potential by attenuating the competence to respond to self-renewal factors.

PubMed

Janssens, Derek H; Komori, Hideyuki; Grbac, Daniel; Chen, Keng; Koe, Chwee Tat; Wang, Hongyan; Lee, Cheng-Yu

2014-03-01

Despite expressing stem cell self-renewal factors, intermediate progenitor cells possess restricted developmental potential, which allows them to give rise exclusively to differentiated progeny rather than stem cell progeny. Failure to restrict the developmental potential can allow intermediate progenitor cells to revert into aberrant stem cells that might contribute to tumorigenesis. Insight into stable restriction of the developmental potential in intermediate progenitor cells could improve our understanding of the development and growth of tumors, but the mechanisms involved remain largely unknown. Intermediate neural progenitors (INPs), generated by type II neural stem cells (neuroblasts) in fly larval brains, provide an in vivo model for investigating the mechanisms that stably restrict the developmental potential of intermediate progenitor cells. Here, we report that the transcriptional repressor protein Earmuff (Erm) functions temporally after Brain tumor (Brat) and Numb to restrict the developmental potential of uncommitted (immature) INPs. Consistently, endogenous Erm is detected in immature INPs but undetectable in INPs. Erm-dependent restriction of the developmental potential in immature INPs leads to attenuated competence to respond to all known neuroblast self-renewal factors in INPs. We also identified that the BAP chromatin-remodeling complex probably functions cooperatively with Erm to restrict the developmental potential of immature INPs. Together, these data led us to conclude that the Erm-BAP-dependent mechanism stably restricts the developmental potential of immature INPs by attenuating their genomic responses to stem cell self-renewal factors. We propose that restriction of developmental potential by the Erm-BAP-dependent mechanism functionally distinguishes intermediate progenitor cells from stem cells, ensuring the generation of differentiated cells and preventing the formation of progenitor cell-derived tumor-initiating stem cells.

Combining Language Corpora with Experimental and Computational Approaches for Language Acquisition Research

ERIC Educational Resources Information Center

Monaghan, Padraic; Rowland, Caroline F.

2017-01-01

Historically, first language acquisition research was a painstaking process of observation, requiring the laborious hand coding of children's linguistic productions, followed by the generation of abstract theoretical proposals for how the developmental process unfolds. Recently, the ability to collect large-scale corpora of children's language…

Aliens Behaving Badly: Children's Acquisition of Novel Purity-Based Morals

ERIC Educational Resources Information Center

Rottman, Joshua; Kelemen, Deborah

2012-01-01

The traditional cognitive developmental perspective on moral acquisition posits that children actively construct moral beliefs by assessing the negative impacts of antisocial behaviors. This account is not easily applied to actions that are considered immoral despite lacking consequences for others' welfare. We studied the moralization of…

48 CFR 1852.227-11 - Patent Rights-Retention by the Contractor (Short Form).

Code of Federal Regulations, 2010 CFR

2010-10-01

... of tier, for experimental, developmental, research, design, or engineering work to be performed by... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Patent Rights-Retention by the Contractor (Short Form). 1852.227-11 Section 1852.227-11 Federal Acquisition Regulations System...

48 CFR 3027.304-1 - General.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 7 2013-10-01 2012-10-01 true General. 3027.304-1 Section 3027.304-1 Federal Acquisition Regulations System DEPARTMENT OF HOMELAND SECURITY, HOMELAND SECURITY... subcontracts for experimental, developmental, or research work (FAR) 48 CFR 27.304-1(e)(2)(ii) may be submitted...

Developmental Perspectives on the Acquisition of the Passive

ERIC Educational Resources Information Center

Crawford, Jean Lenore

2012-01-01

This dissertation investigates the acquisition of the passive. The apparent cross-linguistic delay of the verbal passive compared to other constructions suggests children's knowledge is somehow restricted, leading some to propose the difficulty arises because of syntactic maturation (Wexler 2004, Orfitelli 2012) or because of a heavy reliance…

Assessing Correspondence Following Acquisition of an Exchange-Based Communication System

ERIC Educational Resources Information Center

Sigafoos, Jeff; Ganz, Jennifer B.; O'Reilly, Mark; Lancioni, Giulio E.; Schlosser, Ralf W.

2007-01-01

Two students with developmental disabilities were taught to request six snack items. Requesting involved giving a graphic symbol to the trainer in exchange for the matching snack item. Following acquisition, we assessed the correspondence between requests and subsequent item selections by requiring the student to select the previously requested…

IRTs of the ABCs: Children's Letter Name Acquisition

ERIC Educational Resources Information Center

Phillips, Beth M.; Piasta, Shayne B.; Anthony, Jason L.; Lonigan, Christopher J.; Francis, David J.

2012-01-01

We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns=1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses…

How Does Linguistic Competence Enhance Cognitive Functions in Children? A Study in Multilingual Children with Different Linguistic Competences

ERIC Educational Resources Information Center

Videsott, Gerda; Della Rosa, Pasquale Anthony; Wiater, Werner; Franceschini, Rita; Abutalebi, Jubin

2012-01-01

The aim of the present study was to investigate the attentional mechanisms of multilingual children with differential degrees of language competence. For this purpose, 118 children (61 female/57 male; mean age 10.9 years (SD = 0.29); early acquisition multilinguals) from the Ladin valleys in South Tyrol, Italy, performed the Attentional Network…

Assessing Environmental Competencies of Primary Education Pre-Service Teachers in Spain: A Comparative Study between Two Universities

ERIC Educational Resources Information Center

Alvarez-García, Olaya; Sureda-Negre, Jaume; Comas-Forgas, Rubén

2018-01-01

Purpose: In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two…

Core Competencies and the Prevention of Adolescent Substance Use

ERIC Educational Resources Information Center

Haegerich, Tamara M.; Tolan, Patrick H.

2008-01-01

Adolescence is a developmental period during which youth are at increased risk for using substances. An empirical focus on core competencies illustrates that youth are less likely to use substances when they have a positive future orientation, a belief in the ability to resist substances, emotional and behavioral control, sound decision-making…

Evaluating Child Coping Competence: Theory and Measurement

ERIC Educational Resources Information Center

Moreland, Angela D.; Dumas, Jean E.

2008-01-01

Much of the research on children's coping styles is based on a downward extension of adult coping theories. In a departure from this approach, coping competence theory seeks to account for children's ability to cope with daily challenges on the basis of developmental research. The theory, which states that challenges call for distinct coping…

Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation

ERIC Educational Resources Information Center

Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

2015-01-01

This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete…

Metaphor and Metonymy in ASD Children: A Critical Review from a Developmental Perspective

ERIC Educational Resources Information Center

Melogno, Sergio; Pinto, Maria Antonietta; Levi, Gabriel

2012-01-01

The aim of the present article is to critically review the experimental research in the domain of metaphor and metonymy competencies in Autism Spectrum Disorders (ASD) children. After providing some basic definitions of metaphor and metonymy, we consider some major points emerging from studies on metaphorical and metonymical competencies in…

Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

ERIC Educational Resources Information Center

Wood, Jeffrey J.

2007-01-01

This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers'…

Brief Report: Is Perceived Motor Competence a Constraint in Children's Action Planning?

ERIC Educational Resources Information Center

Gabbard, Carl; Cacola, Priscila; Cordova, Alberto

2009-01-01

A form of action representation of developmental interest is "reach estimation"--the perceptual and cognitive judgment of whether an object is within or out of reach. A common observation among children is overestimation, which, speculatively, has been linked to perceived motor competence (PMC). The authors examined the PMC effect on…

Nurses' and midwives' acquisition of competency in spiritual care: a focus on education.

PubMed

Attard, Josephine; Baldacchino, Donia R; Camilleri, Liberato

2014-12-01

The debate that spirituality is 'caught' in practice rather than 'taught' implies that spiritual awareness comes about through clinical experience and exposure, requiring no formal education and integration within the curricula. This is challenged as it seems that providing students with a 'taught' component equips students with tools to identify and strengthen resources in 'catching' the concept. This study forms part of a modified Delphi study, which aims to identify the predictive effect of pre- and post-registration 'taught' study units in spiritual care competency of qualified nurses/midwives. A purposive sample of 111 nurses and 101 midwives were eligible to participate in the study. Quantitative data were collected by the Spiritual Care Competency Scale (SCCS) (Van Leeuwen et al., 2008) [response rate: nurses (89%; n=99) and midwives (74%; n=75)]. Overall nurses/midwives who had undertaken the study units on spiritual care scored higher in the competency of spiritual care. Although insignificant, nurses scored higher in the overall competency in spiritual care than the midwives. 'Taught' study units on spiritual care at pre- or post-registration nursing/midwifery education may contribute towards the acquisition of competency in spiritual care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Basic cardiac life support education for non-medical hospital employees.

PubMed

Sim, M S; Jo, I J; Song, H G

2009-05-01

The International Liaison Committee on Resuscitation (ILCOR) recommends that strategies should be implemented that promote cardiopulmonary resuscitation (CPR) training in the workplace. Non-medical employees at a hospital were therefore trained to conduct basic life support (BLS). Subject background information, test results and survey findings were examined and factors affecting BLS skill acquisition were studied. Of 1432 non-medical employees at a hospital trained to conduct BLS, 880 agreed to participate in the survey. The training course consisted of a single session of 3 h of lectures, practice and testing. Skill acquisition was assessed using a 13-item skill checklist and a 5-point overall competency scale. The effects of age, gender, type of job, educational status, a previous history of CPR training and level of subject-perceived training difficulty were examined. According to total checklist scores, subjects achieved a mean (SD) score of 8.66 (3.57). 22.3% performed all 13 skills. Based on 5-point overall competency ratings, 43.7% of subjects were rated as "competent", "very good" or "outstanding". Age (<40 years and >or=40 years) was the only factor that significantly affected skill acquisition (skill acquisition by those >or=40 years of age was poorer than by those aged <40 years). Traditional BLS training is less effective in individuals aged >or=40 years.

A constructivist theoretical proposition of cultural competence development in nursing.

PubMed

Blanchet Garneau, Amélie; Pepin, Jacinthe

2015-11-01

Cultural competence development in healthcare professions is considered an essential condition to promote quality and equity in healthcare. Even if cultural competence has been recognized as continuous, evolutionary, dynamic, and developmental by most researchers, current models of cultural competence fail to present developmental levels of this competence. These models have also been criticized for their essentialist perspective of culture and their limited application to competency-based approach programs. To our knowledge, there have been no published studies, from a constructivist perspective, of the processes involved in the development of cultural competence among nurses and undergraduate student nurses. The purpose of this study was to develop a theoretical proposition of cultural competence development in nursing from a constructivist perspective. We used a grounded theory design to study cultural competence development among nurses and student nurses in a healthcare center located in a culturally diverse urban area. Data collection involved participant observation and semi-structured interviews with 24 participants (13 nurses and 11 students) working in three community health settings. The core category, 'learning to bring the different realities together to provide effective care in a culturally diverse context', was constructed using inductive qualitative data analysis. This core category encompasses three dimensions of cultural competence: 'building a relationship with the other', 'working outside the usual practice framework', and 'reinventing practice in action.' The resulting model describes the concurrent evolution of these three dimensions at three different levels of cultural competence development. This study reveals that clinical experience and interactions between students or nurses and their environment both contribute significantly to cultural competence development. The resulting theoretical proposition of cultural competence development could be used not only to guide initial and continuing nursing education, but also to help redefine quality of care in a culturally diverse context. Copyright © 2015 Elsevier Ltd. All rights reserved.

Implementation of Competency-Based Pharmacy Education (CBPE)

PubMed Central

Koster, Andries; Schalekamp, Tom; Meijerman, Irma

2017-01-01

Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE. PMID:28970422

Highly variable acquisition rates of Ixodes scapularis (Acari: Ixodidae) by birds on an Atlantic barrier island.

PubMed

Mitra, S S; Buckley, P A; Buckley, F G; Ginsberg, H S

2010-11-01

Acquisition of ticks by bird hosts is a central process in the transmission cycles of many tick-borne zoonoses, but tick recruitment by birds has received little direct study. We documented acquisition of Ixodes scapularis Say on birds at Fire Island, NY, by removing ticks from mist-netted birds, and recording the number of ticks on birds recaptured within 4 d of release. Eight bird species acquired at least 0.8 ticks bird(-1) day(-1) during the seasonal peak for at least one age class of I. scapularis. Gray Catbirds, Eastern Towhees, Common Yellowthroats, and Northern Waterthrushes collectively accounted for 83% of all tick acquisitions; and six individuals apportioned among Black-billed Cuckoo, Gray Catbird, Eastern Towhee, and Common Yellowthroat were simultaneously infested with both larvae and nymphs. Bird species with the highest acquisition rates were generally ground foragers, whereas birds that did not acquire ticks in our samples generally foraged above the ground. Tick acquisition by birds did not differ between deciduous and coniferous forests. Among the 15 bird species with the highest recruitment rates, acquisition of nymphs was not correlated with acquisition of larvae. Tick acquisition rates by individual bird species were not correlated with the reservoir competence of those species for Lyme borreliae. However, birds with high tick acquisition rates can contribute large numbers of infected ticks, and thus help maintain the enzootic cycle, even if their levels of reservoir competence are relatively low.

Prevention of adolescent substance abuse through the development of personal and social competence.

PubMed

Botvin, G J

1983-01-01

The initiation of substance use typically begins during adolescence and appears to be the result of the complex interplay of social, personality, cognitive, attitudinal, behavioral, and developmental factors. Traditional smoking, alcohol, and drug education programs have attempted to increase students' knowledge of the risks associated with using these substances in the hope that this would deter use. Other programs have attempted to enrich the personal and social development of students through what has been referred to as "affective" education. Unfortunately, the inescapable conclusion to be drawn from the substance abuse prevention literature is that few of these programs have demonstrated any degree of success in terms of the actual prevention of substance use/abuse. Traditional educational approaches to substance abuse prevention appear to be inadequate because they are based on faulty assumptions and are too narrow in their focus. The "affective" education approaches, on the other hand, appear to have placed too little emphasis on the acquisition of the kind of skills that are likely to increase general personal competence and enable students to cope with the various interpersonal and intrapersonal pressures to begin using tobacco, alcohol, or drugs. From the perspective of social learning theory (Bandura 1977) and problem behavior theory (Jessor and Jessor 1977), substance use is conceptualized as a socially learned, purposive, and functional behavior which is the result of the interplay of social (environmental) and personal factors. One potentially effective approach to substance abuse prevention might involve enhancing general personal competence and teaching adolescents the kind of problem-specific skills and knowledge which will increase their ability to resist the various forms of pro-substance-use social pressure. Brief reviews of the social skills training literature and the literature related to techniques for coping with anxiety not only provide evidence for the feasibility of teaching these kinds of skills, but also provide guidelines concerning the most effective approaches to use. Similarly, several of the most successful smoking prevention programs have included components designed to increase adolescents' ability to resist the various pro-use social pressures, particularly pressure from their peers. Our own research has involved testing a broad-spectrum prevention strategy which focuses both on the enhancement of personal competence through the development of basic "life skills" and the acquisition of problem-specific skills and knowledge designed to increase adolescents' ability to resist the various forms of social pressure to engage in the use of one or more substances.(ABSTRACT TRUNCATED AT 400 WORDS)

Moral Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Ma, Hing Keung

2012-01-01

Moral competence refers to the affective orientation to perform altruistic behaviors and the ability to judge moral issues logically. A five-stage theory of moral development is proposed. Both western and Chinese perspectives are incorporated in the elaboration of the characteristics of each stage. A brief review of the antecedents of moral competence is presented. The relationship between moral competence and adolescent developmental outcomes is also discussed. Some practical ways to promote moral competence are suggested. School-based programs may be effective in the promotion of moral competence provided it is based on all-round or whole-person development and the length of the program should be sufficiently long. PMID:22629153

Oocytes from small and large follicles exhibit similar development competence following goat cloning despite their differences in meiotic and cytoplasmic maturation.

PubMed

Yang, Min; Hall, Justin; Fan, Zhiqiang; Regouski, Misha; Meng, Qinggang; Rutigliano, Heloisa M; Stott, Rusty; Rood, Kerry A; Panter, Kip E; Polejaeva, Irina A

2016-12-01

Reduced developmental competence after IVF has been reported using oocyte derived from small follicles in several species including cattle, sheep, and goats. No information is currently available about the effect of follicle size of the cytoplast donor on in vivo development after somatic cell nuclear transfer (SCNT) in goats. Oocytes collected from large (≥3 mm) and small follicles (<3 mm) were examined for maturation and in vivo developmental competence after SCNT. Significantly greater maturation rate was observed in oocytes derived from large follicles compared with that of small follicles (51.6% and 33.7%, P < 0.05). Greater percent of large follicle oocytes exhibited a low glucose-6-phosphate dehydrogenase activity at germinal vesicle stage compared with small follicle oocytes (54.9% and 38.7%, P < 0.05). Relative mRNA expression analysis of 48 genes associated with embryonic and fetal development revealed that three genes (MATER, IGF2R, and GRB10) had higher level of expression in metaphase II oocytes from large follicles compared with oocytes from small follicles. Nevertheless, no difference was observed in pregnancy rates (33.3% vs. 47.1%) and birth rates (22.2% vs. 16.7%) after SCNT between the large and small follicle groups). These results indicate that metaphase II cytoplasts from small and large follicles have similar developmental competence when used in goat SCNT. Copyright © 2016 Elsevier Inc. All rights reserved.

48 CFR 419.602-1 - Referral.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Referral. 419.602-1 Section 419.602-1 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 419.602-1...

48 CFR 1319.602-1 - Referral.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Referral. 1319.602-1 Section 1319.602-1 Federal Acquisition Regulations System DEPARTMENT OF COMMERCE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determination of Responsibility 1319.602-1...

The Genesis of Language: A Psycholinguistic Approach.

ERIC Educational Resources Information Center

Smith, Frank, Ed.; Miller, George A., Ed.

The fourteen papers are: "Developmental Psycholinguistics," by David McNeill; "Comments on 'Developmental Psycholinguistics'," by Dan I. Slobin; "How to Learn to Talk: Some Simple Ways," by Jerry A. Fodor; "The Acquisition of Russian as a Native Language, " by Dan I. Slobin; "Some Questions on the Child's Learning of Phonology," by Ruth H. Weir;…

Behavioral and ERP Evidence for Amodal Sluggish Attentional Shifting in Developmental Dyslexia

ERIC Educational Resources Information Center

Lallier, Marie; Tainturier, Marie-Josephe; Dering, Benjamin; Donnadieu, Sophie; Valdois, Sylviane; Thierry, Guillaume

2010-01-01

The goal of this study was to examine the claim that amodal deficits in attentional shifting may be the source of reading acquisition disorders in phonological developmental dyslexia (sluggish attentional shifting, SAS, theory, Hari & Renvall, 2001). We investigated automatic attentional shifting in the auditory and visual modalities in 13…

Speech-Generating Devices versus Manual Signing for Children with Developmental Disabilities

ERIC Educational Resources Information Center

van der Meer, Larah; Kagohara, Debora; Achmadi, Donna; O'Reilly, Mark F.; Lancioni, Giulio E.; Sutherland, Dean; Sigafoos, Jeff

2012-01-01

We compared speed of acquisition and preference for using a speech-generating device (SGD) versus manual signing (MS) as augmentative and alternative communication (AAC) options. Four children with developmental disabilities (DD), aged 5-10 years, were taught to request preferred objects using an iPod[R]-based SGD and MS. Intervention was…

Advances in Early Communication and Language Intervention

ERIC Educational Resources Information Center

Kaiser, Ann P.; Roberts, Megan Y.

2011-01-01

Learning to communicate using speech and language is a primary developmental task for young children. Delays in the acquisition of language are one of the earliest indicators of developmental deficits that may affect academic and social outcomes for individuals across the life span. In the period since the passage of PL 99-457, significant…

Clinical Decision Making and Preference Assessment for Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Virués-Ortega, Javier; Pritchard, Kristen; Grant, Robin L.; North, Sebastian; Hurtado-Parrado, Camilo; Lee, May S. H.; Temple, Bev; Julio, Flavia; Yu, C. T.

2014-01-01

Individuals with intellectual or developmental disabilities are able to reliably express their likes and dislikes through direct preference assessment. Preferred items tend to function as rewards and can therefore be used to facilitate the acquisition of new skills and promote task engagement. A number of preference assessment methods are…

Case Marking Uniformity in Developmental Pronoun Errors

ERIC Educational Resources Information Center

Fitzgerald, Colleen E.; Rispoli, Matthew; Hadley, Pamela A.

2017-01-01

The purpose of this study was to determine if children acquire grammatical case as a unified system or in a piecemeal fashion. In English language acquisition, many children make developmental errors in marking case on subject position pronouns (e.g., "Me" do it, "Him" like it). It is unknown whether children who produce…

What We Don't Learn in the Classroom: The Acquisition of Sociolinguistic Competence during Study Abroad

ERIC Educational Resources Information Center

Kennedy, Kristen M.

2012-01-01

This study examines the acquisition of target-like patterns of variation by 22 American learners of French during study abroad (SA) in France and correlates such acquisition with the creation of dense, multiplex, exchange-based social networks (Milroy 1980) with native speakers (NSs) during the SA period. In this longitudinal study, naturalistic…

Validation of a questionnaire on behaviour academic competence among Chinese preschool children.

PubMed

Leung, Cynthia; Lo, S K; Leung, Shirley S L

2012-01-01

The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Who Is Your Coach?

ERIC Educational Resources Information Center

Bowman, Richard F.

2017-01-01

Initial teacher licensing is intended to provide public assurance of core competence in classroom settings. Core competence's implicit vulnerability is mediocrity. In daily practice, many educators appear satisfied in reaching a merely acceptable level of performance, thus minimizing the period of effortful skill acquisition required to attain…

Improving Social Understanding of Individuals of Intellectual and Developmental disabilities through a 3D-Facial Expression Intervention Program

ERIC Educational Resources Information Center

Cheng, Yufang; Chen, Shuhui

2010-01-01

Individuals with intellectual and developmental disabilities (IDD) have specific difficulties in cognitive social-emotional capability, which affect numerous aspects of social competence. This study evaluated the learning effects of using 3D-emotion system intervention program for individuals with IDD in learning socially based-emotions capability…

Social Outcomes in Childhood Brain Disorder: A Heuristic Integration of Social Neuroscience and Developmental Psychology

ERIC Educational Resources Information Center

Yeates, Keith Owen; Bigler, Erin D.; Dennis, Maureen; Gerhardt, Cynthia A.; Rubin, Kenneth H.; Stancin, Terry; Taylor, H. Gerry; Vannatta, Kathryn

2007-01-01

The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer…

Ready, Willing, and Able: A Developmental Approach to College Access and Success

ERIC Educational Resources Information Center

Savitz-Romer, Mandy; Bouffard, Suzanne M.

2012-01-01

How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In "Ready, Willing, and Able," Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These…

Perspectives of Canadian Teacher Candidates on Inclusion of Children with Developmental Disabilities: A Mixed-Methods Study

ERIC Educational Resources Information Center

Hutchinson, Nancy; Minnes, Patricia; Burbidge, Julie; Dods, Jenn; Pyle, Angela; Dalton, C. J.

2015-01-01

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended…

Homeless Youth in the United States: Description and Developmental Issues.

ERIC Educational Resources Information Center

Smollar, Jacqueline

1999-01-01

Reviews the history and causes of homeless children in the United States from early 19th century to the present. Explores four characteristics necessary for positive developmental pathways that are compromised for children who live on the street: sense of industry and competency, feeling connected to others and society, sense of control of one's…

Motor Competence and its Effect on Positive Developmental Trajectories of Health.

PubMed

Robinson, Leah E; Stodden, David F; Barnett, Lisa M; Lopes, Vitor P; Logan, Samuel W; Rodrigues, Luis Paulo; D'Hondt, Eva

2015-09-01

In 2008, Stodden and colleagues took a unique developmental approach toward addressing the potential role of motor competence in promoting positive or negative trajectories of physical activity, health-related fitness, and weight status. The conceptual model proposed synergistic relationships among physical activity, motor competence, perceived motor competence, health-related physical fitness, and obesity with associations hypothesized to strengthen over time. At the time the model was proposed, limited evidence was available to support or refute the model hypotheses. Over the past 6 years, the number of investigations exploring these relationships has increased significantly. Thus, it is an appropriate time to examine published data that directly or indirectly relate to specific pathways noted in the conceptual model. Evidence indicates that motor competence is positively associated with perceived competence and multiple aspects of health (i.e., physical activity, cardiorespiratory fitness, muscular strength, muscular endurance, and a healthy weight status). However, questions related to the increased strength of associations across time and antecedent/consequent mechanisms remain. An individual's physical and psychological development is a complex and multifaceted process that synergistically evolves across time. Understanding the most salient factors that influence health and well-being and how relationships among these factors change across time is a critical need for future research in this area. This knowledge could aid in addressing the declining levels of physical activity and fitness along with the increasing rates of obesity across childhood and adolescence.

Content Analysis in Systems Engineering Acquisition Activities

DTIC Science & Technology

2016-04-30

Acquisition Activities Karen Holness, Assistant Professor, NPS Update on the Department of the Navy Systems Engineering Career Competency Model Clifford...systems engineering toolkit . Having a common analysis tool that is easy to use would support the feedback of observed system performance trends from the

48 CFR 1419.602-1 - Referral.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Referral. 1419.602-1 Section 1419.602-1 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Responsibility 1419.602-1...

48 CFR 619.602-1 - Referral.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Referral. 619.602-1 Section 619.602-1 Federal Acquisition Regulations System DEPARTMENT OF STATE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Eligibility 619.602-1 Referral. The...

48 CFR 2819.602-1 - Referral.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Referral. 2819.602-1 Section 2819.602-1 Federal Acquisition Regulations System DEPARTMENT OF JUSTICE Socioeconomic Programs SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Eligibility 2819.602-1 Referral...

Preschoolers' Sensitivity to the Maxims of the Cooperative Principle: Scaffolds and Developmental Trends

ERIC Educational Resources Information Center

Skarakis-Doyle, Elizabeth; Izaryk, Kristen; Campbell, Wenonah; Terry, Alexandra

2014-01-01

This study examines preschoolers' acquisition of the maxims of the Cooperative Principle and the sociocognitive scaffolds that support this acquisition. In Study 1, 84 children between 3 and 5 years old were required to make passive judgments of violations of the Cooperative Principle. Results showed that children consistently identified…

Language Acquisition in Autism Spectrum Disorders: A Developmental Review

ERIC Educational Resources Information Center

Eigsti, Inge-Marie; de Marchena, Ashley B.; Schuh, Jillian M.; Kelley, Elizabeth

2011-01-01

This paper reviews the complex literature on language acquisition in the autism spectrum disorders (ASD). Because of the high degree of interest in ASD in the past decade, the field has been changing rapidly, with progress in both basic science and applied clinical areas. In addition, psycholinguistically-trained researchers have increasingly…

Acquisition of the Novel Name-Nameless Category (N3C) Principle.

ERIC Educational Resources Information Center

Mervis, Carolyn B.; Bertrand, Jacquelyn

1994-01-01

Examined the use by children of the Novel Name-Nameless Category principle, under the framework that lexical principles are acquired in a developmental sequence. Results indicated that the particular principle was not available at the start of lexical acquisition but that exhaustive categorization ability and a vocabulary spurt occur…

Language Acquisition: Some Acoustic and Interactive Aspects of Infancy. Final Report.

ERIC Educational Resources Information Center

Zlatin, Marsha A.; Horii, Yoshiyuki

This longitudinal study examines the early stages of language acquisition in four first-born infants from birth to two years. Selected aspects of vocal-verbal behavior exhibited by the children and their parents were examined. Home and laboratory recordings, diaries, interviews, and developmental observation were principal data sources. Substudies…

Maternal well-being and its association to risk of developmental problems in children at school entry

PubMed Central

2010-01-01

Background Children at highest risk of developmental problems benefit from early identification and intervention. Investigating factors affecting child development at the time of transition to school may reveal opportunities to tailor early intervention programs for the greatest effectiveness, social benefit and economic gain. The primary objective of this study was to identify child and maternal factors associated with children who screened at risk of developmental problems at school entry. Methods An existing cohort of 791 mothers who had been followed since early pregnancy was mailed a questionnaire when the children were aged four to six years. The questionnaire included a screening tool for developmental problems, an assessment of the child's social competence, health care utilization and referrals, and maternal factors, including physical health, mental health, social support, parenting morale and sense of competence, and parenting support/resources. Results Of the 491 mothers (62%) who responded, 15% had children who were screened at high risk of developmental problems. Based on a logistic regression model, independent predictors of screening at high risk for developmental problems at age 5 were male gender (OR: 2.3; 95% CI: 1.3, 4.1), maternal history of abuse at pregnancy (OR: 2.4; 95% CI: 1.3, 4.4), and poor parenting morale when the child was 3 years old (OR: 3.9; 95% CI: 2.1, 7.3). A child with all of these risk factors had a 35% predicted probability of screening at high risk of developmental problems, which was reduced to 13% if maternal factors were favourable. Conclusions Risk factors for developmental problems at school entry are related to maternal well being and history of abuse, which can be identified in the prenatal period or when children are preschool age. PMID:20338052

Reading strategies in Spanish developmental dyslexics.

PubMed

Suárez-Coalla, Paz; Cuetos, Fernando

2012-07-01

Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages.

From Language Proficiency to Interactional Competence.

ERIC Educational Resources Information Center

Kramsch, Claire

1986-01-01

The American Council on the Teaching of Foreign Languages' guidelines for foreign language teaching and learning focus on the linear acquisition of grammatical structures, but this proficiency will not automatically lead to interactional competence. Enthusiasm generated by the proficiency movement should be redirected toward a push for…

Assessing Vertical Development in Experiential Learning Curriculum

ERIC Educational Resources Information Center

Spence, Kirsty K.; McDonald, Mark A.

2015-01-01

For 30 years, management educators have supported competency-based management education (CBME). When applying CBME, educators stimulate students' "lateral development", known as the acquisition of subject-specific knowledge and competencies that deepen their current perceptions and task performance. We contend CBME is necessary but not…

Childhood Peer Reputation as a Predictor of Competence and Symptoms 10 Years Later

ERIC Educational Resources Information Center

Gest, Scott D.; Sesma, Arturo, Jr.; Masten, Ann S.; Tellegen, Auke

2006-01-01

This study examined the differential developmental significance of multiple domains of peer reputation in childhood for current and future competence and symptoms. Participants were 205 children from a normative school cohort who completed assessments in grades 3-6 and then again 10 years later. Through re-analysis of original data from the…

SKIPing to Motor Competence: The Influence of Project Successful Kinesthetic Instruction for Preschoolers on Motor Competence of Disadvantaged Preschoolers

ERIC Educational Resources Information Center

Altunsöz, Irmak Hürmeriç; Goodway, Jacqueline D.

2016-01-01

Background: Preschool children who are at risk have been shown to demonstrate developmental delays in their fundamental motor skills. The body of research on motor skill development of children indicates that these children, when provided with motor skill instruction, significantly improved their locomotor and object control (OC) skill…

Children's Conscience during Toddler and Preschool Years, Moral Self, and a Competent, Adaptive Developmental Trajectory

ERIC Educational Resources Information Center

Kochanska, Grazyna; Koenig, Jamie L.; Barry, Robin A.; Kim, Sanghag; Yoon, Jeung Eun

2010-01-01

We investigated whether children's robust conscience, formed during early family socialization, promotes their future adaptive and competent functioning in expanded ecologies. We assessed two dimensions of conscience in young children (N = 100) at 25, 38, and 52 months in scripted laboratory contexts: internalization of their mothers' and fathers'…

Maslow and Miller: An Exploration of Gender and Affiliation in the Journey to Competence

ERIC Educational Resources Information Center

Coy, Doris Rhea; Kovacs-Long, Judith

2005-01-01

This article shows that although neither Abraham Maslow nor Jean Baker Miller reference each other in their writings, they are following different paths to the same conclusion: competence proceeds from connection. Miller and Maslow both describe a developmental model that applies equally to women and men. The conclusion of the authors of this…

Trajectories of Social Anxiety during Adolescence and Relations with Cognition, Social Competence, and Temperament

ERIC Educational Resources Information Center

Miers, A. C.; Blote, A. W.; de Rooij, M.; Bokhorst, C. L.; Westenberg, P. M.

2013-01-01

This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected…

The Effects of Motivation, Perceived Learning Strategy Use, and Mathematics Anxiety on the Mathematics Competency of Postsecondary Developmental Mathematics Students

ERIC Educational Resources Information Center

Grassl, Rebecca

2010-01-01

Mathematics competency continues to limit the success of many students and prevents their completion of a postsecondary degree, which ultimately prevents access to education, jobs, and upward social mobility. Furthermore, many postsecondary institutions admit students who do not meet the institution's mathematics proficiency requirements and then…

48 CFR 919.602-1 - Referral.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Referral. 919.602-1 Section 919.602-1 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Certificates of Competency and Determinations of Eligibility 919.602-1 Referral. (a)(2...

Organizational Change for Acquisition Reform: Proposed Core Competencies

DTIC Science & Technology

1997-03-01

21Patrick Connor, and Linda Lake, Managing Organizational Change (Westport, CT: Praeger, 1994), 74. Schein, 328. Tichy, 242. 22Tichy, 246. 23Conner and...Connor, Patrick and Linda Lake. Managing Organizational Change . Westport, CT: Praeger, 1994. “Cultural Shift Clutches Acquisition Work Force.” National

Divergent Development of Gross Motor Skills in Children Who Are Blind or Sighted

ERIC Educational Resources Information Center

Brambring, Michael

2006-01-01

This empirical study compared the average ages at which four congenitally blind children acquired 29 gross motor skills with age norms for sighted children. The results indicated distinct developmental delays in the acquisition of motor skills and a high degree of variability in developmental delays within and across the six subdomains that were…

Investigating Developmental Trajectories of Morphemes as Reading Units in German

ERIC Educational Resources Information Center

Hasenäcker, Jana; Schröter, Pauline; Schroeder, Sascha

2017-01-01

The developmental trajectory of the use of morphemes is still unclear. We investigated the emergence of morphological effects on visual word recognition in German in a large sample across the complete course of reading acquisition in elementary school. To this end, we analyzed lexical decision data on a total of 1,152 words and pseudowords from a…

Dorsal Stream Deficits Suggest Hidden Dyslexia among Deaf Poor Readers: Correlated Evidence from Reduced Perceptual Speed and Elevated Coherent Motion Detection Thresholds

ERIC Educational Resources Information Center

Samar, V.J.; Parasnis, I.

2005-01-01

Prelingual deafness and developmental dyslexia have confounding developmental effects on reading acquisition. Therefore, standard reading assessment methods for diagnosing dyslexia in hearing people are ineffective for use with deaf people. Recently, Samar, Parasnis, and Berent (2002) reported visual evoked potential evidence that deaf poor…

Slow Perceptual Processing at the Core of Developmental Dyslexia: A Parameter-Based Assessment of Visual Attention

ERIC Educational Resources Information Center

Stenneken, Prisca; Egetemeir, Johanna; Schulte-Korne, Gerd; Muller, Hermann J.; Schneider, Werner X.; Finke, Kathrin

2011-01-01

The cognitive causes as well as the neurological and genetic basis of developmental dyslexia, a complex disorder of written language acquisition, are intensely discussed with regard to multiple-deficit models. Accumulating evidence has revealed dyslexics' impairments in a variety of tasks requiring visual attention. The heterogeneity of these…

Divergent Development of Verbal Skills in Children Who Are Blind or Sighted

ERIC Educational Resources Information Center

Journal of Visual Impairment & Blindness, 2007

2007-01-01

This empirical study compared the average ages at which four children with congenital blindness acquired 29 verbal skills with given age norms for sighted children. The results indicated only small developmental delays in the acquisition of verbal skills in the four children, but a high degree of variability in developmental delays within and…

Using 21st Century Video Prompting Technology to Facilitate the Independence of Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Cullen, Jennifer M.; Simmons-Reed, Evette A.; Weaver, Lindy

2017-01-01

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults…

Divergent Development of Manual Skills in Children Who Are Blind or Sighted

ERIC Educational Resources Information Center

Brambring, Michael

2007-01-01

This empirical study compared the average ages at which four children with congenital blindness acquired 32 fine motor skills with age norms for sighted children. The results indicated that the children experienced extreme developmental delays in the acquisition of manual skills and a high degree of variability in developmental delays within and…

Developmental Changes in the Early Child Lexicon in Mandarin Chinese

ERIC Educational Resources Information Center

Hao, Meiling; Liu, Youyi; Shu, Hua; Xing, Ailing; Jiang, Ying; Li, Ping

2015-01-01

In this paper we report a large-scale developmental study of early productive vocabulary acquisition by 928 Chinese-speaking children aged between 1;0 and 2;6, using the Early Vocabulary Inventory for Mandarin Chinese (Hao, Shu, Xing & Li, 2008). The results show that: (i) social words, especially words for people, are the predominant type of…

From Outcome Prediction to Action Selection: Developmental Change in the Role of Action-Effect Bindings

ERIC Educational Resources Information Center

Verschoor, Stephan A.; Spapé, Michiel; Biro, Szilvia; Hommel, Bernhard

2013-01-01

Ideomotor theory considers bidirectional action-effect associations to be the fundamental building blocks for intentional action. The present study employed a novel pupillometric and oculomotor paradigm to study developmental changes in the role of action-effects in the acquisition of voluntary action. Our findings suggest that both 7- and…

Gross Motor Development of Malaysian Hearing Impaired Male Pre- and Early School Children

ERIC Educational Resources Information Center

Zawi, Khairi; Lian, Denise Koh Choon; Abdullah, Rozlina Tan

2014-01-01

Acquisition of gross motor skill is a natural developmental process for children. This aspect of human development increases with one's chronological age, irrespective of any developmental conditions. The purpose of this study was to assess the level of gross motor skill development among pre- and early school-aged children with motor disability.…

PXD101 significantly improves nuclear reprogramming and the in vitro developmental competence of porcine SCNT embryos

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jin, Jun-Xue; Kang, Jin-Dan; Li, Suo

2015-01-02

Highlights: • First explored that the effects of PXD101 on the development of SCNT embryos in vitro. • 0.5 μM PXD101 treated for 24 h improved the development of porcine SCNT embryos. • Level of AcH3K9 was significantly higher than control group at early stages. - Abstract: In this study, we investigated the effects of the histone deacetylase inhibitor PXD101 (belinostat) on the preimplantation development of porcine somatic cell nuclear transfer (SCNT) embryos and their expression of the epigenetic markers histone H3 acetylated at lysine 9 (AcH3K9). We compared the in vitro developmental competence of SCNT embryos treated with variousmore » concentrations of PXD101 for 24 h. Treatment with 0.5 μM PXD101 significantly increased the proportion of SCNT embryos that reached the blastocyst stage, in comparison to the control group (23.3% vs. 11.5%, P < 0.05). We tested the in vitro developmental competence of SCNT embryos treated with 0.5 μM PXD101 for various amounts of times following activation. Treatment for 24 h significantly improved the development of porcine SCNT embryos, with a significantly higher proportion of embryos reaching the blastocyst stage in comparison to the control group (25.7% vs. 10.6%, P < 0.05). PXD101-treated SCNT embryos were transferred into two surrogate sows, one of whom became pregnant and four fetuses developed. PXD101 treatment significantly increased the fluorescence intensity of immunostaining for AcH3K9 in embryos at the pseudo-pronuclear and 2-cell stages. At these stages, the fluorescence intensities of immunostaining for AcH3K9 were significantly higher in PXD101-treated embryos than in control untreated embryos. In conclusion, this study demonstrates that PXD101 can significantly improve the in vitro and in vivo developmental competence of porcine SCNT embryos and can enhance their nuclear reprogramming.« less

Effect of triiodothyronine on developmental competence of bovine oocytes.

PubMed

Costa, N N; Cordeiro, M S; Silva, T V G; Sastre, D; Santana, P P B; Sá, A L A; Sampaio, R V; Santos, S S D; Adona, P R; Miranda, M S; Ohashi, O M

2013-09-01

Developmental competence of in vitro-matured bovine oocytes is a limiting factor in production of embryos in vitro. Several studies have suggested a potential positive effect of thyroid hormones on cultured oocytes and/or their supporting cells. Therefore, the aim of the present study was to ascertain whether medium supplementation with triiodothyronine (T3) improved subsequent developmental competence of in vitro-matured bovine oocytes. For this purpose, we first documented (using reverse transcription PCR) that whereas bovine cumulus cells expressed both thyroid hormone receptor (TR)-α and TRβ, immature bovine oocytes expressed TRα only. Thereafter, to test the effects of TH on developmental competence, abattoir-derived oocytes were matured in vitro in a medium containing 0, 25, 50, or 100 nM T3 and subjected to in vitro fertilization. Embryo quality was evaluated by assessing cleavage and blastocyst rates, morphological quality, development kinetics, and total cell number on Day 8 of culture. Notably, addition of 50 or 100 nM T3 to the in vitro maturation medium increased (P < 0.05) the rate of hatched blastocysts on the eighth day of culture, as compared with other groups (62.4 ± 11.7, 53.1 ± 16.3, and 32.4 ± 5.3, respectively). Next, the relative expression levels of genes related to embryo quality POU-domain transcription factor (POU5F1) and glucose transporter-1 (GLUT 1) were compared between in vivo- and in vitro-produced blastocysts. On the basis of the previous experiments, IVP embryos originating from oocytes that were matured in vitro in the presence or absence of 50 nM T3 were evaluated. The treatment had no effect (P > 0.05) on gene expression. We concluded that supplementation of bovine oocyte in vitro maturation medium with T3 may have a beneficial effect on the kinetics of embryo development. Copyright © 2013 Elsevier Inc. All rights reserved.

Effect of a Cognitive-Behavioral Prevention Program on Depression 6 Years After Implementation Among At-Risk Adolescents: A Randomized Clinical Trial.

PubMed

Brent, David A; Brunwasser, Steven M; Hollon, Steven D; Weersing, V Robin; Clarke, Gregory N; Dickerson, John F; Beardslee, William R; Gladstone, Tracy R G; Porta, Giovanna; Lynch, Frances L; Iyengar, Satish; Garber, Judy

2015-11-01

Adolescents whose parents have a history of depression are at risk for developing depression and functional impairment. The long-term effects of prevention programs on adolescent depression and functioning are not known. To determine whether a cognitive-behavioral prevention (CBP) program reduced the incidence of depressive episodes, increased depression-free days, and improved developmental competence 6 years after implementation. A 4-site randomized clinical trial compared the effect of CBP plus usual care vs usual care, through follow-up 75 months after the intervention (88% retention), with recruitment from August 2003 through February 2006 at a health maintenance organization, university medical centers, and a community mental health center. A total of 316 participants were 13 to 17 years of age at enrollment and had at least 1 parent with current or prior depressive episodes. Participants could not be in a current depressive episode but had to have subsyndromal depressive symptoms or a prior depressive episode currently in remission. Analysis was conducted between August 2014 and June 2015. The CBP program consisted of 8 weekly 90-minute group sessions followed by 6 monthly continuation sessions. Usual care consisted of any family-initiated mental health treatment. The Depression Symptoms Rating scale was used to assess the primary outcome, new onsets of depressive episodes, and to calculate depression-free days. A modified Status Questionnaire assessed developmental competence (eg, academic or interpersonal) in young adulthood. Over the 75-month follow-up, youths assigned to CBP had a lower incidence of depression, adjusting for current parental depression at enrollment, site, and all interactions (hazard ratio, 0.71 [95% CI, 0.53-0.96]). The CBP program's overall significant effect was driven by a lower incidence of depressive episodes during the first 9 months after enrollment. The CBP program's benefit was seen in youths whose index parent was not depressed at enrollment, on depression incidence (hazard ratio, 0.54 [95% CI, 0.36-0.81]), depression-free days (d = 0.34, P = .01), and developmental competence (d = 0.36, P = .04); these effects on developmental competence were mediated via the CBP program's effect on depression-free days. The effect of CBP on new onsets of depression was strongest early and was maintained throughout the follow-up period; developmental competence was positively affected 6 years later. The effectiveness of CBP may be enhanced by additional booster sessions and concomitant treatment of parental depression. clinicaltrials.gov Identifier:NCT00073671.

CE: Original Research: Creating an Evidence-Based Progression for Clinical Advancement Programs.

PubMed

Burke, Kathleen G; Johnson, Tonya; Sites, Christine; Barnsteiner, Jane

2017-05-01

: Background: The Institute of Medicine (IOM) and the Quality and Safety Education for Nurses (QSEN) project have identified six nursing competencies and supported their integration into undergraduate and graduate nursing curricula nationwide. But integration of those competencies into clinical practice has been limited, and evidence for the progression of competency proficiency within clinical advancement programs is scant. Using an evidence-based approach and building on the competencies identified by the IOM and QSEN, a team of experts at an academic health system developed eight competency domains and 186 related knowledge, skills, and attitudes (KSAs) for professional nursing practice. The aim of our study was to validate the eight identified competencies and 186 related KSAs and determine their developmental progression within a clinical advancement program. Using the Delphi technique, nursing leadership validated the newly identified competency domains and KSAs as essential to practice. Clinical experts from 13 Magnet-designated hospitals with clinical advancement programs then participated in Delphi rounds aimed at reaching consensus on the developmental progression of the 186 KSAs through four levels of clinical advancement. Two Delphi rounds resulted in consensus by the expert participants. All eight competency domains were determined to be essential at all four levels of clinical practice. At the novice level of practice, the experts identified a greater number of KSAs in the domains of safety and patient- and family-centered care. At more advanced practice levels, the experts identified a greater number of KSAs in the domains of professionalism, teamwork, technology and informatics, and continuous quality improvement. Incorporating the eight competency domains and the 186 KSAs into a framework for clinical advancement programs will likely result in more clearly defined role expectations; enhance accountability; and elevate and promote nursing practice, thereby improving clinical outcomes and quality of care. With their emphasis on quality and safety, the eight competency domains also offer a framework for enhancing position descriptions, performance evaluations, clinical recognition, initial and ongoing competency assessment programs, and orientation and residency programs.

Where, when, and Why Young Athletes Use Imagery: An Examination of Developmental Differences

ERIC Educational Resources Information Center

Munroe-Chandler, Krista J.; Hall, Craig R.; Fishburne, Graham J.; Strachan, Leisha

2007-01-01

The purpose of this study was to investigate young athletes' imagery use from a developmental perspective. The participants were 110 male and female athletes competing in both team and individual sports. They represented four different age cohorts (i.e., 7-8, 9-10, 11-12, and 13-14 years). Sixteen focus groups, two for each age category and…

Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

ERIC Educational Resources Information Center

Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

2015-01-01

The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

Functional Performance of Children with Developmental Coordination Disorder at Home and at School

ERIC Educational Resources Information Center

Wang, Tien-Ni; Tseng, Mei-Hui; Wilson, Brenda N.; Hu, Fu-Chang

2009-01-01

This study investigated the functional performance of daily activities at home and at school in a population-based sample of children with different degrees of motor coordination impairment and competence. Sixteen children (seven males, nine females; mean age 8y, SD 9mo) with developmental coordination disorder (DCD), 25 with suspected DCD ([sDCD]…

Theory of Mind in Middle Childhood: Longitudinal Associations with Executive Function and Social Competence

ERIC Educational Resources Information Center

Devine, Rory T.; White, Naomi; Ensor, Rosie; Hughes, Claire

2016-01-01

The vast majority of studies on theory of mind (ToM) have focused on the preschool years. Extending the developmental scope of ToM research presents opportunities to both reassess theoretical accounts of ToM and test its predictive utility. The twin aims of this longitudinal study were to examine developmental relations between ToM, executive…

The Developmental Course of Community Service across the Transition to Adulthood in a National U.S. Sample

ERIC Educational Resources Information Center

Wray-Lake, Laura; Schulenberg, John; Keyes, Katherine M.; Shubert, Jennifer

2017-01-01

Despite the importance of community service for the well-being of individuals and communities, relatively little is known about the developmental course of community service during the transition to adulthood (TTA). This study tested competing hypotheses about change in community service across the TTA by estimating latent growth models from Ages…

Romantic Relationship Patterns in Young Adulthood and Their Developmental Antecedents

PubMed Central

Rauer, Amy J.; Pettit, Gregory S.; Lansford, Jennifer E.; Bates, John E.; Dodge, Kenneth A.

2013-01-01

The delayed entry into marriage that characterizes modern society raises questions about young adults' romantic relationship trajectories and whether patterns found to characterize adolescent romantic relationships persist into young adulthood. The current study traced developmental transitions into and out of romantic relationships from age 18 through age 25 in a sample of 511 young adults. The developmental antecedents of these different romantic relationship experiences in both distal and proximal family and peer domains were also examined. Analyses included both person-oriented and variable-oriented approaches. Findings show 5 distinct clusters varying in timing, duration, and frequency of participation in romantic relationships that range from those who had only recently entered into a romantic relationship to those who had been in the same relationship from age 18 to age 25. These relationship outcome trajectory clusters were predicted by variations in competence in early relationships with family and peers. Interpersonal experiences in family and peer contexts in early childhood through adolescence thus may form a scaffold on which later competence in romantic relationships develops. Findings shed light on both normative and nonnormative developmental transitions of romantic relationships in young adulthood. PMID:23421803

XML and ePortfolios

ERIC Educational Resources Information Center

Fitch, Dale; Gibbs, Tashira; Peet, Melissa; Reed, Beth Glover; Tolman, Richard

2008-01-01

For students in many professional programs, their written work remains the chief means for them to convey their understanding and application of material presented in the classroom. Within their papers are applications of learning objectives or competencies. However, when students are asked to aggregate their acquisition of competencies, or if the…

From Parent-Child Mutuality to Security to Socialization Outcomes: Developmental Cascade toward Positive Adaptation in Preadolescence

PubMed Central

Kim, Sanghag; Boldt, Lea J.; Kochanska, Grazyna

2016-01-01

A developmental cascade from positive early parent-child relationship to child security with the parent to adaptive socialization outcomes, proposed in attachment theory and often implicitly accepted but rarely formally tested, was examined in 100 mothers, fathers, and children followed from toddler age to preadolescence. Parent-child Mutually Responsive Orientation (MRO) was observed in lengthy interactions at 38, 52, 67, and 80 months; children reported their security with parents at age 8. Socialization outcomes (parent- and child-reported cooperation with parental monitoring and teacher-reported school competence) were assessed at age 10. Mediation was tested with PROCESS (Hayes, 2013). The parent-child history of MRO significantly predicted both mother-child and father-child security. For mother-child dyads, security mediated links between history of MRO and cooperation with maternal monitoring and school competence, controlling for developmental continuity of the studied constructs. For father-child dyads, the mediation effect was not evident. PMID:26258443

The Acquisition of Clitic Pronouns in the Spanish Interlanguage of Peruvian Quechua Speakers.

ERIC Educational Resources Information Center

Klee, Carol A.

1989-01-01

Analysis of four adult Quechua speakers' acquisition of clitic pronouns in Spanish revealed that educational attainment and amount of contact with monolingual Spanish speakers were positively related to native-like norms of competence in the use of object pronouns in Spanish. (CB)

Acquisition of the novel name--nameless category (N3C) principle.

PubMed

Mervis, C B; Bertrand, J

1994-12-01

Toddlers' acquisition of the Novel Name-Nameless Category (N3C) principle was examined to investigate the developmental lexical principles framework and the applicability of the specificity hypothesis to relations involving lexical principles. In Study 1, we assessed the ability of 32 children between the ages of 16 and 20 months to use the N3C principle (operationally defined as the ability to fast map). As predicted, only some of the children could fast map. This finding provided evidence for a crucial tenet of the developmental lexical principles framework: Some lexical principles are not available at the start of language acquisition. Children who had acquired the N3C principle also had significantly larger vocabularies and were significantly more likely to demonstrate 2-category exhaustive sorting abilities than children who had not acquired the principle. The 2 groups of children did not differ in either age or object permanence abilities. The 16 children who could not fast map were followed longitudinally until they attained a vocabulary spurt; at that time, their ability to fast map was retested (Study 2). Results provided a longitudinal replication of the findings of Study 1. Implications of these findings for both the developmental lexical principles framework and the specificity hypothesis are discussed.

Developmental hearing loss impedes auditory task learning and performance in gerbils

PubMed Central

von Trapp, Gardiner; Aloni, Ishita; Young, Stephen; Semple, Malcolm N.; Sanes, Dan H.

2016-01-01

The consequences of developmental hearing loss have been reported to include both sensory and cognitive deficits. To investigate these issues in a non-human model, auditory learning and asymptotic psychometric performance were compared between normal hearing (NH) adult gerbils and those reared with conductive hearing loss (CHL). At postnatal day 10, before ear canal opening, gerbil pups underwent bilateral malleus removal to induce a permanent CHL. Both CHL and control animals were trained to approach a water spout upon presentation of a target (Go stimuli), and withhold for foils (Nogo stimuli). To assess the rate of task acquisition and asymptotic performance, animals were tested on an amplitude modulation (AM) rate discrimination task. Behavioral performance was calculated using a signal detection theory framework. Animals reared with developmental CHL displayed a slower rate of task acquisition for AM discrimination task. Slower acquisition was explained by an impaired ability to generalize to newly introduced stimuli, as compared to controls. Measurement of discrimination thresholds across consecutive testing blocks revealed that CHL animals required a greater number of testing sessions to reach asymptotic threshold values, as compared to controls. However, with sufficient training, CHL animals approached control performance. These results indicate that a sensory impediment can delay auditory learning, and increase the risk of poor performance on a temporal task. PMID:27746215

The Study of Graphic Sense and Its Effects on the Acquisition of Literacy. Final Report.

ERIC Educational Resources Information Center

Hernandez-Chavez, Eduardo; Curtis, Jan

This report describes a study on the development of children's conceptualizations of written language, that is, their graphic sense. The study investigated three issues: (1) whether acquisition of literacy is a developmental process common to all normal children, (2) whether the levels of graphic sense tend to be associated with particular…

Lexical Category Acquisition via Nonadjacent Dependencies in Context: Evidence of Developmental Change and Individual Differences

ERIC Educational Resources Information Center

Sandoval, Michelle

2014-01-01

Lexical categories like noun and verb are foundational to language acquisition, but these categories do not come neatly packaged for the infant language learner. Some have proposed that infants can begin to solve this problem by tracking the frequent nonadjacent word (or morpheme) contexts of these categories. However, nonadjacent relationships…

Specificity and Sensitivity Ratios of the Pediatric Language Acquisition Screening Tool for Early Referral-Revised.

ERIC Educational Resources Information Center

Sherman, Tracy; Shulman, Brian B.

1999-01-01

This study examined test characteristics of the Pediatric Language Acquisition Screening Tool for Early Referral-Revised (PLASTER-R), a set of developmental questionnaires for children 3 to 60 months of age. The PLASTER-R was moderately to highly successful in identifying children within normal limits for language development. Test-retest…

Processability Approach to Arabic L2 Teaching and Syllabus Design

ERIC Educational Resources Information Center

Al Shatter, Ghassan

2011-01-01

This study aims to identify the relationship between the developmental hierarchy in the acquisition of Arabic as a second language (Arabic L2) and formal classroom instruction. It provides a general presentation of the current debate on the influence of formal instruction in the acquisition of L2. Special attention is given to the subset of…

The Ethical Implications of the Five-Stage Skill-Acquisition Model

ERIC Educational Resources Information Center

Dreyfus, Hubert L.; Dreyfus, Stuart E.

2004-01-01

We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner's reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert…

Improving the Enterprise Requirements and Acquisition Model’s Developmental Test and Evaluation Process Fidelity

DTIC Science & Technology

2014-03-27

and excluded from the model. The “Check SVR Loop” prevents programs from failing the SVR a second time. If a program has not previously failed the SVR...and Acquisition Management Plan Initiative. Briefing, Peterson AFB, CO: HQ AFSPC/A5X, 2011. Gilmore, Michael J., Key Issues Causing Prgram Delays

48 CFR 1827.302 - Policy. (NASA supplements paragraphs (a), (b), (c), (d), (e), (f), (g), and (i)).

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Policy. (NASA supplements paragraphs (a), (b), (c), (d), (e), (f), (g), and (i)). 1827.302 Section 1827.302 Federal Acquisition... the performance of experimental, developmental, or research work with a small business firm or a...

Stress and Deep Structure: A Measure of Language Acquisition, Grades K-6.

ERIC Educational Resources Information Center

Milner, Joseph O.

A study was undertaken to see whether developmental patterns of language acquisition could be discovered in children beyond age five. Specifically, the study attempted to uncover a pattern in the development of the skill of stress interpretation, or the understanding of the effect of emphasis of a particular word on the deep structure of the…

The Role of Perception, Language, and Preference in the Developmental Acquisition of Basic Color Terms

ERIC Educational Resources Information Center

Pitchford, N. J.; Mullen, K. T.

2005-01-01

When learning basic color vocabulary, young children show a selective delay in the acquisition of brown and gray relative to other basic color terms. In this study, we first establish the robustness of this finding and then investigate the extent to which perception, language, and color preference may influence color conceptualization.…

Developmental Patterns of Past-Tense Acquisition among Foreign Language Learners of French.

ERIC Educational Resources Information Center

Kaplan, Marsha A.

The patterns of acquisition of the passe compose and imperfect tenses in French among 16 adult beginning and intermediate students were studied. Based on 15-minute speech samples in which both verb tenses were elicited by seeded questions and cues for descriptive and narrative monologues, the intermediate learners had greater success with the…

The Metallophore Staphylopine Enables Staphylococcus aureus To Compete with the Host for Zinc and Overcome Nutritional Immunity.

PubMed

Grim, Kyle P; San Francisco, Brian; Radin, Jana N; Brazel, Erin B; Kelliher, Jessica L; Párraga Solórzano, Paola K; Kim, Philip C; McDevitt, Christopher A; Kehl-Fie, Thomas E

2017-10-31

During infection, the host sequesters essential nutrients, such as zinc, to combat invading microbes. Despite the ability of the immune effector protein calprotectin to bind zinc with subpicomolar affinity, Staphylococcus aureus is able to successfully compete with the host for zinc. However, the zinc importers expressed by S. aureus remain unknown. Our investigations have revealed that S. aureus possesses two importers, AdcABC and CntABCDF, which are induced in response to zinc limitation. While AdcABC is similar to known zinc importers in other bacteria, CntABCDF has not previously been associated with zinc acquisition. Concurrent loss of the two systems severely impairs the ability of S. aureus to obtain zinc and grow in zinc-limited environments. Further investigations revealed that the Cnt system is responsible for the ability of S. aureus to compete with calprotectin for zinc in culture and contributes to acquisition of zinc during infection. The cnt locus also enables S. aureus to produce the broad-spectrum metallophore staphylopine. Similarly to the Cnt transporter, loss of staphylopine severely impairs the ability of S. aureus to resist host-imposed zinc starvation, both in culture and during infection. Further investigations revealed that together staphylopine and the Cnt importer function analogously to siderophore-based iron acquisition systems in order to facilitate zinc acquisition by S. aureus Analogous systems are found in a broad range of Gram-positive and Gram-negative bacterial pathogens, suggesting that this new type of zinc importer broadly contributes to the ability of bacteria to cause infection. IMPORTANCE A critical host defense against infection is the restriction of zinc availability. Despite the subpicomolar affinity of the immune effector calprotectin for zinc, Staphylococcus aureus can successfully compete for this essential metal. Here, we describe two zinc importers, AdcABC and CntABCDF, possessed by S. aureus , the latter of which has not previously been associated with zinc acquisition. The ability of S. aureus to compete with the host for zinc is dependent on CntABCDF and the metallophore staphylopine, both in culture and during infection. These results expand the mechanisms utilized by bacteria to obtain zinc, beyond Adc-like systems, and demonstrate that pathogens utilize strategies similar to siderophore-based iron acquisition to obtain other essential metals during infection. The staphylopine synthesis machinery is present in a diverse collection of bacteria, suggesting that this new family of zinc importers broadly contributes to the ability of numerous pathogens to cause infection. Copyright © 2017 Grim et al.

Common Processes in Evidence-Based Adolescent HIV Prevention Programs

PubMed Central

Ingram, Barbara L.; Flannery, Diane; Elkavich, Amy

2014-01-01

Dissemination of evidence-based HIV prevention programs for adolescents will be increased if community interventionists are able to distinguish core, essential program elements from optional, discretionary ones. We selected five successful adolescent HIV prevention programs, used a qualitative coding method to identify common processes described in the procedural manuals, and then compared the programs. Nineteen common processes were categorized as structural features, group management strategies, competence building, and addressing developmental challenges of adolescence. All programs shared the same structural features (goal-setting and session agendas), used an active engagement style of group management, and built cognitive competence. Programs varied in attention to developmental challenges, emphasis on behavioral and emotional competence, and group management methods. This qualitative analysis demonstrated that successful HIV programs contain processes not articulated in their developers’ theoretical models. By moving from the concrete specifics of branded interventions to identification of core, common processes, we are consistent with the progress of “common factors” research in psychotherapy. PMID:18330687

Executive Functioning and School Adjustment: The Mediational Role of Pre-kindergarten Learning-related Behaviors

PubMed Central

Sasser, Tyler R.; Bierman, Karen L.; Heinrichs, Brenda

2016-01-01

164 four-year-old children (14% Latino American, 30% African American, 56% European American; 57% girls) in 22 Head Start classrooms were followed through third grade. Growth curve models were used to estimate the predictive associations between pre-kindergarten executive function (EF) skills and trajectories of academic skill development (math, literacy, overall academic functioning) and social-emotional adjustment at school (social competence, aggression), controlling for child sex, race, verbal IQ, and pre-kindergarten baseline scores. Direct developmental pathways were examined, along with indirect pathways, in which the association between preschool EF and elementary school adjustment was mediated by classroom learning behaviors. Preschool EF significantly predicted later math skills, academic functioning, and social competence, and marginally predicted later literacy skills. Preschool learning behaviors fully mediated the association between EF and later literacy skills and social competence, but did not mediate associations between EF and later math skills or academic functioning. Implications for developmental theory and early education are discussed. PMID:27231409

Materializing 'Competence': Perspectives from International STEM Scholars

ERIC Educational Resources Information Center

Canagarajah, Suresh

2018-01-01

Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group,…

Catching a Wave: An Australian Case Study on Building Competence in Search of Competitive Advantage.

ERIC Educational Resources Information Center

Kellie, Deborah

1998-01-01

A case study of an Australian road construction company's skill development project is an example of an attempt to increase competitive advantage through competency acquisition. It remains to be seen whether reconstruction of the company will result in improved productivity and financial performance. (SK)

Strategies for Developing the Affective Work Competencies of Marketing Education Students.

ERIC Educational Resources Information Center

Meyer, Earl C.

Effective strategies for developing the affective work competencies of marketing education students include teaching procedures, acquisition of skills and materials for teaching in the affective domain, and implementation considerations. Affective concerns in marketing can be grouped into three broad types of performance categories--self-concept,…

Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy

ERIC Educational Resources Information Center

Roller, Kathleen Marie

2012-01-01

This study used a randomized experimental, mixed methods approach to examine whether a stand-apart course curriculum based on experiential learning theory, Developmental Model of Intercultural Sensitivity (DMIS) theory (Bennett, 1993) and culturally relevant pedagogy influenced students' intercultural competence within the context of a study…

Social Studies, Social Competence and Citizenship in Early Childhood Education: Developmental Principles Guide Appropriate Practice

ERIC Educational Resources Information Center

Kemple, Kristen M.

2017-01-01

The purpose of this article is to examine the nature of appropriate social studies education in the Kindergarten and Pre-Kindergarten years. The importance of social competence development as a basic foundation of the social studies in the early years of schooling is examined, with particular attention to the commonalities shared between goals and…

Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles

ERIC Educational Resources Information Center

Bennett, T. A.; Szatmari, P.; Georgiades, K.; Hanna, S.; Janus, M.; Georgiades, S.; Duku, E.; Bryson, S.; Fombonne, E.; Smith, I. M.; Mirenda, P.; Volden, J.; Waddell, C.; Roberts, W.; Vaillancourt, T.; Zwaigenbaum, L.; Elsabbagh, M.; Thompson, A.

2014-01-01

Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2-4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment…

Developmental Studies: The Study Skill Competency Program Course for Grades 7 through 12.

ERIC Educational Resources Information Center

Wilson, Sally J. S.

"The Study Skill Competency Program of the Tri-County Master Tutors Network of South Carolina" (ED 347 145) was designed to equip students with study skills that will improve the quality of their academic work. That document, originally written for use by professional educators within a private tutoring environment, has been tailored for use in…

Competency-Based Training and Worker Turnover in Community Supports for People with IDD: Results from a Group Randomized Controlled Study

ERIC Educational Resources Information Center

Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

2015-01-01

Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training…

Destrezas de communicacion en la vida actual. Volumen I. Edicion para el maestro (Communications Skills in Everday Life. Volume I. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

Destrezas de communicacion en la vida actual. Volumen III. Edicion para el maestro (Communication Skills in Everyday Life. Volume III. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

Destrezas de communicacion en la vida acutal. Volumen II. Edicion para el maestro (Communication Skills in Everyday Life. Volume II. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

Mediation Effects of Latent Numerical Abilities on the Associations between Domain General Competencies and Fraction Knowledge

ERIC Educational Resources Information Center

Ye, Ai; Hansen, Nicole; Resnick, Ilyse; Carrique, Jessica; Jordan, Nancy

2016-01-01

The purpose of the present study was to reveal the developmental pathway from third grade cognitive competencies to sixth grade conceptual and procedural fraction knowledge through the intervening whole numerical skills at fifth grade. The study used empirical data that come from 536 students in nine schools across two Delaware public school…

Attention Deficit-Hyperactivity Disorder, Depression, and Self-and Other-Assessments of Social Competence: A Developmental Study

ERIC Educational Resources Information Center

Ostrander, Rick; Crystal, David S.; August, Gerald

2006-01-01

This study examined whether others (i.e., teachers and parents) and self-appraisals of social competence mediated the relationship between Attention-Deficit/Hyperactivity Disorder (ADHD) and depression. To determine whether age moderated the effects of the mediation, the total sample was divided into younger (under 9) and older (at or above 9…

Effects of mand-tact versus tact-only training on the acquisition of tacts.

PubMed Central

Arntzen, Erik; Almås, Inger Karin

2002-01-01

We sought to replicate and extend Carroll and Hesse's (1987) study of the acquisition of tacts by including participants with and without developmental disabilities. As in Carroll and Hesse, the present results showed that mand-tact training, rather than tact-only training, led to more rapid acquisition of tacts. Tacting on follow-up tests did not differ. In addition, our results show that mand-tact training established both verbal operants involved about as rapidly as tact-only training established only one verbal operant. DESCRIPTORS: verbal behavior, tact acquisition, mand-tact training, tact-only training, follow-up PMID:12555915

Skill Activities for Independent Living (SAIL). A Curriculum for Developmentally Disabled Adolescents and Adults.

ERIC Educational Resources Information Center

California State Univ., Los Angeles. Center for Mental Retardation.

This curriculum for developmentally disabled adolescents and adults contains assessment conditions and performance criteria for evaluating client acquisition of a total of 646 independent living skills in five areas. While the content of the curriculum is in an area known as independent living, it is also prevocational in as much as it covers a…

A Comparison of Topography-Based and Selection-Based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism

ERIC Educational Resources Information Center

Vignes, Tore

2007-01-01

This study is a replication of Sundberg and Sundberg (1990) that compared topography-based verbal behavior with selection-based verbal behavior in terms of acquisition, accuracy, and testing for the emergence of a new verbal relation. Participants were three typical children and three developmentally disabled persons with autism. The study sought…

Usage-Based Language: Investigating the Latent Structures That Underpin Acquisition

ERIC Educational Resources Information Center

Ellis, Nick C.; O'Donnell, Matthew Brook; Romer, Ute

2013-01-01

Each of us as language learners had different language experiences, yet somehow we have converged upon broadly the same language system. From diverse, often noisy samples, we have attained similar linguistic competence. How so? What mechanisms channel language acquisition? Could our linguistic commonalities possibly have converged from our shared…

Navy Health Care Executive Competencies

DTIC Science & Technology

2006-04-04

Understanding 10 Information 1 Familiarization with Civilian Health Care and Other Understanding Business 9 Government Systems I Understanding TRICARE 3...Operational Experience/Understanding 10* Acquisitions/Contracting I Understanding Business 9 Automated Health System Information I Understanding TRICARE...Operational Experience/Understanding 10* Acquisitions/Contracting Understanding Business 9 Automated Health System Information Understanding TRICARE 3

Childhood peer reputation as a predictor of competence and symptoms 10 years later.

PubMed

Gest, Scott D; Sesma, Arturo; Masten, Ann S; Tellegen, Auke

2006-08-01

This study examined the differential developmental significance of multiple domains of peer reputation in childhood for current and future competence and symptoms. Participants were 205 children from a normative school cohort who completed assessments in grades 3-6 and then again 10 years later. Through re-analysis of original data from the Revised Class Play (RCP; N=612), new narrow-band subscales were examined as distinct correlates and predictors of competence in age-relevant developmental tasks and psychological well being as indexed by internalizing symptoms. Findings support the differentiation of peer exclusion, withdrawal, and sadness within the broad sensitive-isolated domain of reputation, as well as the distinctive meaning of reputations for Popularity-Leadership and Prosocial Behavior within the broad Sociable-Leader domain. When the Sensitive-Isolated predictors were considered, academic and job competence at the 10-year follow-up were predicted uniquely and negatively by peer exclusion, problems in the social and romantic domains were predicted distinctively by withdrawal from peers, and internalizing symptoms were uniquely predicted by childhood reputation as Sad-Sensitive. When the Sociable-Leader predictors were considered, academic and (for ethnic minority youth) job success was predicted by a Prosocial reputation, social success was forecasted by Popularity-Leadership, and romantic competence was predicted positively by Popularity-Leadership and negatively by Prosocial reputation. Negative academic and job outcomes were also predicted by a childhood reputation as Aggressive-Disruptive. Results are discussed in relation to conceptualizing and measuring peer social competence and its relation to later adaptation.

The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review

ERIC Educational Resources Information Center

Jokic, Claire Sangster; Whitebread, David

2011-01-01

Children with developmental coordination disorder (DCD) experience difficulty coping with everyday demands due to difficulties in performing motor tasks. Recently, a cognitive learning paradigm has been applied to studying the nature of the problems experienced by children with DCD, which assumes that these children have fewer cognitive and…

IRTs of the ABCs: Children's Letter Name Acquisition

PubMed Central

Piasta, Shayne B.; Anthony, Jason L.; Lonigan, Christopher J.; Francis, David J.

2015-01-01

We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 & 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters -- but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction. PMID:22710016

Combined Chlorophyll Fluorescence and Transcriptomic Analysis Identifies the P3/P4 Transition as a Key Stage in Rice Leaf Photosynthetic Development1[OPEN

PubMed Central

Yaapar, Muhammad N.; Wanchana, Samart; Thakur, Vivek; Quick, W. Paul

2016-01-01

Leaves are derived from heterotrophic meristem tissue that, at some point, must make the transition to autotrophy via the initiation of photosynthesis. However, the timing and spatial coordination of the molecular and cellular processes underpinning this switch are poorly characterized. Here, we report on the identification of a specific stage in rice (Oryza sativa) leaf development (P3/P4 transition) when photosynthetic competence is first established. Using a combined physiological and molecular approach, we show that elements of stomatal and vascular differentiation are coordinated with the onset of measurable light absorption for photosynthesis. Moreover, by exploring the response of the system to environmental perturbation, we show that the earliest stages of rice leaf development have significant plasticity with respect to elements of cellular differentiation of relevance for mature leaf photosynthetic performance. Finally, by performing an RNA sequencing analysis targeted at the early stages of rice leaf development, we uncover a palette of genes whose expression likely underpins the acquisition of photosynthetic capability. Our results identify the P3/P4 transition as a highly dynamic stage in rice leaf development when several processes for the initiation of photosynthetic competence are coordinated. As well as identifying gene targets for future manipulation of rice leaf structure/function, our data highlight a developmental window during which such manipulations are likely to be most effective. PMID:26813793

Combined Chlorophyll Fluorescence and Transcriptomic Analysis Identifies the P3/P4 Transition as a Key Stage in Rice Leaf Photosynthetic Development.

PubMed

van Campen, Julia C; Yaapar, Muhammad N; Narawatthana, Supatthra; Lehmeier, Christoph; Wanchana, Samart; Thakur, Vivek; Chater, Caspar; Kelly, Steve; Rolfe, Stephen A; Quick, W Paul; Fleming, Andrew J

2016-03-01

Leaves are derived from heterotrophic meristem tissue that, at some point, must make the transition to autotrophy via the initiation of photosynthesis. However, the timing and spatial coordination of the molecular and cellular processes underpinning this switch are poorly characterized. Here, we report on the identification of a specific stage in rice (Oryza sativa) leaf development (P3/P4 transition) when photosynthetic competence is first established. Using a combined physiological and molecular approach, we show that elements of stomatal and vascular differentiation are coordinated with the onset of measurable light absorption for photosynthesis. Moreover, by exploring the response of the system to environmental perturbation, we show that the earliest stages of rice leaf development have significant plasticity with respect to elements of cellular differentiation of relevance for mature leaf photosynthetic performance. Finally, by performing an RNA sequencing analysis targeted at the early stages of rice leaf development, we uncover a palette of genes whose expression likely underpins the acquisition of photosynthetic capability. Our results identify the P3/P4 transition as a highly dynamic stage in rice leaf development when several processes for the initiation of photosynthetic competence are coordinated. As well as identifying gene targets for future manipulation of rice leaf structure/function, our data highlight a developmental window during which such manipulations are likely to be most effective. © 2016 American Society of Plant Biologists. All Rights Reserved.

Operationalizing Levels of Academic Mastery Based on Vygotsky’s Theory

PubMed Central

Nezhnov, Peter; Kardanova, Elena; Ludlow, Larry

2014-01-01

The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky’s theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice. PMID:29795820

Global developmental delay with sodium valproate-induced gingival hyperplasia.

PubMed

Patil, Ravi B; Urs, Pallavi; Kiran, Shital; Bargale, Seema Dinesh

2014-01-22

Global developmental delay (GDD) refers to a disturbance in an individual child across one or more developmental domains, which include motor, cognition, daily activities, speech and language. The present case discusses a 5-year-old child with GDD associated with infantile spasms treated with sodium valproate. Delay in the widespread acquisition of skills, epilepsy and poor oral hygiene with gingival enlargement was the main concern to seek medical aid. This case is special as the child was suffering from GDD associated with sodium valproate-induced gingival enlargement.

Difficulty in Learning Similar-Sounding Words: A Developmental Stage or a General Property of Learning?

ERIC Educational Resources Information Center

Pajak, Bozena; Creel, Sarah C.; Levy, Roger

2016-01-01

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning…

The Effect of Educational Software, Video Modelling and Group Discussion on Social-Skill Acquisition among Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Hetzroni, Orit E.; Banin, Irit

2017-01-01

Background: People with intellectual and developmental disabilities (IDD) often demonstrate difficulties in social skills. The purpose of this study was to examine the effects of a comprehensive intervention program on the acquisition of social skills among students with mild IDD. Method: Single subject multiple baseline design across situations…

The Representation and Processing of Familiar Faces in Dyslexia: Differences in Age of Acquisition Effects

ERIC Educational Resources Information Center

Smith-Spark, James H.; Moore, Viv

2009-01-01

Two under-explored areas of developmental dyslexia research, face naming and age of acquisition (AoA), were investigated. Eighteen dyslexic and 18 non-dyslexic university students named the faces of 50 well-known celebrities, matched for facial distinctiveness and familiarity. Twenty-five of the famous people were learned early in life, while the…

Analogical Reasoning as a Mechanism in Knowledge Acquisition: A Developmental Perspective. Technical Report No. 438.

ERIC Educational Resources Information Center

Vosniadou, Stella

Analogical reasoning is one mechanism that has been recognized as having the potential of bringing prior knowledge to bear on the acquisition of new information. Analogical reasoning involves the identification and transfer of structural information from a known system to a new and relatively unknown system. The productive use of analogy is often…

Development and spindle formation in rat somatic cell nuclear transfer (SCNT) embryos in vitro using porcine recipient oocytes.

PubMed

Sugawara, Atsushi; Sugimura, Satoshi; Hoshino, Yumi; Sato, Eimei

2009-08-01

Cloning that uses somatic cell nuclear transfer (SCNT) technology with gene targeting could be a potential alternative approach to obtain valuable rat models. In the present study, we determined the developmental competence of rat SCNT embryos constructed using murine and porcine oocytes at metaphase II (MII). Further, we assessed the effects of certain factors, such as: (i) the donor cell type (fetal fibroblasts or cumulus cells); and (ii) premature chromosome condensation (PCC) with normal spindle formation, on the developmental competence of rat interspecies SCNT (iSCNT) embryos. iSCNT embryos that had been constructed using porcine oocytes developed to the blastocyst stage, while those embryos made using murine MII oocytes did not. Rat iSCNT embryos constructed with green fluorescent protein (GFP)-expressing fetal fibroblasts injected into porcine oocytes showed considerable PCC with a normal bipolar spindle formation. The total cell number of iSCNT blastocyst derived from GFP-expressing fetal fibroblasts was higher than the number derived from cumulus cells. In addition, these embryos expressed GFP at the blastocyst stage. This paper is the first report to show that rat SCNT embryos constructed using porcine MII oocytes have the potential to develop to the blastocyst stage in vitro. Thus the iSCNT technique, when performed using porcine MII oocytes, could provide a new bioassay system for the evaluatation of the developmental competence of rat somatic cells.

Linking the Prevention of Problem Behaviors and Positive Youth Development: Core Competencies for Positive Youth Development and Risk Prevention

ERIC Educational Resources Information Center

Guerra, Nancy G.; Bradshaw, Catherine P.

2008-01-01

In this chapter, we present a brief review of the developmental literature linking healthy adjustment to five core competencies: (1) positive sense of self, (2) self-control, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. A central premise of this chapter and the rest of the volume is that promoting…

The Learn at Play Program (LAPP): Merging Family, Developmental Research, Early Intervention, and Policy Goals for Children with Down Syndrome

ERIC Educational Resources Information Center

Iarocci, Grace; Virji-Babul, Naznin; Reebye, Pratibha

2006-01-01

This article addresses the dynamics of parent-child interactions and their potential influence on the development of social competence among children with Down syndrome (DS). The authors argue that a strong parent-child relationship is fundamental for building the social competence of children with DS and the integration and inclusion of these…

Longitudinal Analyses of a Hierarchical Model of Peer Social Competence for Preschool Children: Structural Fidelity and External Correlates

ERIC Educational Resources Information Center

Shin, Nana; Vaughn, Brian E.; Kim, Mina; Krzysik, Lisa; Bost, Kelly K.; McBride, Brent; Santos, Antonio J.; Peceguina, Ines; Coppola, Gabrielle

2011-01-01

Achieving consensus on the definition and measurement of social competence (SC) for preschool children has proven difficult in the developmental sciences. We tested a hierarchical model in which SC is assumed to be a second-order latent variable by using longitudinal data (N = 345). We also tested the degree to which peer SC at Time 1 predicted…

Public and Private Universities in Taiwan: To Compete or Not to Compete? RIHE International Seminar Reports. No. 23

ERIC Educational Resources Information Center

Chen, Robin J.

2015-01-01

Since the 1950s, Taiwan has made great strides in higher education. However, its developmental growth has not been stable. Different studies show different ways to distinguish the stages of higher education development: Chen (2008) stated the stages of development in Taiwan from 1949 to the present can be seen as the following eras: early…

The Impact of the Feedback Source on Developing Oral Presentation Competence

ERIC Educational Resources Information Center

van Ginkel, Stan; Gulikers, Judith; Biemans, Harm; Mulder, Martin

2017-01-01

While previous research in higher education emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students' oral presentation competence differs depending on the feedback source. This quasi-experimental study examines the effectiveness of the feedback source on 144 first-year…

Perception of the Acquisition of Generic Competences in Engineering Degrees

ERIC Educational Resources Information Center

Olmedo-Torre, Noelia; Martínez, María Martínez; Perez-Poch, Antoni; García, Beatriz Amante

2018-01-01

The aim of this paper is to analyze what generic competencies at the "Universitat Politécnica de Catalunya" (UPC BarcelonaTech) are most evaluated by the teaching staff belonging to the first curricular block of industrial engineering degree courses at the Barcelona "Escola Universitaria d'Enginyeria Técnica Industrial," and…

Sex Offender Situational Competency Test (SOSCT) Pretreatment and Posttreatment Effects for Inpatient Sex Offenders in Hypothetical High-Risk Situations

ERIC Educational Resources Information Center

Reddon, John R.; Takacs, Shelly; Hogan, Stephen

2013-01-01

The purpose of the study was to evaluate relapse prevention skill acquisition within the context of a comprehensive treatment program involving group psychotherapy, relapse prevention programming, and other essential psychoeducational components. The Sex Offender Situational Competency Test (SOSCT) was administered pretreatment and posttreatment…

Social Empowerment in Mexican Violent Contexts through Media Competence

ERIC Educational Resources Information Center

Grijalva-Verdugo, Abel-Antonio; Moreno-Candil, David

2017-01-01

The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the…

48 CFR 2801.603-1 - Department of Justice Acquisition Career Management Program.

Code of Federal Regulations, 2011 CFR

2011-10-01

... employee's skill level to an appropriate level in each area of competence necessary to perform his or her... an appropriate level of skill in all necessary competencies in the field of procurement. In general, a proficiency skill level of 3, as defined in Attachment 1 to Office of Federal Procurement Policy...

Attention to Language in Day Care Attending Children: A Mediating Factor in the Developmental Effects of Otitis Media.

ERIC Educational Resources Information Center

Feagans, Lynne V.; And Others

Three ways in which otitis media may affect development of hearing are explored. First, developmental effects may be due to illness in general; second, otitis media may cause fluctuating hearing loss which may lead to deficits in language in many areas; and, third, fluctuating hearing loss may have only a temporary effect on the acquisition of…

SLA Developmental Stages and Teachers' Assessment of Written French: Exploring Direkt Profil as a Diagnostic Assessment Tool

ERIC Educational Resources Information Center

Granfeldt, Jonas; Ågren, Malin

2014-01-01

One core area of research in Second Language Acquisition is the identification and definition of developmental stages in different L2s. For L2 French, Bartning and Schlyter (2004) presented a model of six morphosyntactic stages of development in the shape of grammatical profiles. The model formed the basis for the computer program Direkt Profil…

Investigating the Acquisition, Generalization, and Emergence of Untrained Verbal Operants for Mands Acquired Using the Picture Exchange Communication System in Adults with Severe Developmental Disabilities

ERIC Educational Resources Information Center

Ziomek, M. M.; Rehfeldt, R. A.

2008-01-01

This study compared the total amount of training time and total number of trial blocks for individuals with severe developmental disabilities to acquire mands under control of unconditioned establishing operations and mands under control of transitive conditioned establishing operations for manual sign and for the Picture Exchange Communication…

[Acquisition of arithmetic knowledge].

PubMed

Fayol, Michel

2008-01-01

The focus of this paper is on contemporary research on the number counting and arithmetical competencies that emerge during infancy, the preschool years, and the elementary school. I provide a brief overview of the evolution of children's conceptual knowledge of arithmetic knowledge, the acquisition and use of counting and how they solve simple arithmetic problems (e.g. 4 + 3).

Re-Visiting the Competence/Performance Debate in the Acquisition of the Counting Principles

ERIC Educational Resources Information Center

Le Corre, Mathieu; Van de Walle, Gretchen; Brannon, Elizabeth M.; Carey, Susan.

2006-01-01

Advocates of the ''continuity hypothesis'' have argued that innate non-verbal counting principles guide the acquisition of the verbal count list (Gelman & Gallistel, 1978). Some studies have supported this hypothesis, but others have suggested that the counting principles must be constructed anew by each child. Defenders of the continuity…

Defense mechanisms and psychological adjustment in childhood.

PubMed

Sandstrom, Marlene J; Cramer, Phebe

2003-08-01

The association between maturity of defense use and psychological functioning was assessed in a group of 95 elementary school children. Defense mechanisms were measured using a valid and reliable storytelling task, and psychological adjustment was assessed through a combination of parent and self-report questionnaires. Correlational analyses indicated that children who relied on the developmentally immature defense of denial reported higher levels of self-rated social anxiety and depression and received higher ratings of parent-reported internalizing and externalizing behavior problems. However, children who made use of the developmentally mature defense of identification exhibited higher scores on perceived competence in social, academic, conduct, athletic, and global domains. Significantly, there was no relationship between children's use of denial and their level of perceived competence or between children's use of identification and their degree of maladjustment.

The logical syntax of number words: theory, acquisition and processing.

PubMed

Musolino, Julien

2009-04-01

Recent work on the acquisition of number words has emphasized the importance of integrating linguistic and developmental perspectives [Musolino, J. (2004). The semantics and acquisition of number words: Integrating linguistic and developmental perspectives. Cognition93, 1-41; Papafragou, A., Musolino, J. (2003). Scalar implicatures: Scalar implicatures: Experiments at the semantics-pragmatics interface. Cognition, 86, 253-282; Hurewitz, F., Papafragou, A., Gleitman, L., Gelman, R. (2006). Asymmetries in the acquisition of numbers and quantifiers. Language Learning and Development, 2, 76-97; Huang, Y. T., Snedeker, J., Spelke, L. (submitted for publication). What exactly do numbers mean?]. Specifically, these studies have shown that data from experimental investigations of child language can be used to illuminate core theoretical issues in the semantic and pragmatic analysis of number terms. In this article, I extend this approach to the logico-syntactic properties of number words, focusing on the way numerals interact with each other (e.g. Three boys are holding two balloons) as well as with other quantified expressions (e.g. Three boys are holding each balloon). On the basis of their intuitions, linguists have claimed that such sentences give rise to at least four different interpretations, reflecting the complexity of the linguistic structure and syntactic operations involved. Using psycholinguistic experimentation with preschoolers (n=32) and adult speakers of English (n=32), I show that (a) for adults, the intuitions of linguists can be verified experimentally, (b) by the age of 5, children have knowledge of the core aspects of the logical syntax of number words, (c) in spite of this knowledge, children nevertheless differ from adults in systematic ways, (d) the differences observed between children and adults can be accounted for on the basis of an independently motivated, linguistically-based processing model [Geurts, B. (2003). Quantifying kids. Language Acquisition, 11(4), 197-218]. In doing so, this work ties together research on the acquisition of the number vocabulary with a growing body of work on the development of quantification and sentence processing abilities in young children [Geurts, 2003; Lidz, J., Musolino, J. (2002). Children's command of quantification. Cognition, 84, 113-154; Musolino, J., Lidz, J. (2003). The scope of isomorphism: Turning adults into children. Language Acquisition, 11(4), 277-291; Trueswell, J., Sekerina, I., Hilland, N., Logrip, M. (1999). The kindergarten-path effect: Studying on-line sentence processing in young children. Cognition, 73, 89-134; Noveck, I. (2001). When children are more logical than adults: Experimental investigations of scalar implicature. Cognition, 78, 165-188; Noveck, I., Guelminger, R., Georgieff, N., & Labruyere, N. (2007). What autism can tell us about every. . . not sentences. Journal of Semantics,24(1), 73-90. On a more general level, this work confirms the importance of integrating formal and developmental perspectives [Musolino, 2004], this time by highlighting the explanatory power of linguistically-based models of language acquisition and by showing that the complex structure postulated by linguists has important implications for developmental accounts of the number vocabulary.

Assessment of a Competency-Based Undergraduate Course on Genetic and Genomics.

PubMed

Kronk, Rebecca; Colbert, Alison; Lengetti, Evelyn

2017-08-24

In response to new demands in the nursing profession, an innovative undergraduate genetics course was designed based on the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics. Reflective journaling and storytelling were used as major pedagogies, alongside more traditional approaches. Thematic content analysis of student reflections revealed transformational learning as the major theme emerging from genomic and genetic knowledge acquisition. Quantitative analyses of precourse/postcourse student self-assessments of competencies revealed significant findings.

Multicenter, randomized, controlled trial of virtual-reality simulator training in acquisition of competency in colonoscopy.

PubMed

Cohen, Jonathan; Cohen, Seth A; Vora, Kinjal C; Xue, Xiaonan; Burdick, J Steven; Bank, Simmy; Bini, Edmund J; Bodenheimer, Henry; Cerulli, Maurice; Gerdes, Hans; Greenwald, David; Gress, Frank; Grosman, Irwin; Hawes, Robert; Mullin, Gerard; Mullen, Gerard; Schnoll-Sussman, Felice; Starpoli, Anthony; Stevens, Peter; Tenner, Scott; Villanueva, Gerald

2006-09-01

The GI Mentor is a virtual reality simulator that uses force feedback technology to create a realistic training experience. To define the benefit of training on the GI Mentor on competency acquisition in colonoscopy. Randomized, controlled, blinded, multicenter trial. Academic medical centers with accredited gastroenterology training programs. First-year GI fellows. Subjects were randomized to receive 10 hours of unsupervised training on the GI Mentor or no simulator experience during the first 8 weeks of fellowship. After this period, both groups began performing real colonoscopies. The first 200 colonoscopies performed by each fellow were graded by proctors to measure technical and cognitive success, and patient comfort level during the procedure. A mixed-effects model comparison between the 2 groups of objective and subjective competency scores and patient discomfort in the performance of real colonoscopies over time. Forty-five fellows were randomized from 16 hospitals over 2 years. Fellows in the simulator group had significantly higher objective competency rates during the first 100 cases. A mixed-effects model demonstrated a higher objective competence overall in the simulator group (P < .0001), with the difference between groups being significantly greater during the first 80 cases performed. The median number of cases needed to reach 90% competency was 160 in both groups. The patient comfort level was similar. Fellows who underwent GI Mentor training performed significantly better during the early phase of real colonoscopy training.

Role of gap junctions and protein kinase A during the development of oocyte maturational competence in Ayu (Plecoglossus altivelis)

USGS Publications Warehouse

Yamamoto, Y.; Yoshizaki, G.; Takeuchi, T.; Soyano, K.; Patino, R.

2008-01-01

Meiotic resumption in teleost oocytes is induced by a maturation-inducing hormone (MIH). The sensitivity of oocytes to MIH, also known as oocyte maturational competence (OMC), is induced by LH via mechanisms that are not fully understood. A previous study of Ayu (Plecoglossus altivelis) showed the presence of functional heterologous gap junctions (GJs) between oocytes and their surrounding granulosa cells. The objectives of this study were to determine the role of ovarian GJs and of protein kinase A (PKA) during the acquisition of OMC. We examined the effects of the specific GJ inhibitor carbenoxolone (CBX) and 18??-glycyrrhetinic acid (??-GA) on the LH-(hCG)-dependent acquisition of OMC and on MIH-(17,20??-dihydroxy-4-pregnen-3-one)-dependent meiotic resumption; measured the cAMP content of ovarian follicles during the hCG-dependent acquisition of OMC; and determined the effects of PK activators and inhibitors on hCG-dependent OMC. Production of follicular cAMP increased during the hCG-dependent acquisition of OMC. Both GJ inhibitors and the PKA inhibitor H8-dihydrochloride, but not the PKC inhibitor GF109203X, suppressed the hCG-dependent acquisition of OMC in a dose-dependent manner. The PKA activator forskolin induced OMC with a similar potency to hCG. Unlike previous observations with teleosts where disruption of heterologous GJ either blocks or stimulates meiotic resumption, treatment with GJ inhibitors did not affect MIH-dependent meiotic resumption in maturationally competent follicles of Ayu. These observations suggest that ovarian GJs are essential for LH-dependent acquisition of OMC but not for MIH-dependent meiotic resumption, and that the stimulation of OMC by LH is mediated by cAMP-dependent PKA. They are also consistent with the view that a precise balance between GJ-mediated signals (positive or negative) and oocyte maturational readiness is required for hormonally regulated meiotic resumption. ?? 2007 Elsevier Inc. All rights reserved.

Developmental hearing loss impedes auditory task learning and performance in gerbils.

PubMed

von Trapp, Gardiner; Aloni, Ishita; Young, Stephen; Semple, Malcolm N; Sanes, Dan H

2017-04-01

The consequences of developmental hearing loss have been reported to include both sensory and cognitive deficits. To investigate these issues in a non-human model, auditory learning and asymptotic psychometric performance were compared between normal hearing (NH) adult gerbils and those reared with conductive hearing loss (CHL). At postnatal day 10, before ear canal opening, gerbil pups underwent bilateral malleus removal to induce a permanent CHL. Both CHL and control animals were trained to approach a water spout upon presentation of a target (Go stimuli), and withhold for foils (Nogo stimuli). To assess the rate of task acquisition and asymptotic performance, animals were tested on an amplitude modulation (AM) rate discrimination task. Behavioral performance was calculated using a signal detection theory framework. Animals reared with developmental CHL displayed a slower rate of task acquisition for AM discrimination task. Slower acquisition was explained by an impaired ability to generalize to newly introduced stimuli, as compared to controls. Measurement of discrimination thresholds across consecutive testing blocks revealed that CHL animals required a greater number of testing sessions to reach asymptotic threshold values, as compared to controls. However, with sufficient training, CHL animals approached control performance. These results indicate that a sensory impediment can delay auditory learning, and increase the risk of poor performance on a temporal task. Copyright © 2016 Elsevier B.V. All rights reserved.

When to ally & when to acquire.

PubMed

Dyer, Jeffrey H; Kale, Prashant; Singh, Harbir

2004-01-01

Acquisitions and alliances are two pillars of growth strategy. But most businesses don't treat the two as alternative mechanisms for attaining goals. Consequently, companies take over firms they should have collaborated with, and vice versa, and make a mess of both acquisitions and alliances. It's easy to see why companies don't weigh the relative merits and demerits of acquisitions and alliances before choosing horses for courses. The two strategies differ in many ways: Acquisition deals are competitive, based on market prices, and risky; alliances are cooperative, negotiated, and not so risky. Companies habitually deploy acquisitions to increase scale or cut costs and use partnerships to enter new markets, customer segments, and regions. Moreover, a company's initial experiences often turn into blinders. If the firm pulls off an alliance or two, it tends to enter into alliances even when circumstances demand acquisitions. Organizational barriers also stand in the way. In many companies, an M&A group, which reports to the finance head, handles acquisitions, while a separate business development unit looks after alliances. The two teams work out of different locations, jealously guard turf, and, in effect, prevent companies from comparing the advantages and disadvantages of the strategies. But companies could improve their results, the authors argue, if they compared the two strategies to determine which is best suited to the situation at hand. Firms such as Cisco that use acquisitions and alliances appropriately grow faster than rivals do. The authors provide a framework to help organizations systematically decide between acquisition and alliance by analyzing three sets of factors: the resources and synergies they desire, the marketplace they compete in, and their competencies at collaborating.

Arguments from Developmental Order.

PubMed

Stöckle-Schobel, Richard

2016-01-01

In this article, I investigate a special type of argument regarding the role of development in theorizing about psychological processes and cognitive capacities. Among the issues that developmental psychologists study, discovering the ontogenetic trajectory of mechanisms or capacities underpinning our cognitive functions ranks highly. The order in which functions are developed or capacities are acquired is a matter of debate between competing psychological theories, and also philosophical conceptions of the mind - getting the role and the significance of the different steps in this order right could be seen as an important virtue of such theories. Thus, a special kind of strategy in arguments between competing philosophical or psychological theories is using developmental order in arguing for or against a given psychological claim. In this article, I will introduce an analysis of arguments from developmental order, which come in two general types: arguments emphasizing the importance of the early cognitive processes and arguments emphasizing the late cognitive processes. I will discuss their role in one of the central tools for evaluating scientific theories, namely in making inferences to the best explanation. I will argue that appeal to developmental order is, by itself, an insufficient criterion for theory choice and has to be part of an argument based on other core explanatory or empirical virtues. I will end by proposing a more concerted study of philosophical issues concerning (cognitive) development, and I will present some topics that also pertain to a full-fledged 'philosophy of development.'

Software Acquisition Process (SWAP) Model FY81

DTIC Science & Technology

1982-12-01

experience. In addition, the manpower accounting techniques and the effects of resource limitation are described below. a. Contractor Personnel. Five job...developed are each oriented to a specific type of developmental activity. Between them, they account for all types of activities in the acquisition...manning levels and duration; Decision Box probability; and project staffing levels. They take into account the overall size of the project and the

What Are the Underlying Skills of Silent Reading Acquisition? A Developmental Study from Kindergarten to the 2nd Grade

ERIC Educational Resources Information Center

Bar-Kochva, Irit

2013-01-01

Research on reading acquisition and on the processes underlying it usually examined reading orally, while silent reading, which is the more common mode of reading, has been rather neglected. As accumulated data suggests that these two modes of reading only partially overlap, our understanding of the natural mode of reading may still be limited.…

Developmental Asynchrony in the Acquisition of Subject Properties in Child L2 English and Spanish

ERIC Educational Resources Information Center

Pladevall-Ballester, Elisabet

2016-01-01

Given that L1A of subject properties in non-null subject languages emerges later than that of null subject languages, this study aims at determining to what extent the same pattern of acquisition is observed in early child L2A in bilingual immersion settings where English and Spanish are both source and target languages. Using an elicited oral…

Morphology and Vocabulary Acquisition: Using Visual Cues from Word Parts to Enhance Recall and Decode Newly Encountered Words

ERIC Educational Resources Information Center

Bellomo, Tom

2012-01-01

An enhanced replication of an original quasi-experiment (Tom Bellomo, 2009b) was conducted to quantify the extent of long term retention of word parts and vocabulary. Such were introduced as part of a vocabulary acquisition strategy in a developmental reading course at one southeast four-year college. Aside from incorporating changes to the test…

Kid depletion in mouse oocytes associated with multinucleated blastomere formation and inferior embryo development.

PubMed

Egashira, Akiyoshi; Yamauchi, Nobuhiko; Islam, Md Rashedul; Yamagami, Kazuki; Tanaka, Asami; Suyama, Hikaru; El-Sayed, El-Sharawy Mohamed; Tabata, Shoji; Kuramoto, Takashi

2016-08-01

This study investigated the knockdown (KD) of Kid on maturation developmental competence and multinucleation of mouse germinal vesicle (GV) oocytes after parthenogenetic activation. Data revealed that Kid messenger RNA (mRNA) was expressed in GV and MII stage oocyte and 1- and 2-cell embryos. Additionally, Kid mRNA expression in the Kid KD group decreased by nearly 46% compared to the control small interfering RNA (siRNA) groups. The rate of multinucleated embryos in the Kid KD group (52.4%) was significantly higher (P < 0.05) than the control siRNA group (4.7%). Finally, the developmental rates were significantly lower in the Kid siRNA group at > 4-cell stage (28.6% vs. 53.5%) and the blastocyst stage (2.4% vs. 23.3%) compared to the control siRNA groups. Suppression of Kid using siRNA caused multinucleation in early embryos with high frequency and it may increase 2- to 4-cell arrested embryos and reduce the developmental competence to blastocyst. © 2016 Japanese Society of Animal Science.

Comparing two types of augmentative and alternative communication systems for children with autism.

PubMed

Son, Seung-Hyun; Sigafoos, Jeff; O'Reilly, Mark; Lancioni, Giulio E

2006-01-01

This study compared acquisition and preference for two types of augmentative and alternative communication (AAC) systems in three pre-schoolers with autism. Acquisition of requesting behaviour using a picture-exchange system vs a voice-output communication aide (VOCA) was compared in an alternating treatments design. Following acquisition, both ACC systems were simultaneously available and the child could select which one of the two systems to use. There was little difference between picture-exchange and VOCA in terms of acquisition rates. Two children demonstrated a consistent preference for picture-exchange and the third showed a preference for the VOCA. Both speed of acquisition and system preference should be considered when designing AAC interventions for children with autism and related developmental disabilities.

Developmental disorders: what can be learned from cognitive neuropsychology?

PubMed

Castles, Anne; Kohnen, Saskia; Nickels, Lyndsey; Brock, Jon

2014-01-01

The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In doing so, we distinguish between challenges to the methods of cognitive neuropsychology and those facing its deeper conceptual underpinnings. We conclude that the detailed investigation of patterns of both associations and dissociations, and across both developmental and acquired cases, can assist in describing the cognitive deficits within developmental disorders and in delineating possible causal pathways to their acquisition.

Developmental disorders: what can be learned from cognitive neuropsychology?

PubMed Central

Castles, Anne; Kohnen, Saskia; Nickels, Lyndsey; Brock, Jon

2014-01-01

The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In doing so, we distinguish between challenges to the methods of cognitive neuropsychology and those facing its deeper conceptual underpinnings. We conclude that the detailed investigation of patterns of both associations and dissociations, and across both developmental and acquired cases, can assist in describing the cognitive deficits within developmental disorders and in delineating possible causal pathways to their acquisition. PMID:24324246

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Vocational Domain. Working Paper 85-1. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. This project working paper lists vocational goals and objectives that individuals with…

Parent-Adolescent Discrepancies in Adolescents’ Competence and the Balance of Adolescent Autonomy and Adolescent and Parent Well-Being in the Context of Type 1 Diabetes

PubMed Central

Butner, Jonathan; Berg, Cynthia A.; Osborn, Peter; Butler, Jorie M.; Godri, Carine; Fortenberry, Katie T.; Barach, Ilana; Le, Hai; Wiebe, Deborah J.

2009-01-01

We examined whether intra-family discrepancies in perceptions of the adolescent’s competence and independence were associated with autonomy and also well-being for adolescents and parents. The latent discrepancy model was used to examine the ways that mothers and fathers consistently differed from their adolescent across measures of independence and competence regarding type 1 diabetes, a stressful context for families. One-hundred and eighty-five mothers, fathers, and adolescents (M age= 12.5 SD= 1.3) completed measures of the adolescent’s independence in completing diabetes tasks, problems with diabetes management, adherence to the medical regimen, measures of well-being, and metabolic control. The latent discrepancy model was conducted via structural equation modeling that generated latent discrepancies from the adolescent for mothers and fathers. Both mothers and fathers viewed the adolescent’s competence more negatively than did the adolescent. These discrepancies related to more parental encouragement of independence and adolescent autonomy, but also poorer metabolic control, and poorer parental psychosocial well-being. The results are interpreted within a developmental perspective that views discrepancies as reflecting normative developmental processes of autonomy, but associated with disruptions in well-being in the short term. PMID:19413435

[Sporulation or competence development? A genetic regulatory network model of cell-fate determination in Bacillus subtilis].

PubMed

Lu, Zhenghui; Zhou, Yuling; Zhang, Xiaozhou; Zhang, Guimin

2015-11-01

Bacillus subtilis is a generally recognized as safe (GRAS) strain that has been widely used in industries including fodder, food, and biological control. In addition, B. subtilis expression system also plays a significant role in the production of industrial enzymes. However, its application is limited by its low sporulation frequency and transformation efficiency. Immense studies have been done on interpreting the molecular mechanisms of sporulation and competence development, whereas only few of them were focused on improving sporulation frequency and transformation efficiency of B. subtilis by genetic modification. The main challenge is that sporulation and competence development, as the two major developmental events in the stationary phase of B. subtilis, are regulated by the complicated intracellular genetic regulatory systems. In addition, mutual regulatory mechanisms also exist in these two developmental events. With the development of genetic and metabolic engineering, constructing genetic regulatory networks is currently one of the most attractive research fields, together with the genetic information of cell growth, metabolism, and development, to guide the industrial application. In this review, the mechanisms of sporulation and competence development of B. subtilis, their interactions, and the genetic regulation of cell growth were interpreted. In addition, the roles of these regulatory networks in guiding basic and applied research of B. subtilis and its related species were discussed.

Parent-adolescent discrepancies in adolescents' competence and the balance of adolescent autonomy and adolescent and parent well-being in the context of Type 1 diabetes.

PubMed

Butner, Jonathan; Berg, Cynthia A; Osborn, Peter; Butler, Jorie M; Godri, Carine; Fortenberry, Katie T; Barach, Ilana; Le, Hai; Wiebe, Deborah J

2009-05-01

This study examined whether intrafamily discrepancies in perceptions of the adolescent's competence and independence were associated with autonomy and well-being for adolescents and parents. The ways in which mothers and fathers consistently differed from their adolescent across measures of independence and competence regarding Type 1 diabetes, a stressful context for families, were examined with the latent discrepancy model. A sample of 185 adolescents (mean age = 12.5 years, SD = 1.3), their mothers, and participating fathers completed measures of the adolescent's independence in completing diabetes tasks, problems with diabetes management, adherence to the medical regimen, measures of well-being, and metabolic control. The latent discrepancy model was conducted via structural equation modeling that generated latent discrepancies from the adolescent for mothers and fathers. Both mothers and fathers viewed the adolescent's competence more negatively than did the adolescent. These discrepancies related to more parental encouragement of independence and adolescent autonomy but also to poorer metabolic control and poorer parental psychosocial well-being. The results are interpreted within a developmental perspective that views discrepancies as reflecting normative developmental processes of autonomy but as being associated with disruptions in well-being in the short term. Copyright 2009 APA, all rights reserved

Effect of recombinant bovine somatotropin (rbST) on cytoplasmic maturation of bovine oocytes and their developmental competence in vitro.

PubMed

Kuzmina, Tatjana I; Alm, Hannelore; Denisenko, Vitaly; Tuchscherer, Armin; Kanitz, Wilhelm; Torner, Helmut

2007-04-01

The objectives of this study were to evaluate the effects of recombinant bovine somatotropin (rbST) on the nuclear and cytoplasmic maturation of bovine oocytes and their further developmental competence to blastocysts in vitro. We analyzed the mitochondrial activity and concentration of intracellular stored calcium ([Ca(2+)](is)) in matured oocytes and the morphology and chromatin status of produced embryos after in vitro fertilization. Cumulus-oocyte complexes were incubated in TCM 199 containing 10% fetal calf serum (control medium 1: CM 1) or 10% estrus cow serum (control medium 2: CM 2). The culture medium of the treatment groups was modified by supplementation of the control medium with 10 ng/ml rbST (CM 1A and CM 2A), 10(6)/ml granulosa cells (CM 1B and CM 2B), or 10 ng/ml rbST plus 10(6)/ml granulosa cells (CM 1C and CM 2C). No differences were observed in the percentages of oocytes reaching metaphase II between the groups. However, the proportion of blastocysts was highest in treatment groups CM 1C and CM 2C (P<0.05). The type of serum did not alter the positive effect of rbST on the developmental competence of embryos. The fluorescence intensity of metabolically active mitochondria measured by intensity per oocyte (Em 570) after MitoTracker CMTM Ros Orange labeling was significantly increased in oocytes matured in the presence of 10 ng/ml rbST and granulosa cells (309.21 vs. 119.97 microA; P<0.01). In parallel, the concentration of [Ca(2+)](is) in oocytes, determined using fluorophore chlortetracycline, was significantly decreased (0.85 +/- 0.02 vs. 0.97 +/- 0.03 AU; P<0.05). Based on these results, we concluded that rbST, in interaction with granulosa cells stimulates the oxidative activity of ooplasmic mitochondria and decreases the content of [Ca(2+)](is) in oocytes. These facts support the hypothesis that somatotropin influences the developmental competence of bovine oocytes during maturation in vitro, and this effect can be modulated by granulosa cells.

Instruction and Development of Second Language Acquisition Pragmatics: An Investigation into Sociolinguistic Communicative Competence

ERIC Educational Resources Information Center

Tchoutezo, Etienne

2010-01-01

The problem: The purpose of this study is first to explore the perceptions and attitudes of ESL instructors regarding pragmatics instruction in second language classes. Second, this study is also designed to add to the scholarly literature regarding the importance of pragmatics instruction in developing second language communicative competence.…

The Path to Reading Comprehension through Intercultural Competence in the Multicultural EFL Classroom

ERIC Educational Resources Information Center

Hellerstein-Yehezkel, Devora

2017-01-01

This article illustrates the significance of intercultural competence in teaching English as a Foreign Language (EFL) to a multicultural group of students in a matriculation preparation programme in Israel. It is based on an action research using a case study approach to examine the role of cultural background in the acquisition of EFL. Drawing…

The Integrated Personnel Development System: The Training and Development of Competent Firefighters

ERIC Educational Resources Information Center

Moran, Peter; Starling, Paul

2005-01-01

This article enquires into the nature of an emergent continuous professional development (CPD) mechanism for firefighters in the form of an Integrated Personnel Development System (IPDS), which proposes to base future training for every rank in the service on the acquisition and demonstration of competence for role. IPDS is due to be introduced…

The Relationship between Oral and Written Narratives: A Three-Year Longitudinal Study of Narrative Cohesion, Coherence, and Structure

ERIC Educational Resources Information Center

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

2015-01-01

Background: The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. Aims: The predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was…

Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

ERIC Educational Resources Information Center

de Corte, Erik

2012-01-01

In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

A Quest for Equity in Language: Educating Maya-American Children

ERIC Educational Resources Information Center

Holder, Adela Berry

2017-01-01

This research is a study of the relationship between language acquisition and the status of equity. The history of the Maya people in Guatemala gives strong evidence that their failure to acquire competence in Spanish, which is the national language of their nation, has resulted in their failure to compete in the social, economic, and political…

A Mediation Model to Explain the Role of Mathematics Skills and Probabilistic Reasoning on Statistics Achievement

ERIC Educational Resources Information Center

Primi, Caterina; Donati, Maria Anna; Chiesi, Francesca

2016-01-01

Among the wide range of factors related to the acquisition of statistical knowledge, competence in basic mathematics, including basic probability, has received much attention. In this study, a mediation model was estimated to derive the total, direct, and indirect effects of mathematical competence on statistics achievement taking into account…

Parsing the Effects Violence Exposure in Early Childhood: Modeling Developmental Pathways

PubMed Central

Carter, Alice S.; Ford, Julian D.

2012-01-01

Objective To prospectively examine pathways from early childhood violence exposure and trauma-related symptoms to school-age emotional health. Methods A longitudinal, birth cohort (N = 437) was assessed with parent reports of lifetime violence exposure and trauma-related symptoms at 3 years of age and later, internalizing and externalizing symptoms, and social competence at school age. Results Early family and neighborhood violence correlated significantly with early trauma-related symptoms and also significantly predicted school-age internalizing and externalizing symptoms and poorer competence, independent of sociodemographic risk and past-year violence exposure. Longitudinal pathways were significantly mediated by arousal and avoidance symptoms at 3 years of age, which increased risk for clinically significant emotional problems and lower competence at school age (adjusted odds ratios = 3.1–6.1, p < 0.01). Conclusions Trauma-related symptoms may mediate developmental pathways from early violence exposure to later emotional health. Interventions that prevent or reduce early trauma-related symptoms may ameliorate the long-term deleterious impact of violence exposure. PMID:21903730

Designing a Virtual Social Space for Language Acquisition

ERIC Educational Resources Information Center

Woolson, Maria Alessandra

2012-01-01

Middleverse de Español (MdE) is an evolving platform for foreign language (FL) study, aligned to the goals of ACTFL's National Standards and 2007 MLA report. The project simulates an immersive environment in a virtual 3-D space for the acquisition of translingual and transcultural competence in Spanish meant to support content-based and…

The Acquisition of Sociolinguistic Evaluations among Polish-Born Adolescents Learning English: Evidence from Perception

ERIC Educational Resources Information Center

Clark, Lynn; Schleef, Erik

2010-01-01

In order to achieve full native-like competence in a second language, speakers must also acquire sociolinguistic awareness in that language. This paper reports the results of a study investigating the acquisition of sociolinguistic awareness among immigrant Polish adolescents learning English in the UK. This paper asks whether Polish-born…

The Effectiveness of the Comprehension Hypothesis: A Review on the Current Research on Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Ponniah, Joseph

2011-01-01

The Comprehension Hypothesis (CH) is the most powerful hypothesis in the field of Second Language Acquisition despite the presence of the rivals the skill-building hypothesis, the output hypothesis, and the interaction hypothesis. The competing hypotheses state that consciously learned linguistic knowledge is a necessary step for the development…

Environmentally Sound Alternatives: Setting the Context.

ERIC Educational Resources Information Center

Chaudhary, Anil K.

1989-01-01

As former colonies struggle with economic development, consumerism competes with environmental awareness and concern. Developing countries should reject the models of the colonial past and create developmental strategies that preserve natural resources. (SK)

The direct support workforce in community supports to individuals with developmental disabilities: issues, implications, and promising practices.

PubMed

Hewitt, Amy; Larson, Sheryl

2007-01-01

Difficulties in finding, keeping, and ensuring the competence of the direct support workforce in community developmental disability services has long been a challenge for individuals, families, providers, and policy makers. Direct support staff recruitment, retention, and competence are widely reported as one of the most significant barriers to the sustainability, growth, and quality of community services for people with developmental disabilities (ANCOR [2001] State of the states report. Alexandria, VA: ANCOR; Colorado Department of Human Services, [2000] Response to Footnote 106 of the FY 2001 appropriations long bill: Capacity of the community services systems for persons with developmental disabilities in Colorado; Hewitt [2000] Dynamics of the workforce crisis. Presentation at the NASDDDS Fall meeting. Alexandria, VA). While long in existence, these challenges are ones of growing concern because the number of people demanding community services is increasing and the population of people from which to recruit workers is declining (Office of the Assistant Secretary for Planning and Evaluation [2006] The supply of direct support professionals serving individuals with intellectual disabilities and other developmental disabilities: Report to Congress. Washington, DC: Office of Disability, Aging and Long-Term Care Policy, ASPE, U.S. Department of Health and Human Services). As the service system moves towards consumer direction, managed care, and more noncategorical service delivery systems, the difficulties of providing for an adequate and well-prepared workforce to support people with developmental disabilities becomes more complex and multifaceted. The solutions to those challenges are also more complex. This article reviews the literature regarding the complexity of the direct support workforce crisis, the effects of this crisis on various stakeholder groups, promising practices designed to address the challenges, and the related practice and policy implications. (c) 2007 Wiley-Liss, Inc.

Longitudinal associations between marital stress and externalizing behavior: Does parental sense of competence mediate processes?

PubMed

van Eldik, Willemijn M; Prinzie, Peter; Deković, Maja; de Haan, Amaranta D

2017-06-01

Ecological theories emphasize associations between children and elements within their family system, such as the marital relationship. Within a developmental perspective, we longitudinally examined (a) dynamic associations between marital stress and children's externalizing behavior, (b) mediation of these associations by parental sense of competence, and (c) the extent to which associations are similar for mothers and fathers. The sample consisted of 369 two-parent families (46.1% boys; Mage at Time 1 = 7.70 years; 368 mothers, 355 fathers). Marital stress related to having a child, children's externalizing behavior, and perceived parental competence were assessed three times across 8 years. Multigroup analyses were used to examine models for both parents simultaneously and test for similarity in associations across spouses. A bivariate latent growth model indicated positive associated change between marital stress and externalizing behavior, supporting the idea of codevelopment. The cross-lagged panel model revealed a reciprocal relation between marital stress and perceived parental competence across a time interval of 6 years. Additionally, two elicitation effects appeared during adolescence, showing that parents who reported higher externalizing problems in early adolescence reported more marital stress and a lower sense of competence two years later. Similar associations were found for mothers and fathers. Overall, this study indicates that marital stress and externalizing behavior codevelop over time and supports literature on developmental differences regarding interrelations between subsystems and individuals within the family system. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The influence of reflection on portfolio learning in undergraduate dental education.

PubMed

Koole, S; Vanobbergen, J; De Visschere, L; Aper, L; Dornan, T; Derese, A

2013-02-01

Disparity exists between the growing consensus about the positive effects of reflection on performance and the scarcity of empirical evidence demonstrating this effect. Portfolios are considered a useful instrument to assess and supervise competence-based education and to stimulate reflection. The present study describes the introduction of a portfolio in a social dentistry and oral health promotion course and investigates student reflection as a predictor for the acquisition of the other competences in the course. Fourth year undergraduate dental students (n = 110) in the course 'Society and Health' between 2008 and 2011 collected evidence in their portfolios, demonstrating the acquisition of five competences: the ability to (1) assess the oral health profile of a target group; (2) integrate theoretical models in health promotion; (3) search for and apply scientific evidence; (4) work trans-, multi- and/or trans-disciplinarily; (5) reflect on personal development. Linear regression analysis was used to investigate the predictive value of reflection on the other course related competences. Reflection scores proved to significantly predict other course-related competences, when analysing all students between 2008 and 2011 and for each year separately, explaining between 10.7% and 25.5% of the variance in the other competences. Undergraduate dental students' competences related to social dentistry and oral health promotion were significantly predicted by the reflection scores obtained in a portfolio-based context. In line with the growing consensus about the benefits of reflection for dental students and professionals, results suggest the value to further develop the integration of reflection in dental education and practice. © 2012 John Wiley & Sons A/S.

Effects of Head Start REDI on Children’s Outcomes One Year Later in Different Kindergarten Contexts

PubMed Central

Bierman, Karen L.; Nix, Robert L.; Heinrichs, Brenda S.; Domitrovich, Celene E.; Gest, Scott D.; Welsh, Janet A.; Gill, Sukhdeep

2013-01-01

One year after participating in the REDI (Research-based, Developmentally-Informed) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American, 54% girls; mean age 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. PMID:23647355

Milestones of critical thinking: a developmental model for medicine and nursing.

PubMed

Papp, Klara K; Huang, Grace C; Lauzon Clabo, Laurie M; Delva, Dianne; Fischer, Melissa; Konopasek, Lyuba; Schwartzstein, Richard M; Gusic, Maryellen

2014-05-01

Critical thinking is essential to a health professional's competence to assess, diagnose, and care for patients. Defined as the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate, critical thinking represents a "meta-competency" that transcends other knowledge, skills, abilities, and behaviors required in health care professions. Despite its importance, the developmental stages of critical thinking have not been delineated for nurses and physicians. As part of a task force of educators who considered different developmental stage theories, the authors have iteratively refined and proposed milestones in critical thinking. The attributes associated with unreflective, beginning, practicing, advanced, accomplished, and challenged critical thinkers are conceived as independent of an individual's level of training. Depending on circumstances and environmental factors, even the most experienced clinician may demonstrate attributes associated with a challenged thinker. The authors use the illustrative case of a patient with abdominal pain to demonstrate how critical thinking may manifest in learners at different stages of development, analyzing how the learner at each stage applies information obtained in the patient interaction to arrive at a differential diagnosis and plan for evaluation. The authors share important considerations and provide this work as a foundation for the development of effective approaches to teaching and promoting critical thinking and to establishing expectations for learners in this essential meta-competency.

Influences of somatic donor cell sex on in vitro and in vivo embryo development following somatic cell nuclear transfer in pigs

PubMed Central

Yoo, Jae-Gyu; Kim, Byeong-Woo; Park, Mi-Rung; Kwon, Deug-Nam; Choi, Yun-Jung; Shin, Teak-Soon; Cho, Byung-Wook; Seo, Jakyeom; Kim, Jin-Hoi; Cho, Seong-Keun

2017-01-01

Objective The present study investigates pre- and post-implantation developmental competence of nuclear-transferred porcine embryos derived from male and female fetal fibroblasts. Methods Male and female fetal fibroblasts were transferred to in vitro-matured enucleated oocytes and in vitro and in vivo developmental competence of reconstructed embryos was investigated. And, a total of 6,789 female fibroblast nuclear-transferred embryos were surgically transferred into 41 surrogate gilts and 4,746 male fibroblast nuclear-transferred embryos were surgically transferred into 25 surrogate gilts. Results The competence to develop into blastocysts was not significantly different between the sexes. The mean cell number of female and male cloned blastocysts obtained by in vivo culture (143.8±10.5 to 159.2±14.8) was higher than that of in vitro culture of somatic cell nuclear transfer (SCNT) groups (31.4±8.3 to 33.4±11.1). After embryo transfer, 5 pregnant gilts from each treatment delivered 15 female and 22 male piglets. The average birth weight of the cloned piglets, gestation length, and the postnatal survival rates were not significantly different (p<0.05) between sexes. Conclusion The present study found that the sex difference of the nuclear donor does not affect the developmental rate of porcine SCNT embryos. Furthermore, postnatal survivability of the cloned piglets was not affected by the sex of the donor cell. PMID:27764913

Mdivi-1, mitochondrial fission inhibitor, impairs developmental competence and mitochondrial function of embryos and cells in pigs

PubMed Central

YEON, Ji-Yeong; MIN, Sung-Hun; PARK, Hyo-Jin; KIM, Jin-Woo; LEE, Yong-Hee; PARK, Soo-Yong; JEONG, Pil-Soo; PARK, Humdai; LEE, Dong-Seok; KIM, Sun-Uk; CHANG, Kyu-Tae; KOO, Deog-Bon

2014-01-01

Mitochondria are highly dynamic organelles that undergo constant fusion/fission as well as activities orchestrated by large dynamin-related GTPases. These dynamic mitochondrial processes influence mitochondrial morphology, size and function. Therefore, this study was conducted to evaluate the effects of mitochondrial fission inhibitor, mdivi-1, on developmental competence and mitochondrial function of porcine embryos and primary cells. Presumptive porcine embryos were cultured in PZM-3 medium supplemented with mdivi-1 (0, 10 and 50 μM) for 6 days. Porcine fibroblast cells were cultured in growth medium with mdivi-1 (0 and 50 μM) for 2 days. Our results showed that the rate of blastocyst production and cell growth in the mdivi-1 (50 μM) treated group was lower than that of the control group (P < 0.05). Moreover, loss of mitochondrial membrane potential in the mdivi-1 (50 μM) treated group was increased relative to the control group (P < 0.05). Subsequent evaluation revealed that the intracellular levels of reactive oxygen species (ROS) and the apoptotic index were increased by mdivi-1 (50 μM) treatment (P < 0.05). Finally, the expression of mitochondrial fission-related protein (Drp 1) was lower in the embryos and cells in the mdivi-1-treated group than the control group. Taken together, these results indicate that mdivi-1 treatment may inhibit developmental competence and mitochondrial function in porcine embryos and primary cells. PMID:25501014

Developmental perspectives on nutrition and obesity from gestation to adolescence.

PubMed

Esposito, Layla; Fisher, Jennifer O; Mennella, Julie A; Hoelscher, Deanna M; Huang, Terry T

2009-07-01

Obesity results from a complex combination of factors that act at many stages throughout a person's life. Therefore, examining childhood nutrition and obesity from a developmental perspective is warranted. A developmental perspective recognizes the cumulative effects of factors that contribute to eating behavior and obesity, including biological and socioenvironmental factors that are relevant at different stages of development. A developmental perspective considers family, school, and community context. During gestation, risk factors for obesity include maternal diet, overweight, and smoking. In early childhood, feeding practices, taste acquisition, and eating in the absence of hunger must be considered. As children become more independent during middle childhood and adolescence, school nutrition, food marketing, and social networks become focal points for obesity prevention or intervention. Combining a multilevel approach with a developmental perspective can inform more effective and sustainable strategies for obesity prevention.

Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

PubMed Central

Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

2014-01-01

Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

The Particulars on Universals: A Comparison of the Acquisition of Tense-Aspect Morphology among Japanese- and French-Speaking Learners of English

ERIC Educational Resources Information Center

Collins, Laura

2004-01-01

This study investigated the relationship between L1 and the developmental sequences for the acquisition of temporal morphology that are predicted by the aspect hypothesis. The use of tense-aspect markers in 7,784 past contexts by 139 Japanese-and French-speaking ESL learners was analyzed. A repeated measures ANOVA supported the predictions of the…

The P-chain: relating sentence production and its disorders to comprehension and acquisition

PubMed Central

Dell, Gary S.; Chang, Franklin

2014-01-01

This article introduces the P-chain, an emerging framework for theory in psycholinguistics that unifies research on comprehension, production and acquisition. The framework proposes that language processing involves incremental prediction, which is carried out by the production system. Prediction necessarily leads to prediction error, which drives learning, including both adaptive adjustment to the mature language processing system as well as language acquisition. To illustrate the P-chain, we review the Dual-path model of sentence production, a connectionist model that explains structural priming in production and a number of facts about language acquisition. The potential of this and related models for explaining acquired and developmental disorders of sentence production is discussed. PMID:24324238

The P-chain: relating sentence production and its disorders to comprehension and acquisition.

PubMed

Dell, Gary S; Chang, Franklin

2014-01-01

This article introduces the P-chain, an emerging framework for theory in psycholinguistics that unifies research on comprehension, production and acquisition. The framework proposes that language processing involves incremental prediction, which is carried out by the production system. Prediction necessarily leads to prediction error, which drives learning, including both adaptive adjustment to the mature language processing system as well as language acquisition. To illustrate the P-chain, we review the Dual-path model of sentence production, a connectionist model that explains structural priming in production and a number of facts about language acquisition. The potential of this and related models for explaining acquired and developmental disorders of sentence production is discussed.

Deliberate acquisition of competence in physiological breech birth: A grounded theory study.

PubMed

Walker, Shawn; Scamell, Mandie; Parker, Pam

2018-06-01

Research suggests that the skill and experience of the attendant significantly affect the outcomes of vaginal breech births, yet practitioner experience levels are minimal within many contemporary maternity care systems. Due to minimal experience and cultural resistance, few practitioners offer vaginal breech birth, and many practice guidelines and training programmes recommend delivery techniques requiring supine maternal position. Fewer practitioners have skills to support physiological breech birth, involving active maternal movement and choice of birthing position, including upright postures such as kneeling, standing, squatting, or on a birth stool. How professionals learn complex skills contrary to those taught in their local practice settings is unclear. How do professionals develop competence and expertise in physiological breech birth? Nine midwives and five obstetricians with experience facilitating upright physiological breech births participated in semi-structured interviews. Data were analysed iteratively using constructivist grounded theory methods to develop an empirical theory of physiological breech skill acquisition. Among the participants in this research, the deliberate acquisition of competence in physiological breech birth included stages of affinity with physiological birth, critical awareness, intention, identity and responsibility. Expert practitioners operating across local and national boundaries guided less experienced practitioners. The results depict a specialist learning model which could be formalised in sympathetic training programmes, and evaluated. It may also be relevant to developing competence in other specialist/expert roles and innovative practices. Deliberate development of local communities of practice may support professionals to acquire elusive breech skills in a sustainable way. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Do primary health centres and hospitals contribute equally towards achievement of the transversal clinical competencies of medical students? Performance on the Objective Structured Clinical Examination (OSCE) in competency acquisition.

PubMed

Soler-González, Jorge; Buti, Miquel; Boada, Jordi; Ayala, Victoria; Peñascal, Eduard; Rodriguez, Toni

2016-01-01

The adaptation of the educational programmes of European faculties of medicine to the European Higher Education Area guidelines has focused curricula design on competence acquisition. Competencies are defined as the achievements of a predetermined level of efficacy in real-world scenarios. Our objective was to assess whether performance on a common competence evaluation test, the Objective Structured Clinical Examination (OSCE), resulted in different scores for second-year students after a practical medical training course took place in a primary health centre (PHC) or in a hospital. A descriptive study was conducted during the 2010-2014 academic year of the OSCE test scores obtained by all second-year students. Faculty of Medicine at the University of Lleida (Catalonia, Spain). We performed a correlation analysis between students who completed their practical medical training at the PHC and hospitals utilising Student's t-test for comparison of means. 423 students who completed internships at the PHC and at hospitals obtained OSCE mean scores of 7.32 (SD; IC) (0.82; 7.18-7.47) points and 7.17 (0.83; 6.07-7.26) points, respectively (p=0.07). Second-year medical students acquired similar competency levels in the two analysed training scenarios. The two areas both serve their teaching purpose. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

Social Distance as a Factor in the Achievement of Pragmatic Competence. CLCS Occasional Paper No. 47.

ERIC Educational Resources Information Center

Simpson, Barbara Lazenby

Acquisition of pragmatic competence by second language learners in the target language environment is examined, drawing on a study of learners of English as a Second Language in Dublin (Ireland). The hypothesis presented is that learners who perceive social or cultural distance between themselves and the target language culture will have greater…

Evaluating Software Assurance Knowledge and Competency of Acquisition Professionals

DTIC Science & Technology

2014-10-01

of ISO 12207 -2008, both internationally and in the United States [7]. That standard documents a comprehensive set of activities and supporting...grows, organizations must ensure that their procurement agents acquire high quality, secure software. ISO 12207 and the Software Assurance Competency...cyberattacks grows, organizations must ensure that their procurement agents acquire high quality, secure software. ISO 12207 and the Software Assurance

Design of the Accounting Course Focusing on the Development of Competences

ERIC Educational Resources Information Center

Ciudad-Gomez, Adelaida

2011-01-01

The aim of this work is to develop a proposal for a methodology in the university environment that enables us to design our course with an approach based on the development and acquisition of competences within the framework of the European Higher Education Area (EHEA), allowing a transition from a model focused on teaching to a model focused on…

Enhancing pediatric clinical competency with high-fidelity simulation.

PubMed

Birkhoff, Susan D; Donner, Carol

2010-09-01

In today's tertiary pediatric hospital setting, the increased complexity of patient care demands seamless coordination and collaboration among multidisciplinary team members. In an effort to enhance patient safety, clinical competence, and teamwork, simulation-based learning has become increasingly integrated into pediatric clinical practice as an innovative educational strategy. The simulated setting provides a risk-free environment where learners can incorporate cognitive, psychomotor, and affective skill acquisition without fear of harming patients. One pediatric university hospital in Southeastern Pennsylvania has enhanced the traditional American Heart Association (AHA) Pediatric Advanced Life Support (PALS) course by integrating high-fidelity simulation into skill acquisition, while still functioning within the guidelines and framework of the AHA educational standards. However, very little research with reliable standardized testing methods has been done to measure the effect of simulation-based learning. This article discusses the AHA guidelines for PALS, evaluation of PALS and nursing clinical competencies, communication among a multidisciplinary team, advantages and disadvantages of simulation, incorporation of high-fidelity simulation into pediatric practice, and suggestions for future practice. Copyright 2010, SLACK Incorporated.

Intercultural competence in medical education - essential to acquire, difficult to assess.

PubMed

Hamilton, John

2009-09-01

Determining student acquisition of intercultural competence (awareness, skills, knowledge and attitudes) is necessary in medical courses. However, addressing students' learning needs and developing effective tools to measure development of intercultural competence is challenging. Where this is done inadequately, skills may be overlooked or simplistic, one dimensional notions of culture be reinforced. This article examines aspects of the OSCE station development process, raising questions about how and when to assess acquisition of IC in undergraduate medical courses. It cautions against development of assessment tools which may lack authenticity and require students to engage in interactions which are unnatural. It argues for skills consistent with IC to be viewed as part of, and not separate from, the broad spectrum of skills which are a feature of any sensitive and appropriate doctor-patient interaction. Finally it advocates careful consideration of the optimum time to assess students' capacity to demonstrate IC in their interactions with patients, peers and staff, suggesting that this should come in later rather than earlier years, following theoretical, experiential and reflective learning.

Children's comprehension and production of idioms: the role of context and familiarity.

PubMed

Levorato, M C; Cacciari, C

1992-06-01

Several studies have argued that children under the ages of nine or ten years rarely comprehend figurative language and therefore interpret it literally. Cacciari & Levorato (1989) showed that when idioms are presented within a rich informational environment, children are able to grasp the figurative sense at the age of seven, and also that children are less able to produce idioms than to comprehend them. In three experiments involving 264 children (whose age ranged from 6;9 to 11;9), we contrasted this global elaboration hypothesis with a partially alternative one, the acquisition via exposure hypothesis, according to which the frequency of exposure of children to idioms is the main factor explaining their acquisition and production. Results showed that familiarity (i.e. frequency of exposure) plays a minor role and only for children who are not yet able to use contextual information. Familiarity per se does not adequately explain how children acquire a figurative competence. A tentative model is proposed in order to account for figurative competence acquisition.

The Social and Cultural Contexts of Second Language Acquisition in Young Children

ERIC Educational Resources Information Center

Soderman, Anne K.; Oshio, Toko

2008-01-01

The aim of the present study was to examine the social behaviour and competence of children, ages 3-6 as they progressed through the stages of second language acquisition in a dual-immersion program in English and Mandarin. Over 100 2-3 hour classroom observations were made during the school year. Teachers' evaluations of children's social…

Does a Curriculum Integration Intervention to Improve the Mathematics Achievement of Students Diminish Their Acquisition of Technical Competence? An Experimental Study in Agricultural Mechanics

ERIC Educational Resources Information Center

Parr, Brian A.; Edwards, M. Craig; Leising, James G.

2008-01-01

The purpose of this study was to empirically test the hypothesis that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology curriculum and aligned instructional approach would not experience significant diminishment in acquisition of technical skills related to agricultural power and…

Competency Assessment in Senior Emergency Medicine Residents for Core Ultrasound Skills.

PubMed

Schmidt, Jessica N; Kendall, John; Smalley, Courtney

2015-11-01

Quality resident education in point-of-care ultrasound (POC US) is becoming increasingly important in emergency medicine (EM); however, the best methods to evaluate competency in graduating residents has not been established. We sought to design and implement a rigorous assessment of image acquisition and interpretation in POC US in a cohort of graduating residents at our institution. We evaluated nine senior residents in both image acquisition and image interpretation for five core US skills (focused assessment with sonography for trauma (FAST), aorta, echocardiogram (ECHO), pelvic, central line placement). Image acquisition, using an observed clinical skills exam (OSCE) directed assessment with a standardized patient model. Image interpretation was measured with a multiple-choice exam including normal and pathologic images. Residents performed well on image acquisition for core skills with an average score of 85.7% for core skills and 74% including advanced skills (ovaries, advanced ECHO, advanced aorta). Residents scored well but slightly lower on image interpretation with an average score of 76%. Senior residents performed well on core POC US skills as evaluated with a rigorous assessment tool. This tool may be developed further for other EM programs to use for graduating resident evaluation.

The Newborn Individualized Developmental Care and Assessment Program (NIDCAP) with Kangaroo Mother Care (KMC): Comprehensive Care for Preterm Infants

PubMed Central

Als, Heidelise; McAnulty, Gloria B.

2014-01-01

State-of-the-art Newborn Intensive Care Units (NICUs), instrumental in the survival of high-risk and ever-earlier-born preterm infants, often have costly human repercussions. The developmental sequelae of newborn intensive care are largely misunderstood. Developed countries eager to export their technologies must also transfer the knowledge-base that encompasses all high-risk and preterm infants’ personhood as well as the neuro-essential importance of their parents. Without such understanding, the best medical care, while assuring survival jeopardizes infants’ long-term potential and deprives parents of their critical role. Exchanging the womb for the NICU environment at a time of rapid brain growth compromises preterm infants’ early development, which results in long-term physical and mental health problems and developmental disabilities. The Newborn Individualized Developmental Care and Assessment Program (NIDCAP) aims to prevent the iatrogenic sequelae of intensive care and to maintain the intimate connection between parent and infant, one expression of which is Kangaroo Mother Care. NIDCAP embeds the infant in the natural parent niche, avoids over-stimulation, stress, pain, and isolation while it supports self-regulation, competence, and goal orientation. Research demonstrates that NIDCAP improves brain development, functional competence, health, and life quality. It is cost effective, humane, and ethical, and promises to become the standard for all NICU care. PMID:25473384

The Newborn Individualized Developmental Care and Assessment Program (NIDCAP) with Kangaroo Mother Care (KMC): Comprehensive Care for Preterm Infants.

PubMed

Als, Heidelise; McAnulty, Gloria B

2011-08-01

State-of-the-art Newborn Intensive Care Units (NICUs), instrumental in the survival of high-risk and ever-earlier-born preterm infants, often have costly human repercussions. The developmental sequelae of newborn intensive care are largely misunderstood. Developed countries eager to export their technologies must also transfer the knowledge-base that encompasses all high-risk and preterm infants' personhood as well as the neuro-essential importance of their parents. Without such understanding, the best medical care, while assuring survival jeopardizes infants' long-term potential and deprives parents of their critical role. Exchanging the womb for the NICU environment at a time of rapid brain growth compromises preterm infants' early development, which results in long-term physical and mental health problems and developmental disabilities. The Newborn Individualized Developmental Care and Assessment Program (NIDCAP) aims to prevent the iatrogenic sequelae of intensive care and to maintain the intimate connection between parent and infant, one expression of which is Kangaroo Mother Care. NIDCAP embeds the infant in the natural parent niche, avoids over-stimulation, stress, pain, and isolation while it supports self-regulation, competence, and goal orientation. Research demonstrates that NIDCAP improves brain development, functional competence, health, and life quality. It is cost effective, humane, and ethical, and promises to become the standard for all NICU care.

The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning.

PubMed

Nix, Robert L; Bierman, Karen L; Heinrichs, Brenda S; Gest, Scott D; Welsh, Janet A; Domitrovich, Celene E

2016-04-01

This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning into elementary school. Twenty-five Head Start centers with 44 classrooms were randomly assigned to deliver Head Start REDI or Head Start as usual. Head Start REDI featured an integrated language-emergent literacy and social-emotional skills curriculum and enhanced support for positive teaching practices. The 356 4-year-old children (54% girls; 25% African American; 17% Latino; 70% living in poverty) in those centers and classrooms were followed for 5 years (from preschool through third grade; 91% retention rate). Each year, teachers rated multiple domains of social-emotional functioning. Person-oriented latent class growth models were used to identify the different developmental trajectories of social-emotional functioning that children followed. Tests of proportions revealed that children who had been in the Head Start REDI intervention were statistically significantly more likely than children in the control condition to follow the most optimal developmental trajectories of social competence, aggressive-oppositional behavior, learning engagement, attention problems, student-teacher closeness, and peer rejection (odds ratio = 1.60-1.93). These findings suggest that enriching Head Start with evidence-based curriculum components and teaching practices can have long-lasting benefits for children's social-emotional functioning. These findings elucidate how high-quality preschool experiences promote core competencies that are critical to the school success of children living in poverty. (c) 2016 APA, all rights reserved).

Forming competing fear learning and extinction memories in adolescence makes fear difficult to inhibit

PubMed Central

Richardson, Rick

2015-01-01

Fear inhibition is markedly impaired in adolescent rodents and humans. The present experiments investigated whether this impairment is critically determined by the animal's age at the time of fear learning or their age at fear extinction. Male rats (n = 170) were tested for extinction retention after conditioning and extinction at different ages. We examined neural correlates of impaired extinction retention by detection of phosphorylated mitogen-activated protein kinase immunoreactivity (pMAPK-IR) in several brain regions. Unexpectedly, adolescent rats exhibited good extinction retention if fear was acquired before adolescence. Further, fear acquired in adolescence could be successfully extinguished in adulthood but not within adolescence. Adolescent rats did not show extinction-induced increases in pMAPK-IR in the medial prefrontal cortex or the basolateral amygdala, or a pattern of reduced caudal central amygdala pMAPK-IR, as was observed in juveniles. This dampened prefrontal and basolateral amygdala MAPK activation following extinction in adolescence occurred even when there was no impairment in extinction retention. In contrast, only adolescent animals that exhibited impaired extinction retention showed elevated pMAPK-IR in the posterior paraventricular thalamus. These data suggest that neither the animal's age at the time of fear acquisition or extinction determines whether impaired extinction retention is exhibited. Rather, it appears that forming competing fear conditioning and extinction memories in adolescence renders this a vulnerable developmental period in which fear is difficult to inhibit. Furthermore, even under conditions that promote good extinction, the neural correlates of extinction in adolescence are different than those recruited in animals of other ages. PMID:26472643

Factors linking childhood experiences to adult romantic relationships among African Americans.

PubMed

Simons, Leslie Gordon; Simons, Ronald L; Landor, Antoinette M; Bryant, Chalandra M; Beach, Steven R H

2014-06-01

It is well known that a high-quality relationship with a romantic partner is related to a variety of positive outcomes associated with health and well-being. Establishing such relationships is an important developmental task for young adults, and past research indicates that there is a link between experiences in the family of origin and the success of later intimate relationships. It has been suggested that this association can be explained by the acquisition of social competencies (e.g., emotions, schemas, traits) that are acquired during childhood in the family of origin and, in turn, influence interaction with adult romantic partners. The current study builds on this foundation by identifying particular competencies expected to explain the association between childhood exposure to supportive and harsh parenting and later patterns of interaction with romantic partners. Specifically, we examine anger management, attachment style, hostile attribution bias, and self-control as potential mediators using prospective, longitudinal data from a sample of 345 African American young adults. Results from structural equation modeling indicate that each of the mediators in our study accounts for a significant portion of the effect of parenting on the quality of adult romantic relationships, although the constructs linking parenting to warm interactions with romantic partners are somewhat different from those that link parenting to hostile interactions with romantic partners. Even after accounting for the effect of the mediators, there is still a direct effect of parenting on both warm/loving and hostile/aggressive interactions with romantic partner. Implications for theory and practice are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Factors Linking Childhood Experiences to Adult Romantic Relationships among African Americans

PubMed Central

Simons, Leslie Gordon; Simons, Ronald L.; Landor, Antoinette M.; Bryant, Chalandra M.; Beach, Steven R.H.

2014-01-01

It is well known that a high quality relationship with a romantic partner is related to a variety of positive outcomes associated with health and well-being. Establishing such relationships is an important developmental task for young adults and past research indicates that there is a link between experiences in the family of origin and the success of later intimate relationships. It has been suggested that this association can be explained by the acquisition of social competencies (e.g., emotions, schemas, traits) that are acquired during childhood in the family of origin and, in turn, influence interaction with adult romantic partners. The current study builds on this foundation by identifying particular competencies expected to explain the association between childhood exposure to supportive and harsh parenting and later patterns of interaction with romantic partners. Specifically, we examine anger management, attachment style, hostile attribution bias, and self-control as potential mediators using prospective, longitudinal data from a sample of 345 African American young adults. Results from structural equation modeling indicate that each of the mediators in our study accounts for a significant portion of the effect of parenting on the quality of adult romantic relationships although the constructs linking parenting to warm interactions with romantic partners are somewhat different from those that link parenting to hostile interactions with romantic partners. Even after accounting for the effect of the mediators, there is still a direct effect of parenting on both warm/loving and hostile/aggressive interactions with romantic partner. Implications for theory and practice are discussed. PMID:24730381

Developmental disabilities: improving competence in care using virtual patients.

PubMed

Sanders, Carla L; Kleinert, Harold L; Free, Teresa; King, Pam; Slusher, Ida; Boyd, Sara

2008-02-01

Nurse practitioners (NPs) have an increasingly important role in health care provision in the United States. However, most nurses report that they receive little or no clinical training in the area of developmental disabilities. A core development team consisting of NP faculty members from three universities, one physician assistant faculty member, the parents of children with developmental disabilities, and educational specialists developed two multimedia interactive pediatric instructional modules in CD-ROM format: one involving a child with Down syndrome and the other, an infant born at 26 weeks gestation. Participants were required to make decisions about proper clinical interaction throughout the cases. The modules on CD were piloted with NP students at three universities. Effectiveness study results demonstrated significant gains in both knowledge and comfort level regarding the care of patients with developmental disabilities.

An overview of conceptual understanding in science education curriculum in Indonesia

NASA Astrophysics Data System (ADS)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

A Simplified Method for Three-Dimensional (3-D) Ovarian Tissue Culture Yielding Oocytes Competent to Produce Full-Term Offspring in Mice

PubMed Central

Higuchi, Carolyn M.; Maeda, Yuuki; Horiuchi, Toshitaka; Yamazaki, Yukiko

2015-01-01

In vitro growth of follicles is a promising technology to generate large quantities of competent oocytes from immature follicles and could expand the potential of assisted reproductive technologies (ART). Isolated follicle culture is currently the primary method used to develop and mature follicles in vitro. However, this procedure typically requires complicated, time-consuming procedures, as well as destruction of the normal ovarian microenvironment. Here we describe a simplified 3-D ovarian culture system that can be used to mature multilayered secondary follicles into antral follicles, generating developmentally competent oocytes in vitro. Ovaries recovered from mice at 14 days of age were cut into 8 pieces and placed onto a thick Matrigel drop (3-D culture) for 10 days of culture. As a control, ovarian pieces were cultured on a membrane filter without any Matrigel drop (Membrane culture). We also evaluated the effect of activin A treatment on follicle growth within the ovarian pieces with or without Matrigel support. Thus we tested four different culture conditions: C (Membrane/activin-), A (Membrane/activin+), M (Matrigel/activin-), and M+A (Matrigel/activin+). We found that the cultured follicles and oocytes steadily increased in size regardless of the culture condition used. However, antral cavity formation occurred only in the follicles grown in the 3-D culture system (M, M+A). Following ovarian tissue culture, full-grown GV oocytes were isolated from the larger follicles to evaluate their developmental competence by subjecting them to in vitro maturation (IVM) and in vitro fertilization (IVF). Maturation and fertilization rates were higher using oocytes grown in 3-D culture (M, M+A) than with those grown in membrane culture (C, A). In particular, activin A treatment further improved 3-D culture (M+A) success. Following IVF, two-cell embryos were transferred to recipients to generate full-term offspring. In summary, this simple and easy 3-D ovarian culture system using a Matrigel drop and activin A supplementation (M+A) provides optimal and convenient conditions to support growth of developmentally competent oocytes in vitro. PMID:26571501

Request and Requirements Development Process for Operationally Responsive Space Capabilities

DTIC Science & Technology

2013-03-01

future responsive space rapid acquisition urgent need is the Space Enabled Effects for Military Engagement ( SeeMe ) program. The SeeMe concept is to...developmental time the SeeMe satellites would leverage commercial off the shelf components.39 The ORS office, working with DARPA and the commercial vender would...coordinate deployment of a SeeMe capability. It is important to note, determining the acquisition employment path focuses on availability of a

Minimizing Noise in Pediatric Task-Based functional MRI; Adolescents with Developmental Disabilities and Typical Development

PubMed Central

Fassbender, Catherine; Muhkerjee, Prerona; Schweitzer, Julie B.

2017-01-01

Functional Magnetic Resonance Imaging (fMRI) represents a powerful tool with which to examine brain functioning and development in typically developing pediatric groups as well as children and adolescents with clinical disorders. However, fMRI data can be highly susceptible to misinterpretation due to the effects of excessive levels of noise, often related to head motion. Imaging children, especially with developmental disorders, requires extra considerations related to hyperactivity, anxiety and the ability to perform and maintain attention to the fMRI paradigm. We discuss a number of methods that can be employed to minimize noise, in particular movement-related noise. To this end we focus on strategies prior to, during and following the data acquisition phase employed primarily within our own laboratory. We discuss the impact of factors such as experimental design, screening of potential participants and pre-scan training on head motion in our adolescents with developmental disorders and typical development. We make some suggestions that may minimize noise during data acquisition itself and finally we briefly discuss some current processing techniques that may help to identify and remove noise in the data. Many advances have been made in the field of pediatric imaging, particularly with regard to research involving children with developmental disorders. Mindfulness of issues such as those discussed here will ensure continued progress and greater consistency across studies. PMID:28130195

An Inquiry into the Challenges of Literary Translation to Improve Literary Translation Competence with Reference to an Anecdote by Heinrich von Kleist

ERIC Educational Resources Information Center

Kahrizsangi, Abbas Ali Salehi; Haddadi, Mohammad Hossein

2017-01-01

Acquisition and improvement of literary translation competence is an important undertaking in teaching literary translation with the aim to enable the student to translate into the target language the content, expressive power, language style, and an equal function of the literary text. This essay pursues the aim of helping to create and improve…

Mechanisms for Human Spatial Competence

DTIC Science & Technology

2007-01-01

Published as Lecture Note: Gunzelmann, G., & Lyon, D. R. (2007). Mechanisms of human spatial competence. In M . K. T. Barkowsky, G. Ligozat, & D...the ACT-R community. References 1. Richardson, A., Montello, D., Hegarty, M .: Spatial Knowledge Acquisition from Maps, and from Navigation in Real...Rotation of Three-Dimensional Objects. Science 171, 701–703 (1971) 7. Just, M ., Carpenter, P.: Cognitive Coordinate Systems: Accounts of Mental

The quest for a non-vector psyllid: Natural variation in acquisition and transmission of the huanglongbing pathogen 'Candidatus Liberibacter asiaticus' by Asian citrus psyllid isofemale lines

USDA-ARS?s Scientific Manuscript database

Genetic variability in insect vectors is valuable to study vector competence determinants and to select non-vector populations that may help reduce the spread of vector-borne pathogens. We collected and tested vector competency of 15 isofemale lines of Asian citrus psyllid (ACP) Diaphorina citri, v...

Study of the Results in the Acquisition of Core Competencies in Schools That Integrate Primary Education and Music

ERIC Educational Resources Information Center

Andreu Duran, Maria; Godall Castell, Pere; Amador Guillem, Miquel; Castro Morera, Maria

2017-01-01

The goal of this research was to carry out an exploratory study on how music education integrated into primary schooling (children from 6 to 12 years old) can help in acquiring the core competencies characteristic of this stage. The study was conducted by developing a validated instrument, pilot-tested for reliability, to assess the eight core…

Social Competence, Theory of Mind, and Executive Function in Institution-Reared Turkish Children

ERIC Educational Resources Information Center

Etel, Evren; Yagmurlu, Bilge

2015-01-01

This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced…

Are Androgynous Individuals More Effective Persons and Parents?

ERIC Educational Resources Information Center

Baumrind, Diana

1982-01-01

Using extensive, multifaceted observational and interview data from the Family Socialization and Developmental Competence Project (FSP), this paper examines the claims that androgynes, by comparison with sex-typed individuals, are more effective persons and parents. (Author/RH)

Understanding the Effectiveness of Performance Management Practices

DTIC Science & Technology

2010-03-01

clarity and precision focus defining accomplishments and practices. Jones (1995) research on organizational transformation in the Monsanto Company...Performance managment in a changing context: Monsanto Pioneers a competency-based, developmental approach. Human Resource Management , 34 (3), 425-442

FATHER PLAY: IS IT SPECIAL?

PubMed

Cabrera, Natasha J; Roggman, Lori

2017-11-01

Both mothers and fathers play with their children, but research on parent-child play interactions is conducted with mothers three times more often than it is with fathers. The articles in this special issue address this gap by focusing on the nature and quality of father-child play, across cultural contexts, and considering whether father play offers something unique and special for early human development, in infancy or early childhood. The studies show that fathers can be just as developmentally supportive as are mothers in terms of being playful and engaged with their children in ways that are related to greater child socioemotional competence, emotion regulation, and vocabulary, and to less aggression, anxiety, and negativity. We encourage future research to examine the cultural influences, family system dynamics, and specificity of timing and types of father-child play in relation to children's developmental competence. © 2017 Michigan Association for Infant Mental Health.

Pedagogy for Knowledge Recognition and Acquisition: Knowing and Being at the Close of the Mechanical Age

ERIC Educational Resources Information Center

Jaros, Milan

2009-01-01

It is the outstanding intellectual challenge of our age to find ways of providing citizens with access to and competent acquisition of the new applications and systems of knowledge. The purpose of this article is twofold. First, it is to justify at the conceptual level that we are facing an unprecedented shift in the way knowledge is generated and…

Informed consent instead of assent is appropriate in children from the age of twelve: Policy implications of new findings on children's competence to consent to clinical research.

PubMed

Hein, Irma M; De Vries, Martine C; Troost, Pieter W; Meynen, Gerben; Van Goudoever, Johannes B; Lindauer, Ramón J L

2015-11-09

For many decades, the debate on children's competence to give informed consent in medical settings concentrated on ethical and legal aspects, with little empirical underpinnings. Recently, data from empirical research became available to advance the discussion. It was shown that children's competence to consent to clinical research could be accurately assessed by the modified MacArthur Competence Assessment Tool for Clinical Research. Age limits for children to be deemed competent to decide on research participation have been studied: generally children of 11.2 years and above were decision-making competent, while children of 9.6 years and younger were not. Age was pointed out to be the key determining factor in children's competence. In this article we reflect on policy implications of these findings, considering legal, ethical, developmental and clinical perspectives. Although assessment of children's competence has a normative character, ethics, law and clinical practice can benefit from research data. The findings may help to do justice to the capacities children possess and challenges they may face when deciding about treatment and research options. We discuss advantages and drawbacks of standardized competence assessment in children on a case-by-case basis compared to application of a fixed age limit, and conclude that a selective implementation of case-by-case competence assessment in specific populations is preferable. We recommend the implementation of age limits based on empirical evidence. Furthermore, we elaborate on a suitable model for informed consent involving children and parents that would do justice to developmental aspects of children and the specific characteristics of the parent-child dyad. Previous research outcomes showed that children's medical decision-making capacities could be operationalized into a standardized assessment instrument. Recommendations for policies include a dual consent procedure, including both child as well as parents, for children from the age of 12 until they reach majority. For children between 10 and 12 years of age, and in case of children older than 12 years in special research populations of mentally compromised patients, we suggest a case-by-case assessment of children's competence to consent. Since such a dual consent procedure is fundamentally different from a procedure of parental permission and child assent, and would imply a considerable shift regarding some current legislations, practical implications are elaborated.

Lifelong disturbance of serotonin transporter functioning results in fear learning deficits: Reversal by blockade of CRF1 receptors.

PubMed

Bijlsma, Elisabeth Y; Hendriksen, Hendrikus; Baas, Johanna M P; Millan, Mark J; Groenink, Lucianne

2015-10-01

The inability to associate aversive events with relevant cues (i.e. fear learning) may lead to maladaptive anxiety. To further study the role of the serotonin transporter (SERT) in fear learning, classical fear conditioning was studied in SERT knockout rats (SERT(-/-)) using fear potentiation of the startle reflex. Next, fear acquisition and concomitant development of contextual conditioned fear were monitored during training. To differentiate between developmental and direct effects of reduced SERT functioning, effects of acute and chronic SSRI treatment were studied in adult rats. Considering the known interactions between serotonin and corticotropin-releasing factor (CRF), we studied the effect of the CRFR1 antagonist CP154,526 on behavioral changes observed and determined CRF1 receptor levels in SERT(-/-) rats. SERT(-/-) showed blunted fear potentiation and enhanced contextual fear, which resulted from a deficit in fear acquisition. Paroxetine treatment did not affect acquisition or expression of fear-potentiated startle, suggesting that disturbed fear learning in SERT(-/-) results from developmental changes and not from reduced SERT functioning. Although CRF1 receptor levels did not differ significantly between genotypes, CP154,526 treatment normalized both cue- and contextual fear in SERT(-/-) during acquisition, but not expression of fear-potentiated startle. The disrupted fear acquisition and concomitant increase in contextual conditioned fear-potentiated startle fear in SERT(-/-) resembles the associative learning deficit seen in patients with panic disorder and suggests that normal SERT functioning is crucial for the development of an adequate fear neuro-circuitry. Moreover, the normalization of fear acquisition by CP154,526 suggests a role for central CRF signaling in the generalization of fear. Copyright © 2015 Elsevier B.V. and ECNP. All rights reserved.

Chromatin configurations in the ferret germinal vesicle that reflect developmental competence for in vitro maturation.

PubMed

Sun, X; Li, Z; Yi, Y; Ding, W; Chen, J; Engelhardt, J F; Leno, G H

2009-04-01

In several mammalian species, the configuration of germinal vesicle (GV) chromatin correlates with the developmental competence of oocytes. Yet, no study has been published on the configuration of GV chromatin in ferret, nor is it known whether a specific configuration predicts meiotic competence in this species, in spite of the potential importance of ferret cloning to the study of human disease and to species conservation efforts. Here, we report on an analysis of the chromatin configuration in ferret GV oocytes and on how they correlate with meiotic development. Three distinct configurations were identified based on the degree of chromatin condensation: (1) fibrillar chromatin (FC), featuring strands of intertwined chromatin occupying most of the visible GV region; (2) intermediate condensed chromatin (ICC), characterized by dense, irregular chromatin masses throughout the GV; and (3) condensed chromatin (CC), which is highly compact and centered around the nucleolus. We also found that chromatin configuration was related to the extent of association with cumulus cells in cumulus-oocyte complexes; CC-configured oocytes were most often surrounded by a compact cumulus layer and also a compact corona but FC-configured oocytes were associated with neither. In addition, increasing chromatin condensation corresponded to an increase in oocyte diameter. Finally, following in vitro culture, significantly more CC-configured oocytes underwent maturation to meiotic metaphase II than did FC- or ICC-configured oocytes. We conclude that, in ferret, chromatin condensation is related to the sequential achievement of meiotic competencies during oocyte growth and differentiation, and thus can be used as a predictor of competence.

48 CFR 301.607-71 - FAC-P/PM levels and requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... GENERAL HHS ACQUISITION REGULATION SYSTEM Career Development, Contracting Authority, and Responsibilities..., systems engineering, test and evaluation, contracting, and business. (6) Specific core competencies also...

Foundation observation of teaching project--a developmental model of peer observation of teaching.

PubMed

Pattison, Andrew Timothy; Sherwood, Morgan; Lumsden, Colin James; Gale, Alison; Markides, Maria

2012-01-01

Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

How Competent are Adolescent Bullying Perpetrators and Victims in Mastering Normative Developmental Tasks in Early Adulthood?

PubMed

Kretschmer, Tina; Veenstra, René; Branje, Susan; Reijneveld, Sijmen A; Meeus, Wim H J; Deković, Maja; Koot, Hans M; Vollebergh, Wilma A M; Oldehinkel, Albertine J

2018-01-01

A substantive body of literature suggests that those involved in bullying as perpetrators but particularly victims are at greater risk for psychological maladjustment. In comparison, relatively little is known about associations between bullying-victimization and perpetration and mastery of early adult tasks in domains including romantic relationships, education, work, financial competence, and conduct. These links were tested using data from two Dutch cohorts (RADAR-young, n = 497, 43% girls; TRAILS, n = 2230, 51% girls) who reported on victimization and perpetration at age 11 (TRAILS) and 13 (RADAR-young) and mastery of developmental tasks in early adulthood. Unadjusted regression analyses suggested for both cohorts that perpetrators were less likely to abide the law and more likely to smoke. Victims in TRAILS were less competent in the domains of education, work, and finances, and more likely to smoke in RADAR-young. Adjusting for childhood demographics and child intelligence and including psychopathology in the prediction models substantially reduced the strength of associations between bullying involvement and later outcomes in both cohorts; although association were retained between victimization and welfare dependence and perpetration and crime involvement in TRAILS. Parental support did not buffer associations in either sample and neither were gender differences detected. Overall, findings underline that negative outcomes of bullying are not only a concern for victims but also for their perpetrators although involvement in bullying is not a stable predictor of mastery of developmental tasks when childhood demographics, child intelligence, and psychopathology are taken into account.

Herbal remedy knowledge acquisition and transmission among the Yucatec Maya in Tabi, Mexico: a cross-sectional study.

PubMed

Hopkins, Allison L; Stepp, John Richard; McCarty, Christopher; Gordon, Judith S

2015-04-30

Ethnobotanical knowledge continues to be important for treating illness in many rural communities, despite access to health care clinics and pharmaceuticals. However, access to health care clinics and other modern services can have an impact on the distribution of medical ethnobotanical knowledge. Many factors have been shown to be associated with distributions in this type of knowledge. The goal of the sub-analyses reported in this paper was to better understand the relationship between herbal remedy knowledge, and two such factors, age and social network position, among the Yucatec Maya in Tabi, Yucatan. The sample consisted of 116 Yucatec Maya adults. Cultural consensus analysis was used to measure variation in herbal remedy knowledge using competence scores, which is a measure of participant agreement within a domain. Social network analysis was used to measure individual position within a network using in-degree scores, based on the number of people who asked an individual about herbal remedies. Surveys were used to capture relevant personal attributes, including age. Analysis revealed a significant positive correlation between age and the herbal medicine competence score for individuals 45 and under, and no relationship for individuals over 45. There was an insignificant relationship between in-degree and competence scores for individuals 50 and under and a significant positive correlation for those over 50. There are two possible mechanisms that could account for the differences between cohorts: 1) knowledge accumulation over time; and/or 2) the stunting of knowledge acquisition through delayed acquisition, competing treatment options, and changes in values. Primary ethnographic evidence suggests that both mechanisms may be at play in Tabi. Future studies using longitudinal or cross-site comparisons are necessary to determine the whether and how the second mechanism is influencing the different cohorts.

Effects of Acceptance and Commitment Therapy (ACT) Training on Clinical Psychology Trainee Stress, Therapist Skills and Attributes, and ACT Processes.

PubMed

Pakenham, Kenneth I

2015-01-01

Despite the increasing uptake of Acceptance and Commitment Therapy (ACT) by mental health practitioners, few studies have investigated the effects of ACT training on trainees. Clinical psychology trainees (CPTs) are susceptible to high stress such that their training represents a teachable moment for personal application of the therapy skills they learn for clinical practice. This study investigates the effects of ACT training on stress, therapist skills and attributes, and the personal acquisition of ACT strategies in CPTs. Thirty-two CPTs completed questionnaires before and after university-based ACT training that consisted of 12 2-h weekly workshops. Pairwise t-tests showed that CPTs reported improvements from before to after training on measures of counselling self-efficacy, client-therapist alliance, self-kindness, acceptance, defusion, mindfulness and values, and a marginally significant improvement on somatic symptoms, despite a trend towards increased work-related stress. As predicted, each of the ACT process variables was related to one or more of the therapist stress, skill and attribute variables, such that greater levels of mindfulness, values and acceptance, and less thought suppression were related to better trainee outcomes. This study provides preliminary data on therapist skill development and personal benefits for CPTs related to receiving ACT training that interweaves instruction in competencies acquisition with self-care. This study provides preliminary data on therapist skill development and personal benefits for clinical psychology trainees related to receiving ACT training that integrates training in competencies acquisition with self-care. The ACT training offers a framework for integrating the acquisition of clinical competencies and self-care skills and positive therapist attributes in trainees. Findings support a strong positive union between the ACT processes and better trainee personal and professional outcomes. Copyright © 2014 John Wiley & Sons, Ltd.

FUNDAMENTAL MOVEMENT SKILLS OF PRESCHOOL CHILDREN IN NORTHWEST ENGLAND.

PubMed

Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

2015-08-01

This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3-5 yr.) were included in the study. Twelve skills were assessed using the Children's Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.

Techtalk: Wireless Networking

ERIC Educational Resources Information Center

Caverly, David C.; MacDonald, Lucy

2005-01-01

In a previous column, standards for professional growth in educational technology for developmental educators were discussed. These standards focus on competence with technology applications for improving instruction. How these standards might be implemented through four stages of technology integration: adopting, adapting, appropriating, and…

Evolution and coevolution of developmental programs

NASA Astrophysics Data System (ADS)

Jacob, Christian

1999-09-01

The developmental processes of single organisms, such as growth and structure formation, can be described by parallel rewrite systems in the form of Lindenmayer systems, which also allow one to generate geometrical structures in 3D space using turtle interpretation. We present examples of L-systems for growth programs of plant-like structures. Evolution-based programming techniques are applied to design L-systems by Genetic L-system Programming (GLP), demonstrating how developmental programs for plants, exhibiting specific morphogenetic properties can be interactively bred or automatically evolved. Finally, we demonstrate coevolutionary effects among plant populations consisting of different species, interacting with each other, competing for resources like sunlight and nutrients, and evolving successful reproduction strategies in their specific environments.

Historics of the Space Tracking And Data Acquisition Network (STADAN), the Manned Space Flight Network (MSFN), and the NASA Communications Network (NASCOM)

NASA Technical Reports Server (NTRS)

Corliss, W. R.

1974-01-01

The historical and technical aspects of the major networks which comprise the NASA tracking and data acquisition system are considered in a complete reference work which traces the origin and growth of STADAN, MSFN, and NASCOM up to mid-1971. The roles of these networks in both the Gemini and Apollo programs are discussed, and the separate developmental trends are identified for each network.

Coparenting Competence in Parents of Children with ASD: A Marker of Coparenting Quality.

PubMed

May, Chris D; St George, Jennifer M; Fletcher, Richard J; Dempsey, Ian; Newman, Louise K

2017-10-01

The coparenting relationship has been linked to parenting stress, parenting self-efficacy and many other concerns associated with the development of children with ASD. Parents of children with ASD (N = 22) were interviewed to explore three domains of their coparenting relationship; (1) adaptation to the emergence of their child's autism, (2) parenting their child with ASD, (3) expectations for their child's developmental outcomes. The concept of coparenting competence, developed during analysis, describes collective perceptions of parenting efficacy. Parents linked perceptions of coparenting competence to their, ability to cope with diagnosis and parenting, motivation to do what they could for their child, and hopes for their child's development. The concept of coparenting competence could play an important role in future research and intervention.

78 FR 54968 - Defense Federal Acquisition Regulation Supplement; Technical Amendments

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-09

...--COMPETITION REQUIREMENTS 0 3. Revise the section heading of 203.302-3 to read as follows: 206.302-3 Industrial mobilization, engineering, developmental, or research capability, or expert services. [FR Doc. 2013-21835 Filed...

A Comparison of Topography-based and Selection-based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism

PubMed Central

Vignes, Tore

2007-01-01

This study is a replication of Sundberg and Sundberg (1990) that compared topography-based verbal behavior with selection-based verbal behavior in terms of acquisition, accuracy, and testing for the emergence of a new verbal relation. Participants were three typical children and three developmentally disabled persons with autism. The study sought to determine which paradigm (topography-based or selection-based) resulted in more rapid acquisition of tacts and intraverbals, which was associated with the fewest errors, and which paradigm resulted in the emergence of the highest number of new verbal relations. The results of the study showed that the six participants performed quite differently from one another. Most importantly, the results from the person with autism contradicted previous findings favoring selection-based verbal behavior over topography-based approaches for teaching verbal behavior to low-functioning individuals. PMID:22477385

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Personal Maintenance and Development: Homemaking and Community Life; Leisure; and Travel Domains. Working Paper 85-2. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The taxonomy described in this project working paper focuses on instructional objectives in…

Ego development, self-perception, and self-complexity in adolescence: a study of female psychiatric inpatients.

PubMed

Evans, D W; Brody, L; Noam, G G

2001-01-01

A study of two groups of female psychiatric inpatients, differing in level of ego development, explored domains of self-perception that best predicted global self-worth and symptom clusters that best predicted second-order factors of self perception. Findings revealed quantitative and qualitative differences in self-complexities, and more positive self-perceptions among the higher ego-level group in scholastic competence, job competence, and behavioral conduct. Results are discussed from a developmental perspective.

Children at risk for developmental delay can be recognised by stunting, being underweight, ill health, little maternal schooling or high gravidity.

PubMed

Abubakar, Amina; Holding, Penny; Van de Vijver, Fons J R; Newton, Charles; Van Baar, Anneloes

2010-06-01

To investigate markers of risk status that can be easily monitored in resource-limited settings for the identification of children in need of early developmental intervention. Eighty-five children in Kilifi, Kenya, aged between 2 and 10 months at recruitment, were involved in a 10-month follow-up. Data on developmental outcome were collected through parental report using a locally developed checklist. We tested for the unique and combined influence of little maternal schooling and higher gravidity, anthropometric status (being underweight and stunting) and poor health on the level of developmental achievement and the rate of acquisition of developmental milestones. A model with all five predictors showed a good fit to the data (chi(2)(21, N = 85) = 23.00, p = .33). Maternal schooling and gravidity and child's stunting were found to predict the rate of developmental achievements (beta = .24, beta = .31, and beta = .41, respectively). Being underweight, ill-health, stunting and gravidity predicted initial developmental status (beta = -.26, beta = -.27, beta = -.43, and beta = -.27). Slow rates of developmental achievement can be predicted using these easy-to-administer measures and the strongest relationship with risk was based on a combination of all measures.

The interrelationship between self-image disparity and social competence, defensive style, and adjustment status.

PubMed

Mylet, M; Styfco, S J; Zigler, E

1979-09-01

Groups of 40 psychiatric and 40 nonpsychiatric male patients were subdivided into equal groups of high and low social competence. Each patient completed a task battery which included three measures of self-image disparity and the Byrne repression-sensitization scale. High competence patients of both types were found to have higher self-image disparities than low competence patients. Psychiatric patients were found to have higher disparity scores than nonpsychiatric patients, although some evidence indicated that this was true only for the low competence groups. Higher scores on the Byrne scale (indicating sensitization) were found for high as compared to low competence patients, and for the psychiatric as compared to nonpsychiatric groups. Defensive style correlated significantly with each of the self-image measures. The results were discussed in the context of both developmental and Rogerian formulations. It was concluded that an individual's maturational level influences both self-image and defensive style, even when the individual is judged psychologically maladjusted.

The Role of Competence Level in the Self-Efficacy-Skills Relationship: An Empirical Examination of the Skill Acquisition Process and Its Implications for Information Technology Training

ERIC Educational Resources Information Center

Downey, James P.; Zeltmann, Steven

2009-01-01

The role of computer training has long been critical in organizations as reliance on technology for strategic advantage increases in importance. How to most effectively conduct such training has clear implications for organizations. This study examines one area of training which is not well understood: the role that competence level plays in the…

DoD Acquisition - To Compete or Not Compete: The Placebo of Competition

DTIC Science & Technology

2014-01-01

of Competition William J. Levenson Commercial markets abound with examples of competi- tive forces providing reduced costs and increased innovation...However, the defense market is materially different from commercial markets in many ways, and thus does not respond in the same way to competition ...global scale. Government officials and politicians point to endless examples of the powers of competition in commercial markets , such as the

Kinematic constraints associated with the acquisition of overarm throwing part II: upper extremity actions.

PubMed

Stodden, David F; Langendorfer, Stephen J; Fleisig, Glenn S; Andrews, James R

2006-12-01

The purposes of this study were to: (a) examine the differences within 11 specific kinematic variables and an outcome measure (ball velocity) associated with component developmental levels of humerus and forearm action (Roberton & Halverson, 1984), and (b) if the differences in kinematic variables were significantly associated with the differences in component levels, determine potential kinematic constraints associated with skilled throwing acquisition. Significant differences among component levels in five of six humerus kinematic variables (p <.01) and all five forearm kinematic variables (p < .01) were identified using multivariate analysis of variance. These kinematic variables represent potential control parameters and, therefore, constraints on overarm throwing acquisition.

Defense Acquisition Workforce: Actions Needed to Guide Planning Efforts and Improve Workforce Capability

DTIC Science & Technology

2015-12-01

positions. However, 6 of the 13 acquisition career fields, including 3 priority career fields—contracting, business and engineering—did not meet growth...the competency assessment process and challenges. The leaders we interviewed were from the business ; program management; contracting; engineering...Complete Assessments to Improve Future Civilian Strategic Workforce Plans, GAO-12- 1014 (Washington, D.C.: September 27, 2012). 5GAO, High-Risk Series: An

Integration of Spectral Reflectance across the Plumage: Implications for Mating Patterns

PubMed Central

Laczi, Miklós; Török, János; Rosivall, Balázs; Hegyi, Gergely

2011-01-01

Background In complex sexual signaling systems such as plumage color, developmental or genetic links may occur among seemingly distinct traits. However, the interrelations of such traits and the functional significance of their integration rarely have been examined. Methodology/Principal Findings We investigated the parallel variation of two reflectance descriptors (brightness and UV chroma) across depigmented and melanized plumage areas of collared flycatchers (Ficedula albicollis), and the possible role of integrated color signals in mate acquisition. We found moderate integration in brightness and UV chroma across the plumage, with similar correlation structures in the two sexes despite the strong sexual dichromatism. Patterns of parallel color change across the plumage were largely unrelated to ornamental white patch sizes, but they all showed strong assortative mating between the sexes. Comparing different types of assortative mating patterns for individual spectral variables suggested a distinct role for plumage-level color axes in mate acquisition. Conclusions/Significance Our results indicate that the plumage-level, parallel variation of coloration might play a role in mate acquisition. This study underlines the importance of considering potential developmental and functional integration among apparently different ornaments in studies of sexual selection. PMID:21853088

Evolution of robustness in the signaling network of Pristionchus vulva development

PubMed Central

Zauner, Hans; Sommer, Ralf J.

2007-01-01

Robustness to environmental or genetic perturbation, like any other trait, is affected by evolutionary change. However, direct studies on the interplay of robustness and evolvability are limited and require experimental microevolutionary studies of developmental processes. One system in which such microevolutionary studies can be performed is vulva development in the nematode Pristionchus pacificus. Three vulval precursor cells respond to redundant cell–cell interactions, including signals from the gonad and the epidermal cell P8.p. Interestingly, P. pacificus P8.p is involved in cell fate specification of the future vulva cells by lateral inhibition but is incompetent to respond to the inductive signal from the gonad itself. These functional properties of P8.p are unknown from other nematodes, such as Caenorhabditis elegans. We began an experimental and genetic analysis of the microevolution of P8.p function. We show that vulva misspecification events differ between Pristionchus strains and species. Similarly, lateral inhibition and developmental competence of P8.p evolved within the genus Pristionchus and between natural isolates of P. pacificus. Surprisingly, in some recombinant inbred lines of two distinct P. pacificus isolates, P8.p gained competence to form vulva tissue, a trait that was never observed in P. pacificus isolates. Our results suggest differences in developmental stability between natural isolates, and we hypothesize that the remarkable evolvability of redundant cell–cell interactions allows for adaptive evolution of robustness to developmental noise. PMID:17551021