Using the Bracken Basic Concept Scale and Bracken Concept Development Program in the assessment and remediation of young children's concept development

With the current skills shortage in the engineering profession and the need for more experienced engineers, it is important for Australian engineering companies to not only rely on importing skilled engineers from overseas to fulfil current day demands, but also to focus on developing young Australian engineers for the future. Aker Solutions Australia has implemented a training and development program for its employees by seconding them into the head office in Oslo, Norway for both technical and personal development. The program provides many positive outcomes for both the company and the employees including: knowledge transfer and alignment between the international offices, developing and improving the talent of Australian engineers, improving communications between the offices and providing the Oslo office with much needed resources. The program was initiated in 2006 and so far nine employees have been sent across the globe for training. In this time the employees have had the opportunity to work on new technological developments in gas processing, advanced concept development studies and large scale engineering, procurement and construction (EPC) projects. Working internationally has also provided Australian engineers with a chance to interact with a number of skilled people from diverse backgrounds, learn new languages and embrace different cultures. The program to date has had much success, with both clients and the Aker Solutions office in Norway requesting continuation of the Australian engineers’ services while one of the engineers—Jacqui Driver—won best paper at the 2007 APPEA conference for her work in Oslo on novel offshore LNG solutions.

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Electronic Sensory Aids in a Concept Development Program for Congenitally Blind Young Adults

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7807200303 ◽

1978 ◽

Vol 72 (3) ◽

pp. 88-93 ◽

Cited By ~ 1

Author(s):

M. W. Scione

Keyword(s):

Young Adults ◽

Development Program ◽

Concept Development ◽

Development Programs ◽

Specific Training ◽

Congenitally Blind ◽

Training Exercises

The use of the Sonicguide™ and the Laser Cane in concept development programs is examined. Techniques for using the devices in specific training exercises in a concept development program for congenitally blind young adults are described in detail.

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A Concept Development Program for Future Mobility Training

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7607000504 ◽

1976 ◽

Vol 70 (5) ◽

pp. 195-197 ◽

Cited By ~ 1

Author(s):

Richard Webster

Keyword(s):

Development Program ◽

Concept Development ◽

The Body ◽

Second Grade ◽

Group Setting ◽

Spatial Concepts ◽

Body Imagery ◽

Blind Children ◽

Organizational Ability ◽

Mobility Training

A concept development program to prepare first and second grade blind children for future mobility training was established at the Illinois Braille and Sight Saving School in Jacksonville, Illinois. The initial concept work included working in a group setting to improve the body imagery, spatial concepts, and organizational ability of the six students in the class. Two orientation and mobility specialists then worked with the students on an individual basis to teach them routes of travel on the campus. Guidelines followed, material used, and observations from operating such a program for three years are presented.

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Computer-Assisted Instruction in Concept Development of Six-Year-Old Children

Psychological Reports ◽

10.2466/pr0.104.3.853-860 ◽

2009 ◽

Vol 104 (3) ◽

pp. 853-860 ◽

Cited By ~ 2

Author(s):

Aynur Bütün Ayhan ◽

Neriman Aral

Keyword(s):

Basic Concept ◽

General Information ◽

Concept Development ◽

Kindergarten Children ◽

Computer Assisted Instruction ◽

Control Group ◽

Computer Assisted ◽

Regular Instruction ◽

Assisted Instruction ◽

Experimental Group

Effects of a 15-wk. computer-assisted course or regular instruction on concept development by 6-yr.-old kindergarten children in Ankara ( M age of sample = 66.0 mo., SD = 4.6; M age of girls = 65.0 mo., SD = 4.4; M age of boys = 66.0 mo., SD = 4.5). Children were assigned to two groups of 40 (Experimental group: 18 girls and 22 boys; M girls' age = 65.3 mo., SD = 3.7, M boys' age = 67.1 mo., SD = 4.1; Control group: 21 girls, 19 boys, M girls' age = 64.9 mo., SD = 5.01, M boys' age = 66.7 mo., SD = 5.1). All were given the Bracken Basic Concept Scale–Revised and a general information form. Mean posttest scores in concept development for the group given computer-assisted training were statistically significantly higher.

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A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0801.23 ◽

1977 ◽

Vol 8 (1) ◽

pp. 23-32

Author(s):

Gerald E. Chappell

Keyword(s):

Basic Concept ◽

Concept Formation ◽

Intervention Program ◽

Cognitive Linguistic ◽

Basic Concepts ◽

Linguistic Skills ◽

Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

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