A Strategic Simulation of Different Intervention Plans to Evaluate Companies' Salespeople Developmental Intervention Decisions

2021 ◽  
Author(s):  
Joon-Hee Oh ◽  
Wesley J. Johnston
Keyword(s):  
Developmental Intervention ◽  
Strategic Simulation

Strategic simulation of the energy management in a Kraft mill

2010 ◽  
Vol 51 (5) ◽  
pp. 988-997 ◽  
Author(s):  
Adriana Cakembergh-Mas ◽  
Jean Paris ◽  
Martin Trépanier
Keyword(s):  
Energy Management ◽  
Kraft Mill ◽  
Strategic Simulation

scholarly journals Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Methuseli Moyo ◽  
France M. Machaba
Keyword(s):  
Qualitative Case Study ◽  
Equivalent Fractions ◽  
Written Responses ◽  
Whole Numbers ◽  
Study Approach ◽  
Complex Concept ◽  
Physical Manipulatives ◽  
Fraction Concepts ◽  
Developmental Intervention

Our research with Grade 9 learners at a school in Soweto was conducted to explore learners’ understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners’ transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners’ definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.

Democratizing Information in India: Role of Community Radios as a Developmental Intervention

2014 ◽  
Vol 18 (4) ◽  
pp. 349-352 ◽  
Author(s):  
Madhukar Shukla
Keyword(s):  
Developmental Intervention

Strategic Simulation and the American Military Imaginary

2017 ◽  
pp. 222-237
Author(s):  
Michael Clair
Keyword(s):  
American Military ◽  
Strategic Simulation

scholarly journals Goal setting within a tertiary-level early developmental intervention program

2017 ◽  
Vol 22 (4) ◽  
pp. 184-189 ◽  
Author(s):  
Charlene M. T. Robertson ◽  
Shannon M. DeForge ◽  
Cara F. Dosman
Keyword(s):  
Goal Setting ◽  
Intervention Program ◽  
Tertiary Level ◽  
Developmental Intervention ◽  
Early Developmental

scholarly journals Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2081-2093 ◽  
Author(s):  
Yana Sinai-Gavrilov ◽  
Tali Gev ◽  
Irit Mor-Snir ◽  
Giacomo Vivanti ◽  
Ofer Golan
Keyword(s):  
Autism Spectrum Disorder ◽  
Economic Status ◽  
Intervention Group ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Start ◽  
Early Start Denver Model ◽  
Intensive Intervention ◽  
Developmental Intervention

Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum disorder preschools. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention settings. Groups were comparable on age, developmental functioning, and socio-economic status. Compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment made greater gains on blinded measures of overall cognitive development, receptive and expressive language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. In the preschool-based Early Start Denver Model group, children with lower symptom severity, higher adaptive functioning, and receptive language abilities at pre-treatment showed greater improvement. This study documents the successful integration of an Early Start Denver Model intervention into pre-existing community preschools, underlining the importance of disseminating evidence-based early intervention in community settings. Lay Abstract Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children’s age and developmental functioning and on families’ socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings.

Developmental Intervention: A Pediatric Clinical Review

1986 ◽  
Vol 33 (4) ◽  
pp. 899-923 ◽  
Author(s):  
Patrick H. Casey ◽  
Robert H. Bradley ◽  
Bettye M. Caldwell ◽  
Diane R. Edwards
Keyword(s):  
Clinical Review ◽  
Developmental Intervention

A Sub-Provincial Recipe of Coastal Development in China: The Case of Qingdao

1999 ◽  
Vol 160 ◽  
pp. 919-952 ◽  
Author(s):  
Jae Ho Chung
Keyword(s):  
Local Governments ◽  
Foreign Capital ◽  
The State ◽  
Coastal Development ◽  
Investment Banks ◽  
Extensive Literature ◽  
Role Of The State ◽  
Complex Process ◽  
Developmental Intervention

No monocausal explanation will suffice to account for the complex process of economic development. At different times and under different politico-economic circumstances, different combinations of actors and institutions are involved as agents of development, which include factories, investment banks, entrepreneurial bourgeoisie, foreign capital and the state. When “telescoping” the arduous process of development is the key imperative, the role of the state becomes particularly crucial in designing overall development strategies, governing the market by getting the prices wrong, and controlling the major sources of financing development. It should be noted, however, that the state is a multi-layered structure of authority with its own intra- and inter-governmental dynamics. As the extensive literature on the East Asian Newly Industrializing Economies (NIEs) almost uniformly adopts the highly encompassing term of state, it largely fails to differentiate the roles performed by the central and local governments in executing “developmental intervention.”

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