Academic literature on the topic 'EF development'
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Journal articles on the topic "EF development"
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Zelazo, Philip David, Alice Carter, J. Steven Reznick, and Douglas Frye. "Early Development of Executive Function: A Problem-Solving Framework." Review of General Psychology 1, no. 2 (June 1997): 198–226. http://dx.doi.org/10.1037/1089-2680.1.2.198.
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Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.
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Mulcahy, Christina, Crystal A. Day Hess, Douglas H. Clements, Jasmine R. Ernst, Sarah E. Pan, Michèle M. M. Mazzocco, and Julie Sarama. "Supporting Young Children’s Development of Executive Function Through Early Mathematics." Policy Insights from the Behavioral and Brain Sciences 8, no. 2 (September 11, 2021): 192–99. http://dx.doi.org/10.1177/23727322211033005.
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Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.
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Skogli, Erik Winther, Per Normann Andersen, Kjell Tore Hovik, and Merete Øie. "Development of Hot and Cold Executive Function in Boys and Girls With ADHD." Journal of Attention Disorders 21, no. 4 (July 28, 2016): 305–15. http://dx.doi.org/10.1177/1087054714524984.
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Objective: To investigate the development of executive function with pronounced emotional salience (hot EF) and less pronounced emotional salience (cold EF) in boys and girls with ADHD relative to typically developing (TD) children. Method: Seventy-five children with ADHD and 47 TD children were assessed with hot and cold EF tests at baseline and after 2 years. Results: Despite considerable maturation, the ADHD group remained impaired on all cold EF tests relative to TD children after 2 years. There was no effect of gender on cold EF test results. Females with ADHD outperformed TD counterparts on hot EF at baseline. Females with ADHD showed deteriorating hot EF performance, while TD counterparts showed improved hot EF performance across time. Conclusion: Enduring cold EF impairments after 2 years may reflect stable phenotypic traits in children with ADHD. Results indicate divergent developmental trajectories of hot EF in girls with ADHD relative to TD counterparts.
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Pellicano, Elizabeth. "The Development of Executive Function in Autism." Autism Research and Treatment 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/146132.
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Autism is a common and often highly debilitating neurodevelopmental condition, whose core behavioral features are believed to be rooted in disrupted neurocognitive processes, including especially “executive function.” Researchers have predominantly focused upon understanding the putative causal relationship between difficulties in EF and autistic symptomatology. This paper suggests, however, that the effects of individual differences in EF should be more far-reaching, playing a significant part in the real-life outcomes of individuals with autism, including their social competence, everyday adaptive behavior, and academic achievement. It further considers the nature of the EF-outcome relationship, including the possible determinants of individual differences in EF, and makes several recommendations for future research.
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Mehta, Kishor C. "Development of the EF-Scale for Tornado Intensity." Journal of Disaster Research 8, no. 6 (December 1, 2013): 1034–41. http://dx.doi.org/10.20965/jdr.2013.p1034.
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Tornado intensity in terms of wind speed is rated indirectly from building and structure damage because random nature and the short life of tornadic storms make measurements difficult. The Enhanced Fujita EF-scale was developed with a consensus among meteorologists, engineers and insurance personnel to rate tornadoes. The EF-scale uses 28 different damage indicators (DI) and several degrees of damage (DOD) for each DI. The elicitation process is used to assign wind speeds, expected, upper, and lower bound, for each DOD in every DI. The paper contains documentation of the development process of the EF-scale and the motivation for the same with background of the Fscale. Wind speeds in the F-scale and the EF-scale are correlated to preserve the previous database. The EFscale overcomes the shortcomings of the F-scale, developed by Dr. Ted Fujita in 1971, of too few damage indicators, postulation of damage irrespective of building characteristics, and the high wind speeds assigned to F4 and F5 ratings. The US National Weather Service implemented use of the EF-scale beginning February 2007.
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Kouklari, Evangelia-Chrysanthi, Stella Tsermentseli, and Claire P. Monks. "Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind." Development and Psychopathology 31, no. 02 (March 26, 2018): 541–56. http://dx.doi.org/10.1017/s0954579418000081.
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AbstractThe development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only “cool”-cognitive EF tasks while there is limited knowledge regarding the development of “hot”-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year. For children with ASD, although selective cool (working memory and inhibition) and hot (affective decision making) EF domains presented age-related improvements, they never reached the performance level of the control group. Early cool working memory predicted later ToM in both groups but early hot delay discounting predicted later ToM only in the ASD group. No evidence was found for the reverse pattern (early ToM predicting later EF). These findings suggest that improvements in some EF aspects are evident in school age in ASD and highlight the crucial role that both cool and hot EF play in ToM development.
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Poowanna, Bongkotrat, Rattikan Sarnkong, Suchada Wangsitthidet, Warintip Srikula, and Tassanee Nakunsong. "The Development Executive Functions for Early Childhood in 21st Century." Journal of Education and Learning 11, no. 4 (June 23, 2022): 193. http://dx.doi.org/10.5539/jel.v11n4p193.
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Developing executive functions (EF) is a crucial issue in early childhood development which is also important in 21st-century learning. EF guideline was developed by Permsubhirunya and co to provide a guide for teachers who seeks to develop learning activities that could improve executive functions in children under the age of 6. The purpose of the study was to investigate the effect of the utilization of the EF guideline on the development of early childhood teachers’ abilities in designing learning experiences for EF development. The study was conducted with a qualitative approach. The participants were 65 teachers in public early childhood centers in Thailand. The participants were purposively selected using the criteria of their work status and experience. The instruments were the EF guideline, an evaluation form for learning management design ability and learning material selection, and an interview form. The data were analyzed using content analysis and thematic analysis. The results of the study were in the descriptive presentation. The findings could be summarized that the use of the EF guideline was beneficial in developing teachers’ knowledge of the early childhood executive functions, abilities to design learning management, and ability in selecting or creating learning material. The findings also suggested that teachers perceived the EF guideline as potential learning material that help them make a connection between the plan, activities, and evaluation. Therefore, it also helped them control the process of learning management and contribute to a meaningful learning environment.
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Pazeto, Talita de Cassia Batista, Alessandra Gotuzo Seabra, and Natália Martins Dias. "Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations." Paidéia (Ribeirão Preto) 24, no. 58 (May 2014): 213–22. http://dx.doi.org/10.1590/1982-43272458201409.
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Executive functions (EF) and oral language (OL) are important for learning reading and writing (RW) and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increase of the performances as a result of educational level for all OL and RW measures, but only for attention in the field of EF. Significant correlations were found between the measurements assessing the same cognitive domain, as well as inter-domain, although portraying a different pattern. The results indicate that OL and RW seem to develop rapidly in the course of preschool, while the EF have slower development. The fields of OL and RW, EF and RW are more interdependent, and EF and OL are relatively independent.
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Nakayama, Suguru, Shuichi Nakatsubo, Tsukasa Nishimura, and Masahide Tsuno. "Development of technologies in stainless steelmaking by EF." DENKI-SEIKO[ELECTRIC FURNACE STEEL] 62, no. 1 (1991): 34–41. http://dx.doi.org/10.4262/denkiseiko.62.34.
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Kronenberger, William G., Huiping Xu, and David B. Pisoni. "Longitudinal Development of Executive Functioning and Spoken Language Skills in Preschool-Aged Children With Cochlear Implants." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1128–47. http://dx.doi.org/10.1044/2019_jslhr-19-00247.
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Purpose Auditory deprivation has downstream effects on the development of language and executive functioning (EF) in prelingually deaf children with cochlear implants (CIs), but little is known about the very early development of EF during preschool ages in children with CIs. This study investigated the longitudinal development of EF and spoken language skills in samples of children with normal hearing (NH; N = 40) or CIs ( N = 41) during preschool ages. Method Participants were enrolled in the study between ages 3 and 6 years and evaluated annually up to the age of 7 years. Mixed-effects models were used to evaluate and predict growth of spoken language and EF skills over time. Results Children with CIs scored lower than NH peers on language measures but improved significantly over time. On performance-based neurocognitive measures of controlled attention, inhibition, and working memory, children with CIs scored more poorly than the sample of NH peers but comparable to norms, whereas on a parent report behavior checklist, children with CIs scored more poorly than both NH peers and norms on inhibition and working memory. Children with CIs had poorer EF than the sample of NH peers in most domains even after accounting for language effects, and language predicted only the verbal working memory domain of EF. In contrast, EF skills consistently predicted language skills at subsequent visits. Conclusions Findings demonstrate that, despite significant improvement over time, some domains of EF (particularly parent-reported EF) and language skills in children with CIs lag behind those of children with NH during preschool ages. Language delays do not fully explain differences in EF development between children with CIs and NH peers during preschool ages, but EF skills predict subsequent language development in children with CIs.
Dissertations / Theses on the topic "EF development"
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Marthaler, Susan J. "Uncoiling the mysteries of DivIVA(Ef): The biological functioning of the Enterococcus faecalis cell development protein." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26973.
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Cell division mechanisms involving native proteins MinCDE or MinCD and DivIVA have been explored using Esherichia coli (Ec) and Bacillus subtilis (Bs), respectively. My research examines the Gram-positive coccal-shaped Enterococcus faecalis (Ef) protein DivIVA, which functions without any Min proteins.
To determine whether E. coli could be used as a suitable indicator system, DivIVAEf overexpression and morphological studies were undertaken. Constructs with unique mutations created along the 699-nucleotide length of the divIVAEf gene to abrogate specific coiled-coil domains at the N-terminal, C-terminal and two central regions were investigated in this model. The original mutations were previously used in different systems and therefore required PCR amplification, double digest with new restriction enzymes prior to subcloning in pUC18 for transformation in E. coli (Ramirez-Arcos et al., 2005; Rigden et al., 2005). (Abstract shortened by UMI.)
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VALAGUSSA, STEFANIA. "Executive Function in children with typical and atypical development: toward an ecological assessment." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/68848.
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La presente ricerca è stata realizzata con l’intento di approfondire alcuni temi cardine nello studio delle Funzioni Esecutive (FE). Il termine FE si riferisce a processi neurocognitivi, deliberati e top-down necessari per esercitare controllo volontario su pensieri ed emozioni e per la messa in atto di comportamenti finalizzati al raggiungimento di un obiettivo. Si tratta di abilità indispensabili in situazioni nuove ed ambigue. Al dominio esecutivo vengono ascritte non solo abilità puramente cognitive. Tra le FF figurano: controllo degli impulsi ed autoregolazione, attenzione, memoria di lavoro, iniziativa, pianificazione ed organizzazione, flessibilità cognitiva, problem solving, decision making affettivo, teoria della mente ed empatia. Ad oggi non esiste un punto di vista condiviso su alcuni temi che sono stati oggetto del nostro interesse: la valutazione, la struttura e lo sviluppo delle FE, i deficit esecutivi presenti in alcuni disturbi specifici dello sviluppo. Per quanto concerne la valutazione delle FE, uno dei nodi critici è la scarsa validità ecologica degli strumenti tradizionalmente utilizzati nella ricerca e nella clinica. Al fine di superare questo problema metodologico sono state proposte modalità alternative di valutazione basate sia sulla performance che su report di insegnanti e genitori. Nella presente ricerca abbiamo proposto una nuova batteria neuropsicologica volta a fornire una panoramica globale del dominio esecutivo mettendo il bambino davanti a problemi analoghi a quelli che la quotidianità elicita. La batteria include: Battersea Multitasking Paradigm Task, Test di Ragionamento visuo-spaziale, Test di Pianificazione Quotidiano, Junior Gambling Task e Test del Clacson. È stato inoltre elaborato un questionario, il Questionario per la valutazione delle Funzioni Esecutive, QuFE, del quale sono indagate struttura, attendibilità ed utilità clinica. A tale scopo il questionario è stato somministrato a genitori ed insegnanti di bambini con sviluppo tipico o atipico di età compresa tra gli 8 ed i 13 anni. I risultati suggeriscono una struttura a 5 fattori per la versione genitori ed una a 3 per la versione insegnanti. Le abilità che sembrerebbero essere indagate sono: abilità metacognitive, regolazione delle emozioni e del comportamento, organizzazione dei materiali, adattamento ed iniziativa. Entrambe le versioni del QuFE si caratterizzano per una elevata validità interna. Per quanto concerne l’utilità clinica, lo strumento sembrerebbe distinguere in modo efficace soggetti con sviluppo tipico da soggetti clinici, minore è la capacità di differenziare tra i profili di soggetti con differenti disturbi dello sviluppo. Lo sviluppo e la struttura delle FE sono stati esaminati somministrando ad un campione di 343 soggetti con sviluppo tipico di età compresa tra gli 8 ed i 13 anni la batteria presentata sopra. Sono stati documentati significativi cambiamenti nei profili di performance in tutti test somministrati. Dall’analisi fattoriale è emersa una struttura a 4 fattori distinti ma interdipendenti: vigilanza, comportamento strategico, inibizione/flessibilità cognitiva e memoria. La struttura è stabile nel tempo e non presenta differenze legate al genere. Infine sono stati indagati i profili esecutivi in bambini con Disturbo da Deficit dell’Attenzione ed Iperattività (ADHD) e Disturbi Specifici dell’Apprendimento (DSA). Sono state oggetto di valutazione le performance di bambini con sviluppo tipico (207) o atipico (65) di età compresa tra gli 8 ed i 13 anni. I nostri dati suggeriscono che i bambini con ADHD e DSA hanno competenze strategiche ed inibitorie sovrapponibili. In entrambi i gruppi si è osservato un deficit della vigilanza e della memoria, di estensione maggiore nel gruppo ADHD. Si conferma la presenza di un deficit esecutivo nelle due popolazioni oggetto di interesse, deficit però circoscritto e non generalizzato.
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Lavandier, Clara Delores. "Development of a method to measure the proportion of mono-ADP-ribosylated EF-2 in liver and muscle of LPS-treated rats." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24480.pdf.
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Wilson, Jennifer Susan. "Hot and Cool Executive Functions in Middle Childhood: Development and Relationships with Cognitive and Emotional Processes, and Functional Outcomes." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367127.
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Executive functioning (EF) follows a protracted course of development, emerging in early infancy and continuing to develop throughout childhood, adolescence and early adulthood, before declining in older age (Diamond, 2006; Zelazo, Craik, & Booth, 2004). Despite this, the majority of developmental research has focused on the emergence of EF before age 5 (Best, Miller, & Jones, 2009). Recent research also suggests that EF can usefully be separated into hot (more emotionally driven) and cool (more abstract) factors (Kerr & Zelazo, 2004), and that these factors likely have distinct neural underpinnings (Bechara, Damasio, & Damasio, 2000). The current program of research investigated the development of hot and cool EF in a sample of 126 (59 males and 67 females) typically developing Australian 5 to 12-year-old children. Six different behavioural measures of EF (three hot and three cool) were administered.
The first study examined and compared the age-related development of hot and cool EF in a series of cross-sectional age-group comparisons. Age-related improvements were observed on all six EF tasks. Across the age-range studied, all EF tasks showed a linear relationship with age. Analysis using composite measures of hot and cool EF showed no significant differences in the rate of development between hot and cool EF, suggesting that hot and cool EF develop at similar rates across middle childhood. Factor analysis of the EF tasks also supported a single factor solution. Thus, the first study did not find evidence supporting a hot-cool EF distinction during middle childhood.Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Carr, Timothy, Carl Chebi, Gerald Cook, Russell Coons, and Mike Prevost. "A Study to Determine Impacts on Cost and Readiness Of Variations in the Development and Release Cycle of the F/A-18 EF and EA-18G Software Configuration Set (SCS)." Thesis, Monterey, California. Naval Postgraduate School, 2009. http://hdl.handle.net/10945/7055.
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EMBA Project ReportEXECUTIVE SUMMARY: This project was completed by Patuxent River EMBA Cohort Consulting Team, on behalf of PMA-265, and facilitated through the Naval Postgraduate School Executive MBA program. The three main objectives of the project were: (1) Determine impacts on cost and readiness of variations in the development and release cycle of the F/A-18 E/F and EA-18G System Configuration Set (SCS); (2) Provide the F/A-18 Program Office with a clearer picture of the current trends associated with varying the SCS release cycle; (3) Provide the program office with a means to evaluate cost and readiness impacts of the SCS release cycle. This project focused on four main areas of interest: (1) Identification of fixed and variable costs incurred in the development and fielding of the F/A-18 SCS for use in the identification of cost impacts due to variation in SCS release interval; (2) Programmatic and schedule impacts on external stakeholders due to variations in SCS release interval (3) F/A-18 Fleet training and readiness impacts due to variation in SCS release interval; (4) Determining SCS release plan that balances capability, schedule, costs and impacts to the war fighter to ensure delivery of the right readiness, at the right time, at the right cost. Based on the analysis of the SCS release interval, we determined that a one year interval was too short, 4 years was too long, and the optimal interval is somewhere between 2 and 3 years. Utilizing historical SCS cost and developmental timelines provided by the Advanced Weapons Lab, we determined that 88% of the cost associated with releasing an SCS were variable, and only 12% were fixed. Modeling this data and running cost models excursions at varying SCS release intervals, we determined that the greatest cost was associated with a 1 year SCS release interval and that costs decreased as the SCS release interval increased. Implementing a 4 year SCS release cycle results in savings of up to $63.5 million as compared to one year SCS release costs. Examining typical Aircrew, Squadron and Air Wing training plans, we determined that a 1 year SCS release interval resulted in decreased Aircrew Flight proficiency and increased training requirements. As the SCS release interval increased to 4 years, Aircrew, Squadron and Air Wing proficiency increased and training plans were optimized. SCS release intervals for a major SCS (delivers capability and implements software fixes) and minor SCS (implements software fixes only) were also examined to determine optimal combination that resulted in delivery of both new capability as well as fixes to software. A combination of a major SCS combined with a minor SCS release will result in software anomalies being fixed quicker while delivering equivalent capability to the fleet over the 8 year life of the F/A-18 Flight Plan. While most of the criteria we analyzed indicated longer SCS release intervals were optimal, there were some criteria that indicated short SCS release intervals were optimal. Analyzing current program capability roadmaps, from all stakeholders who implement capability on to the F/A-18 E/F, we determined that a 1 or 2 year SCS release interval best aligned with current program office capability road maps. As the SCS release interval increased to 4 years, program office capability road maps were misaligned with SCS releases, resulting in significant program cost and schedule impacts. Longer SCS release intervals will negatively impact the delivery of required capability to the fleet. The F/A-18 E/F is the lead platform for many new capabilities being released to the fleet. All capabilities implemented on the F/A-18 are tightly integrated with the SCS, and if F/A-18E/F SCS release interval is extended, the introduction of those capabilities will also be extended. Combining all the results from the different focus areas, we determined that a 36 month major / 18 month minor SCS release interval best balances capability, schedule, costs and external stakeholder impacts. However, due to limitations of the DOD acquisition process timeline, many program offices have developed acquisition plans based on existing SCS release timelines, and shifting them now could significantly impact those programs. As such, we performed additional analysis with SCS release interval impacts to current program capability roadmaps more heavily weighted, which indicated that a 24 month major / 12 month minor SCS release interval provided the best balance for all parameters (cost, schedule, performance and other program office roadmaps).
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Locklin, Jason. "Development of a measure of visuomotor control for assessing the long-term ef fects of concussion." Thesis, 2009. http://hdl.handle.net/10012/4740.
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Recently, researchers have found evidence that after a concussion, residual visuomotor control deficits may linger longer than working memory or psychomotor speed deficits. All of the major computer administered test batteries currently in use for concussion management rely on examination of the latter tasks, and lack any measure of visuomotor control. The present research set out to develop a task to measure visuomotor performance. Using a touch-screen computer, the task required participants to point towards or away from (i.e., antipointing) a target in a design simmilar to an anti-saccade task. The task required participants to use visual information to execute controlled movements, and is designed to measure movement planning, execution performance and accuracy. The task was delivered to a large sample of healthy individuals to develop a normative performance data set. A self-report questionnaire was used to identify a small group of individuals from the normative population who were identified with a prior history of concussion. These individuals were directly contrasted with the healthy individuals. While only a few reported moderate or severe concussions, and information about recency and number of occurrences was unavailable, performance differences were observed --providing evidence of residual deficits. In particular, while concussed individuals were not slower, or less accurate overall than the healthy population on the task, they demonstrated unusual hand and spatial asymmetries. Future research will compare recently concussed individuals with the normative set developed here, and will make direct comparisons with existing computer administered test batteries to determine the efficacy of visuomotor tasks for detecting the long-term effects of concussion.
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Vieira, Lara Ferreira. "BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTION-SECOND EDITION (BRIEF-2):Estudos de Validade Discriminante com um Grupo de Crianças e Jovens com Dislexia de Desenvolvimento." Master's thesis, 2021. http://hdl.handle.net/10316/99312.
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Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da EducaçãoAs Funções Executivas (FE) integram um conjunto de processos neurocognitivos distintos, ainda que frequentemente interligados, decisivos para alcançar um objetivo específico, planear, monitorizar e regular o comportamento. Nos últimos anos o seu papel tem sido vastamente abordado no que concerne ao desempenho académico já que um funcionamento executivo eficiente é frequentemente associado ao sucesso escolar. Este estudo teve como principal objetivo contribuir para os estudos de validação para a população portuguesa do Inventário de Avaliação Comportamental de Funções Executivas - 2ª Edição, (BRIEF-2, Behavior Rating Inventory of Executive Function -Second Edition; Gioia, Isquith, Guy, & Kenworthy, 2015), através da realização de um estudo de validade discriminante com uma amostra de crianças e jovens com Dislexia de Desenvolvimento. Para o efeito constituíram-se duas amostras independentes emparelhadas em função das variáveis idade, sexo e nível socioeconómico (NSE), cada um dos grupos integra 41 crianças cujas idades variam entre os 7 e 17 anos. Foram realizadas análises com recurso à estatística correlacional, descritiva e inferencial. Para a análise comparativa dos dois grupos recorremos ao teste t para amostras independentes, com base numa amostra composta por 82 participantes. Os principais resultados revelam défices mais acentuados na escala clínica Memória de Trabalho, em adição aos défices nas escalas Flexibilidade, Planeamento, Automonitorização, Iniciativa e Monitorização de Tarefas, revelando adequada capacidade discriminativa do BRIEF-2 na identificação das crianças do grupo clínico. Em suma, o facto de se observarem diferenças estatisticamente significativas entre os dois grupos fornece evidência de validade discriminante e poderá constituir prova para legitimar a opção de integrar o BRIEF-2 no protocolo de avaliação da Dislexia de Desenvolvimento.
Executive Functions (EF) comprise a set of distinct, yet often interconnected, neurocognitive processes that are decisive for achieving a specific goal, planning, monitoring and regulating behavior. In the last years its role has been widely addressed with regard to academic performance, as efficient executive functioning is often associated with academic success.This study aimed to contribute to the validation studies for the portuguese population of the Behavioral Assessment Inventory of Executive Functions - 2nd Edition, (BRIEF-2, Behavior Rating Inventory of Executive Function - Second Edition; Gioia, Isquith, Guy, & Kenworthy, 2015), by conducting a discriminant validity study with a sample of children and adolescents with Developmental Dyslexia.For this purpose, two independent samples were paired according to the variables age, sex and socioeconomic status (SES), each group comprising 41 children whose ages ranged between 7 and 17 years.Analyzes were performed using correlational, descriptive and inferential statistics. For the comparative analysis of the two groups, we used the t test for independent samples, based on a sample composed of 82 participants.The main results showed more accentuated deficits in the clinical Working Memory scale, in addition to deficits in the Flexibility, Planning, Self-Monitor, Initiative and Task- Monitor scales, revealing an adequate discriminative capacity of the BRIEF-2 in identifying children in the clinical group.In sum, the fact that there are statistically significant differences between the two groups provides evidence of discriminant validity and may constitute evidence to legitimize the option of integrating the BRIEF-2 into the Developmental Dyslexia assessment protocol
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Halbe, Johannes. "Governance of Transformations towards Sustainable Water, Food and Energy Supply Systems - Facilitating Sustainability Innovations through Multi-Level Learning Processes." Doctoral thesis, 2017. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2017022715609.
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A fundamental change in societal values and economic structures is required to address increasing pressures on ecosystems and natural resources. Transition research has developed in the last decades to analyze the co-dynamics of technological, institutional, social and economic elements in the provision of key functions such as energy, water and food supply. This doctoral dissertation provides conceptual and methodological contributions to the pro-active governance of sustainability transitions. Three research gaps are identified that are addressed in this dissertation. First, a comprehensive conceptualization of learning in sustainability transitions is currently missing that comprises learning at multiple societal levels (ranging from individuals to policy-actors). Learning concepts are often not explicitly discussed in transition research even though learning is considered as fundamental for innovation processes, niche formation and development as well as breakthrough and diffusion of innovations. Second, methods for the analysis and design of transition governance processes are lacking that specify case-specific intervention points and roles of actors in the implementation of innovations. Third, participatory modeling approaches are only applied to a limited extent in transition research despite a high potential for supporting communication and learning.
The conceptualization of multi-level learning developed in this doctoral research conceptualizes learning at different societal levels as specific learning contexts ranging from individual and group contexts to organizational and policy contexts. The conceptual framework further differentiates between learning processes, intensity, objects, outcomes, subjects and factors, allowing for a more detailed analysis of learning within and across learning contexts. Thus, learning contexts can be linked by processes that involve actors from different learning contexts (e.g., community groups and policy-makers), as well as exchanges of physical aspects, institutions and knowledge (in the form of ‘learning factors’). This research has also provided a classification of model uses in transition research that supports a purposeful discussion of the opportunities of modeling and promising future research directions.
The methodology developed in this doctoral research aims at the analysis and design of transition governance processes by specifying the various opportunities to contribute to sustainability transitions through purposeful action at different societal levels, as well as related roles of stakeholders in implementing such processes of change. The methodology combines different streams of previous research: 1) a participatory modeling approach to identify problem perceptions, case-specific sustainability innovations as well as related implementation barriers, drivers and responsibilities; 2) a systematic review to identify supportive and impeding learning factors from the general literature that can complement case-specific factors; and 3) a method for the analysis and design of case-specific transition governance processes. Three case studies in Canada (topic: sustainable food systems), Cyprus (water-energy-food nexus) and Germany (sustainable heating supply) have been selected to test and iteratively develop the methodology described above.
The results for each case study reveal that there are learning objects (i.e., learning requirements) in all learning contexts, which underscores the importance of multi-level learning in sustainability transitions, ranging from the individual to the group, organizational and policy levels. Actors have various opportunities to actively facilitate societal transformations towards sustainable development either directly through actions at their particular societal levels (i.e., context-internal learning) or indirectly through actions that influence learning at other societal levels. In fact, most of the learning factors require cooperation across learning contexts during the implementation process. The comparing of learning factors across case studies underline the importance of several factor categories, such as ‘physical a ‘disturbance or crisis’, ‘information and knowledge’. Of the 206 factors identified by stakeholders, 40 factors are case-specific and not contained in the general, review-based factor list. This underscores the value of participatory research, as general, top-down analyses might have overlooked these case-specific factors.
The methodology presented in this dissertation allows for the identification and analysis of case-specific intervention points for sustainability transitions at multiple societal levels. The methodology furthermore permits the analysis of interplay between individual, group, organizational and policy actions, which is a first step towards their coordination. The focus on sustainability innovations links the broad topic of sustainability transitions to a set of opportunities for practical interventions and overcoming their implementation barriers. The methodology presented allows for the analysis and design of these interlinkages between learning contexts. While the methodology cannot provide any ‘silver bullets’ for inducing sustainability transitions, it is flexible enough to identify an appropriate abstraction level for analyzing and designing transition governance processes. The methodology developed in this doctoral research also provides several contributions for the development of participatory modeling methods in transition research. Thus, the participatory method supports an integrated analysis of barriers and drivers of sustainability innovations, and allows application in practice and education.
The concepts and methods developed in this research project allow for reflection on transition governance processes from a systemic viewpoint. Experiences in the case studies underline the applicability of the concepts and methods developed for the analysis of case-specific transition governance processes. Despite substantial differences in the geographic location, culture and topics addressed, all case studies include promising sustainability innovations and the engagement of multiple actors in their implementation. The diversity and multitude of initiatives in the case study regions provides an optimistic outlook on future opportunities for large-scale sustainability transitions.
Books on the topic "EF development"
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Aiyappa, Rekha. PIC32MZ EF Curiosity Development Board User's Guide. Microchip Technology Incorporated, 2017.
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Aiyappa, Rekha. PIC32MZ EF Curiosity Development Board User's Guide. Microchip Technology Incorporated, 2016.
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Yang, Ada. Curiosity PIC32MZ EF 2. 0 Development Board Users Guide. Microchip Technology Incorporated, 2020.
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Aiyappa, Rekha. Curiosity PIC32MZ EF 2. 0 Development Board Users Guide. Microchip Technology Incorporated, 2019.
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Oliveira, Jason De, and Michel Bruchet. Learning ASP.NET Core 2.0: Build modern web apps with ASP.NET Core 2.0, MVC, and EF Core 2. Packt Publishing - ebooks Account, 2017.
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Chasiotis, Athanasios. The developmental role of experience-based metacognition for cultural diversity in executive function, motivation, and mindreading. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0007.
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How children obtain an understanding of mental states in others—“mindreading” or “theory of mind” (ToM)—during their cognitive development is a major concern in developmental psychology. There is also much debate about and empirical research on the developmental relationship between ToM and the set of processes that monitor and control thoughts and actions, i.e., executive functioning (EF). Until recently, little was known about the cross-cultural variation of both concepts. This chapter presents empirical findings on these concepts and takes a metacognitive perspective to clarify their relationship. A series of cross-cultural studies have been undertaken to specify the relationship between EF and ToM by verifying assumptions about the quality of conflict inhibition necessary for the development of ToM’s key aspect, false-belief understanding. The main argument is that an experience-based view of the metacognitive mechanisms involved might give a more parsimonious explanation of their relationship and their cultural variations.
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C# 11 and . NET 7 - Modern Cross-Platform Development Fundamentals: Start Building Websites and Services with ASP. NET Core 7, Blazor, and EF Core 7, 7th Edition. Packt Publishing, Limited, 2022.
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C# 10 and . NET 6 - Modern Cross-Platform Development - Sixth Edition: Build Apps, Websites, and Services with ASP. NET Core 6, Blazor, and EF Core 6 Using Visual Studio 2022 and Visual Studio Code. Packt Publishing, Limited, 2021.
Find full textBook chapters on the topic "EF development"
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Piirola, V., A. Reiz, and G. V. Coyne. "Simultaneous Five Color (UBVRI) Polarimetry of EF ERI." In Cataclysmic Variables. Recent Multi-Frequency Observations and Theoretical Developments, 197–201. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3801-4_30.
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Sacramento Zanini, Daniela, Larissa de Oliveira e Ferreira, and Karina Ferreira Leao Junqueira. "Living with Violence and Its Relationship with Executive Function in Childhood and Adolescence: Literature Review." In Health-Related Quality of Life - Measurement Tools, Predictors and Modifiers. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.101470.
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The purpose of this article is to conduct a literature review of studies that have investigated the relationship between violence and the development of executive function (EF) in children and adolescents. A search was carried out in the PsycINFO, PubMed/Medline, BVS, Lilacs, Web of Science, Scopus, and Gale databases with the following descriptors; violence, executive functions, child, children, adolescence, an adolescent. A total of 486 articles, published in the last 10 years, were found. After reading the abstracts and considering the inclusion and exclusion criteria, eight articles remain that are related to the topic. It was found that all the studies investigated the relationship of abuse in children and adolescents. Diversity was also observed in terms of the EF components evaluated as well as in the instruments for assessing EF. Moreover, seven of the eight studies established that victimization impairs EF.
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Filipe, Marisa. "How Do Executive Functions Issues Affect Writing in Students with Neurodevelopmental Disorders?" In Executive Functions and Writing, 160–80. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.003.0007.
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Given that deficits in executive functions (EF) and writing impairments are both characteristics of several neurodevelopmental disorders, this chapter explored how EF are related to writing performance in students with autism spectrum disorders (ASD), attention deficit/hyperactivity disorders (ADHD), and specific learning disorders (i.e. dyslexia and dysgraphia). Although these neurodevelopmental disorders share similar features of executive dysfunction, the profiles between groups appear to differ, and different disorders have unique executive profiles. As these unique executive profiles have an impact on successful writing, it was intended to contribute to our understanding about the cognitive mechanisms (related with EF) that underlie writing development. Also, potential implications for clinical practice were discussed.
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Ellis, Alexa, Lauren Westerberg, Yemimah A. King, Sarah H. Eason, Connor D. O'Rear, and David J. Purpura. "To Home Literacy and Beyond." In Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, 212–41. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8649-5.ch010.
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The home is the first environment in which children's earliest learning and development takes place. Researchers have typically focused on the home literacy environment (HLE) to explain activities parents engage in that support children's literacy and language development. More recently, the home mathematics environment (HME) has gained more attention following the HLE. However, with more research emphasizing children's executive function (EF) skills for later academic success and encouraging science education for STEM (science, technology, engineering, and mathematics) occupations, two more domain-specific home learning environments have emerged: the HEFE (Home EF Environment) and the HSE (Home Science Environment). The focus of this chapter is on delineating the interconnectedness and distinctness of these four domain-specific home learning environments, their relatedness to child outcomes, and identifying important future directions. The chapter ends with future directions and recommendations for the field to continue working to conceptualize the home learning environment.
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McCloskey, George. "Broader Approaches to Defining, Assessing, and Strengthening Executive Control in Writing." In Executive Functions and Writing, 257–75. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.003.0011.
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Narrow definitions of executive function (EF) are contrasted with a broad perspective on executive control that compares Olive’s description of executive control of the writing process and Graham’s Writing within Communities (WWC) model with the Holarchical Model of Executive Control (HMEC). Assessment of EFs is discussed within the context of writing tasks rather than a domain-general perspective. Examples are provided demonstrating a cascading production analysis method for comparing norm-referenced writing test subtest scores to identify cascading production decrements. The evidence-based self-regulated strategy development (SRSD) approach to strengthening executive control to improve writing is compared to a generalized approach to strengthening executive control for multiple purposes derived from the HMEC and EF intervention research reviews. The chapter closes with a brief commentary on the past, present and future of researching and applying broad and narrow perspectives on strengthening executive control to help improve writing skills.
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Kar, Mikail. "New Indicators and Measurement Methods for Welfare in the Global Economy Era." In Research Anthology on Macroeconomics and the Achievement of Global Stability, 624–42. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7460-0.ch034.
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This study discusses the inadequacy of GDP alone as a measure of welfare in the global economic age and examines alternative welfare indicators and measurement methods. This study, which discusses the human development index (HDI), the inequality adjusted human development index (I-HDI), the gender inequality index (GII), the multidimensional poverty index (MPI), the social progress index (SPI), the happy planet index (HPI), the better life index (BLI), the Legatum prosperity index(LPI), the human capital index (HCI), and the ecological footprint (EF) methods, shares the country rankings of these methods and reveals the differences in the results depending on the method. It also draws attention to the differences between the economic size and welfare level by sharing the rankings of the world's 10 largest economies in alternative methods. In addition, the study examines the obstacles to the inability to establish a complete, precise, and generally accepted method of measuring welfare.
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Kar, Mikail. "New Indicators and Measurement Methods for Welfare in the Global Economy Era." In Advances in Finance, Accounting, and Economics, 8–32. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8258-9.ch002.
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This study discusses the inadequacy of GDP alone as a measure of welfare in the global economic age and examines alternative welfare indicators and measurement methods. This study, which discusses the human development index (HDI), the inequality adjusted human development index (I-HDI), the gender inequality index (GII), the multidimensional poverty index (MPI), the social progress index (SPI), the happy planet index (HPI), the better life index (BLI), the Legatum prosperity index(LPI), the human capital index (HCI), and the ecological footprint (EF) methods, shares the country rankings of these methods and reveals the differences in the results depending on the method. It also draws attention to the differences between the economic size and welfare level by sharing the rankings of the world's 10 largest economies in alternative methods. In addition, the study examines the obstacles to the inability to establish a complete, precise, and generally accepted method of measuring welfare.
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"Chapter Integrated Numerical Modeling Software Tools for the Ef cient Project Management of Sustainable Development Works in Solid Waste." In Green Chemistry for Environmental Sustainability, 287–94. CRC Press, 2010. http://dx.doi.org/10.1201/ebk1439824733-16.
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Willoughby, Michael, and Kesha Hudson. "Current Issues in the Conceptualization and Measurement of Executive Function Skills." In Executive Functions and Writing, 17–37. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.003.0002.
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Executive functions (EF) are domain general cognitive processes that contribute to individual learning, problem solving, and planning across the lifespan. Multidisciplinary interest in EF skills stems from their broad relevance to functionally important outcomes. However, this multidisciplinary interest in EF has also resulted in a large literature that is not internally consistent. In this chapter, we characterize historical shifts in the conceptualization and definition of EF skills. We describe quantitative and qualitative aspects of developmental change in EF skills. Finally, we highlight discrepancies that exist between current measurement approaches. The inconsistencies and discrepancies that we highlight are not surprising given the maturity of the EF literature. By drawing attention to these issues, we aim to provide readers a broad vantage from which they can critically evaluate the other chapters in this volume.
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Hooper, Stephen R., Lara Costa, Edmund Fernandez, Alexandra Barker, Courtney Valdes, Stephanie Catlett, and Melissa Green. "Executive Functions and Writing Skills in Children and Adolescents." In Executive Functions and Writing, 139–59. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.003.0006.
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In this chapter we provide an overview of what is known and unknown about the relationships between executive functions (EF) and written expression in children and adolescents, with an emphasis on evidence-based developmental associations and dissociations between various EF and writing skills in children and adolescents. We provide an overview of several key models of EF that are applicable to written expression, highlighting critical aspects of these models with respect to their importance for writing skills. What is known and unknown about the relationships between selected EF and writing skills for children and adolescents also is described. Based on these evidence-based findings, important associations and disassociations are underscored—when either suspected or supported by the available empirical literature. Finally, the chapter concludes with targeted directions for future research into advancing our understanding of these relationships across the paediatric developmental spectrum.
Conference papers on the topic "EF development"
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Rojas-Barahona, Cristian A., Carla E. Förster Marín, Francisco Aboitiz, and Jorge Gaete. "ARE THERE DIFFERENCES IN THE DEVELOPMENT OF THE EXECUTIVE FUNCTIONS OF CHILDREN WITH A TYPICAL AND ATYPICAL DEVELOPMENT STIMULATED BY A GAME ON A TABLET?" In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact072.
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"Introduction: Executive functions (EF) are developed early, building a fundamental basis of higher cognitive processes in adulthood (Garon et al., 2008). There are studies with children of typical development (Passolunghi et al., 2006; Welsh et al., 2010) that have demonstrated the key role of EF, such as working memory, inhibitory control, planning and attentional flexibility, in initial literacy and precalculus. What is still unclear is whether these EF can be stimulated early and if it has any effect on their development. At the same time, it is known that children with atypical development, such as ADHD, have deficiencies in the development of EF (Barkley, 1997). Early stimulation of EF in this type of population will have the same effects as in a typical development population? The objective of the study is to evaluate the effect of a stimulation program of the EF (working memory, inhibitory control, planning and attentional flexibility), by means of a tablet digital game, in the development of the EF of preschool children with and without symptoms of ADHD, of socioeconomically disadvantaged sectors. Method: Two groups, control (CG) and intervention (IG) were selected at random, both were evaluated twice (before and after). In total there were 408 participants, 212 with typical development and 196 with atypical development. The IG was exposed to a digital game of EF through a tablet during 12 sessions (in the classroom). Results: The main results show differences in favor of IG in the different EF evaluated, both for children with and without ADHD symptoms, with the exception of attentional variable for which no differences were observed. There are differences in the effect of EF among children evaluated. Discussion: These differences and their possible implications in the educational and social environment are discussed."
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Chen, Yang, and Yuxue Cao. "The Application of EF Analysis in Quantitative Assessment of Sustainable Development." In 2017 International Conference on Applied Mathematics, Modelling and Statistics Application (AMMSA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ammsa-17.2017.36.
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Zou, Xueli, and Yijin Wu. "Regionally Sustainable Development Research of Hubei Province Based on EF Model." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.414.
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Zheng, Jinyang, Jianfeng Shi, and Weican Guo. "Development of Non-Destructive Test and Safety Assessment of Electrofusion Joints for Connecting Polyethylene Pipes." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25578.
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Polyethylene (PE) pipes are widely used in transporting natural gas since 1970s. However, there is still no method for safety assessment of PE pipes. This paper introduces our recent works in developing ultrasonic NDT equipment and research on safety assessment of electrofusion (EF) joints of PE pipes. According to geometrical characteristic and ultrasonic response, the defects in EF joints can be divided into four categories, i.e. lack of fusion, voids, wire dislocation, and cold welding. Cold welding, which is the most common and dangerous defects, was successfully detected by the developed ultrasonic equipment and assessed with a patented cold welding Eigen-line methods.
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Santiago Junior, Robertino M., Leonam C. de Oliveira, and Andrey R. Pimentel. "Multiple external representations for executive functions: a systematic mapping study." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.224711.
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The use of multiple external representations (MER) in the empowerment of executive functions (EF) was identified and characterized through a systematic mapping. EF are part of the human learning triad, contributing to the development of complex executive skills. Learners may have difficulty developing EF, and can benefit from MER. Data from 18 articles were extracted. Most MER systems used two external representations, verbal-textual and visual-graphical, through desktop applications. In relation to EF, the most considered component was working memory. We identified the need for further research that considers the effects of MERs on cognitive flexibility and inhibition, and the impact of mobile devices to the exhibition of MERs.
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Jia Luo. "Application of EF Model to Quantitative Assessment of Sustainable Development in Hubei Province." In 2008 International Seminar on Business and Information Management (ISBIM 2008). IEEE, 2008. http://dx.doi.org/10.1109/isbim.2008.261.
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Guo, Rong, Xiaochen Wu, and Tong Wu. "Research on the compilation of low carbon planning guidelines for Changxing County, China." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/tsmz5166.
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In the past 40 years since China's reform and opening up, the city has been developing rapidly. Small towns are faced with the challenges of extensive development, degradation of human settlements and dif iculty in retaining local characteristics. Therefore, in the development process of small towns, we should not only pay attention to economic development, but also energy conservation and emission reduction, and pay attention to the protection of local characteristics.This paper calculates the carbon emissions of energy consumption in Changxing County from 2002 to 2017, and analyzes the main factors and degree of carbon emissions in Changxing County by using Kaya identities based on the carbon emissions decomposition model. The results show that the carbon emissions of Changxing County increased year by year, but the growth rate showed a downward trend. The ef ect of economic development and energy intensity has a great contribution to the carbon emissions of Changxing County. Industrial structure ef ect, energy structure ef ect and population size ef ect have little contribution to carbon emissions. Combined with the current situation and main factors of carbon emissions in Changxing County, this paper puts forward the compilation ideas and framework of low-carbon planning guidelines of Changxing County from six characteristic spaces , so as to provide the thinking and practical basis for the low-carbon construction of small towns.
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Cao, Tao, Jiazhen Ling, Yunho Hwang, and Reinhard Radermacher. "Development of a Novel Two-Stage Heat Pump Clothes Dryer." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36048.
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An energy efficient two-stage heat pump clothes dryer (HPCD) was successfully developed. This new dryer utilizes three advanced technologies: vapor injection cycle, compact heat exchanger and brushless direct current (BLDC) fan motor. An in-house heat exchanger design tool – CoilDesigner was utilized to design and optimize the evaporator and condenser in the vapor injection cycle. One electric clothes dryer (CD) from U.S. market was selected as the baseline product, and one hybrid HPCD from European market was selected as the best state-of-the-art commercial product in terms of energy efficiency. These two commercial products and the constructed two-stage HPCD prototype were tested according to the Department of Energy (DOE) dryer test standards. Experimental evaluation revealed that the two-stage HPCD achieved 59% energy savings and improved energy factor (EF) by 143% as compared to the electric dryer. It also achieved 25% energy savings and improved EF by 33% as compared to the hybrid HPCD. This implied that the two-stage HPCD could save energy up to 42 TW·h annually if this technology is fully deployed to replace all U.S. electric CDs. Cost analysis indicates that the payback period of the two-stage HPCD is only 2.2 years as compared to the electric dryer with bottom cabinet. Therefore, the two-stage HPCD is an economically competitive greener option.
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Xu, Ping, Weican Guo, Shoubao Ding, Shangzhi Zuo, and Ping Shi. "A Method for Detecting the Cold Welding and Optimizing the Welding Procedure for the Electro-Fusion Joints in PE Pipes." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25932.
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Electro-fusion (EF) joints are widely used in polyethylene (PE) pipes connection. In the paper, a method for assessing the cold welding and optimizing the welding technology for such joints is developed. An Eigen-line in the EF joint is observed by using the phased array ultrasonic focusing technique as well as B-scan real image technology. A method called “Eigen-line method” is developed to assess cold welding with an empirical formula by measuring the distance between the line and metal wires. A lot of tests show that the developed method can be used to assess the welding technology by measuring the moving speed of the Eigen-line and the distance between the line and metal wires in UT real-time video. Based on UT real-time video experiments, the optimized welding prcedure for joints is obtained, which greatly reduce the time and cost in development of EF joints in PE pipes.
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Permsubhirunya, Sutthirat, Patcharin Seree, and Panadda Thanasetkorn. "THE IMPACT OF THE LEARNING EXPERIENCES BASED ON EF GUIDELINE ON CHILDREN'S EXECUTIVE FUNCTION SKILLS: A CASE STUDY OF A KINDERGARTEN IN BANGKOK." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1268.
Full textReports on the topic "EF development"
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Knowles, Donald, and Monica Leszkowicz Mazuz. Transfected Babesia bovis expressing the anti-tick Bm86 antigen as a vaccine to limit tick infestation and protect against virulent challenge. United States Department of Agriculture, January 2014. http://dx.doi.org/10.32747/2014.7598160.bard.
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Bovine babesiosis, caused by the apicomplexan parasites Babesiabovisand B. bigemina, is a major tick borne disease of cattle with significant economic importance globally. The vectors of Babesia parasites are R. (Boophilus) annulatusand R. microplus. In Israel these parasites are transmitted manly by R. annulatus. The main goal of the proposal was developing and testing a novel B. bovisvaccine based on stably transfected attenuated B. bovisexpressing the anti-tick Bm86 antigen. This required generating a transfected- attenuated B. bovisparasite containing a bidirectional promoter expressing both, the gfp- bsd selectable marker and the tick vaccine antigen Bm86. The vaccine was tested for its ability to elicit protective immune responses against T. annulatusticks. Efficient control of babesiosis is based on a complex scheme of integrated management, including preventive immunization, anti-babesial chemotherapy and control of tick populations. Live vaccines based on attenuated parasites are the most effective measure to control babesiosis, and are currently used in several countries, including Israel. Live attenuated parasites lead to a chronic infection and development of strong and long term immunity in vaccinated cattle. Still, live vaccines have several limitations, including the difficulty to distinguish among vaccinated and naturally infected cattle and potential for sporadic outbreaks in vaccinated animals. Tick limitation is essential to control babesiosis but the main measure to reduce tick infestation is traditionally approached using acaricides, which is limited by environmental concerns and the development of resistance by the ticks. Alternative tick-control measures including the use of anti-tick vaccines are emerging, and at least partial protective immunity has been achieved against tick vectors by vaccination with recombinant protective tick antigens (ie: Bm86). In addition, the Babesia vaccine development toolbox has been recently expanded with the development of transfection technology in Babesia parasites. In this approved proposal we successfully developed a Babesia live attenuated transfected vaccine, which is able to express a B. bovisMSA-1 signal-Bm86 chimera and eGFP genes under the control of the B. bovisef- 1 and actin promoters respectively. Genetic analysis demonstrated specific stable integration of the transfected genes in the expected ef-1 locus, and immunofluorescence analysis confirmed expression of Bm86 in the surface of transfected parasites. When applied to splenectomized calves, the transfected parasites were able to cause persistent B. bovisinfection with production of antibodies reactive with Bm86 for at least six months. In addition, partial protection against ticks was also observed upon challenging the vaccinated animals with R. annulatuslarvae. However, when used on intact calves, the vaccine failed to elicit detectable immune responses against Bm86, and we are still in the process of interpreting the data and make necessary changes in our experimental approaches. Overall, the results obtained here represent a step forward towards the development of integrated vaccines against both ticks and tick –borne pathogens, using the Babesia attenuated parasites as a platform to the delivery of exogenous protective antigens