Search results

Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.

Three residential colleges located in a university campus at the capital city of Kuala Lumpur and built in different decades were selected for landscape studies with respect to species and position of the trees, as well as the effects of the current landscapes as a shelter in reducing solar radiation on buildings, as a pre-assessment for the Low Carbon Cities Framework (LCCF) and assessment system. These landscape designs were carefully studied through on-site observation. The name and location of the matured plants were redrawn and visualised with standard normal photographs. The studies revealed that the old residential college landscape is dominated by tropical forest trees which are able to provide a significant shade to the buildings and offered a potential to achieve sustainable development due to a higher rate of carbon sequestration. While, palm and hybrid fruit plants were most extensively cultivated in the landscape of new residential colleges due to low maintenance and being fast growing.

Project REEL (Resources for Early Educator Learning) was a quasi-experimental, delayed-treatment professional development (PD) design to provide training, coaching, and materials to 220 early childhood educators (ECEs) in 85 diverse, high-needs settings (family, group, and center-based) across Tennessee. Its two primary goals were to (1) increase the frequency of research-based classroom learning experiences that promote language/literacy, numeracy, and social/emotional development among diverse early learners through training and coaching to ECEs and (2) improve the language/literacy, numeracy, and social/emotional readiness of children in low-income areas through research-based training of ECEs and parents. Even with differences in ECEs’ educational backgrounds and diverse settings, teachers in both treatment groups improved and maintained their knowledge and skills in response to the intervention. Preschool children in two cohorts showed significant improvements in most language and literacy measures over the course of an academic year, and improvements were often beyond that due to maturation (using age-controlled measures). Given the amount of improvement seen across a wide array of measures, there is substantial convergent evidence that the Project REEL PD approach was successful in promoting long-lasting improvements in the practices of ECEs in diverse settings and from diverse backgrounds. This chapter follows the development, implementation, and results of two literacy-related modules (“Print Awareness” and “Book Strategies”) for directors and teachers of three- and four-year-olds. These modules are representative of our training design, with its intensive focus on coaching in the diverse settings, and will provide the most beneficial model for other ECE professional developers to follow.

At the upper end of the authorty's formal education structure, the higher education branch encompasses the middle tier technical colleges, the aided colleges, teacher training, and the proposed polytechnics. Assistant education officer E. Walker has at his disposal 18 technical colleges and schools of art, nine commercial colleges, 11 aided colleges and nine colleges of education. Excluding the colleges of education, the other colleges have a combined student load of over 154 000. Among the maintained colleges are the London College of Printing (unique in England), the art schools of Chelsea, Camberwell, Central, Hammersmith and St Martin's, and the monotechnic colleges for building (Brixton), distribution, fashion, furniture and clothing.

With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties such as peer rejection and low levels of academic achievement.

This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.

This paper presents the EC funded Climbing and walking robotics project and its activities to encourage the development of a common framework to assist researchers and companies to focus at the component level to make the required innovations. An open modular philosophy is felt to be needed to allow the robotics technology to evolve so that the wide and growing range of service applications can be adequately supported. The current and future planned activities are briefly described.

The optimal control of the steady‐state temperature distribution in radiating panels using control heat sources is considered. The problem has important applications in the thermal control of space structures. A mathematical model leads to an elliptic nonlinear optimal control problem. A numerical optimal control method, based on finite element (FE) discretization and sequential quadratic programming (SQP), is employed. Results are presented for some specific examples.

To explain education in London is at the the same time to outline the history and development of much of the nation's educational progress since the 1870 Education Act. It is also to attempt to grasp an administrative phenomenon that encompasses a population of over three million people yet retains a very real identity first through the old LCC, and now through the ILEA.

The economic valuation of the ecosystem services (ES) provided by nature-based solutions in cities is not an easy task. In fact, various environmental goods and services do not have a market price that allows to quantify their value. This leads to an underestimation of the value of nature in cities. As a result, their critical contributions are not considered in public, corporate, and individual decision-making. The logic behind ecosystem valuation is to unveil the complexities of socioecological relationships, to make explicit how human decisions would affect ES values, and to express these value changes in units. This will allow considering the benefits provided by ES in public decision-making processes. The contribution aims to identify and analyze the most used methodologies adopted at the urban level for the valuation of ES. In total, six methodologies have been analyzed for the valuation of the provisioning, regulating, cultural, and supporting services. Finally, an interpretation framework has been defined to summarize the main findings.

Introduction Perhaps the most significant economic transformation within the last three decades has been the internationalization of business. From the modest levels of the 1950s, the volume of world trade has exploded to over $2 trillion, and the sales of foreign affiliates of US firms have reached $500 billion by 1983 (Terpstra 1983). Yet, even in the light of accelerated efforts to further stimulate US exporters (e.g., the Export Trading Company Act of 1982), a recent Dunn and Bradstreet survey showed that less than 1% of the US firms had engaged in exporting in 1982 (Trade Marks, 1983). Similarly, the International Trade Administration of the US Department of Commerce has lamented that only 5% of all US manufacturers will have engaged in export marketing in 1984.