2,247 research outputs found

    Reducing behaviour problems in young people through social competence programmes

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    There is a relatively strong relationship between the concepts of behavioural problems and social competence, in that social competence is regarded as one of the most important protective factors in the prevention of behavioural problems. This paper argues that the concept of social competence should include social skills, social practice and empathic understanding. It identifies the components that form part of an effective social competence programme, including enhancing an understanding of social situations, increasing the generation of adequate social skills, improving the management of provocations which may lead to uncontrolled anger, and developing empathic understanding. The evidence also suggests that effective social competence programmes for children and young people should be multi modal and consist of mixed groups of pupils with and without difficulties. The paper concludes with a brief description of Aggression Replacement Training as an example of a programme which follows the recommended guidelines.peer-reviewe

    Mass-spectrometric study of the rhenium-oxygen system

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    Rhenium, having the second highest melting point among the metals, is used for refractory containers. Thermodynamic values for rhenium oxide is determined by mass spectrometry and X ray diffraction

    Reducing behaviour problems in young people through social competence programmes

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    There is a relatively strong relationship between the concepts of behavioural problems and social competence, in that social competence is regarded as one of the most important protective factors in the prevention of behavioural problems. This paper argues that the concept of social competence should include social skills, social practice and empathic understanding. It identifies the components that form part of an effective social competence programme, including enhancing an understanding of social situations, increasing the generation of adequate social skills, improving the management of provocations which may lead to uncontrolled anger, and developing empathic understanding. The evidence also suggests that effective social competence programmes for children and young people should be multi modal and consist of mixed groups of pupils with and without difficulties. The paper concludes with a brief description of Aggression Replacement Training as an example of a programme which follows the recommended guidelines

    Reducing behaviour problems in young people through social competence programmes

    Get PDF
    There is a relatively strong relationship between the concepts of behavioural problems and social competence, in that social competence is regarded as one of the most important protective factors in the prevention of behavioural problems. This paper argues that the concept of social competence should include social skills, social practice and empathic understanding. It identifies the components that form part of an effective social competence programme, including enhancing an understanding of social situations, increasing the generation of adequate social skills, improving the management of provocations which may lead to uncontrolled anger, and developing empathic understanding. The evidence also suggests that effective social competence programmes for children and young people should be multi modal and consist of mixed groups of pupils with and without difficulties. The paper concludes with a brief description of Aggression Replacement Training as an example of a programme which follows the recommended guidelines

    The significance of nitrogen fixation to new production during early summer in the Baltic Sea.

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    Rates of dinitrogen (N2) fixation and primary production were measured during two 9 day transect cruises in the Baltic proper in June–July of 1998 and 1999. Assuming that the early phase of the bloom of cyanobacteria lasted a month, total rates of N2 fixation contributed 15 mmol N m−2 (1998) and 33 mmol N m−2 (1999) to new production (sensu Dugdale and Goering, 1967). This constitutes 12–26% more new N than other annual estimates (mid July–mid October) from the same region. The between-station variability observed in both total N2 fixation and primary productivity greatly emphasizes the need for multiple stations and seasonal sampling strategies in biogeochemical studies of the Baltic Sea. The majority of new N from N2 fixation was contributed by filamentous cyanobacteria. On average, cyanobacterial cells >20 µm were able to supply a major part of their N requirements for growth by N2 fixation in both 1998 (73%) and 1999 (81%). The between-station variability was high however, and ranged from 28–150% of N needed to meet the rate of C incorporation by primary production. The molar C:N rate incorporation ratio (C:NRATE) in filamentous cyanobacterial cells was variable (range 7–28) and the average almost twice as high as the Redfield ratio (6.6) in both years. Since the molar C:N mass ratio (C:NMASS) in filamentous cyanobacterial cells was generally lower than C:NRATE at a number of stations, we suggest that the diazotrophs incorporated excess C on a short term basis (carbohydrate ballasting and buoyancy regulation), released nitrogen or utilized other regenerated sources of N nutrients. Measured rates of total N2 fixation contributed only a minor fraction of 13% (range 4–24) in 1998 and 18% (range 2–45) in 1999 to the amount of N needed for the community primary production. An average of 9 and 15% of total N2 fixation was found in cells <5 µm. Since cells <5 µm did not show any detectable rates of N2 fixation, the 15N-enrichment could be attributed to regenerated incorporation of dissolved organic N (DON) and ammonium generated from larger diazotroph cyanobacteria. Therefore, N excretion from filamentous cyanobacteria may significantly contribute to the pool of regenerated nutrients used by the non-diazotroph community in summer. Higher average concentrations of regenerated N (ammonium) coincided with higher rates of N2 fixation found during the 1999 transect and a higher level of 15N-enrichment in cells <5 µm. A variable but significant fraction of total N2 fixation (1–10%) could be attributed to diazotrophy in cells between 5–20 µm

    Measures of food insecurity at the household level

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    Food insecurity and hunger have traditionally been measured by aggregate food supplies or by variables correlated with food insecurity. Because these measures often poorly reflect individuals’ true deprivation, economists have turned to surveys with direct questions about food insecurity. Using these surveys, households have then been classified into broad categories, a classification system which ignores the richness of the multiple questions. In this paper, we propose food insecurity measures, along the lines of the well established poverty measures, which incorporates this richness and allow us to reflect the depth and severity, in addition to the incidence, of food insecurity. Using these indices, we calculate the extent of food insecurity and hunger in the United States. Along with giving a richer picture of food insecurity in the US, these food insecurity measures demonstrates that the ordering of various demographic categories differs depends on the choice of measure. – deprivation ; food insecurity ; hunger ; poverty measure

    Social Competence as a Mediating Factor in Reduction of Behavioral Problems

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    The main purpose of the present study was to explore how social competence reduces behavioral problems. Based on previous findings, we assume that increased social competence can be regarded as a mediating factor in reducing behavior problems. All participants (children and adolescents, n ¼ 112) received an intervention intended to increase social competence: Aggresion Replacement Training (ART). Social competence and problem behavior were assessed twice before the ART intervention and then twice afterwards. Both measures improved following the training period, but no changes occurred during the pre-training period. Further, behavioral problems continued to reduce notably in follow-up probes after the training period. More detailed analyses indicate that in youngsters, increased social competence (e.g., improved self-control and cooperation) mediates the effect of ART on behavioral problems, but important moderating factors (e.g., age, individual levels of social competence, and problem behavior) need to be taken into consideration

    From ART to AART. The Scandinavian Adapted version of ART

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    The A.R.T. program (Goldstein & Glick, 1987; Goldstein, Glick, & Gibbs, 1998; Glick & Gibbs, 2011) has gone through only minor changes through the years. This has been one of the strengths of the program indicating that the protocol should remain consistent in order to evaluate the effect of the program and also be able to replicate it in different countries. A strict protocol will also prevent trainers from making changes over time which could lead to program drift and a less effective approach. However, on several occasions Dr. Goldstein suggested that A.R.T. should be further developed according to newly available research and theory

    The Genomic HyperBrowser: inferential genomics at the sequence level

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    The immense increase in the generation of genomic scale data poses an unmet analytical challenge, due to a lack of established methodology with the required flexibility and power. We propose a first principled approach to statistical analysis of sequence-level genomic information. We provide a growing collection of generic biological investigations that query pairwise relations between tracks, represented as mathematical objects, along the genome. The Genomic HyperBrowser implements the approach and is available at http://hyperbrowser.uio.no
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