Multiple little q-Jacobi polynomials

We introduce two kinds of multiple little q-Jacobi polynomials by imposing orthogonality conditions with respect to r discrete little q-Jacobi measures on the exponential lattice q^k (k=0,1,2,3,...), where 0 < q < 1. We show that these multiple little q-Jacobi polynomials have useful q-difference properties, such as a Rodrigues formula (consisting of a product of r difference operators). Some properties of the zeros of these polynomials and some asymptotic properties will be given as well.Comment: 15 page

You\u27ve Got a Friend in Me: Effectiveness of Social Skills Interventions for Children with ADHD

Children diagnosed with ADHD present with the core symptoms of inattention and hyperactivity/impulsivity, which lead to challenges with school based activities, including peer interactions, academics, and extracurricular activities (McClelland, Morrison, & Holmes, 2000; Hoza, 2007). Current research identifies social skills interventions as a potential strategy for occupational therapists (OTs) to address these participation challenges of children with ADHD, however there is a multitude of interventions that fall under this umbrella. The variety of social skills interventions allows for flexibility and diversity in implementation, but poses the challenge of choosing the most effective intervention. This choice should be informed by evidence-based practice, ensuring the viability of the profession and moving it towards the Centennial Vision (Clark, 2010). To understand the effectiveness of the available social skills interventions for children with ADHD, a systematic review was conducted. The purpose of this session is to present the results of an evidence-based review on the effectiveness of social skills interventions to improve school participation for children with ADHD and discuss implications for clinical practice. The authors searched 6 data bases, resulting in analysis of 12 articles to investigate effectiveness of social skills interventions for children with ADHD. The systematic review process is presented, including the clinical question, inclusion/exclusion criteria, and search terms. The authors outline emerging themes within the research. The authors found moderate support for effectiveness of interventions implemented in physical settings where children are naturally engaging in activities. There is also promising research supporting the use of a combined cognitive behavioral and play-based approach. Evidence did not support the use of a solely cognitive behavioral approach These results suggest that social skills interventions have potential as an effective technique to improve school participation in children with ADHD. Social skills interventions are often used in conjunction with other therapies, and provide a supplement to academics-focused therapy. To advance understanding of social skills interventions, continued research is needed to determine the effectiveness of social skills interventions, discern the most appropriate form of social skills intervention for each student, and solidify OT’s role in social participation intervention. References: Centers for Disease Control and Prevention. (2013). Attention-deficit/hyperactivity disorder (ADHD). Retrieved from: http://www.cdc.gov/ncbddd/adhd/data.html. Clark, F. (2010). High definition occupational therapy: HD OT. American Journal of Occupational Therapy, 64, 848-84. doi: 10.5014/ajot2010.64602. Hoza, B. (2007). Peer functioning in children with ADHD. Ambulatory Pediatrics, 7(1), 101- 106. doi:10.1016/j.ambp.2006.04.011 McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly,15(3), 307-329. doi:10.1016/j.bbr.2011.03.031

How the macroeconomic environment affects human resource development

Do inward-focused development strategies reduce competition in factor markets and incentives for more efficient skills development? Do outward-focused development strategies improve them? The authors compared vocational education and training systems in six developing countries in the 1980s. They found that an outward orientation encourages more efficient development of human resources. Protectionist trade regimes that shelter producers from global competition produce price distortions in domestic capital and labor markets that affect the efficient use of resources in skills development. Structural adjustment programs that address these distortions expand incentives for private training and for more efficient use of public resources in skills development.ICT Policy and Strategies,Environmental Economics&Policies,Economic Theory&Research,Health Economics&Finance,Banks&Banking Reform

The Ambiguity of Individual Gestures: Revisions of World War I in Abel Gance's "J'accuse," Alain's "Mars ou La guerre jugée," and Bertrand Tavernier's "La vie et rien d'autre"

This is the publisher's version, also available electronically from http://www.jstor.org/stable/3190090?origin=crossref&seq=1#page_scan_tab_contents.No abstract is available for this item