Introduction Phonological development occurs in a gradual manner until the age of 7 years. The phonological system is constructed in a similar way for all children, despite presenting some variations in terms of age, paths taken, or repair strategies used. Objective To compare the orofacial praxis abilities of children with typical phonological development (DFT), children with phonetic-phonolog...

In 2001, the No Child Left Behind legislature was introduced, along with the era of the highly qualified teacher. A highly qualified teacher meant that teachers not only had to graduate from an accredited teacher preparation program but also had to pass Praxis I and II tests. However, Praxis I became a test of elimination because teachers no longer had to pass Praxis I to be a highly qualified ...

There exist few clinical assessments for limb apraxia, a disorder of learned, purposeful action, that enable clinicians to distinguish pathological from normal variance in limb praxis performance. We describe a theoretically motivated, comprehensive assessment battery for limb apraxia and present control comparison scores for 16 older healthy normal individuals on subtests designed to distingui...

With conventional methods of performing verification and validation heavily reliant on testing performed late in the software production process the late detection of errors adds substantially to project costs and delays in delivery, and introduces significant risks. This paper presents a method of software development aimed at "correctness by construction", which greatly attenuates these probl...

Introduction The patterns presented below extend the ADAPTOR (Architectural and Patterns-based Techniques for Object Re-engineering) patterns for migrating large-scale legacy systems to object and component-based architectures. ADAPTOR emerged out of work which began, in collaboration with British Telecom, in 1993. The lessons learned were first crafted in the form of patterns from about 1995-6...

This study is intended to inform the construct for teacher-learners’ transfer of technology first to their teaching dogma, secondly to their pedagogical praxis and ultimately for the students’ learning environment.. What evidence does the situated praxis of online discussions in the teaching of teachers offer to further the research of meaningful technology transfer into their classrooms? ABSTRACT

Der vorliegende Beitrag dient der Rezension von Büchern zum elektronischen Personalmanagement (e-HRM), wobei Werke zur Forschung, Lehre und Praxis des elektronischen Personalmanagements berücksichtigt werden. Dazu wird zunächst der gegenwärtig Stand von Forschung, Lehre und Praxis des elektronischen Personalmanagements jeweils kurz skizziert und anschließend untersucht, welchen Beitrag entsprec...