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Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Accelerating New Product Development: The Experience Of Concurrent Engineering In Australia, Paul Couchman
Accelerating New Product Development: The Experience Of Concurrent Engineering In Australia, Paul Couchman
Faculty of Commerce - Papers (Archive)
Concurrent engineering (CE) is a distinctive approach to the organisation and management of new product development (NPD) which seeks to achieve cross-functional integration, product life cycle design integration and high levels of project task concurrence in order to reduce development lead times. To address the limited research to date on CE in the Asia-Pacific region, the paper presents findings from a survey of Australian manufacturers (n = 150) and from five in-depth case studies on the application of CE in Australia. The survey found that just over one-half (54%) of the companies surveyed used CE to some extent and that, …