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1
Great Britain. Department for Education and Skills. Common Assessment Framework. Sheffield: Department for Education and Skills, 2004.
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RTI in the common core classroom: A framework for instruction and assessment. New York, NY: Teachers College Press, 2015.
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3
Guerin, Elizabeth, ed. Language Teacher education and Training: Italy and Europe. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-323-6.
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The CEFTrain Project is a transnational endeavour which promotes the common European principles and standards expressed in the Council of Europe's "Common European Framework of Reference for Languages: Learning, teaching, assessment (CEF)", in teacher education using information and communication technologies. The Project results are being transferred into the Italian educational context.
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Ismailov, Nariman. Scientific basis of environmental biotechnology practical. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1048434.
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The monograph is devoted to modern biotechnology, which allows to solve urgent environmental problems in all areas of modern society. Described the current use of biotechnological methods for environmental protection. The common assessment of the environment, the analysis bioaccumulating capacity of the biosphere, presented information on bio-ecological potential of human society. Considers the issues of technological bio-energetics, obtaining biodegradable materials, different fields of organic waste, bioremediation of soils contaminated with petroleum products, pesticides, heavy metals, solid waste processing, utilization of oil sludge and drill cuttings, cleaning of soil and groundwater from contamination, the use of biotechnology in the oil industry and others Described the modern problems of organic agriculture and the progress in this area. Discussed microbiological, biochemical and technological fundamentals of these processes. The prospects of the use of biotechnology in integrated environmental protection. Discusses the modern view of ecological culture and ecological civilization in the framework of the problems under consideration.
Designed for teachers, students, engineers, ecologists, agricultural workers, civil servants, decision-makers, engaged in the manufacture engaged in the development of programs for socio-ecological sustainable development.
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Correia, Mariana, Letizia Dipasquale, and Saverio Mecca, eds. VERSUS: Heritage for Tomorrow. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-742-5.
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Vernacular architecture represents a great resource that has considerable potential to define principles for sustainable design and contemporary architecture. This publication is the result of an overall aim to produce a valuable tool for analysis regarding vernacular heritage through different assessments, in order to define principles to consider for sustainable development. This was possible through a comprehensive reflection on the principles established and the strategies to recognise in different world contexts. The present publication was the result of an in-depth approach by 46 authors from 12 countries, concerned with the analysis and critical assessment of vernacular heritage and its sustainable perspective. The book presents 8 chapters addressing operational definitions and synopses advances, regarding the main areas of vernacular heritage contribution to sustainable architecture. It also presents 15 chapters and 53 case studies of vernacular and contemporary approaches in all the 5 continents, regarding urban, architectural, technical and constructive strategies and solutions. VERSUS, HERITAGE FOR TOMORROW: Vernacular Knowledge for Sustainable Architecture is the result of a common effort undertaken by the partners ESG | Escola Superior Gallaecia, Portugal, as Project leader; CRAterre | École Nationale Supérieure d’Architecture de Grenoble, France; DIDA | Università degli Studi di Firenze, Italy; DICAAR | Università degli Studi di Cagliari, Italy; and UPV | Universitat Politècnica de València, Spain. This is the final outcome of VerSus, an European project developed from 2012 to 2014, in the framework of the Culture 2007-2013 programme.
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Parzer, Philip. Transforming Public Administration with CAF - 20 years of the Common Assessment Framework - Öffentliches Management und Finanzwirtschaft Band 23. Edited by Thomas Prorok. NWV Verlag, 2021. http://dx.doi.org/10.37942/9783708313559.
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The CAF is the European Common Assessment Framework for better quality in public administration, and it celebrates its 20th anniversary in 2020. The CAF improves public administration through self-assessment by the employees and executives of "their" organisation. The beginning of the CAF dates back to 1998 when the ministers of the European Public Administration Network (EUPAN) commissioned designing "general principles concerning the improvement of the quality of services provided to citizens". The CAF 2020 is the fifth version of the CAF, and it is designed to be the European guideline for good governance and excellence in public sector organisations. In four chapters, this book provides an overview of how the CAF is contributing to transform public administration. About 30 designated CAF experts from academia and practice offer insights into the impact of the CAF in different fields of public sector organisations, reflecting the powerful role of the CAF in navigating through challenging times. Furthermore, this book provides an overview of the institutional status of the CAF in Europe and internationally, and it shows the necessary steps for further strengthening the CAF as the number one tool for transformation and quality in the public sector. As a resumé of the book, it can be stated that the CAF initiates and accompanies the transformation of public administration, especially through: transforming the organisation towards change and organisational development; transforming public administration towards the Sustainable Development Goals; transforming the public sector towards effective governance, multi-level collaboration and comprehensive policy-field-thinking; making public administration and structural reforms successful; and driving states and societies towards European integration and European values.
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Europe, Council of. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, 2001.
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Europe, Council of. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, 2001.
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Council of Europe. Council for Cultural Co-operation. Education Committee., ed. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Cambridge University Press, 2001.
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Common European framework of reference for languages: Learning, teaching, assessment : case studies. Strasbourg Cedex: Council of Europe Publishing/Éditions du Conseil de l'Europe, 2002.
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Common European framework of reference for languages: Learning, teaching, assessment : case studies. Strasbourg Cedex: Council of Europe Publishing/Éditions du Conseil de l'Europe, 2002.
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Council for Cultural Co-operation. Education Committee., ed. Modern languages: Learning, teaching, assessment : a common European framework of reference : draft 2 of a framework proposal : modern languages. Strasbourg: Council of Europe, 1996.
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14
Golubovich, Juliya, Rong Su, and Steven B. Robbins. Establishing an International Standards Framework and Action Research Agenda for Workplace Readiness and Success. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0013.
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Employers both in the United States and internationally are facing difficulties hiring workers who meet the skill requirements of 21st century jobs. This chapter focuses on the skill requirements of middle-skill jobs and argues for building a talent supply chain with standards that workforce entrants need to meet. The chapter provides a framework summarizing these skill requirements. By establishing a framework of critical skills for workplace readiness, identifying valid assessments of these skills, and defining expected skill levels for a targeted subset of jobs, expectations of what it means to be ready for the workplace can be articulated and education and business systems can communicate using a common set of standards. These activities will help link a “broken” talent supply chain by bridging education and work systems and by encouraging individuals to seek out transferable skills as they seek livable wage jobs and meaningful employment.
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Agency, International Atomic Energy. Development of a Common Framework for Addressing Climate and Environmental Change in Post-Closure Radiological Assessment of Solid Radioactive Waste Disposal: IAEA TecDoc No. 1904. International Atomic Energy Agency, 2020.
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Clark, Hope. Linking Education and Employment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0011.
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This chapter presents an overview of various frameworks for organizing and measuring foundational academic and workplace competencies that are needed for broad career success and expands on research on work readiness standards and benchmarks. Foundational competencies and career success are thoroughly defined, with discussion about blending and assessing the combination of knowledge, cognitive and noncognitive skills, and behaviors important for success. Examples of how foundational competencies are used in the workplace and in educational settings are highlighted with recommendations on building a common language between educators and employers. To support this common language, linking foundational competency assessments and credentials to labor market outcomes is critical. These frameworks can be used by education-to-career continuum stakeholders to develop authentic learning experiences that incorporate work-based foundational competencies into kindergarten through 12th grade and postsecondary education programs.
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O’Mahony, Constantinos. Hypertrophic cardiomyopathy: prevention of sudden cardiac death. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0354.
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Sudden cardiac death (SCD) secondary to ventricular arrhythmias is the most common mode of death in hypertrophic cardiomyopathy (HCM) and can be effectively prevented with an implantable cardioverter defibrillator (ICD). The risk of SCD in HCM relates to the severity of the phenotype and regular risk stratification is an integral part of routine clinical care. For the primary prevention of SCD, risk stratification involves the assessment of seven readily available clinical parameters (age, maximal left ventricular wall thickness, left atrial diameter, left ventricular outflow tract gradient, non-sustained ventricular tachycardia, unexplained syncope, and family history of SCD) which are used to estimate the risk of SCD within 5 years of clinical evaluation using a statistical risk prediction model (HCM Risk-SCD). The 2014 European Society of Cardiology Guidelines provide a framework to aid clinical decisions and consider patients with a 5-year risk of SCD of less than 4% as low risk and recommend regular assessment while those with a risk of 6% or higher should be considered for an ICD. In patients with an intermediate risk (4% to <6%) ICD implantation may also be considered after taking into account age, co-morbid conditions, socioeconomic factors, and the psychological impact of therapy. Survivors of ventricular fibrillation arrest should receive an ICD for secondary prevention unless their life expectancy is less than 1 year. Following device implantation, patients should be followed up for device- and disease-related complications, particularly heart failure and cerebrovascular disease.
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Equity in Health Policy Assessment: Region of the Americas. Organización Panamericana de la Salud, 2020. http://dx.doi.org/10.37774/9789275122914.
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The Region of the Americas has prioritized the achievement of health equity—“the absence of avoidable or remediable differences among groups of people, whether these groups are defined socially, economically, demographically or geographically” (WHO)—both through regional agreements, such as the Sustainable Health Agenda for the Americas (2017), and by reporting progress toward the 2030 Agenda for Sustainable Development (the Sustainable Development Goals) (2015). Public sector policy is the principal initial lever through which both national and local governments institute and finance actions toward accelerating the achievement of equity in health. This study assessed 32 national health plans to report on whether and how countries in the Region are integrating the achievement of health equity into strategic lines of action in the health sector. It provides a snapshot of approaches and advances, allowing for knowledge sharing among countries on options for attention to equity in health policy. It will also facilitate future monitoring of trends in the integration of health equity aims and approaches in policies. The study found that stated overall commitments to health equity are common, as are commitments toward the disaggregation of data and monitoring of inequalities, while other elements of health equity like, for example, the identification of populations in situations of vulnerability, receive less attention. While further study is needed on the implementation and impacts of approaches in specific programmatic actions, the study provides useful insights to inform efforts for a stronger framework for health equity action toward the Region’s goals for 2030.
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Galynker, Igor. Emotional Response. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190260859.003.0008.
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Clinicians’ emotional responses to suicidal patients are important factors in the assessment of imminent suicide risk and in treatment outcome. This chapter provides a comprehensive review of the role that emotional responses to suicidal patients play in clinical work and provides a framework for factoring them into the imminent risk assessment. The chapter discusses emotion differentiation and mindfulness, followed by a description of common psychological responses to suicidal individuals—“countertransference love” and “countertransference hate.” Common psychological defenses, including reaction formation, repression, turning against self, projection, denial, and rationalization, are described. This chapter also provides a framework for a self-assessment of one’s emotional response to a suicidal patient. The chapter concludes with case examples describing emotional responses and psychological defenses elicited when working with imminently suicidal individuals.
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Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Educational Blueprint. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0014.
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We provide the overall framework for the Physicianship Curriculum. It is based on common clinical presentations, as described in the medical literature. We develop the fundamental questions and issues that are likely to be in the minds of a patient and physician during a medical encounter. These issues frame clinical thinking with respect to assessment and treatment and inform the content of the educational program. The primary objectives of each curricular phase are outlined. We articulate the specific roles of teachers and mentors and propose a set of teaching methods, adopted, in part, from the broader literature in educational research.
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Del Boca, Frances K., Jack Darkes, and Bonnie McRee. Self-Report Assessments of Psychoactive Substance Use and Dependence. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.005.
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Accurate assessment is critical to clinical interventions for problems associated with the use of alcohol and other drugs, and it is essential for research on the causes, consequences, and treatment of addiction. Verbal report is the most common method of assessing substance use behavior, diagnosing alcohol and drug use disorders, and measuring dependence severity. The authors describe self-report methods for the assessment of substance use and related constructs, together with the factors that influence their validity and utility. First, assessment procedures are described in terms of the characteristics and dimensions on which they vary. Guidelines for selecting specific types of instruments for clinical and research purposes are then provided, and the strengths and limitations of major assessment approaches are discussed. Finally, a social-psychological framework for understanding the question-answering process is presented, and assessment methods are evaluated in relation to the model. The authors conclude by identifying relevant areas of research.
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Smits, Jasper A. J., Mark B. Powers, and Michael W. Otto. Personalized Exposure Therapy. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190602451.001.0001.
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This book comprehensively covers empirically supported exposure methods (e.g., in vivo exposure, imaginal exposure, and interoceptive exposure) to a broad array of mental health symptoms. This transdiagnostic approach emphasizes the importance of a person-centered application, putting case formulation at the center of intervention planning and implementation. Unlike a rigid manualized method, this book provides clinicians with a framework allowing for a more flexible delivery of exposure therapy. The book begins with an introduction to the aims and guiding principles of person-centered exposure therapy (Chapter s1 and 2), an overview of the general approach (Chapter 3), and an overview of assessment strategies (Chapters 4 and 9). Next, the authors discuss specific modifications for treating fears of (a) emotions and related physical sensations (Chapter 5), (b) people (Chapter 6), and (c) thoughts, images, and trauma memories (Chapter 7). This book also discusses combined medication and exposure therapy and ways to effectively manage common pitfalls (Chapter 8). Chapter 10 includes an exposure psychoeducation handout for clinicians to read and give to patients during early sessions. Finally, Chapter 11 is a bibliography of key references and further resources for clinicians.
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Schütze, Robert, and Takis Tridimas, eds. Oxford Principles Of European Union Law: The European Union Legal Order: Volume I. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199533770.001.0001.
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Since the 1957 Rome Treaty, the European Union has changed dramatically - in terms of its composition, scope and depth. Originally established by six Western European States, the EU today has 28 Members and covers almost the entire European continent; and while initially confined to establishing a "common market", the EU has come to influence all areas of political, economic and social life. In parallel with this enormous geographic and thematic expansion, the constitutional and legislative principles underpinning the European Union have constantly evolved. This three-volume study aims to provide an authoritative academic treatment of European Union law. Written by leading scholars and practitioners, each chapter offers a comprehensive and critical assessment of the state of the law. Doctrinal in presentation, each volume nonetheless tries to present a broader historical and comparative perspective. Volume I provides an analysis of the constitutional principles governing the European Union. It covers the history of the EU, the constitutional foundations, the institutional framework, legislative and executive governance, judicial protection, and external relations. Volume II explores the structure of the internal market, while Volume III finally analyses the internal and external substantive policies of the EU.
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Skorupski, John. Being and Freedom. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198716761.001.0001.
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Being and Freedom is an account of ethics in Europe from the French Revolution: a phase of philosophical ethics whose influence ran far beyond philosophy, eventually dominating politics and religion in the West. Developments came from France, Germany, and Britain. This book is currently the only study that treats them together as a Europe-wide phenomenon. The first chapter covers the philosophical conflict at the heart of the French Revolution, between the individualism of the Enlightenment and two very different forms of holistic ethics: the old regime’s ethic of service and the radical-democracy of the Rousseauian left. Responses analysing modern freedom and democracy came from a series of French liberal thinkers. In Germany the reaction was to two revolutions seen as inaugurating modernity—the political revolution in France and the philosophical revolution of Kant. Here the fate of religion was critical; with it the metaphysics of being and freedom. The story is traced from Kant to Hegel’s idealist version of ethical holism. In Britain, Enlightenment naturalism remained the prevailing framework. It took different forms: ‘common sense’ and the theory of the sentiments in Scotland, utilitarianism in England. From these elements came a synthesis of European themes by John Stuart Mill—comparable in range but opposed to that of Hegel. This period’s ethical ideas remain the core of late modern ethics and the contested ground on which ethical disagreements take place today. The final chapter is a retrospective and assessment.
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White, Susan W., Brenna B. Maddox, and Carla A. Mazefsky, eds. The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190910761.001.0001.
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People with autism spectrum disorder (ASD) are often diagnosed, and treated for, co-occurring mental health disorders. Co-occurring problems are, in fact, a primary reason for referral and treatment-seeking. Research on comorbidity and its management in youth and adults with ASD has expanded at a rapid rate over the last decade. This is the first comprehensive volume on the topic of co-occurring psychiatric conditions and symptoms in ASD. In this Handbook, internationally recognized clinical scientists synthesize the research on assessment and evidence-based treatment for a broad range of conditions as they present in ASD, from childhood through adulthood. In addition to coverage of formal diagnoses that frequently present in ASD (e.g., mood and anxiety disorders), common behavioural concerns (e.g., psychosexual and sleep problems) are also addressed. Each chapter summarizes the condition or disorder as it presents in ASD, and presents the extant research on its prevalence, developmental course, etiology, and assessment and diagnosis in the context of ASD. Each chapter also includes a summary of evidence-based treatment approaches or current best practices for intervention, as well as a case example to demonstrate application. Chapters are also included to synthesize broader issues related to co-occurring psychiatric conditions in ASD, including a historical overview and conceptual framework for co-occurring conditions in ASD, crisis management, and psychopharmacology. In sum, this handbook is comprehensive compilation of the current evidence-base and recommendations for future research to inform clinical practice related to co-occurring psychiatric conditions and symptoms in ASD.