Multidimensional Holistic Assessment Framework (HAF): A Case Study of Exploring the Discourses from Elementary School Teachers

Assessing the sustainability of crop production systems: Toward a common framework?

A cut-point approach to classifying children's language abilities uses a specific threshold to determine whether an individual falls into a particular group, such as children with 'typically developing language' or 'language difficulties.' This method has been frequently used in longitudinal research to track language during the early school years. Findings have suggested that language difficulties may persist, emerge or resolve during this time. This longitudinal study with stratified sampling investigated oral language profiles using a multidimensional assessment framework, comparing results across multidimensional and cut-point approaches and exploring how language profiles relate to children's functioning in Year 1. We assessed 90 children across multiple dimensions of oral language at school entry and followed them up one year later. A statistical method of combining data sources to look for groups with common characteristics (latent profile analysis) was used to identify language profiles and transitions between them. To compare the results with a cut-point approach, children were subsequently reclassified into two groups using a single cut-point from an omnibus test of oral language. Profile-related differences in early academic and psychosocial outcomes were compared using a Multivariate Analysis of Variance. Follow-up analyses using McNemar's test examined whether differences in classifications from the two classification methods were statistically significant. Three language trajectory profiles were identified using the multidimensional approach: stable average, stable low and improving. The cut-point method identified these same profiles and a small declining profile. Notably, more children were classified in the stable low group using the multidimensional approach compared to the cut-point method, and this difference was statistically significant. In Year 1, children classified into language profiles characterised by average or above-average abilities exhibited significantly stronger early academic outcomes compared to those in profiles associated with language difficulties. The use of a multidimensional assessment may result in greater consistency of categorical classifications over time for students with language difficulties. Further research is needed to explore the potential clinical utility of this approach to support the accurate and early identification of students with language difficulties and disorders. What is already known on the subject Previous studies that used cut-point methods on scores from omnibus or domain-specific tests have shown that some children demonstrate improving or declining oral language trajectories throughout their years of school. However, these methods may not fully capture the complexity of language growth and change over time. What this paper adds to the existing knowledge This study offers new evidence on how a multidimensional assessment approach affects the classification and stability of language trajectories from school entry to Year 1. While a multidimensional approach identifies a greater number of children with language difficulties, it also reveals greater stability in language profiles over time, particularly for children with more significant challenges. What are the potential and actual clinical implications of this work? The findings reinforce the need to adopt multidimensional assessment practices in research and clinical settings. Importantly, the high stability of language profiles identified using this method may increase clinician confidence in accurately identifying language difficulties at school entry.

Freshwater is becoming scarce worldwide with the rapidly growing population, developing industries, burgeoning agriculture, and increasing consumption. Assessment of ecosystem services has been regarded as a promising way to reconcile the increasing demand and depleting natural resources. In this paper, we proposed a multidimensional assessment framework for evaluating water provisioning ecosystem services by integrating multi-source remote sensing products. We applied the multidimensional framework to assess lake water ecosystem services in the state of Minnesota, US. We found that: (1) the water provisioning ecosystem services degraded during 1998–2018 from three assessment perspectives; (2) the output, efficiency, and trend indices have stable distribution and various spatial clustering patterns from 1998 to 2018; (3) high-level efficiency depends on high-level output, and low-level output relates to low-level efficiency; (4) Western Minnesota, including Northwest, West Central, and Southwest, degraded more severely than other zones in water provisioning services; (5) human activities impact water provisioning services in Minnesota more than climate changes. These findings can benefit policymakers by identifying the priorities for better protection, conservation, and restoration of lake ecosystems. Our multidimensional assessment framework can be adapted to evaluate ecosystem services in other regions.

(NOTE: All chapters conclude with Looking Back, Key Terms and Concepts, and Epilogue.) I. BEGINNINGS. 1. An Introduction to Life Span Development. An Orientation to Life Span Development. Key Issues and Questions: Determining the Nature-and Nurture-of Life Span Development. Theoretical Perspectives. Research Methods. 2. The Start of Life: Prenatal Development. Heredity. The Interaction of Heredity and Environment. Prenatal Growth and Change. 3. Birth and the Newborn Infant. Birth. Birth Complications. The Competent Newborn. II. INFANCY FORMING THE FOUNDATIONS OF LIFE. 4. Physical Development in Infancy. Growth and Stability. Motor Development. The Development of the Senses. 5. Cognitive Development in Infancy. Piaget's Approach to Cognitive Development. Information-Processing Approaches to Cognitive Development. The Roots of Language. 6. Social and Personality Development in Infancy. Forming the Roots of Sociability. Forging Relationships. Differences Among Infants. III. THE PRESCHOOL YEARS. 7. Physical and Cognitive Development in the Preschool Years. Physical Growth. Intellectual Development. The Growth of Language and Learning. 8. Social and Personality Development in the Preschool Years. Forming a Sense of Self. Friends and Family: Preschooler's Social Lives. Moral Development and Aggression. IV. THE MIDDLE CHILDHOOD YEARS. 9. Physical and Cognitive Development in Middle Childhood. Physical Development. Intellectual Development. Schooling: The Three Rs (and More) of Middle Childhood. 10. Social and Personality Development in Middle Childhood. The Developing Self. Relationships: Building Friendship in Middle Childhood. Family Life. V. ADOLESCENCE. 11. Physical and Cognitive Development in Adolescence. Physical Maturation. Cognitive Development and Schooling. Threats to Adolescents' Well-Being. 12. Social and Personality Development in Adolescence. Identity: Asking Who Am I? Relationships: Family and Friends. Dating, Sexual Behavior, and Teenage Pregnancy. VI. EARLY ADULTHOOD. 13. Physical and Cognitive Development in Early Adulthood. Physical Development and Stress. Cognitive Development. College: Pursuing Higher Education. 14. Social and Personality Development in Early Adulthood. Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood. The Course of Relationships. Work: Choosing and Embarking on a Career. VII. MIDDLE ADULTHOOD. 15. Physical and Cognitive Development in Middle Adulthood. Physical Development. Health. Cognitive Development. 16. Social and Personality Development in Middle Adulthood. Personality Development. Relationships: Family in Middle Age. Work and Leisure. VIII. LATE ADULTHOOD. 17. Physical and Cognitive Development in Late Adulthood. Physical Development in Late Adulthood. Health and Wellness in Late Adulthood. Cognitive Development in Late Adulthood. 18. Social and Personality Development in Late Adulthood. Personality Development and Successful Aging. The Daily Life of Late Adulthood. Relationships: Old and New. IX. ENDINGS. 19. Death and Dying. Dying and Death Across the Life Span. Confronting Death. Grief and Bereavement.

ABSTRACTOver the last three decades there has been a tremendous growth of recreational all-terrain vehicle (ATV) use in Canada and the United States. This has led to rapidly increasing pressure on local authorities and provincial/state governments to either sanction increased access to ATVs or restrict their use on community trails and local roadways. Given this increased pressure, there is a growing need for a policy development tool to assist decision-makers in making prudent policy decisions that carefully balance special interest lobbying with the broader public interest whether that be at the local or community level, or in the broader context of provincial or state legislative policy. This study presents a decision support framework that guides policy decision-makers to consider a broad range of health and safety factors along with environmental, social and economic considerations. It is envisioned that by using this multi-dimensional assessment framework in an open and transparent way, policy actors will be encouraged to rely on defensible scientific evidence and best practices rather than react to the vociferous advocacy of policy champions.

Regional coordinated development demonstrates a robust interdependency with the integration of ecological-environmental services. This study establishes a multidimensional assessment framework for ecological-environmental service integration within the Jiaodong Economic Zone. Employing entropy weighting methodology, we conduct quantitative analysis of service provision levels spanning 2011-2023, with spatial heterogeneity characteristics elucidated through coefficient of variation and Gini coefficient computations. A composite system synergy model, augmented by system dynamics simulation, enables comprehensive evaluation of synergetic development efficiency across the economic zone. The findings reveal measurable progress in ecological service integration. However, they also identify persistent structural barriers, including interjurisdictional disparities in public goods allocation, organizational inertia within existing administrative structures, and suboptimal performance evaluation mechanisms. Policy recommendations emphasize incentive architecture optimization, collaborative governance institution building, and multidimensional assessment system design to catalyze regional synergy enhancement.

As the density of development increases, there is a growing need to address the cumulative effects of project developments on the environment. In Canada this need has been recognized in legislation whereby new project developments that require an environmental assessment under the Canadian Environmental Assessment Act are required to address the cumulative effects of proposed project activities relative to the existing environmental condition. Unfortunately, existing stressor-based and effects-based approaches to environmental assessment do not adequately address cumulative effects as defined under the Act when used in isolation. However, elements from each approach can be conceptually incorporated into a holistic cumulative effects assessment framework. Key framework components include: (1) an effects-based assessment to determine existing accumulated environmental state, (2) a stressor-based assessment to predict potential impacts of new development relative to the existing environmental state, (3) post-development monitoring to assess the accuracy of impact predictions and to provide an avenue for adaptive management, and (4) decision-making frameworks to link scientific information to public opinion and managerial action. The key advantage of this framework is that it provides a more holistic, systematic approach for incorporation of ecological information into a scientific and management framework for cumulative effects assessment.

This study, grounded in the theoretical framework of online course user experience (UX), developed and validated a comprehensive scale to evaluate learners' experiences in online courses and their influencing factors. Through a systematic review of the literature and expert consultations, the dimensions of the scale were determined. Subsequently, exploratory factor analysis (EFA) was conducted on 157 pilot survey samples to establish the structure of the scale. Confirmatory factor analysis (CFA) was then performed on 457 formal survey samples using AMOS to construct a second-order structural equation model, assessing the reliability and validity of the scale. The final scale comprises six primary dimensions, 13 secondary factors, and 45 measurement items. The findings indicate that the scale demonstrates good reliability, validity, and discriminant validity, confirming the multidimensional nature of online course UX and the theoretical soundness of the proposed framework. This study provides a valuable tool for evaluating online course UX and offers a reference for optimizing course design and improving learning outcomes.

The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc.

Lean principles, aiming at eliminating waste and increasing efficiency at a company, take their roots from the initiatives of Taiichi Ohno. After the implementation of the principles at the Toyota Motor Company for the first time, businesses started to discover the benefits of lean implementation in terms of efficiency increase. As the adaptation of lean into the manufacturing sector is continuing, the necessity of assessing the level of leanness at the firm-level maintains its importance. Taking systems approach as a basis, the lean performance of an organization should be assessed as a whole. Therefore, we propose a holistic leanness assessment framework, which encapsulates various dimensions of the leanness assessment and we identify the importance and causal relationships between the sub-criteria. In order to identify the importance and causal relationships between the sub-criteria, we used fuzzy Decision Making Trial and Evaluation Laboratory (DEMATEL). Our findings show that the most influencing factor in the cause group is ‘technology and product design’ which indicates the companies’ necessity to focus on Industry 4.0 during their operations. The results also illustrate that the most influenced factor in the effect group is ‘productivity’, in which companies can investigate strategic competitive advantages. The design of a holistic framework and the implementation of fuzzy DEMATEL offers a way to identify the importance and the causal relationships between the sub-criteria. With the help of a case study conducted in the plastics industry of Turkey, we offer managerial implications that could help managers to implement the proposed structural leanness assessment framework.

There exist numerous adaptive security and privacy (S&P) solutions to manage potential threats at runtime. However, there is a lack of a comprehensive assessment framework that can holistically validate their effectiveness. Existing Adaptive S&P assessment efforts either focus on privacy or security in general, or are focused on specific adaptive S&P attributes, e.g. authentication, and, at certain times, disregards the architecture in which they should be comprehended. In this paper, we propose a holistic assessment framework for evaluating adaptive S&P solutions for IoT e-health. The framework utilizes a proposed classification of essential attributes necessary to be recognized, evaluated, and incorporated for the effectiveness of adaptive S&P solutions for the most common IoT architectures, fog-based and cloud/server-based architectures. As opposed to the existing related work, the classification comprehensively covers all the major classes of essential attributes, such as S&P objectives, contextual factors, adaptation action aptitude, and the system’s self-* properties. Using this classification, the framework assists to evaluate the existence of a given attribute with respect to the adaptation process and in the context of the architectural layers. Therefore, it stresses the importance of where an essential attribute should be realized in the adaptation phases and in the architecture for an adaptive S&P solution to be effective. We have also presented a comparison of the proposed assessment framework with existing related frameworks and have shown that it exhibits substantial completeness over the existing works to assess the feasibility of a given adaptive S&P solution.

Knowing the status of emergency capacity for disaster risk reduction helps the government and stakeholders to minimize vulnerabilities and disaster risk. However, there is no widely applied methodology for emergency capacity assessment. This study develops a multidimensional framework integrating vulnerability, susceptibility, and adaptability assessments to evaluate regional flood emergency capacity. The information quantity method, the Maxent model, and the entropy‐weighted TOPSIS (Technique for Order of Preference by Similarity to Ideal Solution) are used to assess the regional vulnerability, susceptibility, and adaptability of disaster emergency capacity, respectively. These capacity features are then integrated into the overall disaster capacity using the analytic hierarchy process (AHP)‐entropy method. The exemplary application in Zengcheng District (ZCD), China shows the effectiveness of the proposed method. The identified vulnerability hotspots of flood over ZCD are located in Xintang and southern Yongning, driven by their high road density, GDP per capita, residential disposable income, and high population density. Susceptibility modeling revealed land use, Vegetation Index, and elevation as the dominant drivers, with Xintang exhibiting the highest risk. Adaptability assessments highlighted superior resilience in Paitan, Zhongxin, and Shitan, driven by enhanced disaster‐preparedness investments. Integrated analysis prioritized emergency resource storage capacity, drainage capacity, and emergency rescue capacity as critical determinants of flood response capacity. Lower emergency capacity is concentrated in Zhongxin, Xiaolou, Zhenguo, and Zhucun. This paper constructs a multidimensional assessment framework covering the entire chain of pre‐disaster prevention, in‐disaster response, and post‐disaster recovery, to systematically evaluate a region's comprehensive emergency capacity, providing potentially feasible insights for urban areas vulnerable to flood disasters.

Analysis of environmental indicators assessing industrial symbiosis and urban symbiosis for an improved indicator selection process: A scoping review

The objectives of this research are 1. To determine the development of physical education in elementary schools in Langgudu District, Bima Regency in terms of a) Physical education facilities, b) Physical education infrastructure, c) Sports human resources, d) Student participation, e) Physical fitness, 2. To find out the physical education development index in elementary schools in Bima Regency. This study uses a survey method and a quantitative approach. The population in study were students of SDN accredited A, students of SDN accredited, SDN students accredited. The sample are 216 students, 72 students for each accreditation. The sampling technique used a cluster sampling technique with stratified random sampling. Data analysis techniques use Sports Development Index (SDI) analysis. Based on the results of the research reviewed from a) Physical education facilities obtained an index value of 0.206 in the low/low category, b) Physical education infrastructure obtained an index value of 0.716 in the medium/sufficient category, c) Sports human resources obtained an index value of 0.402 in the low category/ lacking, d) Student participation obtained an index value of 0.124 in the low/less category, e) Physical fitness obtained an index value of 0.736 in the medium/adequate category. The physical education development index in elementary schools in Langgudu District, Bima Regency obtained an index value of 0.546 which is included in the medium category

The terrorist acts of September 11, 2001, were a wake-up call for changing our past practices in ensuring homeland security. The positive results of these changes, however, are accompanied by myriad visible and invisible risks. Accepting change implies assessing and managing these risks in a comprehensive and systemic fashion, avoiding an ad hoc approach. This paper offers a holistic risk assessment and management framework for modeling the risks of terrorism to the homeland. Two major interconnected systems are addressed: the homeland system and the terrorist networks system. In modeling the two systems, the centrality of state variables is highlighted. It is worth noting that the community of risk analysts has been developing and applying systems-based methodologies and tools for many years. The roadmap presented in this paper builds on the findings of many prior analyses.