e-Procurement Adoption: Theory and Practice

2003 ◽  
pp. 121-124 ◽  
Author(s):  
Helle Zinner Henriksen ◽  
Kim Viborg Andersen
Keyword(s):  
Theory And Practice ◽  
Adoption Theory

Adoptive Parenting Is More Complex Than Evolutionary Theory Would Predict

2021 ◽  
pp. 374-410
Author(s):  
Jessica A. K. Matthews ◽  
Ellen E. Pinderhughes ◽  
Martha L. Pott
Keyword(s):  
Evolutionary Theory ◽  
Evolutionary History ◽  
Theory And Practice ◽  
Evolutionary Perspective ◽  
Human History ◽  
Relative Difficulty ◽  
Adoption Theory ◽  
History Of

This chapter focuses on adoptive parenting. At face value, adoption does not fulfill one of the primary goals of evolution: survival and eventual reproduction of one’s genes. Why, then, given our evolutionary history, and the relative difficulty of adoption, is adoption so widespread and usually successful? The chapter is devoted to examining adoption from an evolutionary perspective. It traces the history of adoption and reviews many reasons why adoption has been, and still is, widespread. The human history of adoption reflects many of our evolutionary goals and biological drives. However, one of the unique capacities of humanity is the ability to rise above our baser biology to use logic and reason to overcome gut reactions rooted in animal biology. Modern adoption theory and practice seek to recognize patterns rooted in biology, history, and culture, while encouraging more equitable practices that respect each individual involved in adoption.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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