The CAP post-2013: more equitable, green and market-oriented? Based on the seminar held by Egmont on the 25th of November. European Policy Brief No. 5, December 2011

Following a seminar on the CAP post- 2013 held by Egmont - with the cooperation of the Polish Presidency - on the 25th of November 2011, Egmont commissioned the present policy brief. Three major policy issues were addressed at this occasion, namely; how to make the CAP more equitable, green and market-oriented? The trade-off between these policy issues will require policy choices that are worthy of analysis.

Inservice training seminar for the driver licensing administrative hearing officer. Administrator's guide.

Mode of access: Internet.

Inservice training seminar for the driver licensing administrative hearing officer. Participant's manual.

Mode of access: Internet.

Digest [of] automatic data processing; selected seminar presentations, interagency training programs.

Cover title.

Creative music for children, a plan of training based on the natural evolution of music, including the making and playing of instruments, dancing--singing--poetry,

Illustrated lining-papers.

Assessing state-level job training coordination : a survey design and methodology based upon the Massachusetts experience /

"December 1992."

Teaching adolescents in the church school; a plan-book for training leaders of youth, based on the project principle,

"General bibliography": p. 163-170.

Gymnastics of the voice; a system of correct breathing in singing and speaking, based upon physiological laws. A self-instructor in the training and use of the singing and speaking voice.

Translation of Gymnastik der Stimme.

Training and employment services policy analysis : a look at community based services for handicapped individuals : first year progress report /

Cover title.

Parent management training and Asperger syndrome - A randomized controlled trial to evaluate a parent based intervention

This controlled trial of a parent management intervention aimed to increase parental competence in management of problem behaviours associated with Asperger syndrome. The intervention compared two formats, a 1 day workshop and six individual sessions. Measures were taken on three occasions: pre-intervention, at 4 weeks, and at 3 month follow-up. Variables of interest were number and intensity of problem behaviours, and parent evaluation of social interaction skills. Results showed parents reporting fewer and lower intensity of problem behaviours and increased social interactions at 4 weeks and 3 months. Results held across formats and suggest that parent management training can provide an effective intervention for parents of a child with Asperger syndrome. Group differences on outcome measures and in the use of strategies are discussed along with limitations of the study.

Training school personnel to implement a universal school-based prevention of depression program under real-world conditions

The present study evaluated the impact of a universal prevention of depression program [the Resourceful Adolescent Program (RAP)] when implemented under real-world conditions in a school setting. Prior research has found the RAP program to be beneficial for high-school students when the program was implemented by university staff selected, trained, and supervised by a research team. The present study evaluated the RAP program when implemented by existing school personnel. Separately, we measured the impact of a training program for facilitators, the quality of subsequent program implementation, and the student's response to the RAP Program. Results showed that, in response to the training program, facilitators believed they had acquired the knowledge and confidence to implement the program and that the quality of program implementation was acceptable. The study did not demonstrate a beneficial impact of the RAP program for the students. The results raise important questions regarding the extent of training and ongoing supervision facilitators require if the beneficial outcomes for students are to be maintained when interventions are implemented under real-world conditions in school settings. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.