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A2090-610 - Accessment: DB2 10.1 Fundamentals - Assessment - BrainDump Information

Vendor Name : IBM
Exam Code : A2090-610
Exam Name : Accessment: DB2 10.1 Fundamentals - Assessment
Questions and Answers : 138 Q & A
Updated On : January 22, 2019
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A2090-610 exam Dumps Source : Accessment: DB2 10.1 Fundamentals - Assessment

Test Code : A2090-610
Test Name : Accessment: DB2 10.1 Fundamentals - Assessment
Vendor Name : IBM
Q&A : 138 Real Questions

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IBM IBM Accessment: DB2 10.1

statistics Governance, Mandates and more, Oh My! DB2 for i facts security and Compliance concerns | killexams.com Real Questions and Pass4sure dumps

facts Governance, Mandates and extra, Oh My! DB2 for i facts protection and Compliance concerns March sixteen, 2016  |  by means of Scott Forstie IBM Guardium offers a wide array of integrated security tools that can further data governance aims for organizations through features such as data activity monitoring, classification and more. Enterprises need to find the right fit for them.

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Share facts Governance, Mandates and greater, Oh My! DB2 for i information safety and Compliance issues on Twitter Share facts Governance, Mandates and greater, Oh My! DB2 for i facts protection and Compliance considerations on facebook Share statistics Governance, Mandates and extra, Oh My! DB2 for i statistics safety and Compliance considerations on LinkedIn

information governance encompasses all of the applied sciences and approaches you deserve to comfy business essential records. customers, governments and industries are designating further and further statistics as essential. because the quantity and range of essential statistics increases, you can also think like Dorothy on her technique to Oz: Skipping down the Yellow Brick street, making a choice on up companions which have complementary abilities to help you control (or govern) statistics.

I work on DB2 for i, which is the built-in database it truly is the coronary heart and soul of the IBM i platform, formerly known as iSeries, gadget i, AS/400 and other names. My day starts and ends with all issues database. That may additionally strike you as a tragic proposition, but in reality, it’s an excellent lifestyles because I get to support shoppers obtain their desires and satisfy mandates.

What’s a Database Mandate?

more and more, IBM i valued clientele are being informed they have to agree to requirements to:

  • limit, masks and/or encrypt entry to information;
  • track the movements of incredibly privileged users;
  • tune all adjustments to specific tables;
  • realize attempts to keep away from authorization;
  • appreciate the proliferation of delicate statistics; and
  • demonstrate and measure the continual efforts to govern the facts center.
  • IBM security Guardium will also be used to satisfy lots of these vital database mandates for IBM i shoppers.

    study THE WHITE PAPER: THREE GUIDING principles TO enhance information protection AND COMPLIANCE

    My on-demand Guardium tech talk comprises a proof of how Guardium technologies akin to Database undertaking video display (DAM), Vulnerability evaluation and Classifier can aid IBM i clients meet compliance and statistics governance requirements. they can also protect against insider threats, cybercriminals and other dangerous actors, all while integrating with the broader protection infrastructure.

    using applied sciences to obtain Compliance

    Database endeavor monitoring is a extremely effective answer for pleasing DB2 for i monitoring necessities. DAM is integrated with DB2 for i and might be utilized in production environments the place client expectations are sky-excessive.

    an easy illustration could be to display how DAM will also be used to capture cases the place total tables are being copied. As proven beneath, we are able to see that DAM can seize each SQL and command line strategies for copying tables.

    The table of SQL activity in IBM Guardium.

    an additional electricity of DAM with DB2 for i is its comprehensive SQL trap, including host variables and parameter marker values, which might be referred to as bind variable values in Guardium lingo.

    figure 2 beneath suggests an instance of the execution of an update observation. DAM serves up the basic forensic statistics, making it viable and simple to research the endeavor, determine when an incident has occurred and identify the scope of have an effect on.

    Guardium

    Here

    study more About Guardium protection options

    in case you’ve read this a ways, make sure you believe watching the on-demand Guardium tech seek advice from hear extra about your alternatives for IBM i records governance using Guardium. there'll also be more alternatives to learn greater at protection conferences slated for this 12 months.

    Tags: Compliance | information coverage | facts security | Database undertaking Monitoring (DAM) | Governance | IT Governance Scott Forstie

    DB2 for i business Architect, IBM

    Scott Forstie is a Senior Technical team of workers Member at IBM. he is the DB2 for i business Architect, engaged on all issues... 1 Posts comply with on What’s new
  • PodcastExamining the State of Retail Cybersecurity ahead of the 2018 break Season
  • EventWebinar: The Resilient conclusion of year overview — The suitable Cyber protection trends in 2018 and Predictions for the yr ahead
  • ArticleA enjoyable and academic reply to the security consciousness issue: The safety escape Room
  • safety Intelligence Podcast Share this article: Share facts Governance, Mandates and more, Oh My! DB2 for i statistics security and Compliance concerns on Twitter Share records Governance, Mandates and extra, Oh My! DB2 for i information safety and Compliance considerations on fb Share facts Governance, Mandates and greater, Oh My! DB2 for i records safety and Compliance considerations on LinkedIn extra on statistics coverage Andi Hudson, cloud security architecture lead at IBM ArticleHow Cloud safety Architect Andi Hudson Nurtures nowadays’s youth to offer protection to the next day’s facts Illustration of a person purchasing items online during Cyber Monday 2018. ArticleCyber Monday 2018: 5 most appropriate Practices to protect buyer records Illustration representing online shopping and retail cybersecurity. ArticleRetail Cybersecurity Is Lagging within the Digital Transformation Race, and Attackers Are Taking advantage Security leader researching current security trends. ArticleWhy the european Is extra prone to drive IT and security trends Than the U.S.

    inside the mainframe structure of IBM Netezza, DB2 BLU Acceleration | killexams.com Real Questions and Pass4sure dumps

    IBM's DB2 BLU Acceleration and Netezza applied sciences have upended the comfortable database architectures of the mainframe and offer extraordinarily attractive performance for the rate. So when should you use every mainframe option?

    Netezza's value proposition is essential. it is basically used beneath a DB2 relational database administration device veneer to run projects requiring ultra-high performance -- typically large records analytics and reporting. "simply plop it in and it runs like a bat out of hell," spoke of Rick van der Lans, a ecu consultant and not using a evident IBM bias, when describing Netezza's very primary deployment and administration. 

    DB2 BLU Acceleration is extra complicated, however its price proposition is barely as compelling. It at this time runs "under" DB2, with the expertise to unfold to different IBM information management products. it is a full columnar database within the vein of Oracle's Exadata, SAP's Sybase IQ and Hewlett-Packard's Vertica. These customarily supply superior performance for queries involving two or fewer columns of a row. DB2 BLU Acceleration extends columnar technology in many complex techniques, with the internet effect that you should definitely get at least an order-of-magnitude speedup on most queries, even in comparison to DB2 pre-BLU. It also piggybacks on DB2's admin functions like backup/recovery, and advertises that it does not use indexing, hence most implementations will no longer want administration at all.

    youngsters IBM is touting both Netezza and DB2 BLU Acceleration above all for information warehousing, analytics and reporting, a close examination of their technologies suggests they are probably of better efficiency, even in blended query-plus-update, commercial enterprise-app environments. at the moment, operational (heavy replace) use may well be premature. 

    here is a type of infrequent events in my 30+ years of coping with databases when the case for adopting a pair of technologies that offer as soon as-in-a-decade speedups plus ease of administration and deployment is extremely strong.

    obstacles on IBM BLU Acceleration, Netezza

    DB2 BLU Acceleration most effective presents a Linux implementation on the mainframe, whereas Netezza is regularly executed by way of a fork on the mainframe. This ability a scheduler decides no matter if to feed statistics to a normal DB2 relational database or to the Netezza box.

    In useful phrases, DB2 BLU Acceleration slips into DB2 underneath all of your present and future Linux-DB2-based apps, whereas Netezza nearly self-deploys once you outline a excessive-performance venture for it.

    Three fundamental guidelines for mainframe database choices

    usual, there are a number of exceedingly primary rules for determining when to make use of DB2 BLU Acceleration, when to use Netezza, and when not to make use of both:

  • If the latest app isn't DB2 (or in all probability Informix), whether it is operational, or is on z/OS, then your current setup is probably going to reside as is. Likewise, in case you haven't upgraded DB2 to 10.1 or 10.5, then you definitely may also no longer get a whole lot bang on your buck, failing to take potential of the major efficiency/scalability and cost-performance enhancements that these DB2 versions offer on their own.
  • In all excessive-end, non-operational cases where that you may use both DB2 BLU Acceleration or Netezza, you should definitely accept as true with doing so. according to consumer testimonials, the efficiency improvements are incredible and the convenience of deployment and administration are significant.
  • In deciding upon between DB2 BLU Acceleration and Netezza, I indicate right here: in case you have a one-off new project, choose Netezza. you probably have a bundle of apps, together with present ones, that may all use a lift, opt for DB2 BLU Acceleration.
  • in regards to the author:

    Wayne Kernochan is president of Infostructure pals, an affiliate of Valley View Ventures, with greater than two decades of experience in IT trade analysis. This document is the outcomes of Infostructure friends-sponsored analysis. Infostructure pals believes that its findings are goal and represent the most excellent evaluation purchasable at the time of book. WKernochan@aol.com


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    Language Problems in Children With ADHD: A Community-Based Study | killexams.com real questions and Pass4sure dumps

    What’s Known on This Subject:

    Children with attention-deficit/hyperactivity disorder (ADHD) have poorer academic and social functioning and more language problems than typically developing peers. However, it is unknown how language problems impact the academic and social functioning of these children.

    What This Study Adds:

    Language problems are common in children with ADHD and are associated with markedly poorer academic functioning independent of ADHD symptom severity and comorbidities. There was little evidence that language problems were associated with poorer social functioning for children with ADHD.

    Attention-deficit/hyperactivity disorder (ADHD) is highly prevalent and associated with impairments in academic and social functioning.1,2 Individuals with ADHD may also be at risk for language problems3,4; however, the impact of language ability on academic and social functioning for children with ADHD is unknown. Given that language problems are associated with poorer social and academic function in the general population,5,6 this study investigated the prevalence and impact of language problems in a community-based sample of children with ADHD.

    A small body of research has consistently reported an elevated prevalence of language problems among children with ADHD.3,7–9 Similarly, studies examining the prevalence of ADHD in language-impaired samples also demonstrate that these conditions are highly comorbid.10 However, estimates of this overlap vary considerably, and previous studies have relied on small, nonrepresentative clinical samples; underrepresentation of girls and those with ADHD-inattentive subtype; and failure to directly confirm ADHD diagnosis.4 One community-based study revealed that 45% of children with ADHD had comorbid language problems.9 However, this study did not have a control group, and children with comorbid behavioral disorders were excluded.9

    Despite the availability of pharmacological and behavioral treatments, children with ADHD continue to have poorer long-term academic and social outcomes.11 Furthermore, most children with ADHD have 1 or more comorbidities,12 which may also contribute to poorer outcomes.13 Thus, the identification of comorbidities is a critical element of ADHD management. Standardized language assessments are rarely included in assessment, and therefore language deficits may go unidentified or misdiagnosed.14,15 Cohen et al16 reported that children with ADHD and language impairment had lower academic achievement than children with ADHD alone; however, the sample with ADHD and language impairment was small (n = 36), and analyses did not adjust for comorbidities or sociodemographic characteristics. If comorbid language problems contribute to poorer functioning for children with ADHD, these should be an additional target for intervention.

    Using a community-ascertained sample, we aimed to examine the:

  • Prevalence of language problems in children with ADHD and non-ADHD controls;

  • Frequency with which children with ADHD and controls access speech pathology services; and

  • Associations between language problems and academic and social functioning in children with ADHD.

  • We hypothesized that children with ADHD would have a higher prevalence of language problems than controls, but that few of these children would have received speech pathology services. We predicted that language problems would be associated with poorer academic and social functioning in children with ADHD.

    Methods Design and Setting

    Data were collected as part of the Children’s Attention Project, a community-based longitudinal study of ADHD.17 Ethics approval was obtained from The Royal Children’s Hospital (no. 31056) and the Victorian Department of Education and Early Childhood Development (no. 2011_001095). Parents provided consent for participation in each stage of the study.

    Eligibility and Recruitment of Screening Sample

    Participants were recruited from 43 mainstream (inclusive) elementary schools in Melbourne, Australia. Parents and teachers of children in second grade were invited to complete the 10-item Conners 3 ADHD Index (Conners 3AI)18 as an initial screener for ADHD. Parents also reported whether the child had been diagnosed with ADHD or any other developmental or medical conditions, and provided demographic information.

    Children were classified as screening positive if their scores on both the parent and teacher ADHD indices were ≥75th percentile for age for boys, and ≥80th percentile for girls and/or they had been diagnosed with ADHD. Children were classified as screening negative if their scores on both parent and teacher ADHD indices were <75th percentile for boys and <80th percentile for girls, and they had no ADHD diagnosis. Exclusion criteria for both groups included parent-report of any of the following conditions in the screening survey: intellectual disability, serious medical condition, genetic disorder, moderate to severe sensory impairment, or neurologic problem. Parents with insufficient English to complete assessments were also excluded. Each positively screened child was randomly matched on gender and school with a negatively screened child.

    Diagnostic Confirmation and Baseline Data Collection

    Families of children screening positive and the matched children screening negative were invited into the study, involving ADHD case confirmation, detailed questionnaires, and direct child assessments. ADHD status was confirmed by using a face-to-face structured diagnostic interview with the child’s parent (Diagnostic Interview Schedule for Children IV [DISC-IV]).19 Interviews and child assessments were completed by research staff, with at least a 4-year undergraduate degree in psychology, who were blinded to child screening status.

    Measures

    ADHD and comorbid conditions were assessed by using the DISC-IV,19 which assesses for mental health conditions according to Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition criteria. Version N (April 2007) algorithms were used to confirm ADHD status and assess internalizing (social phobia, separation anxiety disorder, generalized anxiety disorder, obsessive compulsive disorder, posttraumatic stress disorder, major depression, dysthymic disorder, hypomania or manic episode) and externalizing disorders (oppositional defiant disorder or conduct disorder).

    Oral language was assessed by using the Clinical Evaluation of Language Fundamentals, fourth edition, Screening Test (CELF-4 screener),20 which identifies children at risk for language disorder. The screener assesses expressive and receptive language ability. Children are regarded as being “at risk” for a language disorder when their total raw score (ranging from 0 to 28) is less than the criterion score for age (developed by using a large standardization sample; n = 1200).20 For simplicity, we refer to children screening in the at risk range as having “language problems” throughout the article. The measure has high sensitivity (0.88) and specificity (0.88), and excellent test-retest reliability (r = 0.89).20

    Academic functioning was assessed by using the Word Reading and Math Computation subtests from the Wide Range Achievement Test 4.21 Raw scores were converted to standard scores for the child’s age (mean = 100; SD = 15). Academic competence was assessed by using the 7-item teacher-rated Academic Competence scale (α = 0.96) from the Social Skills Improvement System (SSIS),22 and raw scores were again converted to standard scores based on age.

    Social functioning was measured by using the parent- and teacher-reported peer problems (parent: α = 0.66; teacher: α = 0.69) and prosocial behavior (parent: α = 0.75; teacher: α = 0.85) subscales from the Strengths and Difficulties Questionnaire.23 Higher scores on the peer problems scale indicate poorer functioning, whereas higher scores on the prosocial behavior scale indicate better functioning. Social skill domains were also assessed by using the parent- and/or teacher-reported subscales from the SSIS22: engagement (eg, participates in games or group activities; teacher: α = 93), responsibility (eg, takes responsibility for his/her actions; parent: α = 0.89; teacher: α = 0.93), self-control (eg, uses appropriate language when upset; parent: α = 0.86; teacher: α = 0.94), and bullying (eg, is aggressive toward people or objects; parent: α = 0.77; teacher: α = 0.90). Lower scores indicated poorer functioning with the exception of bullying where higher scores indicated more bullying.

    Speech pathologist service use was assessed by using study-designed parent report questions: “Have you ever sought/Are you currently seeking any professional help for any concerns about your child’s learning, behavior, or emotions?” Parents marked all that applied on a list, which included a speech pathologist.

    A priori confounders included child age and gender, ADHD symptom severity (parent report, Conners 3AI), internalizing disorder (yes/no: DISC-IV), externalizing disorder (yes/no: DISC-IV), autism spectrum disorder (ASD; yes/no: parent-reported diagnosis), parent age, parent high school completion (yes/no), single parent status (yes/no), and parent mental health (Kessler 6, total score).24

    Other sample characteristics included nonverbal IQ measured by using the Matrix Reasoning subtest from the Wechsler Abbreviated Scales of Intelligence.25 Similar to other studies examining neurodevelopmental conditions,26 we described but chose not to adjust for nonverbal IQ. Parents also reported whether their child was taking any medications to assist with learning, behavior, or emotions. Medication use was not included as a confounder given its strong relationship with ADHD symptom severity.

    Analyses

    χ2 and t tests were used to examine demographic differences between groups. Summary statistics were used to report the prevalence of language difficulties, and the proportion that had accessed a speech pathologist (aims 1 and 2). Logistic regression compared the likelihood of a child in the ADHD group having a language problem, relative to controls (aim 1). Linear regression compared the mean difference (MD) on academic and social outcomes in children with ADHD and language problems to those with ADHD alone (aim 3). All models controlled for school clustering.

    For aims 1 and 3, analyses were rerun by using 2 adjusted regression models. The first model accounted for child (age and gender) and family (parent age, parent high school completion, single parent status, and parent mental health) sociodemographic factors. The second model accounted for all child and family sociodemographic factors, as well as child comorbidities (internalizing disorder, externalizing disorder, and ASD). For aim 3, ADHD symptom severity was also accounted for in the second adjusted model. A sensitivity analysis was conducted excluding children with comorbid ASD. Effect sizes were calculated by standardizing outcome variables to have a mean of zero and an SD of 1. Analyses were conducted by using Stata 13.0 (Stata Corp, College Station, TX).

    Results

    We received 3734 of 5922 completed parent and teacher screening surveys (response rate: 63%). Although there were no differences in child age and gender between responders and nonresponders, responders were from more socially advantaged areas, measured by the census-based Socioeconomic Indexes for Areas Disadvantage Index for the child’s postcode of residence.27 From complete and eligible screening data, we identified 412 children screening positive for ADHD and matched these children to 412 children screening negative.

    Of the 412 children screening positive 267 were eligible and participated (response rate: 65%). Of these, 179 met criteria for ADHD on the DISC-IV and formed the ADHD group. Of the 412 children screening negative 231 participated (response rate: 56%). Of these, 212 did not meet criteria for ADHD on the DISC-IV and formed the control group. There were no differences in child age and gender between those who consented to participate or declined. Consenting positive screens were more likely to be from socially advantaged areas compared with positive screens who declined participation; however, there was no difference in social advantage for negative screens.

    Sample Characteristics

    Children with ADHD were more likely to have an internalising and externalising disorder, were more likely to have been diagnosed with ADHD and were more likely to be taking medication than controls (Table 1). The primary caregivers in the ADHD group were younger, more likely to be single parents, less likely to have completed high school, and reported higher levels of psychological distress.

    TABLE 1

    Sample Characteristics for Children With ADHD and Non-ADHD Controls

    Prevalence of Language Problems

    Forty percent of children in the ADHD group had language problems (42% of girls versus 40% of boys), compared with 17% of controls. Although not statistically significant, language problems were more common for the ADHD-combined type (47%; n = 43), followed by ADHD-hyperactive/impulsive (36%; n = 8) and ADHD-inattentive (33%; n = 21). Medication use was similar for children with ADHD alone (42%) and children with ADHD and language problems (38%).

    After adjustment for confounders, children with ADHD remained more likely to have language problems than controls (odds ratio [OR], 2.8; 95% confidence interval [CI], 1.5 to 5.1; P < .001; Table 2). Confounding variables were not significantly associated with language problems in the adjusted model; ADHD status was the only unique predictor of language problems.

    TABLE 2

    Prevalence of Language Problems in Children With ADHD Versus Controls

    Speech Pathology Service Use

    Forty-two percent (n = 30) of children with ADHD and language problems had previously accessed speech pathology services. Of these, 57% (n = 17) were still seeing a speech pathologist. Only 16% (n = 6) of control children with language problems had previously accessed speech pathology services and of these, half were currently seeing a speech pathologist (50%; n = 3).

    Association Between Language Problems and Academic and Social Functioning

    In unadjusted and adjusted analyses, children with ADHD and language problems had poorer academic functioning than those with ADHD alone (Table 3). After adjustment, they had poorer word reading (effect size, −0.7), math computation (effect size, −0.8), and academic competence (effect size, −0.7).

    TABLE 3

    Unadjusted and Adjusted MDs in Academic and Social Functioning for Children With ADHD and Language Problems Versus Those With ADHD-Alone

    We found little evidence that language problems adversely affected social functioning in children with ADHD (Table 3). After adjustment, children with ADHD and language problems had lower scores on the parent-reported responsibility subscale compared with children with ADHD alone (effect size, −0.3). Although those with ADHD and language problems had lower scores on the other parent- and teacher-reported measures of social functioning, differences were not statistically significant.

    Sensitivity Analysis Excluding Children With ASD

    We reran all adjusted analyses excluding, rather than covarying for, children with ASD. Significantly elevated prevalence of language problems in children with ADHD relative to controls remained (38% vs 17%; OR, 3.1; 95% CI, 1.7 to 5.8; P < .001); language problems continued to be similar for girls and boys with ADHD (39% vs 38%). We did find that fewer children with ADHD without ASD had previously accessed speech pathology services (n = 18; 33%) compared with the entire ADHD sample (n = 30; 42%).

    In adjusted analyses, we continued to find that, compared with children with ADHD alone, children with ADHD and language problems had poorer word reading (MD, −11.9; 95% CI, −17.1 to −6.7; P < .001; effect size, −0.7), math computation (MD, −11.5; 95% CI, −15.5 to −7.5; P < .001; effect size, −0.8), and academic competence (MD, −10.0; 95% CI, −14.5 to −5.6; P < .001; effect size, −0.7). Similarly there was weak evidence that language problems were associated with poorer social functioning.

    Discussion

    In this study, children with ADHD were at much greater risk of language problems than controls. There was strong evidence that language problems in children with ADHD were associated with markedly poorer academic functioning. In contrast, there was little evidence that language problems adversely affected social functioning in children with ADHD. Fewer than half of children with ADHD and language problems had accessed speech pathology services and only one-quarter were currently seeing a speech pathologist. All results held when excluding children with comorbid ASD.

    The risk of language problems for children with ADHD was nearly 3 times higher than for controls, similar to that found in Tirosh and Cohen’s9 community-based study. Consistent with previous research, ADHD status was a unique predictor of language problems.3 Our findings suggest that the relationship between language problems and ADHD is not merely explained by other commonly occurring comorbidities (eg, ASD, internalizing and externalizing disorders) or sociodemographic factors. Our study extends previous research by considering multiple factors, which may have accounted for this relationship within an inclusive, community-ascertained ADHD sample. The mechanisms underlying comorbidity between ADHD and language impairment are likely complex and cannot be ascertained from this study. One possibility is that poor language ability may constitute a risk factor on the phenotypic pathway to ADHD, and/or vice versa.4 Another possibility is that the overlap between these conditions reflects shared biological etiology.

    In contrast to the only other community-based study in this area, we found that the prevalence of language problems was similar in boys and girls with ADHD. Tirosh and Cohen9 found that girls with ADHD were more likely to have language problems than boys with ADHD. However, their study comprised a small sample of girls with ADHD, and excluded children with behavioral comorbidities. This may have resulted in the ascertainment of a less severe sample of boys with ADHD.

    Consistent with research examining language-impaired samples,5 there was a strong relationship between language problems and academic functioning in children with ADHD. Large effect size differences were detected across all academic domains when comparing those with ADHD and language problems to those with ADHD alone. Children with ADHD alone, as a group, had academic functioning that fell within the average range, further highlighting the key relationship between language and academic functioning. Importantly, the strength of the relationship between academic and language functioning held after taking into account key confounding variables, highlighting the unique contribution of children’s language to academic functioning.

    Despite this association, fewer than half of children with ADHD and language problems had previously accessed speech pathology services, and only one-quarter were currently seeing a speech pathologist. This could be due to ADHD symptoms masking language problems in this population; however, speech pathology service use was even lower for control children. Routine assessments for ADHD do not generally include standardized language assessments, and it may not be feasible to incorporate language assessments into routine practice. However, given the strong association between language and academic underachievement found in this study, if children with ADHD are falling significantly behind academically, they should be referred for a language assessment.

    Contrary to expectations, language problems had little adverse effect on social functioning in children with ADHD. It is possible that children with ADHD already experience poorer social functioning due to factors aside from language ability including ADHD symptoms and associated comorbidities (eg, ASD).1 Alternatively, language problems may exert a greater influence on social functioning as peer relationships become more complex with age.28 We might see a different picture as children progress through elementary school.

    To our knowledge, this is the first study to examine the association between language and both academic and social functioning in children with ADHD. Strengths of the study include the community-based design; rigorous case and control identification procedures; and representation of girls, all subtypes, and comorbidities. We assessed outcome variables by using blinded direct assessments and detailed parent and teacher reports. We adjusted for a number of variables in our analyses that may have confounded the relationship between ADHD and language problems.

    However, although we directly assessed child language, we did so via a screening measure, which did not yield information of the type of language problem experienced (ie, receptive or expressive). Further research is needed to replicate these findings using a full assessment of language. The prevalence of language problems in our control group was however, similar to other population-based studies,29,30 suggesting a screen may be sufficient for estimating language problems. The participation rate for our control group was lower than our ADHD group; however, we identified no evidence of participation bias for controls.


    China says Q2 trade growth to stabilize at "low level" | killexams.com real questions and Pass4sure dumps

    BEIJING (Reuters) - China's trade growth in the second quarter should stabilize at a "low level", the Commerce Ministry said on Friday in a regular spring assessment of business conditions that cautioned tough times ahead.

    A man walks in a shipping container area at the Port of Shanghai April 10, 2012. REUTERS/Aly Song

    Without predicting when trade flows would recover, the ministry said the world's second-biggest economy still faced considerable headwinds and that price pressures were building despite slackening activity.

    But it noted that the Chinese economy, which grew at its slowest annual pace in nearly three years at 8.1 percent in the first quarter, was supported by good fundamentals.

    "There are some favorable factors to ensure steady growth in trade, but we should also note that the year of 2012 may be a quite challenging one for China's trade," the ministry said in its assessment, posted online.

    "China's external trade growth is likely to stabilize at a relatively low level in the second quarter."

    China has set a 10 percent growth rate for exports and imports in 2012, but both targets were missed in March, with imports expanding just 5.3 percent from a year earlier while exports grew 8.9 percent.

    The ministry says it is confident of hitting its target.

    Hurt by a recession in Europe and a patchy economic recovery in the United States - China's two biggest trading partners -export sales growth has slumped to single-digit levels this year, a long way from growth of over 20 percent seen in 2010 and the first-half of 2011.

    Worse, rising domestic labor costs and higher raw material prices are squeezing the competitiveness of Chinese exporters as well, the ministry said.

    A separate survey released by China's statistics agency showed the 159-million-strong migrant workforce saw an average salary increase of 21.2 percent in 2011 from a year earlier.

    "China's trade growth in 2012 will grow at a stable pace, which is expected to be lower than in 2011, and the trade balance will be further improved," the ministry said.

    It noted that global oil prices could climb on the back of geopolitical tensions in Iran and Syria.

    "Uncertainties hanging over Syria and the unfolding Iran nuclear crisis could increase the risk of higher oil prices," it said.

    China posted a trade surplus of about $25 billion in the first quarter, accounting for just 1.4 percent of its gross domestic product, half last year's proportion and well below the 10.1 percent seen in 2007.

    But the country's overall trade sector dragged on the economy in the first quarter, with net exports subtracting 0.8 percentage points from Chinese economic growth.

    Reporting by Aileen Wang, Langi Chiang and Koh Gui Qing; Editing by Nick Macfie



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