scholarly journals Assessment and Introspection of Gifted Programming of USA: From the Perspective of Industrialization of Educationof Giftedness and Practice of Gifted Education Teachers

CONVERTER ◽  
2021 ◽  
pp. 150-159
Author(s):  
Songzhu Mei, Zhengxin Zhu, Ping Leng
Keyword(s):  
Professional Development ◽  
Gifted Education ◽  
Theory Model ◽  
Growth Environment ◽  
Gifted Programming ◽  
Gifted Education Teachers ◽  
Long Time ◽  
Teaching Learning ◽  
Education In China

For a long time, the U.S. government has paid great attention to gifted education, issuedmany educational acts and standardized about gifted education, whichprovides high effect in the fields of theory, model and practice of gifted education. From the perspective of industrialization of Educationof giftedness and practice of gifted education teachers, six aspects of standards are analyzed, including studying and development, identification and evaluation, curriculum and teaching, learning environment, project implementation and professional development of gifted education teachers. Combining the actual conditions of gifted education in China, several enlightenment could be drawn as setting goals by educational outputs, adhering to fair principle, paying attention to growth environment, focusing on professional development, perfecting the systems of evaluation and supportinggifted programming for expecting long-term returns.

Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

2017 ◽  
Vol 61 (4) ◽  
pp. 300-312 ◽  
Author(s):  
Matthew J. Edinger
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Gifted Education ◽  
Positive Change ◽  
Gifted Education Teachers ◽  
Teacher Professional ◽  
Online Teacher ◽  
Kirkpatrick’S Model ◽  
The Impact ◽  
Online Teacher Professional Development

This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as 6 months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy, and overall quality. Six months after the online teacher professional development, teachers indicated a strong positive change in each of the five gifted education pedagogical components. Overall, these preliminary findings suggest that the use of the Model creates a positive change within teachers’ gifted education pedagogy.

Assessing Teacher Beliefs Regarding Research-Based Practices to Improve Services for GT Students

2019 ◽  
Vol 42 (4) ◽  
pp. 229-239 ◽  
Author(s):  
Susan K. Johnsen ◽  
Corina R. Kaul
Keyword(s):  
Teacher Beliefs ◽  
Gifted Education ◽  
Online Survey ◽  
Gifted Children ◽  
Teacher Belief ◽  
Gifted Programming ◽  
Gifted Education Teachers ◽  
Research Based Practices ◽  
Belief Statements ◽  
Training Skill

This study examined teacher beliefs regarding research-based practices in gifted education and how these beliefs or other barriers influenced the implementation of practices in their classroom. An online survey was sent to gifted education teachers in a large suburban district. The teacher belief statements were developed based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards. Although a majority of the teachers agreed with the research-based belief statements, fewer implemented the practice in their classrooms frequently. If they did implement the practice, they perceived positive student outcomes. Teachers did identify these obstacles related to implementation: limited resources, training, skill level, and the school system curriculum.

Enhancing the power generation of Rhodopseudomonas palustris-based MFC

2020 ◽  
Vol 64 (1-4) ◽  
pp. 1261-1268
Author(s):  
Shu Otani ◽  
Dang-Trang Nguyen ◽  
Kozo Taguchi
Keyword(s):  
Activated Carbon ◽  
Rhodopseudomonas Palustris ◽  
Ozone Treatment ◽  
Maximum Power Density ◽  
On Demand ◽  
Long Time ◽  
Dry Conditions ◽  
Carbon Sheet ◽  
Uv Ozone

In this study, a portable and disposable paper-based microbial fuel cell (MFC) was fabricated. The MFC was powered by Rhodopseudomonas palustris bacteria (R. palustris). An activated carbon sheet-based anode pre-loaded organic matter (starch) and R. palustris was used. By using starch in the anode, R. palustris-loaded on the anode could be preserved for a long time in dry conditions. The MFC could generate electricity on-demand activated by adding water to the anode. The activated carbon sheet anode was treated by UV-ozone treatment to remove impurities and to improve its hydrophilicity before being loaded with R. palustris. The developed MFC could generate the maximum power density of 0.9 μW/cm2 and could be preserved for long-term usage with little performance degradation (10% after four weeks).

Charlemagne’s Health in ‘Old Age’: Did It Affect Carolingian Military Strategy?

Mediaevistik ◽  
2020 ◽  
Vol 32 (1) ◽  
pp. 11-53
Author(s):  
Bernard S. Bachrach
Keyword(s):  
Old Age ◽  
The Political ◽  
Military Strategy ◽  
The West ◽  
Long Time

During the first thirty-three years of his reign as king of the Franks, i.e., prior to his coronation as emperor on Christmas day 800, Charlemagne, scholars generally agree, pursued a successful long-term offensive and expansionist strategy. This strategy was aimed at conquering large swaths of erstwhile imperial territory in the west and bringing under Carolingian rule a wide variety of peoples, who either themselves or their regional predecessors previously had not been subject to Frankish regnum.1 For a very long time, scholars took the position that Charlemagne continued to pursue this expansionist strategy throughout the imperial years, i.e., from his coronation on Christmas Day 800 until his final illness in later January 814. For example, Louis Halphen observed: “comme empereur, Charles poursuit, sans plus, l’oeuvre entamée avant l’an 800.”2 F. L. Ganshof, who also wrote several studies treating Charlemagne’s army, was in lock step with Halphen and observed: “As emperor, Charlemagne pursued the political and military course he had been following before 25 December 800.”3

The Spread of Pollutants from Harbour Sludge Depots

1984 ◽  
Vol 16 (3-4) ◽  
pp. 623-633
Author(s):  
M Loxham ◽  
F Weststrate
Keyword(s):  
Time Scales ◽  
Molecular Diffusion ◽  
Near Field ◽  
Parameter Analysis ◽  
Migration Patterns ◽  
Long Time ◽  
Dilution Effects ◽  
Short Time ◽  
Harbour Sludge

It is generally agreed that both the landfill option, or the civil techniques option for the final disposal of contaminated harbour sludge involves the isolation of the sludge from the environment. For short time scales, engineered barriers such as a bentonite screen, plastic sheets, pumping strategies etc. can be used. However for long time scales the effectiveness of such measures cannot be counted upon. It is thus necessary to be able to predict the long term environmenttal spread of contaminants from a mature landfill. A model is presented that considers diffusion and adsorption in the landfill site and convection and adsorption in the underlaying aquifer. From a parameter analysis starting form practical values it is shown that the adsorption behaviour and the molecular diffusion coefficient of the sludge, are the key parameters involved in the near field. The dilution effects of the far field migration patterns are also illustrated.

The Many Faces of Socioeconomic Change

2017 ◽  
Author(s):  
John Toye
Keyword(s):  
Socioeconomic Development ◽  
Adam Smith ◽  
First Century ◽  
Social Progress ◽  
Long Time ◽  
The Face ◽  
Scientific Expertise ◽  
The Many ◽  
Century Development

This book provides a survey of different ways in which economic sociocultural and political aspects of human progress have been studied since the time of Adam Smith. Inevitably, over such a long time span, it has been necessary to concentrate on highlighting the most significant contributions, rather than attempting an exhaustive treatment. The aim has been to bring into focus an outline of the main long-term changes in the way that socioeconomic development has been envisaged. The argument presented is that the idea of socioeconomic development emerged with the creation of grand evolutionary sequences of social progress that were the products of Enlightenment and mid-Victorian thinkers. By the middle of the twentieth century, when interest in the accelerating development gave the topic a new impetus, its scope narrowed to a set of economically based strategies. After 1960, however, faith in such strategies began to wane, in the face of indifferent results and general faltering of confidence in economists’ boasts of scientific expertise. In the twenty-first century, development research is being pursued using a research method that generates disconnected results. As a result, it seems unlikely that any grand narrative will be created in the future and that neo-liberalism will be the last of this particular kind of socioeconomic theory.

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

scholarly journals Acceptance of a Symptom-Based Approach for COVID-19 rtRT-PCR Testing to Conserve Resources in a Lower Middle-Income Setting

2021 ◽  
Vol 12 ◽  
pp. 215013272098771
Author(s):  
S. M. Rashed Ul Islam ◽  
Tahmina Akther ◽  
Md. Abdullah Omar Nasif ◽  
Sharmin Sultana ◽  
Saif Ullah Munshi
Keyword(s):  
Primary Method ◽  
Chain Reaction ◽  
Middle Income ◽  
Clinical Recovery ◽  
Clinical Presentations ◽  
Long Time ◽  
Nasopharyngeal Secretion ◽  
Polymerase Chain ◽  
Set Up

SARS-CoV-2 initially emerged in Wuhan, China in late 2019. It has since been recognized as a pandemic and has led to great social and economic disruption globally. The Reverse Transcriptase Real-Time Polymerase Chain Reaction (rtRT-PCR) has become the primary method for COVID-19 testing worldwide. The method requires a specialized laboratory set up. Long-term persistence of SARS-CoV-2 RNA in nasopharyngeal secretion after full clinical recovery of the patient is regularly observed nowadays. This forces the patients to spend a longer period in isolation and test repeatedly to obtain evidence of viral clearance. Repeated COVID-19 testing in asymptomatic or mildly symptomatic cases often leads to extra workload for laboratories that are already struggling with a high specimen turnover. Here, we present 5 purposively selected cases with different patterns of clinical presentations in which nasopharyngeal shedding of SARS-CoV-2 RNA was observed in patients for a long time. From these case studies, we emphasized the adoption of a symptom-based approach for discontinuing transmission-based precautions over a test-based strategy to reduce the time spent by asymptomatic and mildly symptomatic COVID-19 patients in isolation. A symptom-based approach will also help reduce laboratory burden for COVID-19 testing as well as conserve valuable resources and supplies utilized for rtRT-PCR testing in an emerging lower-middle-income setting. Most importantly, it will also make room for critically ill COVID-19 patients to visit or avail COVID-19 testing at their convenience.

Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families

2021 ◽  
pp. 001698622110245
Author(s):  
Hyeseong Lee ◽  
Marcia Gentry ◽  
Yukiko Maeda
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Factor Loading ◽  
Social Characteristics ◽  
Confirmatory Factor ◽  
Gifted Education Teachers ◽  
Low Income Families

The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school teachers ( n = 55) and their students ( n = 1,157). Confirmatory factor analysis and multigroup confirmatory factor analysis results suggested the HOPE Scale shows equivalence of model form, factor loading, and factor variances across different income and ethnic groups. A follow-up interview with teachers ( n = 6) revealed they acknowledged the importance of using the HOPE Scale as an additional method for identifying gifted students; however, they indicated less confidence about rating gifted students’ social characteristics compared with academic components in the HOPE Scale.

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