August Rauber’s ideas for the creation of an Anatomy Museum in Lithuania (1920–1940)

Professor August Rauber (1841–1917) created the most important school of anatomy in the Baltic region. His students continued his educational and research work in their native countries. One of them was Professor Jurgis Žilinskas (1885–1957) who laid the foundation to Lithuanian anatomy and anthropology. From 1906–1912, he studied medicine at the University of Yuryev (Tartu) where Prof. A. Rauber worked for 25 years as Head of the Institute of Anatomy. In 1890, A. Rauber opened the Anatomy Museum there. In the university, J. Žilinskas maintained close contacts with Professors A. Rauber (1841–1917), N. N. Burdenko (1876–1946), W. Zoege-Manteuffel (1857–1926) and E. Landau (1878–1959). After graduation from the university, J. Žilinskas as a talented student was invited to work as an assistant at the Department of Hospital Surgery at Yuryev University. After Lithuania restored its independence on 16 February 1918, Prof. J. Žilinskas participated actively in the organization of medical studies in Lithuania (1922–1940) and was one of the creators and the principal patron of the Museum of Anatomy. Returning to Lithuania, J. Žilinskas brought along the most advanced ideas of his professors, especially of his honoured Prof. A. Rauber. During this period, the collection of the museum increased to 3,890 specimens. Osteological specimens comprised 1,925 (around 50%) of the specimens, wet specimens – 753 (19.3%), corrosion specimens – 467 (12%), transparent specimens – 201 (5.2%), dry specimens – 107 (2.8%) and models – 437. Professor J. Žilinskas’ collection constitutes 50% of the present exhibits at the Anatomy Museum of the Lithuanian University of Health Sciences.

Work with a Talented Student – Professional Primary Music Education

<p>W artykule poruszono problematykę pracy z uczniem szkoły muzycznej stopnia podstawowego. Uczeń podlegający profesjonalnej edukacji muzycznej to uczeń posiadający szczególne uzdolnienia, które stanowią podstawę do objęcia go wsparciem w procesie kształcenia muzycznego. Szczególna rola przypada w tym zakresie nauczycielowi przedmiotu głównego, który dzięki formie lekcji indywidualnych ma możliwość rozpoznania potrzeb edukacyjnych swoich podopiecznych oraz stworzenia im warunków do całościowego rozwoju.</p>

Local Norms for Gifted and Talented Student Identification: Everything You Need to Know

Conversations over who should be identified as gifted continue perpetually both within the field and in the popular media. In this article, we focus on the use of local norms as one approach to gifted identification that can increase the equity of advanced educational programs and services while also better achieving their stated purpose of providing additional challenge to those students who need it. In this article, we define local norms, explain their purpose, provide examples of schools that have used local norms, discuss common challenges, and provide a tutorial and external resources on how schools can begin to use local norms as part of their gifted identification process.

Rethinking how we identify “gifted” students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

Proposed measures to care for talented students in universities in Saudi Arabia: تدابير مقترحة لرعاية الطلاب الموهوبين في الجامعات بالمملكة العربية السعودية

The present study aimed to know the proposed concept of caring for gifted students in the universities of the Kingdom of Saudi Arabia and the study used the descriptive approach for a sample of (57) who are interested in caring for gifted students in the Kingdom of Saudi Arabia, and it was random. specific. The study relied on the questionnaire and theoretical analysis to answer the study questions. Average mean and standard deviations were calculated. The study showed that there is a clear lack of talented care in the universities of the Kingdom of Saudi Arabia. And it presents the results of the urgent need for measures that can develop and improve the care of talented students in the universities of the Kingdom of Saudi Arabia. By increasing interest in the category of gifted students and conducting numerous studies and research to increase efforts in their education and improve the quality of their education, and to provide evidence-based programs in all talented student care programs, in addition to providing private partnerships to support talented care programs.

Local Norms for Gifted and Talented Student Identification: Everything you Need to Know

Conversations over who should be identified as “gifted” continue perpetually both within the fieldand in the popular media. In this paper, we focus on the use of local norms as one approach togifted identification that can increase the equity of advanced educational programs and serviceswhile also better achieving their stated purpose of providing additional challenge to thosestudents who need it. In this paper, we define local norms, explain their purpose, provideexamples of schools who have used local norms, discuss common challenges, and finally weprovide a “how to” tutorial on how schools can begin to use local norms as part of their giftedidentification process.

Educating the gifted student: Eagerness to achieve as a curricular competence

During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180º questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the ‘eagerness to achieve’ competence, considering that its early distinction enables its development in educational contexts and the training of students in order to promote individuals who focus their professional work towards the completion of assigned activities. The results obtained have also made it possible to draw up a generic profile of the talented student by combining his or her own assessments and those of his or her environment, and to recognize their most highly valued inherent aptitudes as well as those least valued. Durante las últimas décadas, las altas capacidades (AACC) se han desvelado como un determinante curricular que evidencia la necesidad de adaptar los contenidos a las características de los alumnos definidos por las mismas. En España, diversas comunidades autónomas han diseñado programas que, mediante actividades extraordinarias, persiguen responder a esta demanda y otorgar a los estudiantes talentosos el contexto propicio para el desarrollo y fortalecimiento de sus habilidades. En el caso de Madrid, esta propuesta presenta una participación privada de carácter empresarial que ha evidenciado la posible conjunción entre sendos entornos al considerar el activo laboral, fundamentalmente orientado a la resolución de proyectos, en el sujeto adolescente con AACC. Esta investigación ha examinado, mediante un cuestionario con naturaleza 180º cumplimentado por 342 personas (padres e hijos habilidosos, docentes y compañeros escolares) en siete centros madrileños, la posibilidad identificativa de la competencia afán de logro al considerar que su distinción prematura permite su trabajo en el contexto educativo y la formación del alumnado en aras a promover a un individuo que orientará su labor profesional hacia la finalización de las actividades asignadas. Los resultados obtenidos han permitido trazar, igualmente, un perfil genérico del estudiante talentoso mediante la combinación de sus propias apreciaciones y de las de su entorno y reconocer a las aptitudes inherentes mejor valoradas al igual que las calificadas de forma contraria.

Karl Eduard Weber, How He was Known in Russia

The article illustrates the life and creative activity of German pianist and pedagogue Karl Eduard Weber in Russia. Weber received his education at the Leipzig Conservatory. In 1854 he went to Russia, where musicians of high professional level were on demand, and taught for over 20 years at the Tambov Music College. However, having engaged in pedagogical activity in various Russian cities, Weber frequently experienced discontent. Having observed the unsatisfactory level of musical education, he began creating methodological works. Among them, those which became famous and were disseminated were “Rukovodstvo k sistematicheskomu obucheniyu igre na fortepiano” [“A Manual for the Systematic Instruction of Playing the Piano”] (1866), and “Putevoditel' pri obuchenii igre na fortepiano” [“A Guide to Instruction of Piano Playing”] (1876). In 1881 Karl Eduard Weber received the position of an instructor at the Tambov Alexandrinsky Institute for Noble Girls. In 1889 he switched to working at the Tambov Musical Classes (since 1900 — the Tambov Music College), where he worked until the end of his life (1913).Weber brought up the talented student Anna Gravert-Lavdovskaya (1881 – 1888). She provided initial instruction to the future outstanding pianist Victor Merzhanov. Therein, undoubtedly, lies a great merit of the Weber school. Many of the foundational traits of piano pedagogy of Karl Eduard Weber are inherent to the pedagogy of Victor K. Merzhanov.

OCENA WŁASNYCH ZDOLNOŚCI UCZNIÓW UZDOLNIONYCH JĘZYKOWO W POLSKICH SZKOŁACH PONADGIMNAZJALNYCH

An exceptionally linguistically talented student should have all the predispositions to be multi-linguistic. The reason is that such skills, at least potentially, assume high predispositions to learn all foreign languages. And even though the process of language learning and its efficiency depends on many other factors, one of them is the assessment of one’s skills and potential by the linguistically talented student. The aim of the article is to present convictions of students identified as linguistically talented with respect to their skills and achievements concerning foreign language learning. A large part of the paper deals with the presentation of theoretical aspects related to linguistic skills and a short analysis of selected factors that influence the development of linguistic skills in students, in particular the assessment of own skills and possibilities by students (self-assessment).