bluuebunny/crossref_metadata_2025 huggingface dataset:
Gauze Retrieval of Probes in Pediatric Nasolacrimal Intubation
Authors: Vila-Coro Antonio Aguirre , Oworu Olugbemisola
Published: June 2009

The authors describe a novel technique that facilitates retrieval of lacrimal probes from the nasal fossa during silicone intubation of the lacrimal drainage system in children. Gauze preplaced in the nasal fossa is used to retrieve the lacrimal intubation probes with no need for visual or mechanical identification of the probe intranasally.
[Ophthalmic Surg Lasers Imaging 2009;40:342–344.]
Research Participation of Individuals with Dementia: Decisional Capacity, Informed Consent, and Considerations for Nurse Investigators
Authors: Beattie Elizabeth
Published: June 2009

Decisional capacity is a precious component of personhood and is progressively diminished in dementia. Conducting research with individuals with dementia demands a commitment to ensure the quest for knowledge does not overwhelm the rights of those it is intended to protect. The purposes of this article are to describe current understandings of the concept of decisional capacity, describe recent regulatory developments related to the consideration of additional protections for decisionally impaired adults, and provide recommendations for nurse investigators working with this vulnerable group.
Diagnostic Labels, Stigma, and Participation in Research Related to Dementia and Mild Cognitive Impairment
Authors: Garand Linda , Lingler Jennifer H. , Conner Kyaien O. , Dew Mary Amanda
Published: June 2009

Health care professionals use diagnostic labels to classify individuals for both treatment and research purposes. Despite their clear benefits, diagnostic labels also serve as cues that activate stigma and stereotypes. Stigma associated with the diagnostic labels of dementia and mild cognitive impairment (MCI) can have a significant and negative impact on interpersonal relationships, interactions with the health care community, attitudes about service utilization, and participation in clinical research. The impact of stigma also extends to the family caregivers of individuals bearing such labels. In this article, we use examples from our investigations of individuals with dementia or MCI and their family caregivers to examine the impact of labeling and stigma on clinical research participation. We also discuss how stigma can affect numerous aspects of the nursing research process. Strategies are presented for addressing stigma-related barriers to participation in clinical research on dementia and MCI.
Mixed Methods in Gerontological Research: Do the Qualitative and Quantitative Data “Touch”?
Authors: Happ Mary Beth
Published: June 2009

This article distinguishes between parallel and integrated mixed methods research approaches. Barriers to integrated mixed methods approaches in gerontological research are discussed and critiqued. The author presents examples of mixed methods gerontological research to highlight approaches to data integration at the levels of data analysis, interpretation, and research reporting. As a summary of the methodological literature, four basic levels of mixed methods data combination are proposed. Opportunities for mixing qualitative and quantitative data are explored using contemporary examples from published studies. Data transformation and visual display, judiciously applied, are proposed as pathways to fuller mixed methods data integration and analysis. Finally, practical strategies for mixing qualitative and quantitative data types are explicated, as gerontological research moves beyond parallel mixed methods approaches to achieve data integration.
Informed Consent to Research in Long-Term Care Settings
Authors: Lingler Jennifer Hagerty , Jablonski Rita A. , Bourbonniere Meg , Kolanowski Ann
Published: June 2009

Informed consent to nursing home research is a two-tiered process that begins with obtaining the consent of a long-term care community at the institutional level and progresses to the engagement of individuals in the consent process. Drawing on a review of the literature and the authors' research experiences and institutional review board service, this article describes the practical implications of nurse investigators' obligation to ensure informed consent among participants in long-term care research. Recommendations focus on applying a community consent model to long-term care research, promoting an evidence-based approach to the protection of residents with decisional impairment, and increasing investigators' attention to ethical issues involving long-term care staff.
Folksonomy, Tagging and Taxonomy for Effective Learning. Perspectives of Learning 2.0 in the XXI century
Authors: Cannata Cosimo
Published: June 2009

This paper reflects upon the issues posed by students' extensive use of collaborative internet tools, or social web (Web 2.0). Internet-based cooperative activities are usually underrated by academic and offical school practice, though students dedicate most of their time to the web. Moreover, the paper attempts to consider the innovative collaborative practices of Web 2.0, of social bookmarking ("Tagging") as part of future teaching standards, and what are the perspectives in the near future.

Finally, the aims of the paper are to understand the interactions between students' real life and learning and to explore possible, reliable, criteria for assessment of students' activities through Web 2.0.
Tuberculosis Is Associated with a Down-Modulatory Lung Immune Response That Impairs Th1-Type Immunity
Authors: Almeida Alexandre S. , Lago Patrícia M. , Boechat Neio , Huard Richard C. , Lazzarini Luiz C. O. , Santos Adalberto R. , Nociari Marcelo , Zhu Hongxia , Perez-Sweeney Beatriz M. , Bang Heejung , Ni Quanhong , Huang Jie , Gibson Andrea L. , Flores Vera C. , Pecanha Lorena R. , Kritski Afrânio L. , Lapa e Silva José R. , Ho John L.
Published: June 2009

Immune mediators associated with human tuberculosis (TB) remain poorly defined. This study quantified levels of lung immune mediator gene expression at the time of diagnosis and during anti-TB treatment using cells obtained by induced sputum. Upon comparison to patients with other infectious lung diseases and volunteers, active pulmonary TB cases expressed significantly higher levels of mediators that counteract Th1-type and innate immunity. Despite the concomitant heightened levels of Th1-type mediators, immune activation may be rendered ineffectual by high levels of intracellular (SOCS and IRAK-M) and extracellular (IL-10 and TGF-βRII, IL-1Rn, and IDO) immune suppressive mediators. These modulators are a direct response to Mycobacterium tuberculosis as, by day 30 of anti-TB treatment, many suppressive factors declined to that of controls whereas most Th1-type and innate immune mediators rose above pretreatment levels. Challenge of human immune cells with M. tuberculosis in vitro up-regulated these immune modulators as well. The observed low levels of NO synthase-2 produced by alveolar macrophages at TB diagnosis, along with the heightened amounts of suppressive mediators, support the conclusion that M. tuberculosis actively promotes down-modulatory mediators to counteract Th1-type and innate immunity as an immunopathological strategy. Our data highlight the potential application of immune mediators as surrogate markers for TB diagnosis or treatment response.
Lack of MyD88 Protects the Immunodeficient Host Against Fatal Lung Inflammation Triggered by the Opportunistic Bacteria Burkholderia cenocepacia
Authors: Ventura Grasiella M. de C. , Balloy Viviane , Ramphal Reuben , Khun Huot , Huerre Michel , Ryffel Bernhard , Plotkowski Maria-Cristina M. , Chignard Michel , Si-Tahar Mustapha
Published: June 2009

Burkholderia cenocepacia is an opportunistic pathogen of major concern for cystic fibrosis patients as well as immunocompromised cancer patients and transplant recipients. The mechanisms by which B. cenocepacia triggers a rapid health deterioration of the susceptible host have yet to be characterized. TLR and their key signaling intermediate MyD88 play a central role in the detection of microbial molecular patterns and in the initiation of an effective immune response. We performed a study to better understand the role of TLR-MyD88 signaling in B. cenocepacia-induced pathogenesis in the immunocompromised host, using an experimental murine model. The time-course of several dynamic parameters, including animal survival, bacterial load, and secretion of critical inflammatory mediators, was compared in infected and immunosuppressed wild-type and MyD88−/− mice. Notably, when compared with wild-type mice, infected MyD88−/− animals displayed significantly reduced levels of inflammatory mediators (including KC, TNF-α, IL-6, MIP-2, and G-CSF) in blood and lung airspaces. Moreover, despite a higher transient bacterial load in the lungs, immunosuppressed mice deficient in MyD88 had an unexpected survival advantage. Finally, we showed that this B. cenocepacia-induced life-threatening infection of wild-type mice involved the proinflammatory cytokine TNF-α and could be prevented by corticosteroids. Altogether, our findings demonstrate that a MyD88-dependent pathway can critically contribute to a detrimental host inflammatory response that leads to fatal pneumonia.
IL-1R Signaling within the Central Nervous System Regulates CXCL12 Expression at the Blood-Brain Barrier and Disease Severity during Experimental Autoimmune Encephalomyelitis
Authors: McCandless Erin E. , Budde Matthew , Lees Jason R. , Dorsey Denise , Lyng Eric , Klein Robyn S.
Published: June 2009

Multiple sclerosis (MS) is an autoimmune disease of the CNS characterized by disruption of the blood-brain barrier (BBB). This breach in CNS immune privilege allows undeterred trafficking of myelin-specific lymphocytes into the CNS where they induce demyelination. Although the mechanism of BBB compromise is not known, the chemokine CXCL12 has been implicated as a molecular component of the BBB whose pattern of expression is specifically altered during MS and which correlates with disease severity. The inflammatory cytokine IL-1β has recently been shown to contribute not only to BBB permeability but also to the development of IL-17-driven autoimmune responses. Using experimental autoimmune encephalomyelitis, the rodent model of MS, we demonstrate that IL-1β mediates pathologic relocation of CXCL12 during the induction phase of the disease, before the development of BBB disruption. We also show that CD4, CD8, and, surprisingly γδ T cells are all sources of IL-1β. In addition, γδ T cells are also targets of this cytokine, contributing to IL-1β-mediated production of IL-17. Finally, we show that the level of CNS IL-1R determines the clinical severity of experimental autoimmune encephalomyelitis. These data suggest that T cell-derived IL-1β contributes to loss of immune privilege during CNS autoimmunity via pathologic alteration in the expression of CXCL12 at the BBB.
Aryl Hydrocarbon Receptor Activation Inhibits In Vitro Differentiation of Human Monocytes and Langerhans Dendritic Cells
Authors: Platzer Barbara , Richter Susanne , Kneidinger Doris , Waltenberger Darina , Woisetschläger Maximilian , Strobl Herbert
Published: June 2009

The transcription factor aryl hydrocarbon receptor (AhR) represents a promising therapeutic target in allergy and autoimmunity. AhR signaling induced by the newly described ligand VAF347 inhibits allergic lung inflammation as well as suppresses pancreatic islet allograft rejection. These effects are likely mediated via alterations in dendritic cell (DC) function. Moreover, VAF347 induces tolerogenic DCs. Langerhans cells (LCs) are immediate targets of exogenous AhR ligands at epithelial surfaces; how they respond to AhR ligands remained undefined. We studied AhR expression and function in human LCs and myelopoietic cell subsets using a lineage differentiation and gene transduction model of human CD34+ hematopoietic progenitors. We found that AhR is highly regulated during myeloid subset differentiation. LCs expressed highest AhR levels followed by monocytes. Conversely, neutrophil granulocytes lacked AhR expression. AhR ligands including VAF347 arrested the differentiation of monocytes and LCs at an early precursor cell stage, whereas progenitor cell expansion or granulopoiesis remained unimpaired. AhR expression was coregulated with the transcription factor PU.1 during myeloid subset differentiation. VAF347 inhibited PU.1 induction during initial monocytic differentiation, and ectopic PU.1 restored monocyte and LC generation in the presence of this compound. AhR ligands failed to interfere with cytokine receptor signaling during LC differentiation and failed to impair LC activation/maturation. VAF347-mediated antiproliferative effect on precursors undergoing LC lineage differentiation occurred in a clinically applicable serum-free culture model and was not accompanied by apoptosis induction. In conclusion, AhR agonist signaling interferes with transcriptional processes leading to monocyte/DC lineage commitment of human myeloid progenitor cells.
Coexpression of IL-18 Strongly Attenuates IL-12-Induced Systemic Toxicity through a Rapid Induction of IL-10 without Affecting its Antitumor Capacity
Authors: Rodriguez-Galan Maria Cecilia , Reynolds Della , Correa Silvia G. , Iribarren Pablo , Watanabe Morihiro , Young Howard A.
Published: June 2009

IL-12 is an excellent candidate for the treatment of cancer due to its ability to drive strong antitumor responses. Recombinant IL-12 protein is currently used in cancer patients; however, systemic expression of rIL-12 presents disadvantages including cost and dose limitation due to its toxicity. In this study, we used hydrodynamic shear of cDNA as a tool to achieve systemic expression of IL-12. We found that sustained but toxic levels of serum IL-12 could be generated in 6- to 7-wk-old B6 mice after a single injection of the cDNA. Unexpectedly, we observed that when IL-12 cDNA is coinjected with IL-18 cDNA, IL-12 antitumor activity was maintained, but there was a significant attenuation of IL-12 toxicity, as evidenced by a greater survival index and a diminution of liver enzymes (ALT and AST). Interestingly, after IL-12 plus IL-18 cDNA administration, more rapid and higher IL-10 levels were observed than after IL-12 cDNA treatment alone. To understand the mechanism of protection, we coinjected IL-12 plus IL-10 cDNAs and observed an increase in survival that correlated with diminished serum levels of the inflammatory cytokines TNF-α and IFN-γ. Confirming the protective role of early IL-10 expression, we observed a significant decrease in survival in IL-10 knockout mice or IL-10R-blocked B6 mice after IL-12 plus IL-18 treatment. Thus, our data demonstrate that the high and early IL-10 expression induced after IL-12 plus IL-18 cDNA treatment is critical to rapidly attenuate IL-12 toxicity without affecting its antitumor capacity. These data could highly contribute to the design of more efficient/less toxic protocols for the treatment of cancer.
Increased Antigen Cross-Presentation but Impaired Cross-Priming after Activation of Peroxisome Proliferator-Activated Receptor γ Is Mediated by Up-Regulation of B7H1
Authors: Klotz Luisa , Hucke Stephanie , Thimm Dominik , Classen Sabine , Gaarz Andrea , Schultze Joachim , Edenhofer Frank , Kurts Christian , Klockgether Thomas , Limmer Andreas , Knolle Percy , Burgdorf Sven
Published: June 2009

Dendritic cells are able to take up exogenous Ags and present Ag-derived peptides on MHC class I molecules, a process termed cross-presentation. The mannose receptor (MR), an endocytic receptor expressed on a variety of APCs, has been demonstrated to target soluble Ags exclusively toward cross-presentation. In this study, we investigated the role of the murine nuclear receptor peroxisome proliferator-activated receptor γ (PPARγ), a ligand-activated transcription factor with immunomodulatory properties, in MR-mediated endocytosis and cross-presentation of the model Ag OVA. We could demonstrate both in vitro and in vivo that activation of PPARγ resulted in increased MR expression, which in consequence led to enhanced MR-mediated endocytosis and elevated cross-presentation of soluble OVA. Concomitantly, activation of PPARγ in dendritic cells induced up-regulation of the coinhibitory molecule B7H1, which, despite enhanced cross-presentation, caused an impaired activation of naive OVA-specific CD8+ T cells and the induction of T cell tolerance. These data provide a mechanistic basis for the immunomodulatory action of PPARγ which might open new possibilities in the development of therapeutic approaches aimed at the control of excessive immune responses, e.g., in T cell-mediated autoimmunity.
The Expression and Function of the NKRP1 Receptor Family in C57BL/6 Mice
Authors: Aust Jonathan G. , Gays Frances , Mickiewicz Katarzyna M. , Buchanan Ella , Brooks Colin G.
Published: June 2009

NKRP1 receptors were discovered more than 20 years ago, but due to a lack of appropriate reagents, our understanding of them has remained limited. Using a novel panel of mAbs that specifically recognize mouse NKRP1A, D, and F molecules, we report here that NKRP1D expression is limited to a subpopulation of NK cells, but in contrast to Ly49 receptors appears to be expressed in a normal codominant manner. NKRP1D− and NKRP1D+ NK cells are functionally distinct, NKRP1D+ cells showing reduced expression of various Ly49 receptors, elevated expression of CD94/NKG2 receptors, and higher IFN-γ secretion and cytotoxicity than NKRP1D− cells. Furthermore, NKRP1D+ NK cells were unable to kill transfected cells expressing high levels of Clr-b molecules, but readily killed MHC class-I-deficient blast cells that express only low levels of Clr-b. NKRP1A and NKRP1F were expressed at low levels on all splenic and bone marrow NK cells, but mAb-induced cross-linking of NKRP1A and NKRP1F caused no significant enhancement or inhibition of NK cell cytotoxicity and no detectable production of IFN-γ. NKRP1A, D, and F expression could not be detected on NKT cells, all of which express NKRP1C, and although some activated T cells expressed NKRP1C and perhaps low levels of NKRP1A, no significant expression of NKRP1D or F could be detected. NKRP1 molecules expressed on NK cells or transfectants were down-regulated by cross-linking with mAbs or cell surface ligands, and using this phenomenon as a functional assay for NKRP1-ligand interaction revealed that NKRP1F can recognize CLR-x.
Conservation of Structural and Functional Features in a Primordial CD80/86 Molecule from Rainbow Trout (Oncorhynchus mykiss), a Primitive Teleost Fish
Authors: Zhang Yong-An , Hikima Jun-ichi , Li Jun , LaPatra Scott E. , Luo Yan-Ping , Sunyer J. Oriol
Published: June 2009

In mammals, interaction of CD28 with CD80 or CD86 molecules provides costimulatory signals for T cell activation that leads to increased IL-2 gene and protein expression by activated T cells. Thus far, CD80 and CD86 have been cloned and functionally characterized only in mammals and birds. To shed light into the evolution of CD80 and CD86, we have cloned and functionally characterized a rainbow trout (rt) molecule (rtCD80/86) that shows the highest degree of sequence conservation and phylogenetic relationship with CD80 and CD86 molecules. Moreover, its genomic organization was almost identical to that of human CD86. Rainbow trout possess one membrane-bound and two soluble CD80/86 transcripts, all of which are derived from the same rtCD80/86 gene. The membrane-bound form exhibited its highest degree of expression in lymphoid tissues, particularly on B cells. Incubation of trout leukocytes with LPS and bacteria leads to up-regulation of rtCD80/86 gene expression. Importantly, we show that trout and other teleost fish contain a single CD80/86 gene, thus suggesting that this gene may represent the ancestor from which CD80 and CD86 arose by gene duplication in more evolved species. To gain further insights into the function of rtCD80/86, we have identified and cloned trout IL-2 and have shown that recombinantly produced trout CD80/86 up-regulates the expression of IL-2 in trout blood leukocytes. Significantly, this finding indicates that the capacity to modulate IL-2 expression is a primordial function that has been conserved both in fish and mammalian CD80/CD86 molecules throughout 350 million years of evolution.
Historians and miracles: The principle of analogy and antecedent probability reconsidered
Authors: Licona Michael R. , Van der Watt Jan G.
Published: June 2009

Most Biblical scholars and historians hold that the investigation of a miracle report lies outside of the rights of historians acting within their professional capacity. In this article, I challenge this assertion and argue to the contrary: Historians are within their professional rights to investigate miracle claims and to adjudicate on the historicity of the events. I present a positive case for the historian’s right to adjudicate on miracle claims and address two major objections to this conclusion: the principle of analogy and antecedent probability. At times I use the resurrection of Jesus as an example. This is the first of two articles. In the second, I will address three additional common objections: the theological objection, the lack of consensus and miracle claims in multiple religions.
Penile metastasis of urothelial carcinoma diagnosed by fine-needle aspiration
Authors: Santos Gilda da Cunha , de Alvarenga Marcia Lanzoni , Borlot Vinicius Freitas , Moutinho Michel Antonio Kiyota , de Franco Marcello Fabiano
Published: June 2009

Penile neoplasms are rare and can be primary or represent metastasis or local recurrence. The most common primary cancer of the penis is squamous cell carcinoma, accounting for 95% of all cancers. In spite of the rich vascularity of the organ, penile metastases are uncommon. Cutaneous metastasis of urothelial carcinoma (UC) is extremely rare and generally accepted as the late manifestation of a systemic spread. By 1998, approximately 500 cases of penile metastasis had been reported worldwide. However, only few case reports and series of fine-needle aspiration cytology (FNAC) of penile tumors have been documented. We report a case of penile metastasis from UC diagnosed by FNAC and describe the cytomorphological findings with an emphasis on cercariform cells. Although not commonly used, FNA of penile nodules can be effective in diagnosing recurrence or metastasis and avoiding surgical procedures, thus being an excellent initial procedure in the diagnostic approach.
Gifted Education and the Law
Authors: Stephens Kristen R.
Published: June 2009

Unlike children and adults with disabilities, gifted students have very limited protections under both state and federal laws (Karnes & Marquardt, 1997). Presently, only one federal law, the Jacob K. Javits Gifted and Talented Students Act of 1988, refers to the need for special programs for gifted students. However, this law does not mandate such programs. Furthermore, in Board of Education v. Rowley (1982), the court found that schools were obligated to provide students with an education from which they might gain some educational benefits; in other words, they do not have to guarantee that each student will be accommodated to achieve their maximum potential. Using this decision, it might be suggested that the education of gifted students is given low priority (Ford, Russo, & Harris, 1995).
Through Another's Eyes: Amanda's Perspective on Being Gifted
Authors: Ashman Allison
Published: June 2009

My sister, Amanda, was the main reason I became interested in gifted education. My mother was a third grade teacher, and before Amanda entered kindergarten, she learned to love books, as my mother did. In the second grade, her teachers encouraged her to read and she won a contest for reading the most books.
In the Classroom: Gifted Students and Philosophy: The Sound of a Tree Falling in the Forest …
Authors: White David A.
Published: June 2009

Groans might greet anyone posing the question, “If a tree falls in the forest with no one around, does it make a sound?” This venerable poser is, however, laden with philosophical intrigue. In fact, the issues that this question raises typically tantalize gifted students (indeed, anyone with a serious interest in philosophy) and for two reasons.
The Gifted/Learning-Disabled Child: A Guide for Teachers and Parents
Authors: Fetzer Erin A.
Published: June 2009

What do Albert Einstein, Thomas Edison, Leonardo DaVinci, Walt Disney, Whoopi Goldberg, Lindsay Wagner, and Robin Williams have in common? All are reported to have learning disabilities. For many people the terms learning disabled and gifted are at opposite ends of the spectrum. Children who experience both exceptionalities are often overlooked and under-served in the classroom. Although researchers have acknowledged the gifted/learning-disabled population and have developed procedures for identification, the majority of school districts do not have procedures in place for screening, identifying, and serving these children (Dix & Schafer, 1996). In addition, information on this population has not been transported into the classroom so parents are not aware of the possibility of dual exceptionalities in these areas. These obstacles make it difficult for the gifted/learning-disabled child to be identified and an appropriate program developed. Parents and educators must work together as advocates for those children with gifts/learning disabilities to address this unique learning situation.
A Writers' Workshop for Highly Verbal Gifted Students
Authors: Frey Cecile P.
Published: June 2009

In 1989, the Carnegie Corporation of New York published Turning Points: Preparing American Youth for the 21st Century, one of the first documents to give credibility and visibility to middle-level education. The report recommended, among other “turning points,” that middle schools “ensure success for all students.” Although this recommendation can be taken as a warning not to ignore “high-risk” or special-education students, gifted students also fit into this category. As Plucker and McIntire (1996) pointed out, “Although researchers have found that students of all ability levels are bored in school, high-potential students are especially affected by a lack of challenge in the classroom” (p. 7). The more highly gifted the student, the more likely this boredom tends to be true.
Advocacy: It's Time
Authors: Kaplan Sandra N.
Published: June 2009

As elusive as the concept of time is perceived, time represents a concrete advocacy need for gifted students. While most educators would agree that time is what every child needs, access to time for gifted learners could determine ultimately the differences between the realization of potential academic achievements and intellectual matriculation or dropping out from programs.
Social/Emotional Needs: The Rage of Gifted Students
Authors: Cross Tracy L.
Published: June 2009

The experiences of gifted students in school are quite varied and reflect a wide variety of factors. For 17 years, I have written about their experiences from two perspectives, that of a researcher and, using their own words, that of the students themselves. I have come to believe that the lived experiences, or Lebensvelt, of gifted students in school is one of the richest areas in the field of gifted education in which to conduct research.
Parents' Conceptions of Giftedness
Authors: Solow Razel
Published: June 2009

giftedness is an elusive concept. Not only has it changed its meaning for society in different times and cultures, but it has also held a variety of meanings within a given culture and time period. Passow (1985) referred to 51 different terms in the education literature that characterize giftedness and concluded that there is “no single uniform conception of giftedness” (p. 23). More recently, Passow (1993) stated that the population of gifted people is so heterogeneous that its multidimensionality “may preclude a comprehensive theory” (p. 887). Yet, no matter how complex the construct, Passow (1985) insisted that conceptualizing giftedness is important because “all aspects of identification and development of giftedness depend on the underlying conception of the nature of giftedness” (p. 23).
Asperger's Syndrome in Gifted Individuals
Authors: Henderson Lynnette M.
Published: June 2009

Asperger's Syndrome (AS) is a pervasive developmental disorder on the autism spectrum characterized by social deficits, relatively normal language and cognitive development, and the presence of idiosyncratic interests. Repetitive speech or actions and pedantic speech, often concerning the person's intense interests in a restricted subject matter, and clumsiness may co-occur (Myles & Simpson, 1998, Klin, Volkmar, & Sparrow, 2000). AS may occur in gifted individuals.
In the Classroom: Gifted Students and Philosophy: On Social Justice in a Violent World
Authors: White David A.
Published: June 2009

It does not take a philosopher to appreciate the fact that people do not always treat each other justly. What, then, is the best way to improve this troublesome and complex situation?
Technology and the Gifted: Focus, Facets, and the Future
Authors: Nugent Stephanie A.
Published: June 2009

In the transition from the industrial age to the information age, the 21st century has brought with it new challenges for the educational needs of the nation's youth. Information-intensive and technology-driven jobs encompass 60% of America's job market (Jukes, 1997). Over the last decade, over half of the new jobs created in the United States have evolved from new technologies (Jukes). Occupational futurists predict that in the first decade of the 21st century, eight out of every ten jobs will be information-intensive (Jukes; Naisbitt & Aburdene, 1990). The National Science Foundation (1997) estimates that by the year 2010, one-fourth of all new jobs will involve technology. Effective leaders and productive citizens will need to possess both skill and confidence in their abilities to use and manipulate technology and information (Jones, 1990; Jukes; Morgan, 1993).
Exploring Options: Middle Schools: New Trends and Issues
Authors: Coleman Mary Ruth
Published: June 2009

When the middle schools movement began in the 1960s, the key ideas that shaped its birth were drawn from our knowledge of adolescent development and curriculum organization. The goal was to create an appropriate learning environment that would match the needs of the young adolescent. The early leaders focused on the affective development of the student, recognizing the importance of social and emotional issues for this age group. The organization of teachers into
Advocacy: Catching and Using the Paradox
Authors: Kaplan Sandra
Published: June 2009

Successful advocates are able to identify a paradox in the context of a statement or discussion and use it to reinforce or change an opinion. Embedded in the discussion held by educators and parents, are often self-contradictory statements. Educators listening to the presentation of educational ideas that oppose each other can use the paradox to develop an advocacy base.
The Call for Raising Standards: Promising Responses
Authors: Alvoid Lee
Published: June 2009

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students?

As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.
Through Another's Eyes: The Magnitude of Our Good Fortune and Responsibility
Authors: Stewart Mary Grace
Published: June 2009

As our young men and women endanger their lives in order to try and bring justice for the world's most horrifying human act of all time, we all sit and wonder. I wonder about those young people. Many of them are just out of high school. I wonder what brought them to a place in life where they would be willing to give up their lives for my safety.
Technology: Creating a Living Portfolio: Documenting Student Growth with Electronic Portfolios
Authors: Siegle Del
Published: June 2009

One popular strategy for documenting students' learning and accomplishments is the student portfolio. A portfolio of student work across time can provide an invaluable snapshot of a student's current skills, as well as provide an opportunity for the student to reflect on his or her growth as a learner.
Au Revoir, Common Sense
Authors: Delisle James R.
Published: June 2009

The good news is that the presence of this Point/Counterpoint review of Multiple Intelligences (MI) and the Schoolwide Enrichment Model (SEM) within the pages of GCT means that a debate on what constitutes giftedness has begun anew.
Au Contraire, James Delisle
Authors: Bawden Terri , Delisle James R.
Published: June 2009

Over the past few years, James Delisle has become more and more bold in his attacks on Howard Gardner's theory of Multiple Intelligences (MI) and Joseph Renzulli's Schoolwide Enrichment Model (SEM). He has made numerous presentations at state and national conferences and written articles claiming that Gardner and Renzulli have advocated that all children are gifted and that services to identify gifted children have been diluted or eliminated as a result.
Exploring Secondary Options: Four Variables for Success
Authors: Coleman Mary Ruth
Published: June 2009

Every student has unique learning needs. This makes teaching both exciting and challenging. The dynamics of teaching and learning are complex with many intervening variables that impact success. Navigating this multifaceted system and working to meet each student's needs can feel overwhelming at times. But, if we think about the variables that we can actually modify for our students, we can bring our efforts into focus.
Can Distance Learning Meet the Needs of Gifted Gifted Elementary Math Students?
Authors: Cyr Sylvia St.
Published: June 2009

I remember how nervous I was when I accepted the position as the teacher for gifted students in our building. The task seemed overwhelming—meeting the needs of students who could think faster, harder, and smarter than any of our regular learners. What could I possibly do to impact the lives and learning for this new arrangement of students I was about to educate?
The Atterbury Files: An Extra Curricular Inquiry Project Illustrating Local History
Authors: Morris Ronald V.
Published: June 2009

The people in the rural farmlands and villages of Brown, Bartholomew, and Johnson counties of south central Indiana had been hit hard first by the agricultural depression of the 1920s and then by the Great Depression. But, the bitterest pill to swallow was when World War II started and the U.S. government condemned the land to be a new war base. The farmers and villagers left their land forever, and seemingly overnight, a community sprang up that was the third largest city in the state of Indiana—Camp Atterbury was born. It served as an induction center with training facilities and a prisoner of war camp for Italian and German soldiers. After World War II, the population of Camp Atterbury declined until the Korean War, when the population grew again. After the end of the Korean War, however, the camp disappeared almost as fast as it had appeared. The federal government declared the land to be surplus, but did not offer to return it to the families from whom it had originally been acquired. The deeds to the majority of the old camp grounds reverted to the Indiana National Guard, the Indiana Department of Natural Resources Fish and Wildlife Division, Johnson County Park and Recreation Board, and the Jobs Corps. By the 1970s, most of the World War II structures had vanished. The forest quickly reclaimed the land, and only a few lonely footings were left as bleak testimony of the former post.
Using their Words to Support Our Advocacy Efforts
Authors: Kaplan Sandra N.
Published: June 2009

It is not difficult in today's political climate to understand that good campaigning is redefining the common language of the times for your own political benefits. There are common threads that weave through political arguments. These common threads are the terms and phrases that take on different meaning for each candidate. They entice the populace because the rhetoric is familiar. They also direct attention to the candidates and their platform. This process is working for politicians, and it can work for educators of the gifted, too. We can build our advocacy efforts on the common language used by policymakers in general education to the advantage of gifted education.
One School's Reflection on Differentiation
Authors: Tieso Carol
Published: June 2009

Teachers approach professional development and in-service opportunities as if they're approaching a train wreck. They know they must see what's ahead, but they can't bear the sight of it. Most teachers recoil in fear when professional development days appear on the school calendar. Further, when allowed a choice, they will generally choose workshops that will add to their “bag of tricks”—brief, hands-on activities they can use in their classrooms on Monday, instead of the sometimes painful specter of initiating long-term, systemic change in their standard operating procedures.
Young Leaders: Growing through Mentoring
Authors: Manning Sandra
Published: June 2009

“Hey, you got it!” Caitlyn exclaimed as Leisha identified the letter B on a flash card.

Caitlyn is a 2nd-grade student in a gifted and talented program. Leisha is a kindergarten student. Both girls are part of a cross-age mentoring experience that Caitlyn's teacher implemented with the help of a kindergarten teacher in the same school.

Motivated by a graduate course in gifted education, Caitlyn's teacher decided to include a leadership skill component in the general education classroom for her gifted and talented students. She designed and initiated across-age mentoring program in which gifted students were paired with at-risk kindergarten students for weekly tutoring and mentoring meetings.
Through Another's Eyes: Joyce VanTassel-Baska: The Talent Development of a Researcher
Authors: Henshon Suzanna E.
Published: June 2009

Dr. Joyce Van Tassel-Baska is the Executive Director of the Center for Gifted Education at The College of William & Mary in Williamsburg, VA. She is the current president of the National Association for Gifted Children. Prior to coming to William & Mary, Dr. Van Tassel-Baska founded and directed the Center for Talent Development at Northwestern University. Dr. Van Tassel-Baska has authored more than 350 monographs, book chapters, and articles in refereed journals, and she has written or edited 18 books. Dr. Van Tassel-Baska has received many national and international awards, including a Phi Beta Kappa Faculty Award at William & Mary, a Distinguished Scholar Award from the National Association for Gifted Children (1997), two International Mensa Awards (1995, 2002), a Fulbright Award, and the Richard Riley Award in Gifted Education from the South Carolina Consortium in 2002. She began her career as an English and Latin teacher, and holds her B.A., M.Ed., and Ed.D. degrees from the University of Toledo.
Gifted Middle School Students Transitioning to High School: How One Teacher Helped His Students Feel Less Anxious
Authors: Benson Melvin B.
Published: June 2009

Just before the end of the last period of the day, into my room stepped two young women noticeably more mature than the eighth graders sitting before me.
Relationships Between Implementing Character Education, Student Behavior, and Student Achievement
Authors: Skaggs Gary , Bodenhorn Nancy
Published: June 2009

Over a 4-year period, researchers measured several outcomes in 5 school districts initiating or enhancing character education programs. Based on student, teacher, and administrator surveys, there was a noticeable improvement in character-related behavior. In certain districts, suspension and drop-out rates also decreased after the implementation of the character education programs; however, the relationship between these behavioral indicators and character education was inconclusive. Character education programming had little impact on student achievement, perhaps because of the lack of a direct relationship between character education goals and student achievement goals. In addition, the research examined the relationship between the implementation level of the program within the school and the measured outcomes. As expected, schools with more fully-implemented programs experienced a greater improvement in perceived character-driven behavior and lower suspension rates than schools with less well-implemented programs. The highest degree of implementation in schools resulted when personnel at those schools embraced the program as their own. This underlined the necessity for gaining community and staff support for the implementation of a character education program.
I've Completely Changed: The Transforming Impact of the Matthew Shepard Scholarship
Authors: Pace Nicholas J.
Published: June 2009

This article describes the impact of receiving the Matthew Shepard Scholarship (a 4-year, full scholarship) on 8 students who were openly gay or lesbian in high school. Previous literature, while limited, paints a decidedly bleak picture of the prospects for gay and lesbian youth. However, this previous research is often based on students in therapy or otherwise exhibiting maladjustment and ignores those youth who are successful. Through a narrative structure, the 8 students described their experiences with harassment, fear, social isolation, and other difficulties before overcoming these challenges and being selected as a Matthew Shepard Scholar. In addition to the experience of coming out, receiving this award represented a further point of transformation in their lives. The honor and recognition of receiving the scholarship further magnified their confidence, aspirations, and educational opportunities. Educators often fail to recognize the talents and promise of gay and lesbian students. The narratives of these students serve to highlight the achievements, as well as the struggles, of gay and lesbian youth in our nation's high schools. The students’ accounts of the scholarship suggest that educators and researchers should not be derailed by debates about sexual orientation, but rather, they should focus on their obligation to develop the potential of all students. In particular, educators should establish safe and nurturing educational environments by addressing harassment issues and establishing awareness workshops for faculty and staff. Through these efforts, the talents of students can be developed and their promise realized.
Coming to Terms With Classroom Assessment
Authors: Frey Bruce B. , Schmitt Vicki L.
Published: June 2009

As the field of education moves forward in the area of assessment, researchers have yet to come to a conclusion about definitions of commonly used terms. Without a consensus on the use of fundamental terms, it is difficult to engage in meaningful discourse within the field of assessment, as well as to conduct research on and communicate about best assessment practices. For this article, we reviewed journal articles, position papers, thought pieces, and classroom assessment textbooks, focusing on the definitions of the terms performance assessment, authentic assessment, and formative assessment. We provide a summary of the literal definitions provided and the components, format, and intentions of each type of assessment. In addition, we underscore the important distinctions made by researchers in the field between performance assessment and authentic assessment. Some researchers suggest performance assessment and authentic assessment are synonymous, and others view performance assessment as a component of authentic assessment. Understanding authentic and performance assessments is important to have a sound theoretical basis for decisions made within the classroom. The purpose and benefits of formative assessment represent another area of discussion within the field of assessment. Formative assessment may be used solely to inform the teacher, or it may be used as a powerful means of providing feedback to students, allowing students to alter their strategies to improve learning. We emphasize important distinctions between the formation of learning and the formation of behaviors or strategies that promote learning. Finally, to avoid confusion, classroom assessment should be classified based on the assessment's intended purpose.
Closing the Achievement Gap Through Evidence-Based Inquiry at Multiple Levels of the Education System
Authors: Timperley Helen S. , Parr Judy M.
Published: June 2009

A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to ongoing problem identification. Examples include how students understood their learning, how teachers and school leaders taught these students, how professional development facilitators changed their approaches, and how the project leaders and policy makers developed new systems for learning. Solutions were actively and collaboratively sought at all levels. Research data included assessment of student literacy in reading or writing; participant observations of the project leadership operations; interviews with principals, literacy leaders, and teachers; scenario responses; and interviews with facilitators. An analysis of facilitator practice early in the project illustrates how project leadership responded to the problems identified. Ongoing learning resulted from the interaction between facilitator feedback to teachers and their reflective responses to the observations of that feedback. Important to the success of this program is the continued feedback, not only to teachers implementing change, but also to the facilitators and policy makers instrumental in the training of the teachers. This feedback, coupled with reflective practice, at all levels of the educational system provided the means for teachers to improve the success of all students in their classrooms.
A Passion for Learning: The Theory and Practice of Optima Match at the University of Washington
Authors: Noble Kathleen D. , Childers Sarah A.
Published: June 2009

Early entrance from secondary school to university, based on the principle of optimal match, is a rare but highly effective educational strategy for many gifted students. The University of Washington offers two early entrance options for gifted adolescents: the Early Entrance Program for students prior to age 15, and the UW Academy for Young Scholars for students after Grade 10. This study assessed the elements of optimal match that are best suited to different age groups. Four cohorts of Early Entrance Program and UW Academy students were surveyed on various themes, including their assessment of the transition and support services available to them, their satisfaction with the degree to which they had accelerated their education, their experience with family and friends, and their assessment of their own talents and abilities. Results suggested that similarities and differences in accelerative components exist for students of different ages. All early entrants need a period of intellectual preparation in a supportive and rigorous environment; a peer group; a home-base; communication with parents; a faculty and staff who enjoy teaching, advising, and mentoring gifted young scholars; and a welcoming university or college environment. However, programs for younger students need to provide more intensive academic transitioning during the first year, and programs for older students must balance students' competing needs for independence and guidance. Adequate preparation of parents and the institutional environment also are important to the success of early entrants, regardless of age.