bluuebunny/crossref_metadata_2025 huggingface dataset:
False Profits and Silent Partners in Health Care
Authors: Lands Bill
Published: January 2012

Traditional health care services have focused more on treatment of signs and symptoms of cardiovascular disease rather than on prevention of primary causal factors. This bias created a nation with increasing numbers of older people paying for increasing treatment costs. Treatment-oriented clinicians, drug companies and hospitals take a major proportion of ever-increasing health care dollars. Without prevention, American families gain little long-term relief from the highest health care treatment costs in the world. A lack of public accountability for valid surrogate endpoints continues to drain funds for treatments that do not remove underlying primary causes. It seems unethical and uneconomical to withhold community-wide primary prevention advice and only attend to people with clinical signs of disease. Also, treatments that remove a sign or symptom without removing the primary cause unethically set a sense of improved health while leaving unchanged the cause to continue harming future generations.

A good alternative would be long-term primary prevention that removes primary causal factors and prevents the onset of signs and symptoms of disease. Health insurance companies could be effective partners with corporate and individual subscribers by diverting resources toward preventing proved primary causes of disease. A chain of molecular events that causally connects modifiable food choices to many health disorders has a measurable mediator: the proportions of omega-3 and omega-6 in tissue highly unsaturated fatty acids (HUFA). Health risk assessment can monitor the diet-based proportions of tissue HUFA which influence hundreds of vital physiologic events. Many financial losses will likely be decreased by primary prevention advice to choose foods that increase intakes of omega-3 fats, decrease intakes of omega-6 fats and include fewer calories per meal.
Nurturing Mothers
Authors: Kitzinger Sheila
Published: January 2012

If a new mother is to be able to nurture her child, she herself needs to be nurtured. She is not just a baby-producing apparatus, but a person with emotional and social needs of her own. A facilitating environment for becoming a mother is one in which pregnancy and birth are recognised as personal and intimate experiences. The woman should be enabled to act as an adult, taking on responsibility for a new life, not a passive patient undergoing a medico-surgical crisis. Western society fails to provide such an environment and nursing routines function to impose a ceremonial order on the individual and have the effect of reducing her to the status of a child and also of de-sexing her. The new mother needs to be able to take on responsibility and make decisions. Care in childbirth needs to be changed radically if women are to be equipped for the major challenges that follow after.
Deliberate Vitamin C S elf-Administration by the Public
Authors: Wilson Cedric W. M , Coffey Gillian C.
Published: January 2012

A questionnaire was distributed to 38 organisations in Dublin to obtain information about the extent to which Vitamin C is deliberately taken by the public in the form of fruit, or tablets containing ascorbic acid, the reasons for its consumption and the side-effects attributed to it, in relation to the basic dietary intake of Vitamin C. Of the 950 subjects in the sample, 60% significantly more of whom were female, deliberately took supplementary Vitamin C. Of the Vitamin C takers, 70% took a daily dose of 50 mg, 7% took 1000 mg or more; 28% took the supplementary dose all the time, 12% took it only when ill, in the form of tablets. Subjects with a dialy dietary intake of more than 75 mg were more likely to take supplementary Vitamin C. 36% of takers took Vitamin C for control of cold symptoms. Only 5% took it on medical advice. 8% of the subjects attributed side-effects to Vitamin C, sleepiness, soreness of the tongue and constipation being the most common, and equally common after fruit or tablets. Only 4% experienced abdominal symptoms. The results indicate that females who normally have higher tissue ascorbic acid levels, and those individuals who have higher basic dietary Vitamin C intakes, tend to supplement themselves to a greater degree with extra Vitamin C in the form of fruit or tablets. It appears that a proportion of the population has a higher physiological requirement of Vitamin C than other individuals who exist on the recommended dose.
Vanadium and Manic Depressive Psychosis
Authors: Naylor Graham J.
Published: January 2012

The evidence for the involvement of vanadium in the aetiology of manic depressive psychosis is reviewed.

Raised levels of vanadium have been reported in plasma in mania and depression and raised hair levels reported in mania. Lithium has been reported to reduce the inhibition of Na-K ATPase by vanadate. Several groups of psychotropic drugs (e.g. phenothiazines, monoamine oxidase inhibitors) have been shown to catalyse the reduction of vanadate to the less active vanadyl ion.

Therapies based on decreasing vanadate levels in the body (e.g. ascorbic acid, EDTA, methylene blue) have been reported to be effective in both depression and mania.
Down's Syndrome: Nutritional Intervention
Authors: Reading Chris. M.
Published: January 2012

Down's Syndrome patients are known to be of short stature, prone to infections, autoimmune disease, hypothyroidism, leukaemia, heart defects and later Alzheimer's disease. They tend to have older mothers, like Alzheimer's disease patients. The latter tend to have sibs with either Down's Syndrome or lymphoma/leukaemia. Evidence, looking at 28 Down's Syndrome patients, suggests that multiple food allergies, gluten-gliadin sensitivity or intolerance are causing a coeliac disease-like picture with a malabsorption state for essential vitamins, minerals and severe autoimmune disease. It is hoped that missed gluten-gliadin sensitivity or intolerance with or without coeliac disease will be considered as a cause of abnormal oogenesis and spermatogenesis resulting in trisomy 21 and other aneuploidies. The machanism most likely is low B1 interfering with sufficient release of cAMP for normal meiosis. Alternatively exorphins and peptides from foods may suppress prostaglandin E1 synthesis, or food sensitivities may alter toxic metal absorption mechanisms, which are thought to play a role in the development of Alzheimer's disease.

Adequate vitamin/mineral supplementation, especially B1, prior to conception and in the first trimester is recommended for mothers at risk for DS, especially older mothers and a gluten free diet for those with coeliac disease or gluten-gliadin sensitivity/intolerance.

Hopefully this will prevent conception of a DS child, or prevent heart defects/stigmata if one is conceived. DS children should be investigated for the above and commence a food allergy free diet with relevant supplements to meet their needs as early as possible to allow maximum development.
Nutrition in Adolescence
Authors: Wharton Brian , Wharton Pamela
Published: January 2012

This review discusses five questions concerning nutrition in adolescence. Do adolescents have special nutritional needs? What are the recommended dietary intakes? What do adolescent schoolchildren eat? What nutritional disorders occur at this age? The prevalence of iron deficiency anaemia, rickets, coeliac disease, iodine deficiency, dental caries, weight disorders, zinc deficiency and pellagra are discussed. What is the role of school meals or other food supplementation programmes?

The primary school years (5–11 in Britain) are relatively quiet nutritionally. Growth occurs at a steady rate neither accelerating nor decelerating, nutritional diseases are less common and in the majority no profound biological events occur.

Nutritional interest is in the secondary school child (11–18 years in Britain) particularly in the events of puberty and adolescence.

This review aims to determine five points concerning adolescents. Do they have special nutritional needs? What are their recommended dietary intakes? What do they eat? What nutritional disorders occur at this age? What is the role of school meals or other food supplementation programmes?
“Nutrition in the Promotion of your Health” Pride, Prejudice and Propaganda
Authors: Yellowlees Walter
Published: January 2012

The association between the organic movement and ‘alternative medicine’ may have been one reason for the failure of the McCarrison Society in Britain to appeal to many National Health Service doctors and dentists. This is unfortunate because the aims of the McCarrison Society have nothing to do with any system of medical care. Our hope is to prevent disease by promoting McCarrison's teaching that man is perfectly adapted to his food supply as it occurs in nature and that the greatest single cause of the diseases of industrial peoples is their dependence on foods made worthless or harmful by processing and refining.

This teaching applies to the modern epidemic of coronary heart disease. The evidence incriminating natural unprocessed fat as a cause of this disease is unconvincing.
Effect of Physical Activity on Skeletal Integrity and its Implications for Calcium Requirement Studies
Authors: Westrich Brian J.
Published: January 2012

A major task confronting those who establish calcium recommendations is the determination of a minimum level of calcium intake that will promote bone mineralization and/or reduce bone demineralization sufficiently to aid in the prevention of osteoporosis. The evidence reviewed here indicates that physical activity plays a primary role in the maintenance of skeletal integrity. Thus, to obtain data on calcium recommendations that are relevant to the general population, it is essential that calcium requirement studies use subjects whose physical activity profile is representative of the general population.

Of all the factors known to shift the [bone] remodeling process in favor of formation, perhaps the most important, after growth, is mechanical stress…

Heaney (1982)
The Nutrition Team in a Children's Hospital
Authors: Smallman S. , Handy D. , Puntis J. W. L , Booth I. W.
Published: January 2012

This paper discusses the reasons for a paediatric nutritional care team, the members involved, and their role within the team. The methods used for nutritional assessment are described and the cost effectiveness of the nutrition team's involvement is discussed.
Nutritional Management of Infants and Toddlers with Chronic Renal Failure
Authors: Rigden Susan P. A. , Start Kathryn M. , Rees Lesley
Published: January 2012

Normal renal function is an essential prerequisite for normal nutrition. Renal failure results in malnutrition and growth retardation, which are particularly marked when renal failure has its onset early in life. Conversely, the careful application of nutritional therapy can ameliorate the effects of renal failure and allow improved well being and growth and possibly retard the rate of progression of renal failure. Nutritional therapy includes the provision of an adequate energy intake, appropriate intakes of water, electrolytes, vitamins and minerals and regulation of protein and phosphorus intakes. In this paper the theoretical considerations underlying these objectives are reviewed and practical ways of achieving them with least disruption to the child and his family suggested.
A Brief Review of the Immune System and its Function in Relation to: PVFS, Non-Antibody Mediated Allergy, Autoimmunity and Immune Deficiency
Authors: Tuormaa Tuula E.
Published: January 2012

This paper comprises a short summary of the immune system function with particular emphasis on the red blood cells' function in immunity. The basic biochemical features of Post Viral Fatique Syndrome, Non-Antibody mediated Allergy, Autoimmunity and Immune deficiency is described and treatment procedure using Nutritional Medicine suggested.
Sporadic Clinical Human Mycotoxicosis—
Authors: Campbell G.D.
Published: January 2012

Over hundreds of years, huge losses of human life have resulted from the ingestion of plant mycotoxins. These virulent. toxins are manufactured at times by certain fungi which speedily infest cereals stored at moisture levels of more than 15%, a situation that is very common in subsistence farming. As these toxins can withstand both boiling, and gastric acid and they can pass the placental barrier, it is fair to say that huge numbers of humans are exposed to them from intra-uterine life to the very grave. It would be strange thus were they not responsible for wide-spread sporadic (non-epidemic) disease, either as a sole agent or one that conditions humans to the ill effects of other agents, especially when compared with effects upon animals. This paper sets out the bases for these suggestions, and reviews clinical patterns and details results of investigations upon hospitalised patients.
The Nutritional Contribution to Bovine Spongiform Encephalopathy
Authors: Crawford M.A. , Budowski P. , Drury P. , Ghebremeskel K. , Harbige L. , Leighfield M. , Phylactos A. , Williams G.
Published: January 2012

Evidence that changes in feeding style alter the membrane fatty acid composition of ruminant tissue is presented here by comparing zoo giraffe with the same species from their natural habitat. The membrane changes seen are similar to those used experimentally to make animals susceptible to basic brain protein and encephalomalacia. Similar membrane responses have been noted in cattle.

Use of animal protein and increased nitrogen in cattle feeds would lead to a relative deficiency of essential fatty acids in the cell membranes and hence reduced membrane stability. By analogy with crazy chick disease (nutritional encephalomalacia) and experimental encephalomyelitis in rats, the possibility that the changes in animals feeds would have depleted cattle tissue membranes and made them susceptible to BSE is discussed. The assumption being made is that the principle of a requirement of essential fatty acids for neural integrity and immune system function would apply to cattle as well as to other species.
International Cooperative Study on the Relationship between Dietary Factors and Blood Pressure: a Preliminary Report from the Cardiovascular Diseases and Alimentary Comparison (Cardiac) Study
Authors: Yamori Y. , Nara Y. , Mizushima S. , Mano M. , Sawamura M. , Kihara M. , Horie R.
Published: January 2012

To investigate the epidemiological relationship of dietary factors to blood pressure (BP) and major cardiovascular diseases, we carried out the international cooperative Cardiovascular Diseases and Alimentary Comparison (CARDIAC) Study, which so far involves 48 centers in 20 countries as of August 1991. From each population, 100 men and 100 women aged 50–54 years were randomly selected for BP measurement, 24-h urine collection, blood tests, and medical interview. Various biological markers of diets from urine and blood were analyzed centrally in the Izumo CARDIAC center. Cross center analysis using simple linear regression revealed strong significant correlations of body mass index (BMI) to systolic BP (SBP; p 0.01) and diastolic BP(DBP; p 0.001) in men. 24-h urinary sodium (Na) excretion in men also showed significant correlations with SBP (p 0.05) and DBP p 0.05) even after controling for the effect of BMI (SBP; p 0.05, DBP; p 0.05). Within center analysis using multiple linear regression implied that BMI and Na strongly adversely affect BP, whereas magnesium may have beneficial influence on BP. Multicolinearities among 24h urinary sodium, calcium, and urea nitrogen were noted in men.
What is Nutritional Medicine?
Authors: Meldrum John M.
Published: January 2012

Nutritional Medicine is based on the principle that nutrients, including essential micronutrients, are required for the proper functioning of all the biochemical processes on which our bodies depend. Therefore, when treating symptoms or diseases, we look for the underlying causes which, although often partly genetic, are usually very much tied up with nutritional and environmental factors. This is in contrast to the tendency in the conventional medical approach to treat symptoms by means of drugs or surgery.
Nutrition and Health Practices of Diabetic and Nondiabetic Men and Women from Two Southeastern New England Communities
Authors: Parker Donna R. , McPhillips Janice B. , Lapane Kate L. , Lasater Thomas M. , Carleton Richard A.
Published: January 2012

Diabetes occurs in at least 13 million persons in the United States and is a major cause of morbidity and premature mortality. Diet is the cornerstone of diabetes management, and the purpose of this investigation was to examine dietary intakes and health practices among diabetic and nondiabetic individuals from a recently surveyed population-based sample from two communities in southeastern New England.

Data were collected during cross-sectional home health surveys conducted in random population samples of two New England communities during 1987–1988, 1989–1990, and 1992–1993. A food frequency questionnaire was completed by 1,897 of 2,077 eligible respondents who made up our study sample.

Statistical analyses suggest that diabetic individuals do not appear to be adhering to measures known to improve metabolic control (i.e., weight reduction and physical activity). Furthermore, both diabetic and nondiabetic individuals alike should be targeted for educational programs aimed at improving dietary intakes which lead to a reduction in consumption of total and saturated fatty acid.
Nutrition and Immunity with Emphasis on Infection and Autoimmune Disease
Authors: Harbige Laurence S.
Published: January 2012

Nutrition and nutritional status can have profound effects on immune functions, resistance to infection and autoimmunity in man and other animals. Nutrients enhance or depress immune function depending on the nutrient and level of its intake. Protein-energy malnutrition and vitamin A deficiency are strongly associated with impaired immunity and infectious disease. The essential role vitamin A plays in infection and maintenance of mucosal surfaces has long been known. Recent evidence shows that T-cell subpopulations, cytokines and antibody subclasses are all affected by vitamin A. In animal studies supplementation with vitamin E protects against infection and is linked to stimulatory effects on the immune system. In man vitamin E and other anti-oxidants increase the number of CD4+ cells. Dietary lipids and zinc have a substantial impact on autoimmunity from protective to potentiation of immunopathological processes in animals. There is considerable potential to modify human autoimmune disease by manipulation of lipid nutrition. Deficiency of pyridoxine induces atrophy of lymphoid organs, marked reduction in lymphocyte numbers, impairs antibody responses and IL-2 production. Dietary copper is important in the prevention of infection in some animal species and T-cell function is defective under deficiency states due to an inability to produce IL-2. Selenium has been linked to viral infection, enhanced T-cell functions and TNFß induced increase in natural killer cell activity. Understanding the molecular and cellular immunological mechanisms involved in nutrient-immune interactions will increase our applications for nutrition of the immune system in health and in disease.
Fat Watch: A Nationwide Campaign in the Netherlands to Reduce Fat Intake—Process Evaluations
Authors: Van Der Feen De Lille J. Cornelie J.F. , Riedstra Marijke , Hardeman Wendy , Wedel Michel , Brug Johannes , Pruyn Jean F.A. , Löwik Michiel R.H.
Published: January 2012

Fat Watch was a four-year campaign carried out in cooperation with retailers and industry, aiming at a reduction of fat consumption by 10% among the Dutch population. Mass media and supermarkets were the main conveyers of the message. Supermarkets participated well in the first (53%) and in the third year (51%), but to a lesser extent in the second year (36%). Campaign awareness in the target group (household shoppers for food) was relatively high in the first year (60%), but dropped in the next two years (40% and 32%, respectively). Combined with prominent mass media messages and with promotional activities of food products by suppliers, supermarkets seem a good channel for dissemination of nutrition information. Fat Watch has proved that cooperation of governmental, industrial and retail organizations for several years with respect to nutrition education activities is possible in the Netherlands.
Infant Feeding Practices in a Deprived Environment: A Concern for Early Introduction of Water and Glucose D Water to Neonates
Authors: Ojofeitimi E.O. , Olaogun A.A. , Osokoya A.A. , Owolabi S.P.
Published: January 2012

The main objective of this study was to inquire from lactating mothers whether they were fully or partially practising exclusive breastfeeding in the first six months postnatally. Time of initiation of breast and complementary feedings, types of feeds and reasons for giving other feeds to infants apart from breast milk were also examined. The data were collected by structured pretested questionnaire.

Of the 200 nursing mothers interviewed, 103 (51.5%) and 77 (38.5%) reported to have given water and glucose D water to neonates respectively within the first week of life. Sieved compap was the popular weaning diet. Time of introducing complementary feeding to infants, and nursing mothers' educational levels, were highly significantly related (P = 0.005). Surprisingly, none of the nursing mothers listed infant formula as one of the complementary feeds. It is concluded that there is a strong need to correct this unnecessary practice of giving water and glucose D water to neonates to prevent thirst and Jaundice respectively. The correction should commence with health workers and then the nursing mothers.
Knowledge of Consumers Regarding the Nature and Extent of Adulteration of Indian Foods
Authors: Beniwal A. , Khetarpaul N.
Published: January 2012

The present study was carried out on 60 women consumers selected from three different localities of Hisar city in India to study their knowledge regarding adulteration and detecting adulterants in commonly used food items. The post exposure correct responses of the respondents increased remarkably as 100.0 percent of the respondents gave correct responses regarding statements on adulteration of spices and condiments, the most common adulterated food item and to when and whom they could approach for making complaints about adulterated foods. Similarly, the respondents gained considerable knowledge regarding adulterants generally present in milk, legumes and definition of food adulteration. All the food samples except ghee collected from the households of the respondents were found to be adulterated. The main adulterants in milk was water (70.0 percent); turmeric powder contained chalk powder (43.3 percent); chillies powder had artificial colour (100.0 percent); essential oils were removed from cardamom (36.6 percent); green gram and urd bean had water soluble colours; chick pea flour had artificial colours (70.0 percent) and chalk powder was present in sugar (36.6 percent). A kit was developed, tested and given to the housewives so that they could detect adulterants in commonly used food items at the household level.
Shakespeare for the Gifted
Authors: Butler Colin
Published: January 2012

This article describes a multi-part approach to Shakespeare's playwriting, including his conception of comedy, his method of characterisation, aspects of staging, and the relative status of male and female characters. It can accommodate all types of Shakespearean play. A Midsummer Night's Dream is treated as seminal. Other plays discussed include Much Ado About Nothing, The Merry Wives of Windsor, Othello and Twelfth Night. The approach is cumulative in effect and derives from teaching English 17–18 year olds working on the coursework unit of their Advanced Level English Literature certificate. Its unitised structure suits college and classroom workshops. It can be modified for younger students.
Using Enrichment Clusters for Performance Based Identification
Authors: Renzulli Joseph S.
Published: January 2012

One of the continuing problems facing programs and services for the gifted and talented is how to identify at risk students and students who ordinarily do not show up well on test scores and other traditional identification procedures. Although ‘performance based identification’ is frequently discussed in the literature, there is limited use of this practice, and very few systematic vehicles have been created to screen general populations for unidentified or under identified students who may benefit from the types of services ordinarily provided by special programs. The enrichment cluster approach described below was designed to create highly challenging learning opportunities that, in a certain sense, allow high potential students to identify themselves! This approach works well with traditionally identified students as well as those who may be overlooked through test oriented identification procedures. The key to successful use of this approach is that whenever a student shows remarkably high interest, expertise, and creative productivity in an enrichment cluster, resource specialists, mentors, or other teachers with advanced level expertise should be available to provide the kinds of follow-up experiences that will sup-port the student's advance work.
The Influence of Metacognitive Instruction of Reading and Writing Strategies on Positive Transfer
Authors: Kaniel Shlomo , Licht Perach , Peled Bracha
Published: January 2012

The results of two studies support the contention that teaching metacognitive strategies with the aid of software packages enhances positive transfer of reading comprehension and writing skills. The first study investigated reading comprehension. 140 5th graders, very able learners, were divided into 4 groups which received, respectively, 15 hours of: (a) metacognitive instruction + clozes; (b) traditional instruction of clozes; (c) metacognitive instruction of complete texts and (d) traditional instruction of complete texts. The second study focused on teaching writing skills. 136 7th graders, very able learners, were divided into 4 groups which received, respectively, 48 hours of (a) metacognitive instruction plus Nvo, a writing-skills software package; (b) metacognitive instruction plus Qtext, a word processor; (c) traditional instruction plus Nvo and (d) traditional instruction plus Qtext. Results showed a greater improvement in learning and positive transfer in the group which received metacognitive instruction and used Nvo. The results of both studies show the efficiency of teaching reading and writing processes metacognitively, in integrating computerized environments.
Scientific Research Training for Gifted high School Students in Hungary
Authors: Csermely Péter
Published: January 2012

The first six years of a new program to organize high-level scientific research training for gifted high school students in Hungary are described. Besides giving top-level research opportunities for talented students in their most receptive age, the program already helped the establishment of almost two hundred scientific research clubs in high schools of Hungary, Romania, Slovakia and Serbia, provided a focal point for science training of high school teachers and helped regional cooperation in Central-Eastern Europe.
“If you think of the world as a piece of custard…”: gifted children's use of metaphor as a tool for conceptual reasoning
Authors: Hymer Barry
Published: January 2012

This small-scale qualitative study examines the transcript of a group enquiry conducted according to the practice of philosophical enquiry with children (e.g. Lipman, 1993; Cam, 1995; Fisher, 1998). The enquiry was one of several held fortnightly and out of school hours — as an optional extension activity — with a group of verbally able pre-adolescent children aged eight to twelve years. The transcript was subjected to an interpretive structural analysis, and a central metaphor was explored for its usefulness to the children as a tool for reasoning. Two competing repertoires of discourse (Sherrard, 1997) were identified, reflecting the children's tendency either to hold ideas or constructs as being essentially separate (the analysis repertoire) or as being susceptible to reconciliation (the synthesis repertoire). The central metaphor was seen to play the role of a ‘conceptual playground,’ permitting the children to exercise both their imaginations and their reasoning abilities as they struggled to reconcile the competing repertoires.
From the Chalk Face
Authors: Lewis Roger
Published: January 2012

The following thoughts are based on 30 years of teaching and observing the interaction between the practice and psychological implications of teaching the able child to develop higher order skills. Pupil and teacher experiences have to be carefully analysed when teaching and learning strategies are employed in order to maximise long term effects and values.
Identification of More Able Pupils: A Pilot Survey of Scottish Schools
Authors: Sutherland Margaret
Published: January 2012

It is ten years since the publication of the HMI report The Education of Able Pupils P6 - S2 (SOED, 1993). A major concern resulting from this report was that many pupils were not being sufficiently challenged during the transition period from primary to secondary school.

A national survey was undertaken to determine the progress schools and education authorities in Scotland have made in developing appropriate provision for the group of pupils identified by the report. The survey involved gathering information from four distinct groups: education authorities, schools, parents and pupils. This paper will focus on the results from schools.

Of key importance to the implementation of the recommendations made in the 1993 report was a clear system of identification for able pupils. This paper will outline: Issues surrounding the identification procedure The results from the pilot survey Discussion of the results Final reflections
Philosophy for Children - a Gift from the Gods?
Authors: Sutcliffe Roger
Published: January 2012

Philosophy for Children, commonly known as P4C, is a late 20th century innovation which draws its inspiration from the rich tradition of Western philosophy, particularly Socrates and Dewey, but also from modern psychology, notably the Vygotskian theory of social constructivism. It uses stories and other suitable creations to stimulate challenging questions from young people, which the teacher/facilitator helps them to reason and reflect upon. It is becoming increasingly evident that the approach is not merely a ‘thinking skills’ programme. It ‘reaches parts’ that other interventions do not reach, helping to develop emotional and social skills, and almost certainly moral dispositions as well. This makes it particularly suitable for 21st century learning, which runs the risk of becoming even more individualistic and instrumental. Philosophy for Children (and for Communities — there is no upper age limit for taking part in a community of philosophical enquiry) might be said, therefore, to exemplify in a modern form Socrates's own belief that philosophy is something of a gift from the gods. This article also suggests that it might be a particular gift to the already quite gifted!
Effective Professional Development: What Have We Learned from Teachers of Thinking
Authors: Adey Philip
Published: January 2012

This paper summarises the main methods and findings of a new book on effective professional development. In the book the model which is presented here is applied to recent government initiatives (UK) such as the KS1 and 2 (primary Yrs 1 to 6) and KS3 (secondary Yrs 7,8) strategies.
Nurture Over Nature: A Reflective Review of Confucian Philosophy on Learning and Talented Performance
Authors: Wu Echo H.
Published: January 2012

Achieving talented performance (TP) is a crucial concern at every level of education. In retrospect, while examining the Western cultural tradition of education and learning to as far back as the ancient Greeks, it is not difficult to find that nature vs. nurture, or innate ability vs. acquired ability have been long-term controversial issues. Perhaps due to the influence of Plato, who held a form of rationalism that maintained that all real knowledge was innate, and Aristotle, who held that the defining characteristics of things reflected something essential about them — their essence — views proclaiming the importance of innate ability have been significantly popular in the West for many years, and are still prevalent in most Western countries and societies (Wu, 2005). The literature on this point in China, however, both traditionally and currently, seems to be far more sympathetic to the importance of nurture rather than nature, which might reasonably be attributed to the profound influence of Confucian philosophy on theories of learning and achieving. This paper presents a reflective review of this philosophy, examines its influence in China and some other Asian countries, and discusses some of its implications for the education of gifted and talented children.
Freedom and the Urge to Think in Philosophy with Children
Authors: Haynes Joanna
Published: January 2012

Pupils’ accounts of their experiences of philosophical enquiry express a great sense of freedom and confidence. The freedom offered in philosophy with children appears to strengthen pupil voice, transforming children into powerful independent thinkers and learners. This article reflects on the association between freedom and learning. It draws on the ideas of A.S. Neill and J. Krishnamurti, both founders of schools that value freedom highly, as a necessary condition for deep learning and as a positive social outcome of real education. The paper explains how philosophy with children lifts constraints on pupil and teacher thinking and promotes the desire and courage to question and reason with others, translating this way of being into everyday life. When adopted as an authentic form of critical pedagogy, rather than an instrumental means to other ends, philosophy with children contributes to the democratisation of schools and the educational experience.
Differentiating Curriculum for Gifted Students by Providing Accelerated Options
Authors: Tsai Den-Mo
Published: January 2012

Gifted students come to education with unique learning characteristics. They can learn faster, deeper, and broader, and they come to school with readiness, with starting points different from their classmates and need to be allowed to move forward with a faster pace. In order to provide challenging curriculum for gifted students, eight options for acceleration have been available on the basis of Special Education Law in Taiwan. In this study, using questionnaires, surveys, and interviews, the researcher investigated the effectiveness of the most often used four kinds of acceleration: curriculum compacting, grade-skipping in all subjects, grade-skipping in one or some subject (s), and acceleration in one or some subject (s). Results have shown positive effects of acceleration for gifted students. By accelerating on their strength subject (s), gifted students skipping one year or more than one year, performed well on top in their class. Beyond saving time, acceleration enhanced the students' attitudes toward schools.
Critical Evaluation of an Articles Creativity and Giftedness — Identifying and Developing Creative Giftedness Robert J Sternberg: Roeper Review, Vol. 23, No 2 (Dec. 2000)
Authors: Cave Diana
Published: January 2012

Robert Sternberg submitted this article to the Roeper Review in May 2000, when IBM Professor of Psychology and Education at Yale University. It presents a research perspective of teaching and learning, which although addressed primarily to practitioners, is equally relevant for anyone engaged in education.
Procrastination and Perfectionism: Connections, Understandings, and Control
Authors: Foster Joanne F.
Published: January 2012

This paper examines the connections between perfectionism and procrastination. The element of high-level ability (i.e., the gifted experience) is incorporated into the discussion. Important considerations addressed here include educational setting, mastery orientation, metacognitive capacities, and motivation. The focus moves from theoretical underpinnings to a comprehensive overview of practical classroom applications.
Early Identification: Cultivating Success for Young Gifted Children
Authors: Huang Shih-Yu
Published: January 2012

Early identification and cultivating gifted preschoolers provides appropriate education for young gifted children. Early intervention is a series of service models which aim to transcend diversity and provide opportunity, equality and excellence in early childhood education. The experiences of early intervention in education can powerfully impact on attitudes toward learning confidence and later achievements for all young children. The optimal development for gifted preschoolers with individual special needs can be enhanced with intervention at an early age. This research attempts to investigate by utilizing literature review methodology which yields themes relating to significance, service treatments, benefits and perspectives, how early intervention affects appropriate development for all gifted preschoolers.
TASC and Story
Authors: Humphries Walter
Published: January 2012

Stories are a traditional source of entertainment, but they can also teach children about themselves, their place in the world and how relationships are established and develop. Stories can help children to move from their own limited life experiences into a world beyond their own, help them to solve problems and make a range of interesting and sometimes surprising connections.
From the Beginning: Introducing Metacognition and Thinking Skills in Initial Teacher Education
Authors: Stephenson Val
Published: January 2012

During a recent discussion with a group of student teachers regarding their personal philosophy and aims in terms of their future role, their responses ranged from ‘I want to inspire children to do things they never thought they could do’ to ‘I want the children in my class to think for themselves’ and ‘I want to make a difference to children's lives’. Interestingly none mentioned the National Curriculum or SATs tests; all were concerned with developing those qualities associated with enabling children to discover their own intelligences and potential, and equipping them to think critically, creatively and philosophically.
Revisiting the concept of Giftedness and its status in the Post-Modern Era
Authors: Maitra Krishna , Gosain Yukti
Published: January 2012

The concept of giftedness has evolved from the traditional views of Lewis Terman, overcoming the elitist tag and has been broadened by the landmark theories of Robert Sternberg (1982) and Howard Gardner(1983). It is now considered as a construct made up of many traits that can be developed. This broadened conception of giftedness not only focuses on many kinds of aptitudes, talents and potentials for advanced learning that exist in all school populations, but also proposes to provide every student with opportunities, resources and the necessary encouragement to achieve his or her maximum potential Hence, the labelling game has been reduced and the field is now emerging as one that embraces quality education for all. But, still the very concept of giftedness, its theory and practice, has yet to influence many educationists outside the field of gifted education.
Implementing the Schoolwide Enrichment Model in Brazil
Authors: de Souza Fleith Denise , Soriano de Alencar Eunice M. L.
Published: January 2012

The Schoolwide Enrichment Model (SEM) has been one of the most widely used models in the education of the gifted in Brazil. It has inspired the political and pedagogical project of the Centers of Activities of High AbilitieslGiftedness recently implemented in 27 Brazilian states by the Ministry of Education. In this article, our experience in implementing the SEM in Brazil will be described with respect to: (a) steps followed for identifying gifted students based on the model, (b) Type I, Type II, and Type III enrichment activities that have been carried out, and (c) information concerning professional staff development. Research data regarding the SEM implementation will also be provided.
A Report on the Third Teachers' Conference on Gifted Education, July 1982, Institute of Education, London
Authors: Bradley Grace Collier , Maltby Florence
Published: January 2012

A five-day teachers' conference was held in the Summer of 1982 on curriculum development for the exceptionally able pupil. Ideas were developed throughout the week progressing from fundamental issues of identification and provision to specific examples of principles and practice in the classroom. Highlights selected from sessions attended by one participant are followed by an evaluation of the conference as a whole.
Courses for Gifted Young Writers
Authors: Eccles J. D.
Published: January 2012

For a number of years J. D. Eccles, General Inspector, English and Drama, has organised courses for ‘Gifted Young Writers’ in Surrey schools for both Primary and Secondary school children as well as County Creative Writing Awards for Short Story and Poetry Writing for students between the ages of 13 and 17. This paper outlines the organization and discusses the value of such courses.
A Study of the Effectiveness of Teacher-Based Identification of Pupils with High Ability in the Secondary School
Authors: Denton Cliff , Postlethwaite Keith
Published: January 2012

This paper describes a piece of research carried out for the Department of Education and Science and administered by the University of Oxford. It looks into the effectiveness of teacher-based identification of 3rd form secondary pupils in four subjects (Mathematics, Physics, English and French). Subject specific identification was found to be more effective than previous research (identification of children with high general ability) has found. There were, however, indications that teachers did not always know their pupils sufficiently well for their identification strategies to be bias-free. The use of checklists as an aid to identification was studied.

The paper describes how checklist-aided identification was no more effective than unaided identification. It also highlights where the problems lie and describes how checklists can be used effectively.
Impact, Problem Solving
Authors: Baines Stephen
Published: January 2012

IMPACT Problem Solving fills a vital need because it concentrates upon relevant skills and not upon factual content. It teaches the methodology of: analysing and clarifying the nature of a problem; collecting all the necessary data; thinking of all the possible solutions; and assessing, altering and testing those suggestions to provide the most effective answer.
Early Identification of the Pre-School Child: a Study of Parent and Teacher Effectiveness
Authors: Abraham Willard , Hartwell L. Kay
Published: January 2012

A pre-school behavioral checklist is provided which is the result of a research study at Arizona State University. Main issues from literature on behavioral characteristics are reviewed and discussed and suggestions for the provision of an enriching environment for young children are made.
‘Seals of Approval’
Authors: Brighouse Tim
Published: January 2012

This paper stresses the importance of evaluating schools on the basis of the quality of the relationships developed within them and on the quality of the experiences gained by children, teachers and parents. The writer describes a pilot development scheme in the county of Oxford which is striving to involve students, teachers, parents and employers in the process of assessment. This assessment is criterion-referenced and skills-based, with the emphasis on success rather than failure. The whole emphasis of this assessment is on the progress of the individual child according to age, ability and aptitude.
Creative Writing
Authors: Willings David
Published: January 2012

The writer suggests that one can consider five modes of thinking; the non-creative or convergent modes which are defensive thinking and productive thinking and the creative or divergent modes which are adaptive thinking, elaborative thinking and developmental thinking. The author supports his argument with case studies of artistic, creative writing and gives details of a writing programme designed to identify these modes and consequently develop them.
Dynamic Assessnnent of Intellectually Superior Israeli Children in a Low Socio-Econonnic Status Connnnunity
Authors: Skuy Mervyn , Kaniel Shlomo , Tzuriel David
Published: January 2012

This study investigated the use of dynamic assessment techniques with academically superior children in an Israeli community of low socio economic status (SES). Conventional ability measures and Feuerstein's Learning Potential Assessment Device (LPAD) procedures were administered to 165 children achieving in the top 15% of their fourth to sixth grade classes (Group 1) and to their 876 classmates (Group 2). Results indicated that (a) on both conventional and dynamic measures, Group 1 was functioning at a level significantly superior to Group 2; (b) Group 1 did not achieve a superior mean score in relation to the norms of conventional ability measures; (c) the LPAD approach, however, yielded a superior mean score for this group in relation to the norms; (d) the LPAD Organiser task produced greater change for Group 1 than for Group 2. Findings suggest the value of the LPAD in identifying giftedness among, and providing a basis for the cognitive enrichment of low SES children, thus facilitating their inclusion in mainstream programmes for the gifted.
Provisions for the Gifted Child of Third World Populations: Attitudes and Adjustments-A Report of an Exploratory Study, Part I
Authors: Young Baldwin Alexinia
Published: January 2012

Initial data was collected on the attitudes, practices, knowledge of, and future planning of non-western or developing countries in the area of education of the gifted. The data from the survey instrument developed for this study (Baldwin, 1983) indicate a positive though tentative attitude toward education of the gifted as a concept. Provisioning for these children considered highly able varied from country to country and was dependent upon the economic and political conditions at any point in time. Science and technology appeared as the highest priority in providing advanced training to students.
Designing a Global Curriculum
Authors: Passow A. Harry , Schiff Jacob H.
Published: January 2012

The paper pleads for a global curriculum which will nurture understanding and commitment to a world society. Teachers have neglected to educate pupils for the nuclear age, for the technological revolution; for an international understanding of inter-relationships. Important aspects of the global curriculum should include peace education; inter-cultural studies; the development of thinking and valuing capacities; world problems of hunger, poverty and injustice; ethical and moral dimensions of problems; the changing nature of knowledge, future studies; real problem-solving and communication across the world in a system of networking.
The Teaching of Thinking Skills
Authors: Wood Eloise
Published: January 2012

This paper discusses the importance of teaching for thinking and the teaching of thinking. It suggests guidelines for the structuring of teachers' questioning and provides a reading list for further study.
The Challenge of the Able Child
Authors: George David
Published: January 2012

The writer agrees that all children should receive a rich and stimulating range of educational experiences which actively develop gifted behaviour. He stresses the importance of the nurturing of the whole child by teachers who are highly skilled in recognizing a wide range of human talents, and equally skilled in accommodating the different learning needs of pupils within a class.