bluuebunny/crossref_metadata_2025_split huggingface dataset:
What Does Musical Talent Look Like to You? And What is the Role of the School and its Partners in Developing Talent?
Authors: Williams Frankie 
Published: January 2012

Off all the gifts with which individuals may be endowed none emerges earlier than musical talent (Gardner 1993). This short article is written to ask you to address the title question. What does musical talent look like to you? And I hope you might be motivated to send me some short case studies or vignettes of individuals whom you consider or have considered to be musically talented. I have used a large number of examples citing boys in this article as it is suggested that more girls than boys are studying music at present.
Gifted Education in a Democracy: Refuting the Critics
Authors: Jewell Paul 
Published: January 2012

Gifted education practitioners care about the needs of individual children. They strive to promote cognitive, moral and social development, and celebrate the fulfilment of human potential. In a democracy, educators struggle to provide for the differing needs of individual students. The Australian democracy is similar to other democracies in this respect. Recently, the Australian Senate conducted an inquiry on ‘The Education of Gifted Children’ (2001). The Senates concern to balance individual fulfilment with inclusive practices is echoed by the OECD report ‘Understanding the Brain’ (2002). Yet gifted education in Australia still has vocal, even vituperative critics. They describe gifted education as elitist, unjust, undemocratic, and even intentionally eugenic. These are serious charges, and demand a response. Such critics, it must be said, do not understand democracy. The very nature of democracy requires an acknowledgment of individual differences in its citizens, and respect for individuality. In contrast, the critics confuse equality with identity, and demand that justice requires identical treatment for all. This error is avoided in gifted education, which addresses the satisfaction of individual educational needs and the recognition of individual potential. This paper provides arguments that support the role of gifted education in societies that cherish fairness, freedom and fulfilment.
Dyslexic and Gifted: Are the Two really Compatible? And How Can these Learners be Nurtured?
Authors: Peer Lindsay , Tresman Susan 
Published: January 2012

For many years people questioned the very existence of dyslexia. Comments muttered under the breath implying that middle class parents were using the word ‘dyslexia’ as an excuse for poor performance were not uncommon. The thought that a child could realistically be both dyslexic and gifted was inconceivable! As for those who were from non-white backgrounds - dyslexia was simply not considered a possibility! At a SCAA conference (late 1990s) on English as an Additional Language, issues relating to dyslexia and to high I.Q. were not explicitly included when debating and defining future government policy on language and literacy acquisition for this large minority of learners. Today, attitudes and understanding have moved on. There is much research in areas of science, health and education which proves both the existence of the condition and offers a way forward through effective practice. As a result of this, Government policies and practice have changed in many parts of the world and the place of the dyslexic learner is now recognised. Practitioners and psychologists know that learners can be gifted in certain aspects of their thinking and learning whilst still struggling to put pen to paper.
A Reflective Conversation with Patrick Suppes: A Philosopher Scientist
Authors: Kennedy Cindy Kleyn , Shaughnessy Michael F. 
Published: January 2012

Dr. Patrick Suppes, Lucie Stern Emeritus Professor of Philosophy at Stanford, is a remarkable gentleman of many interests, truly a philosopher-scientist. He is a Fellow of the American Association for the Advancement of Science (1962); the American Psychological Association (1964); and the American Academy of Arts and Sciences (1968). Dr. Suppes is also a member of the National Academy of Education (1965), and the National Academy of Sciences (1978), as well as a member of the American Philosophical Society (1991). Dr. Suppes has received the American Psychological Association's Distinguished Scientific Contribution Award, Columbia University Teachers College Medal for Distinguished Service (1978) and was awarded the National Medal of Science (1990) by President George H. W. Bush. In 2003, Dr. Suppes was laureate of the Lakatos Award for his contributions to the philosophy of science. He has published extensively in philosophy and the social sciences, in particular, psychology as well as education. He is a past president of the Pacific Division, American Philosophical Association (1972–73); the American Educational Research Association (1973–74); the National Academy of Education (1973–77), and International Union of History and Philosophy of Science (1975, 1978). Patrick Suppes has made significant contributions to the philosophy of science, the theory of measurement, foundations of quantum mechanics, psychology, decision theory, and educational technology. He went to Stanford in 1952 where he continues to work today.
Using TASC to Structure a Maths Investigation
Authors: Willmoth Andrew 
Published: January 2012

I've used this investigation with Year 2, children (aged 7 years) with active support and intervention, across the Key Stage 2 (aged 8 to 11 years) and with many staff groups to illustrate the value of using TASC to promote learning in Maths. Multiplication Tables are a very important tool (a lot of other activities in Maths depend on our knowledge of our tables), but are often taught in an unimaginative, passive or rote-learning way. The problem with this can be that previous knowledge is rewarded rather than today's learning. Although, at heart, this problem involves a simple multiplication table, pupils will get far more from it than they would a rote-learning tables activity (and they will practise their tables as well!) The idea is not new (I borrowed it from somewhere, perhaps the Numeracy Strategy Additional Materials), but it is a terrific one for promoting thinking and transferable problem-solving skills.
The Relationship Between Preschool Teachers' Professional Ethical Behavior Perceptions, Moral Judgment Levels and Attitudes to Teaching
Authors: Oktay Ayla , Ramazan Oya , Sakin Ahmet 
Published: January 2012

Morality is the stance and attitude that makes a social human being; the display of behaviors such as praise, criticism, tolerance and intolerance, confirmation and rejection; the taking of sides by stating what one finds good or bad, right or wrong, instead of staying indifferent to what other people say and do (Pieper, 1999). Moral development needs to be taught at schools from the personality-shaping years of preschool so as to raise individuals with a strong sense of morality. Teachers are as important as families in children's moral development. Although parents may play a crucial role in child development within the family environment, once children start school, teachers take the primary importance in children's lives. As pointed out by Dewey (1995), telling preschool children to behave morally has very little contribution towards the development of moral behavior. Therefore, it is of utmost importance that teachers involved in morality education act as models for children by displaying ethical and moral behavior. As a discipline, morality is the collection of ethical codes reflected in practical everyday life; they constitute the value system guiding a society's behaviors, attitudes and beliefs. In their studies, Oser (1991) and Terhart (1998) state that teachers' professional quality depend on the development of cognitive, moral and practical domains, and that these three together define teacher competencies. Therefore, it is not enough for teacher education programs to improve teachers in only one domain; moral judgment levels and teaching attitudes play a determining role in the identification of teacher ethical behaviors. Starting from this, the present study investigates the relationship between preschool teachers' professional ethical behavior perceptions, moral judgment levels and teaching attitudes. The sample includes 464 randomly selected preschool teachers working in 10 different regions of Istanbul. Three different measurement tools were used: Preschool Teacher Ethical Behaviors Scale, Moral Judgment Test, and Teaching Attitudes Scale. The results seem to imply that a linear relationship exists between the variable of ‘preschool teachers’ ethical behavior perceptions’ and the variables of ‘moral judgment level’, ‘democratic attitude’, ‘autocratic attitude’ and ‘apathetic attitude’. Put differently, preschool teachers' perceptions about ethical behaviors are predicted by moral judgment level, democratic attitude, autocratic attitude and apathetic attitude.
A Comparison Of the Cognitive Development of 3–6 year-old Children who Receive Family-Supported Preschool Education, Institutional Education and no Education
Authors: Zembat Rengin , Kuday Fatma Servet 
Published: January 2012

This study aims to examine the effects of Family Supported Preschool Education programs on the development of preschool children. By measuring the effects of family-supported preschool education on cognitive development, this study helps support alternative methods of making preschool education more widespread. The study uses the experimental model. The cognitive development of 3–6 year-old preschool children who did not undergo any education, who received institutional education, and family-supported education was compared against the Marmara Development Inventory. The first two groups were not given any special treatment, while the group receiving family-supported education was given cognitive education by the researcher through one-to-one support. The effectiveness of this program was investigated. The study group comprised a total of 173 children aged between 3 and 6 years and residing in Gaziantep between the academic years 2005–2007. Among these children, 56 did not receive any preschool education, 58 were attending an official preschool affiliated to the Ministry of Education, and 59 were receiving family-supported preschool education. The results from this two-year study were analysed by using the SPSS 11,0 package program. The results showed that family-supported education contributed to children's cognitive development in all age groups (36–48 months, 49–60 months, 61–72 months). It was also found that not having received any preschool education, having a mother who received education in child development, and the income level of the family are all variables which affect cognitive development. On the other hand, parental education levels, parental jobs, sex of the children, and the number of siblings were found to be not effective in children's cognitive development. In sum, family-supported education was found to be effective.
Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa Zulu/Natal
Authors: Wallace Belle , Adams Harvey B 
Published: January 2012

Part One of this series of articles outlines the current educational situation in the Third World context of Kwazulu/Natal. It highlights the problems caused by inadequate school buildings, low school attendance, lack of adequately trained teachers and, not surprisingly, the consequent general low school achievement of pupils. To compound these already debilitating factors, pupils learn in their second language (English) and the curriculum is Western oriented. However, the writers argue that even if the material conditions were improved, the teachers' qualifications upgraded and the curriculum made more relevant, there are other factors concerning the pupils themselves which inhibit their learning. Part two analyses some of the causes of underachievement. Certain types of social environment are not conducive to cognitive development to an extent sufficient for the learner to derive optimal benefit from schooling. (Vygotsky, 1978, Brushlinsky 1979, Feuerstein, 1979). These social conditions which include poverty, disrupted family life and fragmented cultural heritage are common causes of under-achievement. A direct and primary cause of pupils' under-achievement (which is distinct from hereditary or organic factors) derives from a lack of relevant and appropriate mediated learning experiences which are necessary for school-based learning. Mediation refers to the intentional selection and interpretation of the child's experiences by an adult who helps the child to build the cognitive “scaffolding” and gradually enables him/her to make sense of the world and to gain mastery and independence in learning. The child builds on mastered concepts, the higher concepts extending and transforming the lower. It is not a question of whether the child receives mediation or not because obviously in any home environment mediation is taking place between adult and child, but whether the child receives the kind of mediation which provides the cognitive scaffolding necessary for certain kinds of learning, in this instance, formal school learning.
Teaching Mathematics Through ‘Thinking Actively in a Social Context’
Authors: Maltby Florence 
Published: January 2012

Thinking actively in a Social Context (TASC) is a multi-phase model of problem-solving incorporating Cognitive Resources and Cognitive Strategies. It provides a flexible framework for designing problem-solving courses according to the needs and experiences of the participants. The general aim for the pupil is to maximise the ability to make sense of, and to learn from, experience. The general aim for teachers is to improve the effectiveness of teachers as facilitators of children's ‘learning how to learn’. There is considerable emphasis on the transfer of skills and strategies to new contexts; cooperative learning in small groups; and the development of meta-cognitive knowledge (Wallace and Adams, 1987; Adams and Wallace, 1990; Hildebrand, Lehman, Maltby, Matters and Shadbolt, 1991 ). Using the framework of TASC * NOTE: for a detailed exposition on the TASC model for curriculum development see GEI Vol. 5, 1–3. a three day course in Mathematics was developed for high ability children in Grades 5, 6 and 7. The article describes the introduction and development of the course.
Cognitive and Creative Thinking: A Comparative Study among Filipino Children
Authors: Naval-Severino Teresita 
Published: January 2012

This study compares two groups of children from disadvantaged socioeconomic backgrounds, in an attempt to determine the effects of training in the development of higher level cognitive thinking and creative thinking skills. Essentially, the study aims to answer the following questions: Given the same intellectual ability and socioeconomic background, are there any differences in the performance of children exposed to training in Bloom's cognitive levels of thinking and those without? Given the same intellectual ability and socioeconomic background, are there any differences in the performance of children exposed to training in creative thinking and those without?
Gifted and the “Zone of Proximal Development”
Authors: Stanley Nile V. 
Published: January 2012

Identification of the gifted student is problematic. Prescription, the matching of student needs with program services, is perhaps even more precarious. To optimize potential and maximize achievement, diagnosis and instruction should be linked, on going, and based on state-of-the-art knowledge. Despite a burgeoning paradigm shift in the theory and practice of assessment in general, identification procedures for the gifted remain little changed. The bulk of the literature still recommends standardized, “product” measures of potential and achievement. Although status-quo recommendations include the use of multiple criteria, teacher judgment, and attention to cultural differences, scant endorsement is made for “process” measures. Dynamic assessment, based upon the Soviet psychologist Vygotsky's concept of the zone of proximal development (ZOPD), which measures the difference between what a learner can do alone and with appropriate guidance, has gained increased attention and suggests modification in the way the gifted are identified. This paper expounds upon the application of the dynamic assessment procedure (OAP) for the identification and instruction of the gifted. Pedagogical implications and conflicts to be resolved are also addressed.
Sparks: Senior Perspectives Awareness Research Knowledge
Authors: Felton Juanita , Bernick Patricia 
Published: January 2012

SPARKS; Senior Perspectives Awareness Research Knowledge SPARKS is an elective seminar course for selected seniors which encourages the discovery and discussion of new and provocative ideas. Topics are investigated and studied utilizing a multi-disciplinary approach which encourages students to apply knowledge from various areas in attempts to solve real world problems. In a world in which scientific knowledge doubles every ten years, young people must be aware of the ramifications of progress and must have the tools for dealing with major decisions that will affect the lives of future citizens. What makes SPARKS unique is that it is totally student centered. Students design the seminars and students select the topics to be discussed. Teachers organize, monitor and evaluate SPARKS.
Creative Power and Inspiration
Authors: Dadong Wang 
Published: January 2012

Creativity can be distinguished either as “creativity from special talent” or as “self-fulfilment.” Inspiration is that short-span of thinking that flits through one's mind when one is at the peak of scientific or artistic creation. Creativity and inspiration are mutually dependent, both based on extensive knowledge and skills which are conducive to linking of knowledge, forming new points of view, resulting in a leap in knowledge. To develop and use. creative thinking may simulate further creativity. Inspiration may suddenly realize and bring about creativity. Inspiration is a crystallization of long-term hard work, a distillation of creativity. The role of inspiration lies in the fact that it serves as an invisible bridge between logical thinking and thinking in terms of images, by way of the process from (he image to the abstract, and then again from the abstract to the image instantaneously forming the creative thinking that brings out creativity.
Bilateral Wilms' tumor: Mansoura multi-centers 15 years experience
Authors: Elashry Rasha 
Published: January 2012

Purpose. Bilateral Wilms' tumor (WT) is a challenge. Aggressive surgical resection is needed to prevent recurrence. We revised the clinico-epidemiological criteria of bilateral WT patients in our locality and relation to outcome. Subjects and methods. 462 WT patients were registered in three medical centers at Mansoura, Egypt. Twenty five patients had bilateral WT whose medical records were revised for all clinico-epidemiologic data plus treatment details, toxicity, and outcome. Results. The mean age was 34.5 months; 64% of cases were female. Abdominal mass was the commonest presentation (72%). Congenital anomalies were reported in two cases (one case showed hemihypertrophy and the other showed aniridia). About 60% had favorable pathology. Nineteen cases had synchronous bilateral WT (76%) and the remaining (six cases) had metachronous tumors. For the synchronous cases, the response rate to preoperative chemotherapy was 79% and nephron sparing surgery for the least involved kidney was possible in all. Survival rate was 74%. Metachronous tumor management included nephrectomy followed by chemotherapy for the initially diagnosed tumors. However, nephron sparing surgery of the contralateral tumors following preoperative chemotherapy was possible in two cases and the survival rate was 33%. No renal failure or any therapy-related complications were reported. Conclusions. Bilateral WT is predominantly synchronous with favorable histology, with female predilection and possibly congenital anomalies. Preoperative chemotherapy followed by nephron sparing surgery has a favorable outcome with preserved renal function especially in patients with synchronous WT. Response to preoperative chemotherapy had a statistically significant prognostic impact.
Business Culture in Germany
Authors: Mayer Peter 
Published: January 2012

This paper aimed showing the concept of “business culture” case of German. According to specific culture of German society, the paper gave two categories, small and medium sized enterprises, large firms. The German business culture can be characterized as participatory, consensus-oriented, information-intensive. 4. Conclusion: The concept of a national business culture is meaningful. The German business culture can be characterised as participatory, consensus-oriented, information-intensive. Many changes have taken place in the recent past, this process of change of the German way of doing business will continue to change. The change is quite profound and fast in such companies which are exposed to international transactions, mainly foreign direct investments. Small enterprises with mainly local or regional focus will take longer.
A Study on Foreign Investment in India since 1990s
Authors: Kong Duk Ahm , Sakthivel S. 
Published: January 2012

Prior to the 1990s, the investment policy regime in India was fairly restrictive in the sense foreign firms were allowed to have equity only to the extent of 40 percent with few exemptions. Large-scale liberalization leading to trade and investment openness has been one of the key issue in the economic reforms carried out in India since the early 1990s. Now Twelve years have past since the openness of India Economy. It will be proper for the occasion to analyse the effect on India Economy and changing of the foreign investment patterns & trends since the openness. The objectives of this paper are as follows. Firstly, to analyse the trend and pattern of foreign investment in the country in the pre and post liberalization period. Secondly, to examine the spread/concentration of foreign investment in different regions of India. Thirdly, to identify the major source of countries from which foreign investment flow into India. Finally, to assess the vital sectors that attracts foreign investment into India. Regional Concentration of Foreign Investment Across States in India, source-wise break up of Foreign Investment Inflows, Sector wise Foreign Investment flows, trends and patterns since the 1990s will be analyse in this paper.
Strategies to Accelerate Industrialization of FIJI
Authors: Kim Seung Jin 
Published: January 2012

The terms of trade that Fiji faces in the post-growth period will deteriorate as the international price of her exports (i.e., agricultural products) tends to increase less rapidly compared with that of her imports (i.e., manufacturing products). This deterioration of the terms of trade facing the Fijian exporters could offset the normal gains associated with growth over time. Therefore Fiji should accelerate industrialization immediately as her national goal. In order for Fiji to successfully accelerate industrialization, the government should establish a set of basic principles as follows: (a) condensed growth, (b) light manufacturing industrialization first, heavy and chemical industrialization later, (c) government initiatives, (d) foreign capital inducement and export-led growth, and (e) growth primacy. Based on the above principles of Fiji's industrialization, the following development strategies should be adopted: (a) Leadership commitment for industrialization, (b) Government-led development strategy, (c) Outward-looking development strategy, (d) Growth-first-distribution-later policy, (e) Domestic resources mobilization and foreign capital inducement, (J) Human resource development, (g) Environmentally sustainable development To fully moderni=e Fiji on her track of industrialization, the following development strategies should be adopted: (a) Village movement, (b) Promoting economic and social status of indigenous Fijians, and (c) Nation building