Small numbers of gifted students in rural schools inhibit programming by special classes or hiring of additional staff. Inadequate financial resources also frequently impede the development of comprehensive programs. Because rural schools vary in capacity and commitment to respond, there are no standard procedures for programming for gifted students. This article develops a foundation for program efforts which acknowledges the diversity among rural schools and respects the capacity of their staff to innovate and use existing community resources.
On the constructions of t-norms and t-conorms on some special classes of bounded lattices