General Ways to Identity Students with Scientific and Mathematical Potential

1953 ◽  
Vol 46 (4) ◽  
pp. 230-234
Author(s):  
Howard F. Fehr
Keyword(s):  
Point Of View ◽  
Gifted Children ◽  
Early Age ◽  
Gifted Child ◽  
School Program ◽  
Great Work ◽  
Teachers College ◽  
Outstanding Teachers ◽  
The One ◽  
Work Done

The task of identifying giftedness is not an easy one. In December 1940, a two- day conference and workshop on education for the gifted was held at Teachers College in honor of the great work done by Leta Hollingworth. One section of outstanding teachers and educational research workers devoted itself entirely to the task of identifying the gifted child. The conclusion reached was: “At the present time we have practically no adequate instrument for identifying the gifted.”1 In The Gifted Child2 edited by Paul Witty, we read, “Present means of identifying and guiding the gifted leaves much to be desired,” and the rest of the brief chapter gives adequate support to this stand both in its meagerness of discussion and the problems for investigation that are raised. Even the latest book on Educating Gifted Children3 a report on the Hunter College Elementary School Program by Gertrude Hildreth and others, takes the same point of view regarding our ability to detect the gifted at an early age. Formal tests seem to be the one criteria that most people rely upon.

To Parents…(With Love)

G/C/T ◽  
1980 ◽  
Vol 3 (2) ◽  
pp. 3-4
Author(s):  
Gina Ginsberg Riggs
Keyword(s):  
Public School ◽  
Young Adulthood ◽  
Private School ◽  
Gifted Children ◽  
Gifted Child ◽  
Gut Feelings ◽  
The One ◽  
At Home

This article is written for the ultimate expert on the gifted child: you, the parent. After all, you know him longer than anybody, and you know him best. You may not be an authority on education of the gifted, but you are the leading expert on your own child; nobody else can make that claim. Listen politely, but ignore the well-meaning neighbor who thinks that your child must skip herself out of age mates and suitable friends in order to survive in school. You don't have to believe blindly every self-styled expert on gifted children you talk to. Take with a grain of salt the concerned professional who predicts failure for your child in public school and recommends placement in a private school for gifted children. A psychologist in one of the most respected universities in the country laid this on me after testing my five-year-old. I spent a whole year, looking for a non-existent school that we could not have afforded anyway. Maybe my children did not learn all they could in public school (does anybody?), but learn they did, and they went on to the colleges of their choice and productive young adulthood. Listen carefully to your child's teacher because your child in school may not be the one you know at home, and that makes for useful information. But use your own good instincts and gut feelings to decide for yourself what will best help your child become, to quote the late Dr. Elizabeth Drews, more fully human. So, dear authority on your child, look critically at the suggestions that follow and decide for yourself if they apply to your family. I hope they will be helpful to you because it is not easy to be the parent of a gifted child. But even if they are not applicable, I hope that your evaluation of my suggestions will help you arrive at your own solutions, because you should remember: You know best.

Aspiration

2018 ◽  
Author(s):  
Agnes Callard
Keyword(s):  
Learning Process ◽  
Point Of View ◽  
Finish Line ◽  
The World ◽  
The One ◽  
Work Done

Becoming someone is a learning process; and what we learn are the new values around which, if we succeed, our lives will come to turn. Agents transform themselves in the process of, e.g., becoming parents, embarking on careers, or acquiring a passion for music or politics. How can such activity be rational if the reason for engaging in the relevant pursuit is available only to the person one will become? How is it psychologically possible to feel the attraction of a form of concern that is not yet one’s own? How can the work done to arrive at the finish line be ascribed to one who doesn’t (really) know what she is doing or why she is doing it? These questions belong to the theory of aspiration. Aspirants are motivated by proleptic reasons, reasons they acknowledge to be defective versions of the reasons they expect to eventually grasp. The psychology of such a transformation is marked by intrinsic conflict between aspirants’ old point of view on value and the one they are trying to acquire. They cannot adjudicate this conflict by deliberating or choosing or deciding—rather, they resolve it by working to see the world in a new way. This work has a teleological structure: by modeling herself on the person she is trying to be, the aspirant brings that person into being. Because it is open to us to engage in an activity of self-creation, we are responsible for having become the kinds of people we are.

scholarly journals GIFTED CHILD AS A PERSONALITY WITH SGIFTED CHILD AS A PERSONALITY WITH SPECIAL NEEDS IN THE INCLUSIVE ENVIRONMENT OF THE EDUCATIONAL ESTABLISHMENT

2017 ◽  
Vol 2 ◽  
pp. 61
Author(s):  
Olena Demchenko ◽  
Olga Zaitseva
Keyword(s):  
Inclusive Education ◽  
Gifted Children ◽  
Gifted Child ◽  
Special Educational Needs ◽  
Important Group ◽  
School Practice ◽  
Educational Establishment ◽  
The Status ◽  
The One ◽  
High Level

The article deals with the contradiction between the recognition of gifted children in the theoretical discourse as a category of persons with special educational needs, on the one hand, and the low level of their involvement in the inclusive educational environment at school practice, on the other. The necessity of providing talented individuals the status of an important group of atypical children, whose capabilities disclosing is complicated by the disharmonious type of mental development, high level of claims, a number of social and psychological problems is grounded. The needs and problems of gifted children and the system of social and pedagogical work, aimed forming their subjectivity in terms of inclusive education are defined.

scholarly journals Intellectual giftedness and social success: an analysis of the contradictory context

2018 ◽  
Vol 7 (2) ◽  
pp. 28-38 ◽  
Author(s):  
V.S. Yurkevich
Keyword(s):  
Social Development ◽  
Well Being ◽  
Point Of View ◽  
The Other ◽  
Gifted Children ◽  
Social Success ◽  
Age Related ◽  
Related Development ◽  
The One ◽  
Intellectual Giftedness

The article addressed the problem of the links between the intellectual giftedness (General Intelligence), on the one hand, and social development, on the other. Analysis of experimental data gives a very contradictory picture. While some studies indicate a certain integrity of mental and social development of a gifted child and his/her well-being in social terms, the other part of researchers numerates facts of significant difficulties for gifted children and adults in situations of social contacts. The article discusses the reasons for such conflicts, and the main one is the existence of two different variants (types) of age-related development of intellectually gifted children. If in one case we observe "over full-fledged" children with a very harmonious type of development (from the point of view of social skills) in another case we confront with problematic children, who display a distinct asynchrony of development, manifesting the dramatic lag of their emotional and social development from mental one

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

Recommendations of The Ombudsman’s Dilemma: Between Law Enforcement Officials and Protection of Credibility

2018 ◽  
Vol 2 ◽  
pp. 1-12
Author(s):  
Dyah Adriantini Sintha Dewi
Keyword(s):  
Law Enforcement ◽  
Public Service ◽  
Public Services ◽  
Point Of View ◽  
Law Enforcement Officials ◽  
Muslim Majority ◽  
The Republic ◽  
The Government ◽  
The One ◽  
Oversight Body

The Ombudsman as an external oversight body for official performance, in Fikih Siyasah (constitutionality in Islam) is included in the supervision stipulated in legislation (al-musahabah al-qomariyah). Supervision is done so that public service delivery to the community is in accordance with the rights of the community. This is done because in carrying out its duties, officials are very likely to conduct mal administration, which is bad public services that cause harm to the community. The Ombudsman is an institution authorized to resolve the mal administration issue, in which one of its products is by issuing a recommendation. Although Law No. 37 of 2018 on the Ombudsman of the Republic of Indonesia states that the recommendation is mandatory, theombudsman's recommendations have not been implemented. This is due to differences in point of view, ie on the one hand in the context of law enforcement, but on the other hand the implementation of the recommendation is considered as a means of opening the disgrace of officials. Recommendations are the last alternative of Ombudsman's efforts to resolve the mal administration case, given that a win-win solution is the goal, then mediation becomes the main effort. This is in accordance with the condition of the Muslim majority of Indonesian nation and prioritizes deliberation in resolving dispute. Therefore, it is necessary to educate the community and officials related to the implementation of the Ombudsman's recommendations in order to provide good public services for the community, which is the obligation of the government.

MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 55-64
Author(s):  
Agus Supriyadi
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Moral Values ◽  
The Other ◽  
Educational Institutions ◽  
Early Age ◽  
National Education ◽  
Other Hand ◽  
The Government ◽  
The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

Bastard Feudalism and the Framing of Thirteenth-Century England

2018 ◽  
Author(s):  
Peter Coss
Keyword(s):  
Middle Ages ◽  
Thirteenth Century ◽  
Twelfth Century ◽  
The State ◽  
The Other ◽  
Great Work ◽  
Early Middle Ages ◽  
The One ◽  
The Relationship

In the introduction to his great work of 2005, Framing the Early Middle Ages, Chris Wickham urged not only the necessity of carefully framing our studies at the outset but also the importance of closely defining the words and concepts that we employ, the avoidance ‘cultural sollipsism’ wherever possible and the need to pay particular attention to continuities and discontinuities. Chris has, of course, followed these precepts on a vast scale. My aim in this chapter is a modest one. I aim to review the framing of thirteenth-century England in terms of two only of Chris’s themes: the aristocracy and the state—and even then primarily in terms of the relationship between the two. By the thirteenth century I mean a long thirteenth century stretching from the period of the Angevin reforms of the later twelfth century on the one hand to the early to mid-fourteenth on the other; the reasons for taking this span will, I hope, become clearer during the course of the chapter, but few would doubt that it has a validity.

Defending the Difference

2017 ◽  
Keyword(s):  
Social Sciences ◽  
Natural Sciences ◽  
Point Of View ◽  
True Nature ◽  
Natural Entities ◽  
The Social ◽  
The World ◽  
Methodological Difference ◽  
The Difference ◽  
The One

Dreyfus argues that there is a basic methodological difference between the natural sciences and the social sciences, a difference that derives from the different goals and practices of each. He goes on to argue that being a realist about natural entities is compatible with pluralism or, as he calls it, “plural realism.” If intelligibility is always grounded in our practices, Dreyfus points out, then there is no point of view from which one can ask about or provide an answer to the one true nature of ultimate reality. But that is consistent with believing that the natural sciences can still reveal the way the world is independent of our theories and practices.

scholarly journals Twisted 6d (2, 0) SCFTs on a circle

2021 ◽  
Vol 2021 (7) ◽  
Author(s):  
Zhihao Duan ◽  
Kimyeong Lee ◽  
June Nahmgoong ◽  
Xin Wang
Keyword(s):  
Lie Groups ◽  
Point Of View ◽  
Partition Functions ◽  
Congruence Subgroups ◽  
Gauge Groups ◽  
Simple Lie Groups ◽  
Instanton Contribution ◽  
Elliptic Genera ◽  
Supersymmetric Gauge ◽  
The One

Abstract We study twisted circle compactification of 6d (2, 0) SCFTs to 5d $$ \mathcal{N} $$ N = 2 supersymmetric gauge theories with non-simply-laced gauge groups. We provide two complementary approaches towards the BPS partition functions, reflecting the 5d and 6d point of view respectively. The first is based on the blowup equations for the instanton partition function, from which in particular we determine explicitly the one-instanton contribution for all simple Lie groups. The second is based on the modular bootstrap program, and we propose a novel modular ansatz for the twisted elliptic genera that transform under the congruence subgroups Γ0(N) of SL(2, ℤ). We conjecture a vanishing bound for the refined Gopakumar-Vafa invariants of the genus one fibered Calabi-Yau threefolds, upon which one can determine the twisted elliptic genera recursively. We use our results to obtain the 6d Cardy formulas and find universal behaviour for all simple Lie groups. In addition, the Cardy formulas remain invariant under the twist once the normalization of the compact circle is taken into account.

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