Gifted Programming Identification Procedures: A Hidden Curriculum

<p>Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding <i>how</i> children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

Gifted Programming Identification Procedures: A Hidden Curriculum

<p>Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding <i>how</i> children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

7. Obtaining Identification Evidence

This chapter considers the following: the dangers of eye-witness identification; how identification evidence is obtained by the police during the police investigation; the pre-trial safeguards contained in the identification procedures under Code D of the Police and Criminal Evidence Act 1984 (PACE); the admissibility of eye-witness evidence obtained in breach of Code D; obtaining fingerprints, intimate and non-intimate samples at the police station; DNA evidence and identification evidence given by expert witnesses.

A Complete Method for Assessing the Effectiveness of Eyewitness Identification Procedures: Expected Information Gain

We present a method for measuring the efficacy of eyewitness identification procedures by applying fundamental principles of information theory. The resulting measure evaluates the Expected Information Gain (EIG) for an identification attempt, a single value that summarizes an identification procedure’s overall potential for reducing uncertainty about guilt or innocence across all possible witness responses. In a series of demonstrations, we show that EIG often disagrees with existing measures (e.g., diagnosticity ratios or area under the ROC) about the relative effectiveness of different identification procedures. Each demonstration is designed to highlight key distinctions between existing measures and EIG. An overarching theme is that EIG provides a complete measure of evidentiary value, in the sense that it factors in all aspects of identification performance. Collectively, these demonstrations show that EIG has substantial potential to inspire new discoveries in eyewitness research and provide a new perspective on policy recommendations for the use of identifications in real investigations.

Metaphors of Sex in Robert Sylvester Kelly’s Selected Songs

This research investigates metaphors depicting sex used in the lyrics of Robert Sylvester Kelly’s selected songs, which most of the songs are known for their outrageously sexual lyrics. In this case, the aims of this research are: (1) to find out metaphors depicting sex, (2) to convey the meaning of the metaphors used by Robert Sylvester Kelly. Using qualitative research design, this research employed Conceptual Metaphor Theory by George Lakoff and Metaphor Identification Procedures (MIP) by Pragglejaz Group in analyzing the data. The findings reveal that there are six kinds of conceptual metaphors depicting sex found in the data. They are (1) sex is violence, (2) sex is eating, (3) sex is journey/adventure, (4) sex is game, (5) sex is a lesson, and (6) sex is insanity. Based on the analysis, sex is violence is the conceptual metaphor used most frequently by Robert Sylvester Kelly in both albums. Through Lakoff and Johnson theory, the meaning can be easier to understand. It shows that each conceptual metaphor has its own meaning or interpretation of sex. Keywords: metaphor, conceptual metaphor, sex Abstrak: Penelitian ini menganalisis tentang metafora yang menggambarkan seks dalam lirik lagu pilihan Robert Sylvester Kelly, yang sebagian besar lagunya dikenal dengan lirik yang sangat seksual. Dalam hal ini, penelitian ini bertujuan untuk: (1) mengetahui metafora yang menggambarkan seks, (2) menyampaikan makna metafora yang digunakan oleh Robert Sylvester Kelly. Dengan menggunakan desain penelitian kualitatif, penelitian ini menggunakan Teori Metafora Konseptual oleh George Lakoff dan Metaphor Identification Procedures (MIP) oleh Pragglejaz Group dalam menganalisis data. Hasil temuan mengungkapkan bahwa ada enam jenis metafora konseptual yang menggambarkan seks ditemukan dalam data tersebut. Yaitu (1) seks adalah kekerasan, (2) seks adalah makan, (3) seks adalah perjalanan / petualangan, (4) seks adalah permainan, (5) seks adalah pelajaran, dan (6) seks adalah kegilaan. Berdasarkan analisis, seks adalah kekerasan adalah metafora konseptual yang paling sering digunakan oleh Robert Sylvester Kelly di kedua album tersebut. Melalui teori Lakoff dan Johnson, maknanya bisa lebih mudah dipahami. Ini menunjukkan bahwa setiap metafora konseptual memiliki makna atau interpretasi tersendiri tentang seks. Kata kunci: metafora, metafora konseptual, seks