A Selected Review of the Underpinnings of Ethics for Human Performance Technology Professionals - Part One: Key Ethical Theories and Research

Professionals serving as internal and external consultants, whether as performance technologists, human resource development facilitators, training specialists, organizational development change agents, or quality improvement engineers, are uniquely positioned to influence ethical awareness in the workplace. Understanding the basic underpinnings of ethical theory and empirical research in ethics will give professionals a grounding in the ethical implications of their interventions as they practice their craft. This is especially true for the practice of Human Performance Technology. This article is a review of the basic ethical theory and relevant empirical research. Further, the article serves as a reveille for HPT professionals. They know the systems and strategies of HPT. By examining these in the context of ethics, they may broaden their “vantage points” (Dean 1992b) on these systems and strategies so they can see more precisely how ethical issues influence performance and how what they do can influences the ethical climate of an organization.     

Considerations in counselling the creatively gifted

This article represents an attempt to allay the myth that the gifted will be successful anyway and, if they are not, they are not really gifted. On the contrary from an early age the gifted suffer problems in peer interaction. They are bored at school, at University, at work, and in personal relationships. Although their work may be excellent they can impair their promotion prospects and even run the risk of dismissal because they do not fit in. Career changes are relatively frequent for this minority.A sample of creatively gifted students has been questioned and followed up since 1973. While it is readily admitted that the sample is small it is strongly suggested that the results make clear that this problem merits investigation. The responses of the creatively gifted students were compared to the responses of a larger sample of students not identifiable as creatively gifted. Of the creatively gifted sample:- only one has gone on for a Ph.D.- the entire group found school and university an alienating experience.-the majority of the females in this group felt that for a girl to be too smart impaired social acceptability.- 66% have contemplated suicide and devised a means.The dangers of perceiving creativity as a unidimensional construct are discussed.     

范荑香出家成因初探

由于历史材料的匮乏,所有关于近代客家才女范荑香的人生际遇的记载,皆语焉不详,但一部《化碧集》,便是这位客家才女心灵的痛史,透过这部诗人用血泪凝成的心灵的历史,我们可以窥探到在其一生所遭遇的不幸中,除了人们已知的丧偶无子,夫家兄弟逼嫁之外,还有尚未被人知悉的一面,那就是她曾遭遇一场莫大的冤屈,而对这冤屈,诗人有口难辩,而这冤屈伴随了诗人一生,使她最后终老佛门。     

A NEGLECTED COMPONENT OF NURTURING GIFTEDNESS: AFFECTIVE DEVELOPMENT

Research on giftedness and programs for fostering its development often neglect the affective component: the social, emotional and personal components which release (or block) a person's abilities. One problem of gifted children is that their accelerated intellectual development may outstrip affective development. Nonetheless, available research findings paint a positive picture of the social‐emotional characteristics of such children. Among other things they tend to be highly motivated, have a positive self‐concept and be particularly sensitive to social and ethical issues. This suggests that designers of learning experiences should pay greater attention to the affective aspects of instruction. All subject areas offer opportunities for stressing the affective dimension, science as much as literature. This involves creating a classroom climate which offers an “invitational” environment. The highly developed social values of gifted children suggest that they can be encouraged to apply their talents to the solution of the myriad problems with which contemporary society is afflicted.     

Gifted learning disabled students

Abstract

Up to 30 per cent of gifted students display a learning disability, with 10 per cent reading at two or more years below their grade level. They are referred to as being ‐gifted learning disabled’ or as having the dual exceptionalities of giftedness and learning disabilities. For these students, their learning disability is more likely to be recognised and targeted in teaching than their gifted ability.

The present study reviews their learning characteristics and explains these in terms of an information processing model of learning. Nine characteristics are addressed: their superior general intellectual ability in at least some domains of knowledge, a global wholistic preference in thinking, a negative academic self‐concept, low resilience in learning, patterns in motivation to learn orientation, their use of metacognifion, their ability to show what they know, their uneven rates of development, their high standards and goals, and the quality of their interpersonal interactions.

The paper uses these characteristics to recommend a set of procedures for identifying these students. It examines the influence that a learning disability can have on the display of gifted knowledge and describes how dynamic assessment procedures can be used to obtain a more accurate diagnosis. It describes the two main types of general ability profiles that emerge. Procedures for assessing creativity and divergent thinking, a learning disability, aptitude in particular areas, an intrinsic motivation to learn, self‐concept, metacognition and self management of learning are discussed.

To his teachers, Adam was a conundrum. He was a very quick thinker, but not in the ways that would help him excel academically. He had excellent knowledge of a range of subjects but this didn't seem to help him achieve academic success. His answers to questions were unexpected, although, when analysed, creative. On excursions he could be relied on to see ways around obstacles that arose; his teachers valued his ‘native intelligence’ on these occasions. It was less valued in classroom contexts in which they were developing a topic with a group and Adam would interject with ideas and questions that were either ‘marginally relevant’ or ‘further down the track’. They wished he would put his energy more into improving his spelling and writing ability, that were extremely low, and bis recall of the times tables.

Ann, an eight year old, was also perplexing to her teachers. In class she was ‘off task’ and daydreamed a lot. She did not finish most tasks, frequently lost her place and made many careless errors. Her distractability meant that she was frequently disruptive. As a consequence, her level of academic achievement was low. Her teacher interpreted her inattention and impulsivity as a lack of interest in learning and her preference to avoid tasks. As well, however, her teacher noticed her comparatively high level reading ability and her advanced oral language capacity and had difficulty reconciling the two sets of observations.     

ACCEL: A New Model for Identifying the Gifted

Serious identification of the gifted started with the work of Lewis Terman early in the 20th century. Terman’s model, based largely on IQ, may have made sense in the early 20th century, but it no longer makes sense today. The problems that society needs its gifted individuals to solve in the 21st century require much more than IQ—in addition to analytical, IQ-like skills, they also require creative, practical, wisdom-based, and ethical skills. In this essay, I discuss some of the background for the conventional IQ-based model of gifted identification and education and then consider the problems the world faces today and why IQ is insufficient to solve them. I then present a new model—ACCEL (Active Concerned Citizenship and Ethical Leadership)—that perhaps will better prepare our gifted students for the world of the future.     

Interaction between sexual stereotypes and high IQ: The case of the gifted woman as reflected in the Terman study

Conclusion The information that has been presented in this paper seems to have two major implications for the understanding of female achievement.First, the findings of the Terman study clearly strengthen the position that the underrepresentation of women among the great artists and scientists is due to social rather than biological factors. As the study indicates, the number of gifted girls was, at age 10, almost as high as the number of gifted boys (about 45% of the gifted population). From the first grade through college, these girls equalled or excelled the boys in school achievements. However, in contrast to the boys, they did not become leaders of society, brilliant scientists, or artists. In fact, in terms of occupational status, income, and intellectual contribution to society, they proved to be less successful than average (nongifted) males.Second, the findings of the Terman study clearly strengthen the position that superior intellect and even superior qualifications cannot overcome structural discrimination. In a society in which sexual stereotypes determine the allocation of power and economic rewards even the best qualified, highly intelligent women are likely to end up in low-paying, low-prestige, and dead-end occupations. It only remains to see whether the recent changes in social attitudes towards women will result in significant structural changes and consequently in a better chance for gifted women to make full use of their potential.     

Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs

Through the reflections of 17 Black adults who attended gifted schools in New York City, this qualitative study investigated how they transitioned into and through gifted programs as students. Findings suggest four themes: (a) Many students were referred to gifted programs during their elementary school experience either by their teachers or by their parents; (b) participants expressed having an easy transition into gifted programs in elementary because their schools and gifted programs were racially diverse and provided a welcoming school environment; (c) during middle and high school, participants noted difficulty transitioning through school as gifted students, due to being one of few Black students in their gifted programs, as well as having to attend schools outside of their neighborhood; and (d) despite this, through supportive relationships and community partnerships, they were able to find the space to survive (and thrive) in their programs. Recommendations are provided for educators to support gifted Black students.     

“Having it All” at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs

The gifted can suffer from too many demands on their time and attention. This qualitative study tested the theory that advanced placement (AP) and international baccalaureate (IB) participants may feel forced to choose between academic success and social acceptance. The results, however, did not support the theory. Not only did gifted students not consider the necessity of choice between academic success and productive navigation in the social environment, they believed that they could, and should, maintain both high levels of academic success and healthy social lives. They reported that they could only have it all, both social and academic success, at the expense of sleep.     

A cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability

This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.     

A field-based rhetorical critique of ethical accountability

This essay suggests that the concept of interdependence provides a rhetorical telos for research ethics. Current field-based rhetoric work advocates for a postcolonial research ethic. However, this is often articulated with a discourse of ethical accountability. Although it has advantages, accountability limits us by excluding ethical pursuit and reifying people as autonomous individuals. In contrast, interdependence helps complete the liberatory trajectory of postcolonial research ethics. Drawing on work in a recent field site, I argue that interdependence encourages scholars to see dilemmas as an opportunity for rhetorical response and ethical lament, helps scholars take creative action to be shaped by participants directly, and helps scholars explain to others why they pursue ethical actions beyond what is socially required.     

《中国新文学大系》导言中的裂痕与矛盾

《中国新文学大系》导言是对新文学运动第一个十年各个方面成就的历史总结,并给后人框定了一个基本的历史叙事基调,同时也是代表新文学胜利者一方将他们的成就予以历史化。但微妙的忽视和明显的矛盾使我们从整体历史叙事中看到了一丝缝隙,这个缝隙让我们看到了第一个十年的新文学史的驳杂以及文学历史叙述所处的时代风貌,还可以看到参与编写导言这些知识分子的立场和心态。     

Gendered practices in the education of gifted girls and boys

Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc.     

Learning and Creativity

Creativity was an enduring interest for George Roeper. For him, gifted children represented the divergent thinkers who could change the trajectory of the world. In this 1962 presentation to parents at the school, he discussed his findings about the differences between intelligence and creativity—how they overlap, how they differ, and how they are assessed. As an active educator, George was unable to contribute as much in formal publications as he might have. Presentations such as this one are our best view into the depth and insight of the man. As a contemporaneous account, it also gives us a view into attitudes in the early years of gifted child education.     

计算机伦理学中的理性、相对性与责任

计算机伦理学是伦理学研究和应用的特殊领域。计算机伦理学的特殊之处就在于它会碰到不断产生的大量的情况，对这些情况难以清楚地概念化并找到合理的伦理政策。人类共享一些基本价值，这些核心价值为我们提供评价我们行为和政策是否合理的标准。这些核心价值赋予我们采取某些行动，不去做其他行动的理由。采用伦理的观点，人们必须尊重他人以及他们的核心价值观。核心价值观为分析计算机伦理学提供了一个框架。通过使用核心价值框架，可以判断有些运用计算机技术的政策比其他的政策好。如果我们能够避免那些对他人造成严重伤害的政策，那将是朝向负责任的伦理行为的良好开端。责任要求我们对计算机不断改进的技术采纳伦理的观点，进行不间断的概念分析、形成政策及证明其正确性。     

论南朝士族武风趋于文治的形象转变

在南朝正史的记载中,有一种十分明显的现象,即南朝士族中,尤其是武将出身的士族在崇尚文学的时风感染下,逐渐向文士家族转变,如到氏、张氏、沈氏、柳氏等,同时南朝帝王本身的形象转变也是一个实证.帝王与宗室对文学的提倡促成了文学兴盛,但也造成时人鄙视武风、不堪武职的习气.     

Recent doctoral dissertation research on gifted

One hundred twenty-four undergraduate education majors completed the phrase “a gifted student is ———— ” using a metaphor and then explained their choice of metaphor. Qualitative metaphor analysis influenced by Dai’s (2009) essential tensions determined that preservice teachers conceive of giftedness as rapid memorization of content knowledge and showy demonstrations of achievement. They believe that excellence is rare and that intelligence is generalizable. Responses were mixed as to whether giftedness is a natural state of being or a process of becoming gifted. There was very little evidence to suggest that preservice teachers focused on the motivational aspect of talent development or the notion that gifted students are likely popular with their peers.     

Intellectually gifted rural-to-urban migrant children’s attention

The term “intellectually gifted rural-to-urban migrant children” refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our results showed that intellectually gifted rural-to-urban migrant children performed more correctly and faster on some attention tasks than did the intellectually average rural-to-urban migrant children, but they did not perform as well on some attention tasks as did the intellectually gifted urban children. Based on the attentional structures, it was evident the intellectually gifted rural-to-urban migrant children developed more mature than did either the intellectually gifted urban or the intellectually average rural-to-urban migrant children. This suggests the intellectually gifted rural-to-urban migrant children’s attention is overall superior to that of their intellectually average peers. However, there are advantages and disadvantages in terms of the quality of their attention compared to the intellectually gifted urban children. While their attentional structures seem to develop earlier, their accuracy on some of the attention tasks seems to suffer. This suggests that rural-to-urban migration is a double-edged sword for intellectually gifted children.     

元末明初江西十才子论考

西昌族群的核心,是"南唐故家"。出于对家族来源的永久追忆,南唐故家有外向的文化心理。尽管得天独厚的居息环境,使故家旧族成员无慕外累;但这种自足的生态,并不导致自我封闭。而西昌便利的水陆交通,也为居民出行提供条件。只要交通无阻,人事没有挂碍,西昌文士游历的身影,就会出现在大江南北。当元末江淮兵兴,南北交通被阻隔,西昌文士虽不能肆意远涉,却仍在省郡范围广泛交游。他们以西昌文苑为基地,近交吉安路的名士才彦;再沿着驿道,或顺着赣江,往北过临江路,通达省会南昌。就是在这条交通线上,他们与两地文士来往。而从反方向来看,西昌踞江西南部交通要道,是去往闽中岭南的中继站。从南昌临江方向来的文人,就有机会同当地文人交往。元末临江和南昌两地,汇聚了一批文雅之士。此两地人员频繁交往,所行文事又密切联动。他们或以德性学问相尚,或以书画诗歌文章交好,共同推动此方文学活动。当西昌文人一旦来仪,就会与他们发生交往。而西昌文人道艺双修、学道工诗的品质,也更能引起同类关注、激发尚友的热情。在这三方文学资源中,最强劲的是西昌文学。它以僻处一隅的次文学群落优势,竟占据这场三方联动的核心地位,从而主导元末江右文学的总态势。而在这个总的态势下,又形成多重文人圈属,有所谓十才子、七诗友等组织形式,呈现元代末世的江右文学繁荣景象。所谓江西十才子,应是个动态组合。以核心九成员为基数,从刘崧的交游圈计算,加郑大同即为十才子;从杨彭的交游圈计算,加刘永之即为十才子;从王佑的交游圈计算,加兄王沂即为十才子。而且,这种组合是出于某种默契,当时并没有谁来明确圈定。     

Recognizing and nurturing intrinsic motivation: A cautionary tale

Intrinsic motivation has multiple definitions. Introductory teacher education courses must alert prospective teachers to the exceptional qualities of non‐conforming students who lack the benefit of being teacher pleasers. Teacher trainers must ensure that pre‐teachers are aware of the multiple definitions of intrinsic motivation prior to a request that they observe, listen, and analyze intrinsically motivated students. Without a complete understanding of the characteristics of gifted students and the types of behaviors they sometimes exhibit within the classroom, many gifted students will be unrecognized and underserved. With services to gifted students tied to their identification, it becomes important for classroom teachers to be able to recognize that the potential for gifted behavior often extends far beyond the ability to contribute efficiently and effectively. Pre‐service teachers must also recognize that intrinsically motivated students sometimes view their initial attempts as work in progress and remain skeptical and critical of their accomplishments.