An application of pert to R & D scheduling

This paper deals with an application of PERT to R & D scheduling for the National Center for Drug Analysis, U. S. Food and Drug Administration. The Center is a pharmaceutical-chemistry laboratory having specialized functional responsibilities for research and development of analytical chemical procedures. The model was constructed based on the empirical data obtained at the Center for a five-year period. The model has been statistically tested and interpreted. It assists the management of the Center in developing a complete work-planning process and in controlling the project tasks, thus achieving the effective utilization of human and physical resources.     

Gifted students with learning disabilities: who are they?

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed.     

College Women Mentoring Adolescent Girls: The Relationship between Mentor Peer Support and Mentee Outcomes

In this study, we examined the effectiveness of peer support for college women mentors who engaged in one-to-one and group mentoring with at-risk adolescent girls. Using data from 162 mentoring pairs, results suggested that mentor support positively predicted mentees’ self-reported improvement after a year of mentoring. An examination of mentees’ self-esteem outcomes revealed that mentor peer support was associated with higher outcomes only for those mentees who had higher pre-program scores; for those with below average pre-scores, mentor support was associated with lower self-esteem. Taken together, these results indicate that mentor support may serve as an important function beyond ongoing training, though its effectiveness may vary based on mentee characteristics. Implications are discussed.