The gifted handicapped: A status report

Studies show that humor should be an integral part of creative thinking programs for the gifted     

Physiological implications of preparing for a natural male bodybuilding competition

This study aimed to describe the body composition and physiological changes which take place during the in-season and recovery periods of a group of natural bodybuilders. Natural male bodybuilders (n?=?9) were assessed 16 (PRE16), 8 (PRE8), and 1 (PRE1) week(s) before, and 4 (POST4) weeks after a bodybuilding competition. Assessments included body composition, resting metabolic rate (RMR), serum hormones, and 7-day weighed food and training diaries. Change in parameters was assessed using repeated-measures analysis of variance. Dietary protein intake remained high throughout the study period (2.8–3.1?g?kg^?1?d^?1). Fat mass (FM) was significantly reduced from PRE16 to PRE1 (8.8?±?3.1 vs. 5.3?±?2.4?kg, P?.01). There was a small decrease in lean mass (LM) from PRE8 to PRE1 (71.8?±?9.1 vs. 70.9?±?9.1?kg, P?P?>?.05). Large reductions in total and free testosterone (16.4?±?4.4 vs. 10.1?±?3.6?nmol?L^?1, P?. 116.8?±?76.9?pmol?L^?1, P?. 19.9?±?7.6?nmol?L^?1, P?. 72.5?±?8.5?kg, P?. 25.4?±?9.3?nmol?L^?1, P?相似文献   

An interactive method for teaching anatomy of the human eye for medical students in ophthalmology clinical rotations

Much research has shown the benefits of additional anatomical learning and dissection beyond the first year of medical school human gross anatomy, all the way through postgraduate medical training. We have developed an interactive method for teaching eye and orbit anatomy to medical students in their ophthalmology rotation at Duke University School of Medicine. We provide review lectures on the detailed anatomy of the adult human eye and orbit as well as the developmental anatomy of the eye. These lectures are followed by a demonstration of the anatomy of the orbit using conventional frontal and superior exposures on a prosected human cadaver. The anatomy is projected onto a large LCD screen using a mounted overhead camera. Following a brief lecture on clinically relevant anatomy, each student then dissects a fresh porcine (pig) eye under low magnification using a dissecting microscope. These dissections serve to identify structures extrinsic to the eyeball, including extraocular muscle attachments, small vessels, optic nerve stalk, and fascial sheath of the eyeball (Tenon's fascia). Dissection then shifts to the internal anatomy of the eyeball. The size and anatomy of the porcine eye is comparable with that of the human and the dissection provides students with a valuable hands‐on learning opportunity that is otherwise not available in embalmed human cadavers. Students and clinical faculty feedback reveal high levels of satisfaction with the presentation of anatomy and its scheduling early during the ophthalmology clerkship. Anat Sci Educ 2:173–178, 2009. © 2009 American Association of Anatomists.     

Examining teacher ethical dilemmas in classroom assessment

The current spotlight on assessment in education raises ethical issues as practices evolve. This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. Critical incidents generated by practising teachers revealed a majority of reported conflicts related to score pollution, and conflicts frequently arose between teachers’ perceptions of institutional demands and the needs of students. The most frequently mentioned assessment topics causing conflict included grading, standardised testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behaviour would be helpful to teachers in developing their assessment practices.     

Why adolescents conform to high-status peers: Associations among conformity,identity alignment,and self-esteem

This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; M_age = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where they were exposed to norms communicated by high- and low-status e-confederates. Results revealed that for boys in the high-status condition only, but not girls, the positive relation between conformity and self-esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self-esteem and alignment with a valued reference group.     

Asymmetries in scheduling slots and game-day revenues: An example from the Australian Football League

This article investigates three related questions: first, whether the Australian Football League exhibits attendance asymmetries across the available playing slots; second, whether various subgroups of teams in the AFL have equal access to the more highly attended time slots; and, third, whether asymmetries in the first two phenomena can drive meaningful asymmetries in match-day revenues across clubs. We find that asymmetries exist not only across the various playing slots, but also in various teams’ access to the more highly attended slots. Further, by providing some novel estimates of revenue streams from television and gate receipts, we show that these asymmetries can drive substantial differences in game-day revenues. A key implication is that scheduling should be treated with the same critical analysis as the many other factors that affect the financial performance of clubs.     

Expanded Koppitz scoring system of the bender gestalt visual-motor test for adolescents: A pilot study

The current research represented a pilot study to assess the use of the Bender Gestalt Visual-Motor Test with school-age adolescents over 11 years of age. Research regarding the accuracy of the hypothesis that visual-motor integration functioning is normally intact by age 11 was presented. In addition, initial data to extend the Koppitz scoring system of the Bender for ages 11 years, 6 months through 15 years, 11 months was proposed. Mean error scores from the pilot study suggested that visual-motor development is not maturationally complete by age 11 years, 11 months. Additional research focusing on extending the normative sample or developing a new scoring system for adolescents is suggested.