Use of behavior modification with academically gifted students: A review of the research

This article responds to attitudes about giftedness in M. Sapon‐Shevin's article, “Explaining Giftedness to Parents: Why it Matters What Professionals Say.” Giftedness is not a reward or a privilege, but an aspect of a child's individuality that should be understood and taken into account by the educational system. Gifted children's needs are not solely academic, and it is parents who are responsible for meeting those needs. They need information from as many sources as possible. They are also excellent sources of information themselves, so the relationship between professionals and parents should be reciprocal. This article also responds to some of Sapon‐Shevin's objections to the book Guiding the Gifted Child, (Webb, Meckstroth, Tolan, 1982). In the preparation of this article, the writer worked closely with coauthors James T. Webb and Elizabeth Meckstroth, whose pioneering work with the SENG Project at Wright State University provided the basis of Guiding the Gifted Child.     

PARALLELS OF PROGRESS IN RELIGION AND EDUCATION∗

The careful distinctions in this article assist in clarifying the tasks of educators     

论在中学化学教学中如何渗透绿色、环保教育

从梳理中学化学教材中绿色、环保教育的知识点入手, 在课堂教学过程、研究性学习、实验课及课外活动等四个方面阐述了中学化学教育渗透绿色、环保教育的具体做法。     

大气中PM10浓度与气象因素的关系

通过数据统计、相关分析方法,对保山市PM10的监测数据与各气象因素的关系进行分析,得到一些初步结果,为减轻和防止污染提供参考.