SPECIFIC INTELLECTUAL INTENTIONS AND CREATIVE GIFTEDNESS

Intellectual giftedness is a complex psychological phenomenon. Further investigation of its essence requires study of unknown or little known phenomena, one of which is intellectual intentions. These can be considered the highest level of manifestation of the intellectual potentials of a personality. They can be defined as “subjective, internally developed standards of performance” and “norms of intellectually creative behaviour” (feeling of direction, beliefs, preferences, etc.). Understanding of intellectual intentions of gifted, creative and talented persons will provide fundamental information about the nature of giftedness.     

Inference making ability and its relation to comprehension failure in young children

Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences.     

Early intervention for reading disabilities: teaching the alphabet principle in a connectionist framework

Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed.     

Economics of Education. The Need to go Beyond Human Capital Theory and Production-Function Analysis

Human capital theory takes for granted that an individual's demand of education will automatically be transformed into real human capital: there is no supply constraint or, said differently, educational systems can be assimilated to 'neutral' black boxes mechanically transforming input into output. This optimistic view of human capital production was rapidly abandoned. In the late 1960s some economists began to revise the assumption that the black box's functioning was neutral with regard to human capital production. Supply-side economics of education appeared first under the form of production-function analysis. It was initially believed that the information delivered by such input/output approach would help policy makers and administrators choose the most productive 'mix' of inputs. But the major conclusion of this line of research is that there is apparently no clear and undeniable relation between both expenditure per student and the specific resources they can buy (teachers' degrees and experience, smaller student-teacher ratios) on the one hand, and student achievement on the other hand. This probably means that further conceptual development is necessary to overcome the current analytical - and also political - deadlock. This paper argues that one promising way consists of introducing organisational assets as well as non-monetary inputs into the production function paradigm.     

Circulating Thrombotic Risk Factors in Young Patients with Coronary Artery Disease Who Are on Statins and Anti-platelet Drugs

Thrombotic risk factors may contribute to premature coronary artery disease (CAD), in addition to the conventional risk factors. There is paucity of data on studies evaluating the role of thrombotic factors in premature CAD in Indian patients. Thus a case–control study was performed to evaluate the role of thrombotic and atherogenic factors in young patients with angiographically proven CAD who are on treatment with statins and anti-platelet drugs. 152 patients (≤55 years) with angiographically proven CAD and 102 asymptomatic controls were recruited. Clinical and biochemical data were obtained in both groups. Blood levels of thrombotic factors-fibrinogen, antithrombin-III, tissue-plasminogen activator (t-PA), plasminogen activator inhibitor-1 (PAI-1), von-Willebrand factor (v-WF), lipoprotein(a) [Lp(a)] and homocysteine were analyzed. Patients had high levels of conventional CAD risk factors (diabetes mellitus, smoking, hypertension, dyslipidemia and positive family history) compared to controls. Logistic regression analysis revealed that low antithrombin-III (odds ratio/OR 11.2; 95 % confidence interval/CI 2.29–54.01), high fibrinogen (OR 6.04; 95 % CI 1.09–33.21) and high Lp(a) (OR 4.54; 95 % CI 0.92–22.56), as important, independent risk factors in patients. PAI-1(OR 0.15; 95 % CI 0.03–0.69) levels were significantly lower in patients. But other thrombotic risk factors studied (t-PA, v-WF and homocysteine) were comparable among patients and controls. The treatment using statins and anti-platelet drugs might be contributing to the control of some of the thrombotic risk factors. The strategies aiming at lowering the levels of thrombotic risk factors along with conventional risk factors may be useful in primary and secondary prevention of CAD.     

Evaluation of Oxidative Stress and hsCRP in Polycystic Ovarian Syndrome in a Tertiary Care Hospital

PCOS is a heterogeneous endocrine disorder with diverse clinical presentation. Oxidative stress plays a key role in the pathophysiology of this disease. Serumhigh sensitive C-reactive protein (hsCRP), a marker of chronic low grade inflammation, is indicative of future development of cardiovascular disease. Our aim is to evaluate the oxidant status and hsCRP levels in PCOS. The study involved 61 cases and 61 controls in the age group of 18–40 years diagnosed with PCOS. Erythrocyte malondialdehyde (MDA), superoxide dismutase (SOD), serum hsCRP, gonadotrophins, thyroid stimulating hormone, prolactin, glycemic status and lipid profile were estimated. Erythrocyte MDA (p < 0.001), SOD (p = 0.007) and serum hsCRP (p < 0.001) were significantly elevated in PCOS patients than controls. Oxidative stress is present in women with PCOS along with elevated hsCRP.     

The role of further government intervention in Australian international education

Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes export market development, regulation of education standards, and funding education activities; university research and development, for example. This paper examines the case for further government intervention in the export of education, and the appropriate forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education exports because this activity dominates education exports.     

Universal metadata standard

Consciousness is based on the association of notions or a neural network. Similarly, the creation of the next-generation Internet (semantic web) is impossible without attributes that allow the semantic association of documents and their integration into an information context. To achieve these goals, the Universal Metadata Standard (UMS) may serve as a basis for documentography and is functionally required for interpretation of documents by automatic operating systems.     

Is a go-getter better off?

In this article we first try to answer the question posed in the title in the context of a real life situation. We suggest sequential methods of selecting a member from a given set of individuals. We show that these methods indeed assign ‘equal chance’ of being selected to all individuals.