Range Of Possible Areas Research Articles

Giftedness in Brazil: To what extent does terminology really matter?

For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.

Detection of Exotic Mosquito Species (Diptera: Culicidae) at International Airports in Europe.

In Europe, the air-borne accidental introduction of exotic mosquito species (EMS) has been demonstrated using mosquito surveillance schemes at Schiphol International Airport (Amsterdam, The Netherlands). Based upon these findings and given the increasing volume of air transport movements per year, the establishment of EMS after introduction via aircraft is being considered a potential risk. Here we present the airport surveillance results performed by the Centre for Monitoring of Vectors of the Netherlands, by the Monitoring of Exotic Mosquitoes (MEMO) project in Belgium, and by the Public Health England project on invasive mosquito surveillance. The findings of our study demonstrate the aircraft mediated transport of EMS into Europe from a wide range of possible areas in the world. Results show accidental introductions of Aedes aegypti and Ae. albopictus, as well as exotic Anopheles and Mansonia specimens. The findings of Ae. albopictus at Schiphol airport are the first evidence of accidental introduction of the species using this pathway in Europe. Furthermore, our results stress the importance of the use of molecular tools to validate the morphology-based species identifications. We recommend monitoring of EMS at airports with special attention to locations with a high movement of cargo and passengers.

Development of CACTA transposon derived SCAR markers and their use in population structure analysis in Zea mays.

Molecular marker technologies have proven to be an important breakthrough for genetic studies, construction of linkage maps and population genetics analysis. Transposable elements (TEs) constitute major fractions of repetitive sequences in plants and offer a wide range of possible areas to be explored as molecular markers. Sequence characterized amplified region (SCAR) marker development provides us with a simple and time saving alternative approach for marker development. We employed the CACTA-TD to develop SCARs and then integrated them into linkage map and used them for population structure and genetic diversity analysis of corn inbred population. A total of 108 dominant SCAR markers were designed out of which, 32 were successfully integrated in to the linkage map of maize RIL population and the remaining were added to a physical map for references to check the distribution throughout all chromosomes. Moreover, 76 polymorphic SCARs were used for diversity analysis of corn accessions being used in Korean corn breeding program. The overall average polymorphic information content (PIC) was 0.34, expected heterozygosity was 0.324 and Shannon's information index was 0.491 with a percentage of polymorphism of 98.67%. Further analysis by associating with desirable traits may also provide some accurate trait specific tagged SCAR markers. TE linked SCARs can provide an added level of polymorphism as well as improved discriminating ability and therefore can be useful in further breeding programs to develop high yielding germplasm.

THE FIRST STEP IN PRISON TRAINING PROGRAM EVALUATION

Abstract In order for a training program to be useful, viable, and a permanent entry into the prison rehabilitation system, it must be sensitive to input from all involved subpublics. A needs assessment instrument using a model that ensures full participation of subgroups in the design and the listing of a full range of possible areas of concern was designed, administered, and analyzed. The model allows for the determination of the severity of the training problems, thus leading naturally to problem priority and in addition a basis for evaluation design. Results from the use of the model, in an operational setting, are presented.

Humanities in French at M.I.T.

fore 1951 the minimal requirements took the following form. The first year was devoted to a semester of English composition and a semester of speech. The second year offered a choice between United States and world history. In the third there was a first-semester course in economic principles, and in the second semester a choice among three social science courses. The final year provided for four possible areas of study: international relations, the history of ideas, literature, and music. In 1951 a considerably revised program was inaugurated. The revision was motivated by a desire to introduce more substance into the first year, to give the underclassmen some feeling for the sweep of chronological developments in a four-semester sequence ranging from ancient Greece and Palestine to the present, to ground them pretty thoroughly in the three basic disciplines of history, literature, and philosophy, and to allow the upperclassmen a much broader range of possible areas of concentration. It was shortly after the introduction of these new requirements that John Burchard, then Dean of the School of Humanities and Social Science, conceived the idea of a Humanities in French program for properly qualified freshmen and sophomores. The idea became a reality in the fall of 1953, with the assistance of the Rockefeller Foundation, which agreed to finance the experiment for a period of three years. At the end of that period the experiment was adjudged a success, and the program was absorbed into the regular budget. In order to recruit students for Humanities in French, the language backgrounds of all entering freshmen were first studied. It was found that about fifty had had at least three years of secondary-school French and had done superior work in that subject. Each was sent a letter of invitation to participate in the program. It should be noted in passing that no native French-speaking students have ever been permitted to enroll in this program, since we feel that it is in their best interest to take Humani-