Journal articles on the topic 'Gifted spectrum'
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Assouline, Susan G., Megan Foley Nicpon, and Alissa Doobay. "Profoundly Gifted Girls and Autism Spectrum Disorder." Gifted Child Quarterly 53, no. 2 (April 2009): 89–105. http://dx.doi.org/10.1177/0016986208330565.
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Fetzer, Erin A. "The Gifted/Learning-Disabled Child: A Guide for Teachers and Parents." Gifted Child Today 23, no. 4 (July 2000): 44–50. http://dx.doi.org/10.4219/gct-2000-745.
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What do Albert Einstein, Thomas Edison, Leonardo DaVinci, Walt Disney, Whoopi Goldberg, Lindsay Wagner, and Robin Williams have in common? All are reported to have learning disabilities. For many people the terms learning disabled and gifted are at opposite ends of the spectrum. Children who experience both exceptionalities are often overlooked and under-served in the classroom. Although researchers have acknowledged the gifted/learning-disabled population and have developed procedures for identification, the majority of school districts do not have procedures in place for screening, identifying, and serving these children (Dix & Schafer, 1996). In addition, information on this population has not been transported into the classroom so parents are not aware of the possibility of dual exceptionalities in these areas. These obstacles make it difficult for the gifted/learning-disabled child to be identified and an appropriate program developed. Parents and educators must work together as advocates for those children with gifts/learning disabilities to address this unique learning situation.
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Drake, Jennifer E., and Ellen Winner. "Children gifted in drawing." Gifted Education International 29, no. 2 (May 18, 2012): 125–39. http://dx.doi.org/10.1177/0261429412447708.
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Although one study has reported that 6% of children with autism spectrum disorder (ASD) have drawing talent, no study has examined the incidence of drawing talent in typical children. We asked 153 children aged 6–12 years to draw a picture of their hand. We scored the drawings for the use of detail, correct proportion, and overall contour; assessed the drawings as above average at each age based on a global assessment; and compared the drawings with those of three identified drawing prodigies. Most children were able to capture the overall contour of their hand; the ability to draw relevant details was not common until age 8; and correct proportion was not seen even in the oldest children. We identified 13% of drawings as above average for the child’s age group. However, even those drawings identified as above average were significantly less realistic than the drawings of the prodigies.
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Horn, Beverly. "Gifted Students with Asperger Syndrome." Gifted Education International 25, no. 2 (May 2009): 165–71. http://dx.doi.org/10.1177/026142940902500206.
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The number of students with Autism Spectrum Disorders in the United States, including Asperger Syndrome, has risen sharply in the last several years. More students with Asperger Syndrome are appearing in gifted classrooms, yet most teachers of the gifted have little or no knowledge or experience with this special group of students, and are often at a loss as to how to meet their educational, emotional, and social needs. From the limited literature on the topic that is available, it is clear that the ideal classroom structure recommended for gifted students is not appropriate for students with Asperger Syndrome. What can the teacher of the gifted do to meet the needs of these students in her classroom? Literature is reviewed and definitions, characteristics, theories, and classroom recommendations are presented.
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Gaber, Sherif Adel. "The Effectiveness of a Training Program to Develop an Attitude toward Creativity in Gifted Children with Autism Spectrum Disorder." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 365–79. http://dx.doi.org/10.26803/ijlter.21.4.21.
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Attitude toward creativity may play a central role in developing creative abilities in gifted children with autism spectrum disorder (ASD), so, examining attitudes toward creativity is important. This empirical research evaluated the effectiveness of a training program to develop attitudes toward creativity, that is, training that encourages the production of a wide range of ideas marked by freshness and originality in the realms of talent; these ideas should be practical and beneficial, and well received in the community in which these gifted children live). The sample involved six gifted children with ASD, aged between 8 and 12 years. A quasi-experimental approach was used, the Scale of Attitude toward Creativity was applied, and the training program was presented by the researcher. The results show a statistically significant difference (p<0.05) between the mean ranks of participants on the Scale of Attitude toward Creativity before and after the application of the training program, in favor of the post-test. After two months, a follow-up application of the Scale of Attitude toward Creativity found no statistically significant difference between the mean ranks of participants between the second and third evaluation. In light of these findings, the researcher recommends that the necessary services and funds are provided to develop the talents of gifted children with ASD. Specialized programs should be pursued in the fields of the talents discovered in these children. Research in the field of giftedness and ASD should be strengthened and gifted children with ASD must participate and be included in various relevant programs and events.
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Mazie, Steven. "Equality, race and gifted education." Theory and Research in Education 7, no. 1 (March 2009): 5–25. http://dx.doi.org/10.1177/1477878508099747.
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Educational programs for gifted students face both philosophical and practical challenges from egalitarians. Some object that gifted schools inherently undermine a commitment to equality in education, while others observe that schools for talented students cater to privileged youth and effectively discriminate against disadvantaged minorities.This article taps into recent theorizing on equality to explore an illuminating case study: admissions policies at New York City's so-called `specialized' high schools. After dismissing less nuanced proposals on both ends of the spectrum,I draw upon Elizabeth Anderson's theory of `democratic egalitarianism' to argue that, while schools devoted to talented students could be seen as consistent with a commitment to equality, admissions policies for these schools must reach beyond meritocratic principles to ensure diversity in their student bodies. Racial and socioeconomic integration of social institutions, including schools — and elite schools perhaps most of all — should be a priority for those who care about democracy.
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Firat, Tahsin. "An Examination of the Social Acceptance Levels of Gifted Students Toward Students with Disabilities." Exceptionality Education International 30, no. 1 (July 13, 2020): 75–96. http://dx.doi.org/10.5206/eei.v30i1.10916.
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This study aimed to determine the social acceptance levels of gifted students toward students with disabilities. The study, using quantitative and qualitative methodologies, was conducted in a city in southeastern Turkey. The present study group comprised 101 students from Grades 2, 3, and 4, identified as gifted. It is a descriptive study that reveals the views of gifted students, with regard to how they are willing to share the same neighbourhood, school, classroom, group, and desk with students with disabilities. Based on the study findings, students with visual impairments, hearing impairments, and physical disabilities were the disability groups with the highest levels of social acceptance by the gifted students. On the other hand, students with intellectual disabilities and those on the autism spectrum were the disability groups with the lowest levels of social acceptance. The participants were aware of the difficulties that their peers with disabilities experience in certain areas at school.
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Dempsey, Jack, Kelli Ahmed, Andrea R. Simon, Lisa G. Hayutin, Sonia Monteiro, and Allison G. Dempsey. "Adaptive Behavior Profiles of Intellectually Gifted Children with Autism Spectrum Disorder." Journal of Developmental & Behavioral Pediatrics 42, no. 5 (March 23, 2021): 374–79. http://dx.doi.org/10.1097/dbp.0000000000000907.
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Assouline, Susan G., Megan Foley Nicpon, and Lori Dockery. "Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 42, no. 9 (November 22, 2011): 1781–89. http://dx.doi.org/10.1007/s10803-011-1403-x.
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Rubenstein, Lisa DaVia, Natalie Schelling, Susan M. Wilczynski, and Elizabeth N. Hooks. "Lived Experiences of Parents of Gifted Students With Autism Spectrum Disorder." Gifted Child Quarterly 59, no. 4 (June 29, 2015): 283–98. http://dx.doi.org/10.1177/0016986215592193.
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Cain, Meghan K., Juhi R. Kaboski, and Jeffrey W. Gilger. "Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder." Autism 23, no. 7 (January 11, 2019): 1663–74. http://dx.doi.org/10.1177/1362361318804019.
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Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize.
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Letić-Lungulov, Milena, Biljana Lungulov, and Jovana Milutinović. "Personality traits as predictors of the academic achievement of gifted students." Inovacije u nastavi 35, no. 3 (2022): 11–25. http://dx.doi.org/10.5937/inovacije2203011l.
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This study explores the predictive effects of several personality traits on academic achievement of gifted students. It is hypothesized that, interacting with their cognitive abilities, the spectrum of personality traits (in)directly determines differences in the level of academic achievement. On a sample of 473 students from Serbia, gifted in music, visual arts, sports and mathematics, several inventories were applied: Big Five Inventory, Pre-conscious Activity Scale, MOP 2002, Inventory of Moral Competencies, and Inventory of Emotional Competencies. The validation of the scales was conducted and the contribution of personality traits to the criterion variable was tested by standard multiple regression. Results showed that personality traits explained about 7% of the variance of the gifted students' performance, and that different personality variables predicted the academic performance in different domains of giftedness. Although the determining effect of the examined variables was demonstrated, all causal conclusions referring to personality traits as predictors of academic achievement should be taken with caution. The obtained results provide new possibilities for research in the field of the non-intellectual sphere concerning the gifted students, and indicate new dimensions that should be taken into account during pedagogical work.
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Bonner, Fred A., and Ramon B. Goings. "Academically Gifted Black Males: An Intersectional Focus on Achievement Across the P-12 Spectrum." Gifted Child Today 42, no. 3 (June 19, 2019): 120–21. http://dx.doi.org/10.1177/1076217519846524.
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Demina, E. V., and A. N. Trubitsyna. "A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources." Психологическая наука и образование 21, no. 3 (2016): 111–19. http://dx.doi.org/10.17759/pse.2016210313.
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The article examines the case of integration of an intellectually gifted adolescent with autism spectrum disorder in a general education school. It provides results of the applied behavioral analysis aimed at developing general learning skills. The child, diagnosed with Asperger’s syndrome at early school age, encountered difficulties related to the inability to study effectively at school in spite of the clear evidence of intellectual giftedness (including such motivational and instrumental preconditions as high levels of cognitive interest, verbal and abstract reasoning, and educability). The article reflects on the risks and advantages of the developmental work with the “twice exceptional” adolescent following an individual behavioral plan. Based on the results of the study, the article outlines the possible ways of forming the learning behavior skills: learning activity-based, communicative and organizational. The article discusses the necessity of further support of the “twice exceptional” adolescent based on an integrated approach with regard to the special learning needs of the intellectually gifted adolescent.
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Conejeros-Solar, María Leonor, María Paz Gómez-Arizaga, Robin M. Schader, Susan M. Baum, Katia Sandoval-Rodríguez, and Sandra Catalán Henríquez. "The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends." SAGE Open 11, no. 2 (April 2021): 215824402110222. http://dx.doi.org/10.1177/21582440211022234.
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Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.
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Melogno, Sergio, Barbara Trimarco, Maria Antonietta Pinto, and Gabriel Levi. "Sensitizing a Gifted Child with Autism Spectrum Disorder towards Social Cognition: From Assessment to Treatment." World Journal of Neuroscience 06, no. 02 (2016): 171–80. http://dx.doi.org/10.4236/wjns.2016.62021.
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Song, Kwang-Han. "How Does Giftedness Coexist with Autistic Spectrum Disorders (ASD)? Understanding the Cognitive Mechanism of Gifted ASD." Journal of Gifted/Talented Education 21, no. 3 (September 30, 2011): 595–610. http://dx.doi.org/10.9722/jgte.2011.21.3.595.
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Kashapov, Mergalyas M., Irina V. Serafimovich, and Yuliya G. Baranova. "Socio-psychological aspect of modern junior schoolchildren’s academic giftedness." Yaroslavl Pedagogical Bulletin 4, no. 121 (2021): 137–48. http://dx.doi.org/10.20323/1813-145x-2021-4-121-137-148.
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The results of several empirical research generalizations are represented in this article. The congruence of teachers’ and parents’ thinking about different kinds of giftedness and its manifestations of primary school academically gifted learners is discussed here. The specific features analysis of personal characteristics of academically and intellectual gifted today’s children is performed. Sample: total 586 persons: teachers – 60, 240 primary school learners, 286 – learners’ parents. The following idea is proved: a child’s self-evaluation depends on parents’ opinion about their child and it conforms to parents’ expectations. It’s determined that the higher parents evaluate self-regulation level, the level of independence, the higher child’s indicators of self-control and motivation for success are. We have made conclusions that primary schoolchildren can try to draw attention to themselves in order to get acceptance and approval by grown-ups and peers, they also have excessive anxiety level connected with school fears: control and the assessment of knowledge. Authorial express diagnostics was used to study teachers’ and parents’ ideas about different kinds of child’s giftedness and its manifestation. It turned out that at the beginning of studies primary school teachers are less aware of potential giftedness of their children: behavioral and artistic. The spectrum of views about grown-ups’ giftedness broadens to the end of primary school, especially it concerns motivational criteria. The focus group method to estimate the formation level of teachers’ thinking components when working with gifted learners was used. It is found that not only at primary school but also at secondary and high school we can see insufficient representation and formation of teachers knowledge about their work with gifted learners and it is the perspective for further work. It is shown that regular work with teachers stimulates the transformation of professional thinking characteristics from situational up to supra-situational: prediction, reflexivity, the depth and broadness of analysis, self-development orientation are changed.
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Reis, Sally M. "Ten Thousand Hours of Practice, Musical Aptitude and Inner Fire: Developing Musical Talent in Young People." Gifted Education International 25, no. 3 (September 2009): 217–36. http://dx.doi.org/10.1177/026142940902500304.
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Never in the course of the last century, has so little attention been paid to the development of talents and gifts in schools. Programs for talented children are being eliminated at an increasing and alarming rate, with minimal or no funds expended on this population in both our state and most other states in the country. Governments continue to appropriate the lion's share of their nation's education budget towards remedial education for children who currently achieve at the lowest levels, leaving little for children who achieve at the opposite end of the spectrum. In fact, the current federal education budget designates less than $10 million to talent development and gifted programs. In 2006, the U.S. Department of Education spent approximately $84 billion, and the only program addressing the education of talented and gifted youth received $9.6 million, one-hundredth of 1% of expenditures. In schools that do provide some level of support, existing programs are often part-time, providing children with limited opportunities to develop their talents. The vast majority of these programs focus on academics alone, with minimal (if any) attention paid to talented children who demonstrate musical or artistic abilities, or to those with strong potential that has not yet been honed. Simply put, most schools are not places where talents and gifts are developed. Most teachers do not consider the development of talents as part of their responsibility, while many parents do not know how or do not have the interest or the time to cultivate the gifts of their children. Parents who do find ways to develop the talents and gifts of their children often find that, in school, these gifts go unnoticed and unidentified. What does society lose from failing to encourage and develop musical gifts and talents? Whose responsibility is it anyway? How do we measure the loss to our society when children with the talent to compose or play at the highest levels are denied lessons or other opportunities to develop their potentials? How does our society make up for the loss of remarkably high potential and how many undiscovered performers and composers are unengaged and unmotivated in music classes today? In this paper, the process of the acquisition of musical talent development is discussed. Definitions of musical talent and genius are reviewed, as is the information we have regarding the development of musical talent at its highest level The ways in which parents, educators, and the community in general can contribute to the acquisition and development of differing levels of musical excellence is also summarized.
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Batziaka, Elektra, Demetra Galanopoulou, Ioannis Papadogiannis, Marouso Papapetrou, and Athanasios Drigas. "ADHD and Giftedness and the Role of ICTs." Technium Education and Humanities 2, no. 4 (September 24, 2022): 34–50. http://dx.doi.org/10.47577/teh.v2i4.7384.
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The focus of this paper is to take a bibliographical look at the existing research concerning students who are considered to be twice exceptional. The specific aim is to find and analyze the most prevalent data available up to the present time of this writing regarding children who possess characteristics on both sides of the learning spectrum, namely students who are regarded as charismatic or gifted, but have also been diagnosed with ADHD. This paper attempts to find methods to aid in the recognition of the characteristics of these students, try to offer different possibilities regarding schemes and techniques in the way of diagnosis. Finally, certain approaches to successful treatment will also be suggested.
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Khilkevich, E. V., A. S. Steinberg, and A. V. Khaustov. "Special Environment for Teaching Students with ASD in Creative Profession." Autism and Developmental Disorders 20, no. 2 (2022): 53–61. http://dx.doi.org/10.17759/autdd.2022200207.
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Currently, the proportion of students with autism spectrum disorders (ASD) at levels of secondary vocational and higher education is extremely small, but the proportion of students with ASD in general education is increasing every year. This makes problems of vocational guidance for applicants and considering special educational needs in the process of further education in universities and secondary vocational schools more and more urgent. An analysis of the experience of graduates of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders and some successful cases of employment, as well as existing legal documentation, allows us to conclude that the choice of creative professions as a future employment for this category of students is very promising. Such professions can become a direction for career guidance of creatively gifted young people with ASD, both with intact intellect and with intellectual disabilities. The basis for obtaining a profession in colleges and universities should be a set of implementations of special learning conditions that contribute to the successful inclusion of students with special needs in the educational environment.
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Melogno, Sergio, Maria Antonietta Pinto, and Gabriel Levi. "Profile of the linguistic and metalinguistic abilities of a gifted child with autism spectrum disorder: A case study." Child Language Teaching and Therapy 31, no. 1 (April 22, 2014): 113–26. http://dx.doi.org/10.1177/0265659014530414.
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Foley Nicpon, Megan, Alissa F. Doobay, and Susan G. Assouline. "Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 40, no. 8 (February 9, 2010): 1028–38. http://dx.doi.org/10.1007/s10803-010-0952-8.
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Skrabankova, Jana, Stanislav Popelka, and Marketa Beitlova. "STUDENTS’ ABILITY TO WORK WITH GRAPHS IN PHYSICS STUDIES RELATED TO THREE TYPICAL STUDENT GROUPS." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 298–316. http://dx.doi.org/10.33225/jbse/20.19.298.
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Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher’s experience, long-term observations and the students’ previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified. Keywords: education in physics, gifted children, graph, eye-tracking, experimental study.
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PANDEY, Nutan. "TEACHING-LEARNING AND ASSESSMENT PLAN FOR CHILDREN WITH AUTISM." İmgelem 6, no. 11 (December 31, 2022): 651–64. http://dx.doi.org/10.53791/imgelem.1186436.
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Spectrum is a beautiful word, and so are the abilities of children. Some children come under the continuum of gifted category, some are creative, and some are alike in IQ. Some can sing well, some can dance; some may not speak at all etc. So when there is a spectrum of abilities and disabilities so there should also be spectrum of methods of teaching-learning and assessments. The need is to visualise the process of teaching-learning and assessment as an on-going process that is instrumental how students think and absorb, and what they should pick up based on their thinking ability. In this paper how autistic students should be taught, what they should be presented with, and most importantly how they should be skilled and assessed is been mentioned. Autistic children come under the category of differently abled students; and are abled differently. So they should be treated, educated and assessed based on their specificity in terms of need, requirement, skills, limitations and abilities. Neither normal school curriculum can help them with similar teaching learning methods, or the same old assessment method. They need specific curriculum, teaching learning strategies based on their paucity and specific assessment method hitting to know whether are they able to run their lives, are they able to learn basic skills which may help them.
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Houghton, Chris. "Capturing the pupil voice of secondary gifted and talented students who had attended an enrichment programme in their infant school." Gifted Education International 30, no. 1 (April 2, 2013): 33–46. http://dx.doi.org/10.1177/0261429413480421.
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The study was conducted during the Easter holidays of 2010 at Rawmarsh City Learning Centre with 16 students from school years 8 to 11 who had participated, during their infant years, in a gifted and talented Key Stage One Enrichment Cluster. The students represented a wide range of backgrounds, and five were identified as being on the autistic spectrum. The Enrichment Cluster was known as original ways of learning through enrichment technology and socialisation (OWLETS). OWLETS aimed to address the lack of provision for exceptionally able young children, while supporting them in overcoming any weaknesses in relation to socialisation or engagement. The cluster design was inspired by Renzulli’s Schoolwide Enrichment Model. The study investigated the students’ perspective of key features of their experiences at OWLETS and throughout their subsequent education, examining their views on learning and teaching, and was facilitated by the production of a video with student voices spoken by avatars. Findings showed that those with additional special needs preferred primary school and described struggles in secondary; the other 11 students were more positive about secondary education than primary. All the students viewed opportunities for personalised learning and effective teacher–student relationships as key, and they suggested that children who demonstrate exceptional ability benefit from opportunities to socialise and work collaboratively with similarly gifted peers throughout all stages of education. The study indicated that Renzulli’s model, in this simple format, has the potential to enrich a whole-school approach, meeting the needs of all children including the exceptionally able.
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Bedyńska, Sylwia, Dorota Campfield, Radosław Kaczan, Magdalena Kaczmarek, Tomasz Knopik, Magdalena Kochańska, Grażyna Krasowicz-Kupis, et al. "Diagnostic tools for assessment of cognitive functioning in children and youth – the implementation project." Przegląd Psychologiczny 64, no. 2 (December 21, 2021): 97–111. http://dx.doi.org/10.31648/pp.7838.
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PurposeThe aim of this article is to present the application value of a diagnostic toolkit for assessment of cognitive functions based on a proprietary Multidimensional Model of Cognitive Functioning which combines executive functions with the field of perception, language, and communication.
ThesesThe developed tools assess the level of executive functions (attention control, working memory, cognitive flexibility, and reasoning), the speed of perceptual processes, as well as linguistic functions in terms of speech- and writing-based communication.
ConclusionsAll tasks have been prepared in a computer-based version. The innovativeness of the proposed battery of tests stems from the fact that the adopted model creates a coherent theoretical framework for the entire spectrum of functions describing the effectiveness of cognitive processing in people of different ages and varying educational needs. In the context of the tools available in psychological and pedagogical counselling centres, this technically advanced tool will be the first test available on the Polish market covering such a broad spectrum of cognitive functions. The tool has been designed to enable the diagnosis of diverse groups of people with special educational needs – from gifted children, through people with intellectual disabilities, visual and hearing impairments, neurodevelopmental disorders (e.g. autism), and language disorders and dyslexia, to migrant children. This broad scope of application was made possible by implementing the WCAG 2.1 and universal design principles.
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Brecher, Kenneth, and Philip Sadler. "The MicroObservatory Net." International Astronomical Union Colloquium 162 (1998): 37. http://dx.doi.org/10.1017/s0252921100114770.
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Beginning in 1990, a group of scientists, engineers and educators based at the Harvard-Smithsonian Center for Astrophysics (CfA) developed a prototype of a small, inexpensive and fully integrated automated astronomical telescope and image processing system. The MicroObservatory combines the imaging power of a cooled CCD, with a self contained and weatherized reflecting optical telescope and mount. A microcomputer points the telescope and processes the captured images. Software for computer control, pointing, focusing, filter selection as well as pattern recognition have also been developed. The telescope was designed to be used by teachers for classroom instruction, as well as by students for original scientific research projects. Probably in no other area of frontier science is it possible for a broad spectrum of students (not just the gifted) to have access to state-of-the-art technologies that allow for original research projects. The MicroObservatory has also been designed to be used as a valuable new capture and display device for real-time astronomical imaging in planetariums and science museums.
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Gamil Zeedan, Gamil Sayed, and Abeer Mostafa Abdalhamed. "Antiviral Effects of Plant Extracts Used in the Treatment of Important Animal Viral Diseases." World's Veterinary Journal 11, no. 4 (December 25, 2021): 521–33. http://dx.doi.org/10.54203/scil.2021.wvj67.
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The goal of this review was to highlight some plant species that have significant antiviral activity against DNA and RNA viruses in vitro and in vivo although more research is needed to address safety issues, drug interactions, and the possibility of using them in combination with other natural products. Viral infection plays an important role in human and animal diseases. Although there have been advances in immunization and antiviral drugs, there is still a lack of protective vaccines and effective antiviral drugs in human and veterinary medicine. The lack of effective antivirals necessitates the search for new effective antiviral compounds. Plants are naturally gifted at synthesizing antiviral compounds. They are rich sources of phytochemicals with different biological activities, including antiviral activities as a result of advanced analytical chemistry, standard virus assays, and development of standardization and extraction methods. Plant extracts have a wide variety of active compounds, including flavonoids, terpenoids, lignans, sulphides, polyphenolics, coumarins, saponins, furyl compounds, alkaloids, polyines, thiophenes, proteins, and peptides. Moreover, certain volatile oils have indicated a high level of antiviral activity. Replication, assembly, and release, as well as targeting virus host-specific interactions capable of inhibiting several viruses, could help the development of broad-spectrum antivirals for the prevention and control of viral pathogens. The in vitro antiviral activities of Erythroxylum deciduum, Lacistema hasslerianum (chodat), Xylopia aromatica, Heteropteris aphrodisiaca, Acacia nilotica (gum arabic tree), Lippia graveolens (Guettarda angelica (Velvetseed), Prunus myrtifolia, and Symphyopappus plant extracts can inhibite viral replication, and interfer with the early stages of viral adsorption of DNA viruses. However, Boesenbergia rotunda plant extracts have inhibited RNA viruses. A potent anti-SARS-CoV-2 inhibitor with B. rotunda extract and panduratin A after viral infection drastically suppresses SARS-CoV-2 infectivity in Vero E6 cells.
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قوماوی, مریم, and طـارق یـوســـف ملــحـم. "فاعلیة برنامج تدریبی فی تنمیة الوعی لدى الأسر بفئة الموهوبین من ذوی اضطراب طیف التوحد The effectiveness of a training program in developing families' awareness of the gifted category with autism spectrum disorder." مجلة التربیة الخاصة والتأهیل 13, no. 47.2 (March 1, 2022): 115–47. http://dx.doi.org/10.21608/sero.2022.115855.1092.
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Enaifoghe, Andrew Osehi, and Harris Maduku. "African Big Economies on the Continental Trade Liberalisation and Migration Policy Development." Journal of Economics and Behavioral Studies 11, no. 3(J) (July 18, 2019): 39–47. http://dx.doi.org/10.22610/jebs.v11i3(j).2867.
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African countries are faced with a broad spectrum of political and economic challenges that have shadowed hugely in an anticipated socio-economic prosperity. The continent overtime has resolved to come up with a single currency as well as opening borders for trade but none of that has been realised. Polarisation of economic development has caused brain drain within the continent with educated people from poorly governed countries moving across borders (Europe and America), and the same happens with gifted entrepreneurs who search for a country with a better business enabling environment than their own home countries. There is uneven development in Africa with very poor, fragile and better performing countries constituting the continent. This has caused a huge burden on those economies that are doing well as those economies have to create jobs for immigrants as well and for their own people. However, the founding principles of the African Union were basically to bring African countries together and help each other to see through economic and political prosperity across the continent in as much as there are laid out guiding rules.Africa has continued to be a highly protective continent especially amongst itself as most countries still require visas from citizens of other African countries, while countries still impose import duties and all forms of control on imports and practices that are against the foresights of the founding principles of the African Union. This paper acknowledges the efforts that have been done in the West and South of Africa for the formation of regional blocks that desire to achieve socio-economic progress in those regions. The formation of ECOWAS in the WEST and SADC in the South are good strides towards integration efforts in Africa but if the founding objectives of the African Union are to be achieved, member countries still have to do more. This paper recommends the two biggest countries in Africa to make use of their economic power to influence smaller member states to also envision possible socio-economic benefits that can emanate from total integration of the continent. They could make use of the African parliament, African Union summits and other several platforms to lobby for this important goal.
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Kirman, Joseph M. "The Exploratory Use of Landsat Multispectral Images by Grade Six Children: A New Tool for the Gifted Child." Gifted Education International 4, no. 2 (September 1986): 107–10. http://dx.doi.org/10.1177/026142948600400209.
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This preliminary research indicates that children on the grade 6 level have the potential for using images of the earth made from spectral zones other than the visible light range. Such images lend themselves to enrichment work with gifted children. Their teachers are in a unique position to explore the potential of this new geographic tool.
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Dikaya, Liudmila A., Evgenia B. Pokyl, and Igor S. Dikiy. "EEG spectral power of intellectually gifted senior pupils performing cognitive problems." International Journal of Psychophysiology 108 (October 2016): 72. http://dx.doi.org/10.1016/j.ijpsycho.2016.07.233.
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Salomon Arel, Maria. "The Price of Friendship." Canadian-American Slavic Studies 52, no. 2-3 (November 21, 2018): 117–36. http://dx.doi.org/10.1163/22102396-05202010.
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Abstract This article discusses the gift-giving behaviour of English merchants involved in the Russia trade in the Muscovite era. Drawing on a small, but growing body of historical literature relating to the role of gifts in the cultivation of mutually beneficial relations between people across the social spectrum in early modern Europe, it explores the various ways in which the English deployed the practice of giving to their advantage, both in England and in Russia. In particular, as ‘strangers’ in Russia who operated beyond the parameters of traditional kin- and community-based networks of support, English merchants (and other foreigners, such as their Dutch competitors) needed to both ‘befriend’ Russian clients on the ground in every-day trade and nurture relationships in high places to ensure smooth, profitable, and secure business. As the sources reveal, they engaged in a variety of gift-giving behaviours in building relationships with Russians advantageous to their enterprise.
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Bowen, Amanda. "Harvard’s Fine Arts Library: collections and services over 100 years." Art Libraries Journal 37, no. 1 (2012): 29–34. http://dx.doi.org/10.1017/s0307472200017314.
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The Fine Arts Library at Harvard University has served the needs of teaching faculty, art museum staff, art and architectural students, researchers and historians since the founding of the Fogg Art Museum in 1895. Library collections have been enhanced by gifts from faculty, museum publications received on exchange, and by the transfer of arts-related materials from other Harvard libraries. Although founded in the spirit of a museum library, the Fine Arts Library has increasingly developed its collections and services for a wide community of users in fields across the academic spectrum.
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Nason, B. "Core Challenges of Autism." Autism and Developmental Disorders 13, no. 4 (2015): 33–38. http://dx.doi.org/10.17759/autdd.2015130404.
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Bill Nason, an American clinical psychologist, «a humanistic behaviourist» as as he calls himself, tells us about the differences in the means of functioning between people with autistic spectrum disorders and neurotypi¬cal people. The second chapter of his Blue book «Autism Discussion Page» is devoted to the peculiarities in processing of cognitive information of the individuals with the autistic spectrum. B. Nason divides all cogni¬tive difficulties in autism into three main categories: 1. Information processing difficulties, 2. Rigid, inflexible thinking, and 3. Executive functioning difficulties. While working through each of these aspects in a simple and detailed way the author emphasizes on the respect and acceptance of the peculiarities of people who func¬tion differently, not worse and not better than us, just in a different way. Each feature of cognitive functioning has both its pluses and minuses. The main thing is to be aware of them and to learn to use them properly, turn¬ing weaknesses into strengths and gifts.
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Slepkov, Aaron D. "Quantitative measurement of birefringence in transparent films across the visible spectrum." American Journal of Physics 90, no. 8 (August 2022): 625–34. http://dx.doi.org/10.1119/5.0087798.
Full textAbstract:
Common transparent polymer films, such as cellophane and household tape, are frequently used as examples of birefringent materials in textbooks and classroom demonstrations. Qualitatively, birefringence is often demonstrated by layering such films between crossed-polarizers. In this work, we describe an inexpensive experimental setup for the quantitative measurement of birefringence in common household films, suitable for senior high school or undergraduate labs. Whereas traditional approaches for polarization-based classroom experiments typically use monochromatic laser light, we encourage the combined use of an incoherent incandescent light source and a portable spectrometer. In addition, we demonstrate how any concomitant thin-film interference effects can be used to separately measure the optical thickness in the most heterogeneous and uniform films. Such measurement can then be used as an independent experimental confirmation of either the film's index of refraction or its thickness, given knowledge of the other. In an effort to provide examples for the data analysis procedures as well as to investigate a range of materials, we measure the birefringence across the visible spectrum of six common household polymer films, including thin kitchen wrap, cellophane, gift basket film, and common adhesive tapes.
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Smith, W. L., H. Revercomb, G. Bingham, A. Larar, H. Huang, D. Zhou, J. Li, X. Liu, and S. Kireev. "Evolution, current capabilities, and future advances in satellite ultra-spectral IR sounding." Atmospheric Chemistry and Physics Discussions 9, no. 2 (March 10, 2009): 6541–69. http://dx.doi.org/10.5194/acpd-9-6541-2009.
Full textAbstract:
Abstract. Infrared ultra-spectral spectrometers have brought in a new era of satellite remote atmospheric sounding capability. During the 1970's, after the implementation of the first satellite sounding instruments, it became evident that much higher vertical resolution sounding information was needed to be able to forecast life and property threatening localized severe weather. The demonstration of the ultra-spectral radiance measurement technology required to achieve higher vertical resolution began in 1985, with the aircraft flights of the High-resolution Interferometer Sounder (HIS) instrument. The development of satellite instruments designed to have a HIS-like measurement capability was initiated in the late 1980's. Today, after more than a decade of development time, the Atmospheric Infrared Sounder (AIRS) and the Infrared Atmospheric Sounding Interferometer (IASI) are now operating successfully from the Aqua and MetOp polar orbiting satellites, respectively. The successful development and ground demonstration of the Geostationary Imaging Fourier Transform Spectrometer (GIFTS), during this decade, is now paving the way toward future implementation of the ultra-spectral sounding capability on the international system of geostationary environmental satellites.
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Smith Sr., W. L., H. Revercomb, G. Bingham, A. Larar, H. Huang, D. Zhou, J. Li, X. Liu, and S. Kireev. "Technical Note: Evolution, current capabilities, and future advance in satellite nadir viewing ultra-spectral IR sounding of the lower atmosphere." Atmospheric Chemistry and Physics 9, no. 15 (August 6, 2009): 5563–74. http://dx.doi.org/10.5194/acp-9-5563-2009.
Full textAbstract:
Abstract. Infrared ultra-spectral spectrometers have brought in a new era in satellite remote atmospheric sounding capability. During the 1970s, after the implementation of the first satellite sounding instruments, it became evident that much higher vertical resolution sounding information was needed to be able to forecast life and property threatening localized severe weather. The demonstration of the ultra-spectral radiance measurement technology required to achieve higher vertical resolution began in 1985, with the aircraft flights of the High resolution Interferometer Sounder (HIS) instrument. The development of satellite instruments designed to have a HIS-like measurement capability was initiated in the late 1980's. Today, after more than a decade of development time, the Atmospheric Infrared Sounder (AIRS) and the Infrared Atmospheric Sounding Interferometer (IASI) are now operating successfully from the Aqua and MetOp polar orbiting satellites. The successful development and ground demonstration of the Geostationary Imaging Fourier Transform Spectrometer (GIFTS), during this decade, is now paving the way toward the implementation of the ultra-spectral sounding capability on the international system of geostationary environmental satellites. This note reviews the evolution of the satellite ultra-spectral sounding systems, shows examples of current polar satellite sounding capability, and discusses future advances planned for geostationary orbit.
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Rivera Guiral, María Pilar. "La Sensitividad. La Fijación del Estado Visionario." Barcelona Investigación Arte Creación 5, no. 1 (February 2, 2017): 45. http://dx.doi.org/10.17583/brac.2017.2055.
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We believe that the visionary experience is the seed of genuine creation. This is the reason why in this article we explore the human ability to perceive reality in an extraordinary way. Through the first-person account of neuroanatomist Jill Bolte Taylor that suffered a stroke, we discovered that the world might be revealed fluid, vibrant and bright. But above all, we rely on the concept of sensitivity, the ability to see beyond the sensible, that the neuropsychiatrist Shafica Karagulla investigated with scientific rigor. Sensitives are people who have natural gifts to see, colors, fields and energy vortexes, they capture greater wave spectrum, they modify as many vibrations, frames, interconnections and interactions and increased quantity and quality of phenomena. We make a special mention in the savants, sensitive people with amazing talents on one hand, which were often accompanied by dysfunction on the other hand.
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Bashford, Alison, Pratik Chakrabarti, and Jarrod Hore. "Towards a modern history of Gondwanaland." Journal of the British Academy 9s6 (2021): 5–26. http://dx.doi.org/10.5871/jba/009s6.005.
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Gondwanaland was a southern mega-continent that began to break up 180 million years ago. This article explores Gondwanaland�s modern history, its unexpected political and cultural purchase since the 1880s. Originating with geological and palaeontological research in the Gond region of Central India, �Gondwana� has become recognisable and useful, especially in settler colonial contexts. This prospectus sets out a program for a highly unusual �transnational� project, involving scholars of India, Australia, Antarctica, southern Africa and South America. Unpredictably across the five continents of former Gondwanaland, the term itself signals depth of time and place across the spectrum of Indigenous land politics, coal-based extractive politics, and, paradoxically, nationalist environmental politics. All kinds of once-living Gondwanaland biota deliver us fossil fuels today � the �gifts of Gondwana� some geologists call southern hemisphere coal, gas, petroleum � and so the modern history of Gondwanaland is also a substantive history of the Anthropocene.
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Topko, R. I., G. V. Vologdina, A. V. Gumenyk, and H. M. Kovalyshyna. "Spectral assessments of winter wheat varieties and breeding lines in the autumn period." PLANT AND SOIL SCIENCE 12, no. 2 (2021): 29–36. http://dx.doi.org/10.31548/agr2021.02.029.
Full textAbstract:
The introduction of modern methods for field assessment of winter wheat genotypes is an integral part of improving the quality of the breeding process. The creation, adaptation and use of innovative screening technologies in breeding is becoming increasingly popular and allows the breeder to more widely and objectively evaluate the original forms and newly created material. Important for winter is the autumn period, when under favorable weather conditions (gradual decrease in temperature) there is a slowdown in the growth rate of winter wheat, changing physiological and biochemical processes in the plant, which contribute to its transition to hibernation. The state of winter wheat crops (morpho-biometric indicators of plants) in the autumn is largely decisive in the formation of a sufficient level of winter hardiness, and thus affects the further productivity of the crop. According to the results of analysis of morpho-biological and spectral analysis data, it was established that before overwintering the best condition for the first sowing period was winter wheat plants: MIP Lada (NDVI = 0.48), erythrospermum line 55023 (NDVI = 0.46), Lutesens 60049 (NDVI = 0.46), varieties MIP Distinction (NDVI = 0.46) MIP Jubilee (NDVI = 0.46), MIP Dnipryanka (NDVI = 0.46) and line Lutesens 55198 (MIP Gift) (NDVI = 0, 47). In the standard variety Podolyanka, the index value was at the level of 0.45. During the second sowing period, the following varieties were identified: MIP Assol (NDVI = 0.32), Ballad Myronivska (NDVI = 0.32), Erythrospermum 55023 (NDVI = 0.33), MIP Lada (NDVI = 0.33), MIP Jubilejna ( NDVI = 0.32) and Lutesens 55198 (MIP Gift) (NDVI = 0.32) and Lutesens 60107 (NDVI = 0.32). NDVI index of Podolyanka variety was at the level of 0.32.
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Shalev, Donna. "Muḍṭariban maǧnūnan: A Case of Phraseology and Evolving Motifs of Literary and Medical Love-Sickness in the Tale of Salāmān and Absāl." Arabica 61, no. 3-4 (April 23, 2014): 219–51. http://dx.doi.org/10.1163/15700585-12341301.
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Abstract The Tale of Salāmān and Absāl presented as a translation from Greek, attributed in the text’s opening lines to Ḥunayn b. Isḥāq, is saturated with references from a wide-ranging variety of sources with an array of religious, cultural and textual orientations; these, as well as its generic affiliations, ideological leanings, location on the spiritual-metaphysical spectrum and Vorlagen have been studied by many. In this paper, I focus on the wording and literary forms of the text, some of which have been glossed over in the rendition of Henry Corbin, by which this text is often known. My point of departure is a collocation which draws on motifs and phraseology from popular sources, the canons of poetry and poetry in prose (including belles lettres elements in the Qurʾān), as well as terminology in medical literature in Arabic and Greek traditions. Through an analysis of phrasing drawing on philological methods of Blachère, Von Grunebaum, Arazi and others, a contextualization of this Tale (which is not covered in research on “profane love theory” e.g. by Lois Giffen) may lead to a reading of this Hermetic text within a repertoire of “romantic” commonplaces and innovations of expression.
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Redka, I. V., G. M. Danilenko, Zh V. Sotnikova-Malashkina, and O. Ya Mykhalchul. "PECULIARITIES OF NEUROCOGNITIVE PROCESSES IN PUPILS OF SECONDARY SCHOOL IN MERITOCRATIC EDUCATION." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 4 (December 30, 2020): 146–51. http://dx.doi.org/10.31718/2077-1096.20.4.146.
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Psychological and physiological features of gifted schoolchildren in the context of the general tendency towards learning intensification and excessive use of technical means of learning determine their extreme sensitivity to the factors of the educational environment. The introduction of a meritocratic education system requires checking the compliance between the educational process organization and the psychological and physiological schoolchildren capabilities. This article describes the study on the comparison of neurocognitive processes of the secondary school pupils (10-11 years) in meritocratic (n = 60) and traditional (n = 26) educational systems based on the comparison of the relative spectral power of the electroencephalogram (EEG) frequency bands at rest state and cognitive load (mental arithmetic with subtraction). EEG potentials were led monopolarly from 21 locus according to the international system "10-20" using the average reference electrode. Artefact-free EEG datasets of 35–45 s length were registered and analyzed.
The common characteristics of EEG patterns taken from the schoolchildren at meritocratic education include a significantly higher proportion of alpha activity in the frontal cortex and beta-2 activity throughout the convex cerebral surface at rest and cognitive load. Mental arithmetic caused changes in all EEG frequency bands, mainly in the frontoparietal network in the condition under meritocratic education, while under traditional education the changes were mainly registered in the delta band in the temporal and parietal cerebral cortex. We have found out that schoolchildren in the meritocratic system are characterized by a higher level of cerebral functional maturity and demonstrate more mature activation patterns of cortical structures during the mental arithmetic testing. This indicates the beneficial developmental impact of meritocratic education.
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Wijaya, Elizabeth. "To Learn to Live with Spectral Justice: Derrida–Levinas." Derrida Today 5, no. 2 (November 2012): 232–47. http://dx.doi.org/10.3366/drt.2012.0042.
Full textAbstract:
Early on in Specters of Marx, the first sentence in Exordium reads: ‘Someone, you or me, comes forward and says: I would like to learn to live finally’. In the last paragraph of the last chapter, Derrida gives the injunction: ‘If he loves justice at least, the “scholar” of the future, the “intellectual” of tomorrow should learn it and from the ghost’. The ghost is the gift Derrida leaves us, yet, what can ghosts teach us about justice and how may we (dare we) learn from them? Derrida invokes Levinas's name for the only time in Specters of Marx, with the line ‘The relation to others – that is to say, justice, writes Levinas’. From ‘Violence and Metaphysics’ to ‘At This Very Moment in This Work Here I Am’, the spectral relation between Derrida and Levinas already performs spectral justice. How do we say ‘J'accepte’ to spectral justice – justice that we cannot rightly possess? The figure and logic of the ghost serve not merely rhetorical purposes but, in its non-presence and presence, the ghost becomes the trace of the justice that we can neither own nor disown, but need to learn to live with, even if, in politics and in life, the fear of ghosts remains.
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Baines, Donna, Ian Cunningham, and John Shields. "Filling the gaps: Unpaid (and precarious) work in the nonprofit social services." Critical Social Policy 37, no. 4 (February 1, 2017): 625–45. http://dx.doi.org/10.1177/0261018317693128.
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Unpaid work has long been used in nonprofit/voluntary social services to extend paid work. Drawing on three case studies of nonprofit social services in Canada, this article argues that due to austerity policies, the conditions for ‘pure’ gift relationships in unpaid social service work are increasingly rare. Instead, employers have found various ways to ‘fill the gaps’ in funding through the extraction of unpaid work in various forms. Precarious workers are highly vulnerable to expectations that they will ‘volunteer’ at their places of employment, while expectations that students will undertake unpaid internships is increasing the norm for degree completion and procurement of employment, and full-time workers often use unpaid work as a form of resistance. This article contributes to theory by advancing a spectrum of unpaid nonprofit social service work as compelled and coerced to varying degrees in the context of austerity policies and funding cutbacks.
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Thenmozhi, M., and P. Gnanaskanda Parthiban. "Robust Face Recognition from NIR Dataset via Sparse Representation." Applied Mechanics and Materials 573 (June 2014): 495–500. http://dx.doi.org/10.4028/www.scientific.net/amm.573.495.
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A biometric identification system may be a pc application for mechanically distinctive or confirmative of an individual from a digital image or a video frame from a video supply. One in all the ways that to try and do this can be by examination designated face expression from the image and a facial information. This paper planned dynamic face recognition from near-infrared images by exploitation sparse representation classifier. Most of the prevailing datasets for facial expressions are captured in a very visible light spectrum. However, the visible light (VIS) will modify with time and placement, causing important variations in look and texture. This new framework was designed to attain strength to pose variation and occlusion and to resolve uncontrolled environmental illumination for reliable biometric identification. This paper gift a unique analysis on a dynamic facial features recognition, exploitation near-infrared (NIR) datasets and LBP(Local binary patterns) feature descriptors. It shows sensible and strong results against illumination variations by exploitation infrared imaging system.
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Fiorillo, A. "The de Clérambault syndrome: More than just a delusional disorder?" European Psychiatry 64, S1 (April 2021): S56. http://dx.doi.org/10.1192/j.eurpsy.2021.177.
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The de Clèrambault syndrome is a psychiatric condition characterized by the presence of a delusion in which the patient is convinced that another person has fallen in love with him or her. Patients usually believe that their lover is a person belonging to a higher social and economic class, or is already married, or even is imaginary or deceased person. In the majority of cases, the patients do not seek for psychiatric help, but usually is referred to the mental health care system due to behavioural consequences associated with the syndrome, including stalking behaviours (repetitive calling, unexpected visits or continuous attempts to send gifts or letters to the loved person). The name of the syndrome derives from the French psychiatrist Gaetan Gatian de Clerambault, who systematically described this syndrome in a series of patients. According to the modern classification systems, the syndrome is conceptualized as erotomanic subtype of the delusional disorder. However, the presence of delusions is not the only clinical feature of the syndrome. In fact, specific affective features are usually present, such as grandiosity, hypersexuality and promiscuity. Therefore, it has been argued that De Clèrambault syndrome should be considered as lying on the continuum of the spectrum of bipolar disorders. Those diagnostic uncertainties highlight the difficulties for clinicians to properly manage this syndrome and should represent a valid reason for rediscovering this almost neglected psychiatric syndrome.DisclosureNo significant relationships.
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Alam, Safaet, Anik Dhar, Muhib Hasan, Fahmida Tasnim Richi, Nazim Uddin Emon, Md Abdul Aziz, Abdullah Al Mamun, et al. "Antidiabetic Potential of Commonly available Fruit Plants in Bangladesh: Updates on Prospective Phytochemicals and Their Reported MoAs." Molecules 27, no. 24 (December 8, 2022): 8709. http://dx.doi.org/10.3390/molecules27248709.
Full textAbstract:
Diabetes mellitus is a life-threatening disorder affecting people of all ages and adversely disrupts their daily functions. Despite the availability of numerous synthetic-antidiabetic medications and insulin, the demand for the development of novel antidiabetic medications is increasing due to the adverse effects and growth of resistance to commercial drugs in the long-term usage. Hence, antidiabetic phytochemicals isolated from fruit plants can be a very nifty option to develop life-saving novel antidiabetic therapeutics, employing several pathways and MoAs (mechanism of actions). This review focuses on the antidiabetic potential of commonly available Bangladeshi fruits and other plant parts, such as seeds, fruit peals, leaves, and roots, along with isolated phytochemicals from these phytosources based on lab findings and mechanism of actions. Several fruits, such as orange, lemon, amla, tamarind, and others, can produce remarkable antidiabetic actions and can be dietary alternatives to antidiabetic therapies. Besides, isolated phytochemicals from these plants, such as swertisin, quercetin, rutin, naringenin, and other prospective phytochemicals, also demonstrated their candidacy for further exploration to be established as antidiabetic leads. Thus, it can be considered that fruits are one of the most valuable gifts of plants packed with a wide spectrum of bioactive phytochemicals and are widely consumed as dietary items and medicinal therapies in different civilizations and cultures. This review will provide a better understanding of diabetes management by consuming fruits and other plant parts as well as deliver innovative hints for the researchers to develop novel drugs from these plant parts and/or their phytochemicals.
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Bleaney, Brebis. "Edward Mills Purcell. 30 August 1912 — 7 March 1997." Biographical Memoirs of Fellows of the Royal Society 45 (January 1999): 437–47. http://dx.doi.org/10.1098/rsbm.1999.0029.
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Professor Edward Purcell was a physicist of great distinction. With Felix Bloch he received the joint award of the Nobel Prize for Physics in 1952, for the developments respectively of nuclear magnetic resonance (NMR) and nuclear induction. In 1951, H.L. Ewen and Purcell (21)* detected radiation at the hydrogen hyperfine frequency of 1421 MHz coming from interstellar space, which created a new branch of astronomy. The Smith–Purcell effect (28) is now regarded as a potentially powerful source of radiation in the far infrared region of the spectrum. These were further achievements of prize–winning quality. Edward Mills Purcell was born in Taylorville, Illinois, USA, the son of Edward A. Purcell and Mary Elizabeth Mills, both natives of Illinois. From public schools in Taylorville and Mattoon, Illinois, he won a scholarship to Purdue University, Indiana. He graduated in 1933 in electrical engineering and published two papers (1, 2) on thin films with Professor K. Lark–Horowitz. Realizing that Purcell's gifts and interests lay in mathematics and physics, Lark–Horowitz invited him to take part in a research project on electron diffraction while he was still an undergraduate, and then recommended him for an exchange studentship in Germany. Purcell spent a year studying physics at the Technische Hochschule in Karlsruhe, with Professor W. Wenzel. On his return he entered Harvard University to work under J.H. Van Vleck (For.Mem.R.S. 1967; Nobel Laureate in Physics 1981). With Malcolm Hebb, who later became Director of Research at the Laboratories of the General Electric Company in Schenectady, New York, he made a theoretical study (3) of the properties of paramagnetic salts below 1 K. This publication was widely used for the interpretation of magnetic cooling experiments in low–ndash;temperature physics, including my own thesis work in 1937–39. Later, when I mentioned it, Purcell, always a modest man, said, ‘that was all Hebb’.