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Artigos de revistas sobre o assunto "High intellectual potential (HIP)"
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Riccioni, Assia, Stefano Pro, Lorena Di Criscio, Monica Terribili, Martina Siracusano, Romina Moavero, Massimiliano Valeriani e Luigi Mazzone. "High Intellectual Potential and High Functioning Autism: Clinical and Neurophysiological Features in a Pediatric Sample". Brain Sciences 11, n.º 12 (3 de dezembro de 2021): 1607. http://dx.doi.org/10.3390/brainsci11121607.
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High Intellectual Potential (HIP) and High Functioning Autism (HFA) are two different conditions sharing some clinical and neurobiological features. The aim of the present study was to characterize a sample of HIP children (n: 16; M/F: 14/2; median age: 10 years) in comparison to those with HFA (n: 17; M/F: 16/1; median age: 13 years) and to neurotypically developed (NTD) children (n: 10; M/F: 4/6; median age: 11 years) from a clinical and neurophysiological perspective. Specifically, a standardized clinical assessment of cognitive and adaptive skills, autistic symptoms, executive functions and behavioral features was performed. Moreover, event-related potentials (ERPs) were recorded, referring specifically to the mismatch negativity (MMN) and P300 paradigm. Our data highlighted the presence of similarities between the intellectually gifted individuals and the ones with autism (i.e., a nonhomogeneous intellective profile, an adaptive skills impairment, subthreshold autistic symptoms and increased perfectionism). Interestingly, a distinct neurophysiological characterization between groups came out, with evidence of a reduced MMN amplitude only in the HFA group. Furthermore, no differences within groups in the P300 component emerged. Therefore, our results start to provide a more informative characterization of the HIP phenotype in comparison to those of HFA and NTD, highlighting the potential role of the MMN amplitude index in helping clinicians and researchers to distinguish between HIP and HFA. Nevertheless, further research on the topic is strongly needed.
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Hamdioui, S., e L. Vaivre-Douret. "Attachment representations in high intellectual potential (HIP) children compared to non-HIP children during development". European Psychiatry 67, S1 (abril de 2024): S442—S443. http://dx.doi.org/10.1192/j.eurpsy.2024.917.
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IntroductionThe studies about developmental bases of attachment in healthy children with high intellectual potential (HIP) are rare.Moreover, the literature underline socio-emotional disorders in HIP and difficulties with behavioral adjustment of parents.ObjectivesWe aimed to explore the developmental trajectory of attachment in HIP children without psychological or learning disorders.MethodsThe french version of the Adolescent-Unresolved-Attachment-Questionnaire (QANRA: internal consistency=0.74-0.82; test-retest =0.58-0.83) was analyzed in 80 healthy children (50 HIP with IQ>130 vs. 30 non-HIP), aged 7-to-13-years-old (mean 10y; SD 1.8). All children were recruited in private and public schools in Paris.ResultsThere was no significant difference between the groups. However, when we looked at the developmental trajectory by distinguishing the period of adolescence [7-10 years (56% in the HIP group vs. 53% in the non-HIP); 11-13 years (44% in the HIP group vs. 47% in the non-HIP)], we have noted a significantly early integration of resolved attachment in the HIP children that seems to remain stable in adolescence.ConclusionsOur findings highlight the early onset of attachment with a harmony of intellectual/psycho-affective development in HIP children without skipping stages, but more quickly and effectively. This could potentially be explained by their cognitive abilities, particularly the theory of mind and the executive functions, known to be significantly more efficient in HIP children without neurodevelopmental disorders.Disclosure of InterestNone Declared
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Hamdioui, S., e L. Vaivre-Douret. "Psycho-socio-emotional characteristics in high intellectual potential child regarding IQ profile (Homogenous/Heterogenous)". European Psychiatry 65, S1 (junho de 2022): S419. http://dx.doi.org/10.1192/j.eurpsy.2022.1064.
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Introduction Few studies have analyzed the psychometric profile (Homogenous/Heterogenous), established by the Wechsler scale in high intellectual potential children (HIP, IQ>130), regarding the psycho-socio-emotional characteristics. Objectives We aimed to look at the links between the IQ-profile and the psycho-socio-emotional characteristics in HIP. Methods Anamnestic questionnaire and Wechsler-Intelligence-Scale for children (WISC-V) were conducted and analyzed in 58 healthy children with HIP, aged 7-to-13 years-old (mean 10y; SD 1.8). It was possible to distinguished 27 Homogenousvs 30 Heterogenous IQ-profile. Results No significant difference between homogenous/heterogonous groups, FIQ was positively significantly correlated with “Reacting very little emotionally”, “Tendency to isolation”. Visual-Spatial-Index (VSI) with “Ability to adapt to new people” (r=-0.4, p=0.02), “few interests” (r=0.5, p=0.008). Verbal-Comprehension-Index (VCI) with “Reacting strongly to frustration”, “Difficulties to understand limits”, “Separation anxiety”. A significant difference between homogenous/heterogonous groups was shown regarding “few interests” with high rate in the heterogonous group (t= -2.34, p=0.023). Conclusions HIP seems to cover specific psycho-socio-emotional characteristics linked to IQ index distribution. Thus, it appears interesting to assess more the emotional and socio-cognitive field to understand these characteristics in HIP children. Disclosure No significant relationships.
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Boschi, A., P. Planche, A. Philippe e L. Vaivre-douret. "Assessment of cognitive profile (WISC-IV), autistic symptomatology and pragmatic disorders in high intellectual potential compared with autism spectrum disorder". European Psychiatry 33, S1 (março de 2016): S129. http://dx.doi.org/10.1016/j.eurpsy.2016.01.184.
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IntroductionAn overlap between autism spectrum disorder (ASD), in particular Asperger Syndrome (AS), and high intellectual potential (HIP–Total IQ > 2 SD) is often discussed.ObjectivesExplore differences between homogeneous and heterogeneous Wisc-profiles among HIP children, and between HIP and ASD children, on cognitive and clinical assessments.MethodsForty-nine participants (mean age 11.2 years) were divided in 4 groups: High Functioning Autism (HFA), AS, Homogenous HIP and Heterogeneous HIP. Data of WISC-IV and questionnaires – Autism Quotient (AQ), Empathy Quotient (EQ), Systemizing Quotient (SQ), Children's Communication Checklist (CCC) – were compared.(Preliminary) ResultsOn the WISC-IV, the Z scores curves follow similar trajectories but highlight quantitative differences between AS and heterogeneous HIP: verbal comprehension is the highest index (+1,6 SD in AS; +3,1 SD in heterogeneous HIP) followed by perceptual reasoning, working memory, and processing speed indexes (–1,2 SD in AS; +0,5 SD in heterogeneous HIP), respectively. The questionnaires show that scores of Homogenous HIP children are all in the average. Heterogeneous HIP children score 2,1 SD above average on the AQ (+1,6 SD on “Social Skills” and +1,3 SD on “Local Detail” subscales), whereas ASD children score 4 SD above average on the AQ. In addition, heterogeneous HIP children show pragmatic difficulties (–2,4 SD on the CCC, with a peak on “Area of Interest” subscale), also present in ASD children (–4 SD).ConclusionsAS and heterogeneous HIP children show similar cognitive profiles on the WISC-IV. Furthermore, heterogeneous HIP children exhibit high scores on the AQ and have pragmatic difficulties.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Hamdioui, S., e L. Vaivre-Douret. "The distribution of IQ index scores in the psychometric profile of children with High Intellectual Potential (HIP): Is the heterogeneity specific to HIP?" European Psychiatry 66, S1 (março de 2023): S746. http://dx.doi.org/10.1192/j.eurpsy.2023.1568.
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IntroductionThe majority of studies on the HIP IQ attest a heterogeneity of the IQ profile as specific to HIP. However, the samples are recruited in clinical consultations. Thus, it is important to investigate new samples from schools.ObjectivesWe aimed to analyze the index scores of the IQ profile of children without disorders or specific school assistance.MethodsThe WISC-V was conducted and analyzed in 80 healthy children (50 HIP vs. 30 non-HIP), aged 7-to-13 years-old (mean 10y; SD 1.8). All children were recruited in private and public schools in Paris.Results All IQ index scores were significantly higher in the HIP vs. non-HIP. In both groups, the Verbal Comprehension Index was the highest index while the Processing Speed Index was the lowest. There are significantly (p=0.02) more heterogeneous IQ profiles in HIP (64%) vs. non-HIP (47%), with a significantly larger gap between the highest and lowest index (respectively: median = 29.5 vs. 21.5). There was a significant-positive correlation between IQ level in general and the heterogeneity of the profile (r = 0.42; p<0.001).ConclusionsThe HIP children show better verbal, visual-spatial, fluid reasoning, working memory, and processing speed index scores. However, the distribution of IQ index scores was similar in both groups. Thus, the heterogeneity of the IQ profile is not specific to HIP children, but rather related to IQ score level. This highlights the importance of considering the IQ as a continuum rather than as a categorical distribution. Moreover, it points to the interest to better understand the IQ profile by completing it with multidimensional assessments.Disclosure of InterestNone Declared
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Vaivre-Douret, Laurence, e Soukaina Hamdioui. "Developmental Trajectory of Depressive Symptoms from Early Childhood through High School in Children and Adolescents with a High Intellectual Potential". Children 10, n.º 11 (26 de outubro de 2023): 1738. http://dx.doi.org/10.3390/children10111738.
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We aimed to explore the developmental trajectory of depressive symptoms in a national sample of French children with a high intellectual potential (HIP) seeking help from gifted organizations. Participants were drawn from a national retrospective survey sent to 1200 families with HIP children (IQ ≥ 130) from primary to high school and they answered a self-report questionnaire of a depression scale (MDI-C). The children’s parents completed a self-report questionnaire collected on different stages of the child’s school level, perinatality, psychomotor development, health, family’s history, behavior, interpersonal relationships and daily activities, school performance, presence of learning disorders and remediation. Four hundred and twenty HIP children were eligible with an IQ ≥ 130 aged from 8 to 17 years-old, 49% with depressive symptoms and 51% with no depressive symptoms. Analysis of 136 variables from anamnestic fields based on the use of Spearman’s ρ test (ρ) with a non-parametric correlations showed that “learning disabilities” are significantly related to depressive symptoms in different groups (primary p = 0.001, middle p = 0.02, high school p = 0.001) as well as “difficulties in psychomotor skills” during primary (p = 0.003) and middle school (p = 0.02). Good relationships with family as well as with peers are significantly negatively correlated with depressive symptoms from childhood to primary (p = 0.003) and high school (p = 0.02). Certain details of correlations between the MDI-C scale’s subfactors and anamnestic variables were analyzed. The ANOVA test about the MDI-C scale showed provocation as a significant marker at middle school (F (1, 418) = 3.487, p = 0.03) and low self-esteem at high school (F (1, 418) = 3.337, p = 0.03). A holistic developmental approach allowed us to highlight the risk factors of depression with a developmental trajectory origin linked to disorders of social adjustment and psychomotor skills and to the importance of misdiagnosed learning disabilities because of giftedness. Our findings support the interest in an early identification of and intervention in depression risk to improve clinical decision making on the effect of giftedness on mental health outcomes.
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Sastre-Riba, Sylvia, e Tomás Cámara-Pastor. "Ethical Regulation and High Intellectual Ability". International Journal of Environmental Research and Public Health 19, n.º 5 (25 de fevereiro de 2022): 2689. http://dx.doi.org/10.3390/ijerph19052689.
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High intellectual ability is expanding its conceptualization. This broadening includes the need for executive and ethical regulation of high potential, in order to offer effective solutions in the complexity of the 21st century. Research on the regulation of ethical sensitivity in persons with HIA is scarce and necessary, suggesting that children and adolescents with HIA are superior and earlier in ethical sensitivity than their typical peers. However, cognitive excellence does not predict excellence and its development; therefore, the importance of regulating and guiding the broad ethical sensitivity of people with HIA is highlighted. The objective of this study is to explore what is the ethical sensitivity of schoolchildren with HIA compared to typical ones. A sample of n = 21 schoolchildren, previously diagnosed with HIA, and an age-matched control group of n = 23 schoolchildren of average intelligence is studied through their answers to the ATHRI questionnaire. The multivariate general linear analysis reported intergroup differences showing the highest and earliest ethical sensitivity in schoolchildren with HIA compared to typical schoolchildren from 8 to 9 years old, but not at 10 years. The generalizability coefficient was high (0.842). Educative derivations are suggested to guide the regulation of ethical sensitivity in children.
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Frighi, Valeria, Margaret Smith e Tim Holt. "Use and risk of side effects of antiresorptive medication in people with intellectual disabilities". NIHR Open Research 2 (13 de dezembro de 2022): 61. http://dx.doi.org/10.3310/nihropenres.13352.1.
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Background: Recent studies show that adults with intellectual disabilities (ID) have high incidence of major osteoporotic fracture, especially hip fracture. In those ≥ 50 years, women and men with ID have an approximately two and four times higher rate of hip fracture than women and men without ID. Increased awareness of osteoporotic fracture risk in ID may lead to wider use of antiresorptiverugs (bisphosphonates and denosumab) in this population. We aimed to compare, between people with and without ID, the incidence of 1) major side effects, namely medication related osteoporosis of the jaw (ONJ) and oesophagitis; 2) oral pathology, which can be a risk factor for ONJ. Methods: Exploratory study investigating safety of first line osteoporosis medication within the population of a previous study comparing fracture incidence in people with and without ID in the GOLD database of the Clinical Practice Research Datalink 1998-2017. Results: The percentage of people on antiresorptive drugs was identical in the ID and non ID group (1.4%). The number of individuals who developed ONJ and oesophagitis during the study was too low to allow an accurate estimate of incidence of the events and a comparison between the two groups. The incidence of any oral pathology was 119.31 vs 64.68/10000 person year in the ID vs non ID group. Conclusions: Medication related ONJ and oesophagitis are rare in people with and without ID. There is no reason based on our findings to use antiresorptives differently in people with ID as in the rest of the population. However, the potential for side effects of antiresorptives will inherently increase with wider use of these drugs. Given the higher incidence of oral pathology in people with ID, which could put them at higher risk of ONJ, precautions should be taken to prevent this complication by attention to oral health.
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Viana-Sáenz, Lourdes, Sylvia Sastre-Riba, Maria Luz Urraca-Martínez e Juan Botella. "Measurement of Executive Functioning and High Intellectual Ability in Childhood: A Comparative Meta-Analysis". Sustainability 12, n.º 11 (11 de junho de 2020): 4796. http://dx.doi.org/10.3390/su12114796.
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From a neuroconstructivist approach and a developmental model of high intellectual ability (HIA), it is argued that the management of intellectual resources through executive functioning (EF) is one of the factors influencing the expression of high potential. The main objective is to determine the effectiveness of measures of executive functioning used comparing schoolchildren with HIA and those of average intelligence. A meta-analysis was carried out on a selection of 17 studies for a total sample of 1518 children with either HIA or an average level of intelligence. Pooled estimates of effect size revealed a significant difference favoring the HIA individuals in the two components of EF related with WM verbal (d = 1.015), and WM visual-spatial (d = 0.709). Other components did not show significant differences: inhibition (d = −0.014), flexibility (d = 0.068), and planification (d = −0.038). The empirical heterogeneity was very high. It is concluded that these instruments show a degree of measurement impurity, which condition their validity and reliability, and that schoolchildren with HIA display better executive functioning in the components of verbal and visual-spatial working memory.
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Viana-Sáenz, Lourdes, Sylvia Sastre-Riba e Mª Luz Urraca-Martínez. "Executive Function and Metacognition: Relations and Measure on High Intellectual Ability and Typical Schoolchildren". Sustainability 13, n.º 23 (26 de novembro de 2021): 13083. http://dx.doi.org/10.3390/su132313083.
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The current understanding of high intellectual ability (HIA) involves considering the multidimensional nature of the skills that comprise it. In addition, conceptual advances related to how individuals manage the high intellectual resources available to them may help explain the possible gap between performance and high levels of competence. Understanding the role of executive functioning and metacognition in relation to the management of these resources is essential. Nonetheless, to date, the trajectory of their study is diverse, and empirical and measured evidence in this regard is limited. Thus, the objective of this work was to understand the relationship between executive functions and metacognition (and its components), as well as the measurement of these factors and their reliability. The study sample comprised schoolchildren (n = 43) with an HIA and a control group (n = 46) of schoolchildren with typical intelligence levels. Network analysis revealed differential intergroup connections between the executive functioning components as well as between those of metacognition and for each construct. The greatest relational weight was for metacognition components, with the most robust relationship being found in the group with HIA with metacognitive regulation, flexibility, and verbal working memory versus metacognitive awareness and inhibition in the typical group. Measurement derivations and their application in educational interventions to optimise the expression of high potential are also discussed.
Teses / dissertações sobre o assunto "High intellectual potential (HIP)"
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Campala, Florianne. "Approche écosystémique de la construction de soi chez l’enfant haut potentiel intellectuel (HPI), et expériences parentales des pères et des mères". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0416.
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La construction de soi des personnes à haut potentiel intellectuel (HPI) a surtout été étudiée chez les adolescents, notamment en contexte scolaire (Courtinat-Camps et De Leonardis, 2006), et rares sont les recherches portant sur les perceptions de soi chez les enfants à HPI d'âge scolaire, en particulier dans le contexte familial. De plus, les enfants à HPI sont souvent confrontés à des comportements qui peuvent accroître le stress parental, comme ressentir une appréhension liée à la scolarité et craindre un éventuel échec, ce qui peut alimenter un sentiment d’isolement et un manque de ressources spécialisées pour faire face à ces enjeux (Brault-Labbé et al., 2024). Or, rares sont les études sur les perceptions parentales dans le contexte du HPI, tenant compte des points de vue des pères et des mères, sans négliger la dimension temporelle et les interactions complexes au sein du système familial. Dans une approche développementale s’inscrivant dans le modèle de Bronfenbrenner (1994), l’objet de cette thèse est d’étudier l’évolution de la construction de soi de l’enfant identifié HPI ou pas et des expériences parentales, père et mère, avec une approche longitudinale sur trois temps dans l’année. Le premier objectif est de comprendre comment la construction de soi évolue en tenant compte du statut de l’enfant (HPI identifié ou non) et de l'influence de leur environnement (famille, école). Nous examinons également les représentations que les parents et les enfants ont du HPI et leurs évolutions. Le second objectif est d’explorer les expériences parentales des pères et des mères (SEP et stratégies de coping) au cours du temps. Pour répondre à ces objectifs, nous avons mené une étude qualitative et longitudinale auprès de six familles (enfant âgé de 6 à 9 ans, père et mère), reçues au cabinet de la psychologue dans un premier temps pour évaluer l’intelligence de l’enfant, et effectué un entretien avec chacun des membres de la famille, en vue d’une identification potentielle du HPI. La perception de soi des enfants a été évaluée par l’échelle PCSC, Perceived Competence Scale for Children, de Harter (Bettayeb, 2017), et la perception de leur enfant a été évaluée par les parents via le questionnaire Inventaire hiérarchique de personnalité pour enfants (HIPIC : Hierarchical Personality Inventory for Children, adapté en français par Quartier, Rossier & Bouvard, 2011). Deux semaines plus tard, une restitution de l’évaluation de l’enfant était faite. Puis, à deux reprises (trois mois et six mois après cette restitution), de nouveaux entretiens individuels ont été réalisés auprès de tous les membres de la famille ainsi que la passation des questionnaires. L’analyse des données met en évidence que le concept de soi et son évolution chez les enfants identifiés comme HPI sont sensiblement différents de celui des enfants non identifiés HPI. Les expériences parentales changent avec le temps : au début, marquées par l’anxiété et l’incertitude, elles évoluent vers une plus grande confiance en leurs rôles, par les stratégies de coping développées pour faire face aux défis de la parentalité, liés à la scolarité de leurs enfants et à leurs caractéristiques. En conclusion, cette recherche souligne l'importance de prendre en compte les perceptions des pères et des mères et la dynamique familiale dans le processus de développement identitaire des enfants, HPI ou non. Elle met également en avant les enjeux et les défis auxquels font face les parents qui consultent un.e psychologue pour une évaluation du quotient intellectuel de leur enfant. De plus, en documentant les trajectoires identitaires des enfants en fonction de leur statut HPI, cette recherche peut contribuer à une sensibilisation des acteurs éducatifs et des psychologues aux défis uniques auxquels ces enfants font face. L'évaluation et l'identification du HPI ne devraient pas être perçues comme des fins en soi (…)The self-construction of gifted individuals (HPI) has mainly been studied in adolescents, particularly in the school context (Courtinat-Camps and De Leonardis, 2006), and there are few studies focusing on self-perceptions in school-aged gifted children, especially within the family context. Moreover, gifted children often face behaviors that can increase parental stress: experiencing apprehension related to schooling and fearing potential failure, which can fuel a sense of isolation and a lack of specialized resources to address these challenges (Brault-Labbé et al., 2024). However, studies on parental perceptions in the context of giftedness are rare, especially those considering both fathers’ and mothers’ perspectives, without neglecting the temporal dimension and the complex interactions within the family system. Using a developmental approach rooted in Bronfenbrenner’s model (1994), the aim of this thesis is to study the evolution of self-construction in children identified as gifted or not, and parental experiences (both father and mother) with a longitudinal approach over three points in the year. The first objective is to understand how self-construction evolves by considering the child’s status (identified as gifted or not) and the influence of their environment (family, school). We also examine the representations that parents and children have of giftedness and how these evolve. The second objective is to explore the parental experiences of fathers and mothers (parental efficacy and coping strategies) over time. To achieve these objectives, we conducted a qualitative and longitudinal study with 6 families (children aged between 6 and 9, both father and mother), who were first received at the psychologist's office for an evaluation of the child's intelligence, followed by an interview with each family member, to potentially identify giftedness. The children's self-perception was assessed using Harter's PCSC, Perceived Competence Scale for Children (Bettayeb, 2017), and their parents' perception of their child was evaluated through the HIPIC questionnaire (Hierarchical Personality Inventory for Children, Quartier, Rossier, and Bouvard, 2011). Two weeks later, feedback on the child's evaluation was provided. Then, twice (three months and six months after this feedback), new individual interviews were conducted with all family members, along with the administration of the questionnaires. The data analysis highlights that the concept of self and its evolution in children identified as gifted differs significantly from that of non-gifted children. Parental experiences change over time: initially marked by anxiety and uncertainty, they evolve towards greater confidence in their roles, through the coping strategies developed to face the challenges of parenting, linked to their children's schooling and characteristics. In conclusion, this research underscores the importance of considering both fathers’ and mothers’ perceptions, as well as family dynamics, in the identity development process of children, whether gifted or not. It also highlights the challenges faced by parents who consult a psychologist for their child's IQ evaluation. Furthermore, by documenting children's identity trajectories based on their gifted status, this research can help raise awareness among educators and psychologists about the unique challenges these children face. The evaluation and identification of giftedness should not be seen as an end, but as essential steps in the process of supporting both children and their parents
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Kermarrec, Solen. "Relations entre potentiel intellectuel, anxiété et dépression chez l'enfant". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB216/document.
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Les enfants et adolescents à haut potentiel intellectuel peuvent présenter des troubles psychologiques très variés, justifiant une prise en charge spécialisée dans un lieu de soin pédopsychiatrique. Parmi ces éventuels troubles, l’anxiété et la dépression sont des motifs fréquemment invoqués par les parents. Afin de mieux comprendre les caractéristiques et les spécificités des troubles anxieux et dépressifs dans la population des enfants et adolescents à haut potentiel, nous avons réalisé une revue de la littérature des études épidémiologiques menées sur l’anxiété et la dépression chez des enfants et adolescents à haut potentiel intellectuel. Les résultats sont variables et parfois même contradictoires. Des biais méthodologiques (absence de consensus dans la définition du haut potentiel intellectuel, biais d’évaluation des troubles anxieux ou dépressifs, faible taille des effectifs) peuvent expliquer, en partie, les résultats contradictoires observés. Nous avons ensuite mené une étude exploratoire avec pour objectif principal de comparer les troubles anxieux et dépressifs dans des groupes d’enfants avec ou sans haut potentiel intellectuel, en tentant de tenir compte de ces biais. Notre étude a donc été réalisée dans de larges cohortes d’enfants à haut potentiel intellectuel et non à haut potentiel intellectuel, à partir de différentes sources d’observation (évaluation parentale, auto-évaluation par l’enfant et évaluation pédopsychiatrique). Concernant les troubles anxieux, les résultats de l’étude 1 suggèrent que les enfants à haut potentiel global (QIT130) seraient plus anxieux que les enfants non à haut potentiel global (QIT<130) selon le diagnostic psychiatrique à la CIM-10 ou au DSM-5. Par ailleurs, selon l’auto-évaluation par l’enfant en utilisant le questionnaire R-CMAS, les enfants présentant un haut potentiel verbal (ICV130) se percevraient plus anxieux que les enfants ne présentant pas de haut potentiel verbal (ICV<130), alors que les enfants présentant un haut potentiel perceptif (IRP130) se percevraient moins anxieux que les enfants ne présentant pas de haut potentiel réceptif (IRP<130). Un ICV élevé aurait donc un effet négatif sur l’anxiété ressentie par l’enfant, alors qu’un IRP élevé aurait un effet protecteur de l’anxiété. Concernant les troubles dépressifs, les résultats de l’étude 2 montrent que, selon l’évaluation des parents, les enfants ayant un haut potentiel verbal (ICV130) présenteraient plus de trouble dépressif que les enfants ne présentant pas de haut potentiel verbal (ICV<130). Selon l’auto-évaluation par l’enfant en utilisant le questionnaire MDI-C, les enfants à haut potentiel global (QIT130), mais aussi les enfants à haut potentiel en mémoire de travail (IMT130) ou en vitesse de traitement (IVT130) se décriraient moins dépressifs au score total du MDI-C que les enfants non à haut potentiel. Enfin, les résultats de l’étude 3 sur les corrélations entre les scores au R-CMAS et au MDI-C viennent confirmer les effets protecteurs de l’IRP pour l’anxiété, ainsi que de l’IMT et IVT pour la dépression mis en évidence dans les études 1 et 2. Ces résultats devront être confirmés dans des études ultérieures qui rechercheront à mieux comprendre les mécanismes des effets protecteurs et négatifs de certaines dimensions et domaines intellectuelsGifted children and adolescents may present a wide range of psychological disorders, justifying specialized care in a child psychiatric care facility. Among these disorders, anxiety and depression are frequently cited by parents. To better understand the characteristics and specificities of anxiety and depressive disorders in the population of gifted children and adolescents, we have conducted a review of literature on epidemiological studies of anxiety and depression in gifted children and adolescents. There are some discrepant results. Methodological biases (lack of consensus in the definition of giftedness, bias of anxiety or depression assessment, small sample sizes) may explain, in part, the observed contradictory results. Then, we conducted an exploratory study with the main objective of comparing anxiety and depressive disorders in gifted and non gifted children and adolescents, trying to account for these biases. Our study has therefore been carried out in large samples of gifted children and non gifted children using different sources of observation (parental assessment, child self-assessment and child psychiatric assessment). Concerning anxiety disorders, the results of study 1 suggest that gifted children (Total IQ130) would be more anxious than non-gifted children (Total IQ <130) according to the ICD-10 and DSM-5 criteria. In addition, according to the child's self-assessment with R-CMAS, children with high verbal potential (VCI130) would perceive themselves to be more anxious than children with no high verbal potential (VCI<130), whereas children with high perceptual reasoning (PRI130) would perceive themselves to be less anxious than children with no high perceptual reasoning (PRI <130). High VCI would thus have a negative effect on anxiety perceived by the child, whereas high PRI would have a protective effect on anxiety. Concerning depressive disorders, the results of study 2 show that, according to the parents' assessment, children with high verbal potential (VCI130) would have more depressive disorder than children with no high verbal potential (VCI< 130). According to child self-assessment using MDI-C, gifted children (Total IQ130), but also children with high potential in working memory (WMI130) or in speed processing (PSI130), would describe themselves less depressive on the total score of MDI-C than non-gifted children. Finally, the results of study 3 analyzing the correlations between the R-CMAS and MDI-C scores confirm the protective effects of PRI on anxiety, and WMI or PSI on depression as highlighted in studies 1 and 2. Future studies are requested to confirm these results and to better understand the mechanisms of the protective and negative effects of certain intellectual dimensions and domains
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Romand, Morgane. "Étude clinique comparative auprès de garçons à haut potentiel intellectuel de 6 à 12 ans, dont certains ont un syndrome d'Asperger". Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR041.
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Objectifs. – Le haut potentiel intellectuel (HPI) concerne tant le champ du normal que celui du pathologique, et s’associe notamment au syndrome d’Asperger chez certains sujets. Aussi, des spécificités communes s'observent chez les enfants HPI comme chez ceux qui ont un syndrome d'Asperger. La reconnaissance et l'accompagnement de leurs particularités est un enjeu d'actualité, et pourtant aucune étude actuelle ne porte sur les relations entre ces deux entités. Dans une démarche exploratoire, cette recherche a ainsi pour objectif de mieux identifier ce qui rend similaire et ce qui distingue des enfants HPI, d'enfants qui ont un syndrome d'Asperger associé à un HPI. Méthode. – Cette étude porte sur l'analyse clinique comparative des bilans psychologiques de 11 garçons HPI et 6 garçons qui ont un syndrome d'Asperger et HPI. Ils ont entre 6 et 12 ans. Le bilan psychologique est composé d'un entretien semi-directif enfant-parents, de deux échelles (l'inventaire d'identification des enfants précoces et l'échelle Australienne du syndrome d'Asperger), de l'UDN-II et de tests projectifs (dessin de la famille, Rorschach et TAT). Résultats. – En terme de vécus et de représentations des protagonistes à l'égard du HPI et du syndrome d'Asperger, on observe communément une grande ambivalence (entre forces et vulnérabilités). En terme de tableaux cliniques, les similitudes se situent dans le fonctionnement cognitif, l'hyper-sensibilité sensorielle, émotionnelle et perceptive ainsi que dans la fragilité identitaire. L'anxiété, les troubles des conduites motrices, les rituels et TOCs et les difficultés sociales sont aussi communs aux deux groupes. Des TSA s'observent également chez les enfants HPI typiques. Les contrastes entre les deux groupes concernent la nature et la diversité des troubles qu'ils rencontrent, ainsi que la nature et l'intensité des particularités relationnelles et sociales. En terme de processus, la fragilité identitaire est commune à tous bien que la vulnérabilité des enveloppes soit plus importante chez les garçons qui ont un syndrome d'Asperger. Chez tous, l'espace relationnel est un terrain fragile, le contrôle rationnel l'emporte sur la liberté fantasmatique et l'angoisse est une angoisse de perte. Discussion. – Les résultats de cette recherche nous permettent d'affirmer que HPI et syndrome d'Asperger s'inscrivent dans un continuum. Ils semblent se faire écho, de même que sur-investissement de la pensée et défenses autistiques. Pour tous, le sur-investissement intellectuel serait force de pare-excitation. Conclusion. – Ce travail invite à poursuivre nos recherches cliniques dans le but de mieux saisir l’enjeu des difficultés de ces enfants et d'améliorer leurs prises en soinAims. - High intellectual potential (HIP) concerns both normal and pathological area, and is particulary associated with Asperger's syndrome in some individuals. Also, common features are observed in children with HIP as in those with Asperger's syndrome. Recognition and supporting of their particularities is a topical issue, but no current or past study have dealt with the relations between these two entities. With an exploratory approach, this research aims to better identify what makes similar and distinguishes children with HIP, from children with Asperger' syndrome associated with HIP.Method. - This study relates on the comparative clinical analysis of the psychological assessments of 11 boys with HIP and 6 boys with Asperger's syndrome and HIP. All of them are from 6 to 12 years old. The psychological assessment includes a semi-structured child-parent interview, two scales (an inventory for gifted children and the Australian scale for Asperger's syndrome), the UDN-II and projective tests (drawing of the family, Rorschach and TAT).Results. - In terms of experiences and representations of the protagonists towards HIP and Asperger's Syndrome, there is commonly a great ambivalence (between strengths and vulnerabilities). In terms of clinical pictures, the similarities are located in cognitive functioning, sensory, emotional and perceptive hyper-sensitivity as well as in vulnerability felt. Anxiety, motor conduct disorders, rituals and OCDs, and social difficulties are also common to both groups. ASD are also seen in typical HIP children. The contrasts between the two groups concerns the nature and the diversity of their disorders, as well as the nature and the intensity of their relational and social particularities. In terms of process, vulnerability felt is common to both groups, although the shell is most vulnerable in boys with Asperger's syndrome. For all, the relational area is a fragile, rational control prevails over opportunity of fantasize, and anxiety is an anxiety of loss.Discussion. - The results of this research allow us to affirm that HIP and Asperger's syndrome are part of a continuum. They seem to echo each other, such as hyperinvestment of thought and autistic defenses. For all, the intellectual hyperinvestment would have a protective function.Conclusion. - This work invites us to continue our clinical studies in order to better understand the challenges of these children and improve their care
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Boschi, Aurélie. "Étude comparative des profils neurocognitifs, socio-émotionnels et neuro-psychomoteurs d’enfants et adolescents avec autisme de haut niveau, syndrome d’Asperger et haut potentiel intellectuel". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB226.
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Les cliniciens soulèvent de plus en plus souvent la question de liens entre Troubles Autistiques et Haut Potentiel Intellectuel (HPI), en raison de signes cliniques parfois communs, en particulier avec le Syndrome d'Asperger (SA). Dans cette étude, nous avons comparé le profil clinique, cognitif, socio-émotionnel et moteur de 5 groupes (N = 75 ; 7 à 15 ans) : Autisme de Haut Niveau (AHN) ; SA ; HPI avec profil homogène à la WISC-IV (HPI HO) ; HPI avec profil hétérogène à la WISC-IV (HPI HE) et Contrôle. Les résultats montrent que le groupe HPI HO présente moins de spécificités cliniques, et obtient des performances globalement au-dessus de la norme et supérieures aux autres groupes, notamment en Mémoire de Travail et raisonnement fluide. Le groupe HPI HE se caractérise par des performances verbales significativement supérieures aux autres groupes. Il obtient un score déficitaire au « Quotient Autisme » (AQ), à l'échelle d'évaluation de la pragmatique du langage (CCC) et présente de légers troubles moteurs (coordination, contrôle postural, latéralité mal affirmée). Les groupes SA et AHN obtiennent les scores les plus déficitaires au AQ, à la CCC, en cognition sociale et présentent divers troubles moteurs. Les comparaisons de paires de groupes montrent que : le groupe HPI HO présentent de meilleurs compétences mnésiques et motrices que le groupe HPI HE, les deux groupes se distinguent significativement sur 38,9% de variables hors normes. Le groupe HPI HE présente de meilleures performances en cognition sociale que le groupe SA et les deux groupes se distinguent significativement sur 35,1 % de variables hors normes. Le groupe SA présente de meilleures performances verbales que le groupe AHN et les deux groupes se distinguent significativement sur 28,3 % de variables hors norme. Le sous-groupe HPI HE obtenant des scores très déficitaires au AQ (HPI HE AQ+) se distingue significativement du sous-groupe SA de haut niveau verbal sur seulement 4,8 % de variables hors norme. Ce sous-groupe HPI HE AQ+ présente un tableau clinique et un profil neuro-développemental proche du groupe SA mais ne présente pas de déficit en cognition sociale. Il existe un socle de caractéristiques communes entre ces différents groupes mais aussi des spécificités qui leur sont propres, renvoyant à des trajectoires développementales atypiques, peut-être portées par une étiologie communeThe issue of the links between Autistic Disorders and High Intellectual Potential (HIP) is an increasing focus among clinicians on account of certain shared symptoms, in particular with Asperger's syndrome (AS). The present study compared clinical, cognitive, socio-emotional and motor profiles across five groups (n = 75, age 7-15 years): High-Functioning Autism (HFA), AS, HIP with a homogenous WISIV profile (HIP HO), HIP with a heterogeneous WISC-IV profile (HIP HE), and a control group. The results showed that the HIP HO group presented fewer clinical specificities, and achieved performances that were overall above the norms and higher than in the other groups, in particular for working memory and fluid reasoning. The HIP HE group was characterised by better verbal performances than the other groups. HIP HE scores were below the norms on the Autism Quotient (AQ), and on the Children's Communication Checklist (CCC), and this group presented minor motor disorders (coordination, postural control, poorly determined laterality). The AS and HFA groups obtained the lowest scores on the AQ and the CCC, and in social cognition, and presented various motor impairments. The paired comparisons of groups showed that the HIP HO group presented better memory performances than the HIP HE group, and the two groups were significantly different for 38.9% of the variables falling outside the norms. The HIP HE group presented better performances in social cognition than the AS group, and the two groups were significantly different for 35.1% of the variables outside the norms. The AS group presented better verbal performances than the HFA group, and these groups differed significantly for 28.3% of the variables outside the norms. The HIP HE subgroup that obtained very low scores on the AQ (HIP HE AQ+) was significantly distinct from the AS subgroup with high-verbal skills for just 4.8% of the variables outside the norms. The HIP HE AQ+ subgroup exhibited a clinical presentation and a neuro-developmental profile that was close to the AS group, but presented no deficit in social cognition. There is a common core of features across these different groups, but there are also features specific to each, suggesting atypical developmental trajectories, possibly with a common aetiology
Livros sobre o assunto "High intellectual potential (HIP)"
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Konerding, Peter, Felix Wiedemann e Lale Behzadi, eds. Approaches to Arabic popular culture. University of Bamberg Press, 2021. http://dx.doi.org/10.20378/irb-49890.
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Over recent years, Arabic popular culture has become a focal point of West Asian and North African studies. Most of the new research dealing with it concentrates on the ‘popular’ as opposed to an intellectual ‘high’ culture far from the harsh and hierarchically organized reality many Arabic-speaking societies face today. Popular cultural practices are thus seen as a rejection of the elite and a stance against those who have ‘something to loose’ within paralyzed and conservative communities. Albeit not denying the subversive political potential associated with these practices, this volume intends to take a more nuanced and broader perspective. Arabic popular culture might engage with emancipatory claims, but it might as easily follow the capitalist rulebook of global marketing. It might fight against oppressive authorities, yet it can equally become their symbol. Approaches to Arabic Popular Culture therefore closely looks at the aesthetic implications of a topic ranging from Lebanese hip hop over Algerian pop novels to jihadi chants in the ‘Islamic State’ as well as from Egyptian mahraganāt music over sarcastic stories about hash dens and time travel in downtown Cairo to Saudi-Arabian YouTube-influencers. Thus, the theoretical scope widens and the reader is taken on a delightful journey to the unsettling pleasures of contemporary Arabic art and culture.
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Biller, Henry B. Fathers and Families. Greenwood Publishing Group, Inc., 1993. http://dx.doi.org/10.5040/9798400650192.
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Biller, well known for his extensive research into the impacts of involved fathering or the absence thereof, provides a comprehensive, straightforward analysis of just how important paternal involvement really is. He describes the great advantages accruing to a child when the father, as well as the mother, actively participates in the parenting process. Fathers who sustain high interest and a true presence in a child's nurturing significantly influence body image, self-esteem, moral standards, intellectual achievement, and social competency. The benefits, Biller shows, extend beyond the father-child relationship and include heightened spousal satisfaction and a sense of overall family well-being. The reciprocal influences of father, mother, and child development, are considered within a lifespan biopsychosocial perspective. This is an important and compelling treatment of a topic of immense concern not only to individual families but to society as a whole. Biller, by relating specific issues to fathers' roles and influences, offers the first integrated analysis of just how important a father's caring presence and active involvement is to his child's--and spouse's--psychosocial well-being. This balanced study of paternal factors addresses not only such issues as nurturance, discipline, and the cultivation of self-esteem, intelligence, and creativity but also family problems so evident in current society. There is a thorough analysis concerning complex connections among gender roles, parenting, and personality development. The work is highly substantive, realistic, and encouraging in its potential for guidance and offers insightful, useful conclusions on paternal behavior and influences.
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Mets, David R. Airpower and Technology. Greenwood Publishing Group, Inc., 2008. http://dx.doi.org/10.5040/9798400608872.
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Is there a reason for the busy citizen-leader to read about air and space history, theory, and doctrine? Yes, asserts David Mets, because without some vision of what the future is likely to bring, we enter new conflicts unarmed with any ideas and highly vulnerable to confusion and paralysis. He wrote this book to help the aspirant American leader build a theory of war and air and space power, including an understanding of what doctrine is, and what its utility and limitations are. Since its earliest days, airpower has been one of the dominant forces used by the American military. American airmen, both Navy and Air Force, have been continually striving to achieve precision strikes in high altitude, at long range, or in darkness. The search for precision attack from standoff distances or altitudes has been imperative to national objectives with expenditure of American lives, treasure, and time. This work covers the whole history of American aviation with special attention to the development of smart weapons and unmanned aerial vehicles and the influence they have had on the effectiveness of airpower. In a chronological treatment, emphasizing theory and doctrine, technology, tactics, and strategy. Mets also details both combat experience and intellectual processes, lethal and non-lethal, involved in the preparation of airpower. In addition to the narrative discussion, the work offers sidebars and feature sections that facilitate the understanding of key weapons systems and operational challenges. It also offers A Dozen-Book Sampler for Your Reading on Air and Space Theory and Doctrine. The work concludes with a brief look at information warfare and with some speculations about the future. Through this thorough consideration of the evolution of American airpower and technology, Mets provides, not only a map of the past, but a guide to future generations of airpower and its potential for keeping the United States strong and safe.
Capítulos de livros sobre o assunto "High intellectual potential (HIP)"
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Tordjman, Sylvie, Maud Besançon, Caitriona Pennycook e Todd Lubart. "Children with High Intellectual and Creative Potential: Perspectives from a Developmental Psycho-Environmental Approach". In Conceptions of Giftedness and Talent, 251–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56869-6_15.
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Mordenti, Raul. "L’apporto delle neuroscienze rappresenta un punto di svolta per la critica letteraria?" In La narrazione come incontro, 15–18. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0045-5.03.
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Theoretical studies on literature and the methodology of literary criticism have always been a field of high intellectual "porosity" capable of opening up to diverse and novel disciplinary stimuli and expertise. However, this capacity, which is moreover a necessary characteristic of proper research, clashes with the rigidity of the disciplinary structure of the Italian university, based on rigid taxonomies of knowledge. Overcoming this rigidity is now desirable and necessary to release the innovative potential of the so-called frontier fields of study.
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König, Alexandra, Laura Alčiauskaitė e Tally Hatzakis. "The Impact of Subjective Technology Adaptivity on the Willingness of Persons with Disabilities to Use Emerging Assistive Technologies: A European Perspective". In Lecture Notes in Computer Science, 207–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08648-9_24.
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AbstractEmerging digital technologies like augmented reality (AR) hold promising prospects for people with disabilities. It remains, however, an open question how persons with disabilities respond to technological demands. The paper examines the potential impact of users’ self-assessment of their own competence in using these technologies on users’ responses by examining their Subjective Technology Adaptivity (STA) [1] and use intention to study the relationship between their self-assessed adaptivity and volitional technology use. To this end, data from 545 Europeans with different types of disabilities were collected based on an online survey. The research focused on six emerging assistive technologies related to mobility: accessible navigation systems, artificial intelligence alerts, wearables, robots, augmented reality and location-based alerts. The results show that the adaptivity to technology of people with disabilities predicts the use intention for emerging assistive technologies. There was, however, great variability depending on the type of disability. For example, a high STA of people with physical, visual, hearing or intellectual impairments predicted their willingness to use intention of AI-based alters but not for people with mental health issues or multiple impairments. Our findings shed new light on the role of perceived technology adaptivity of persons with disabilities for future technology use intention.
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Gunness, Sandhya, Karen Ferreira-Meyers e Thanasis Daradoumis. "Learning Design for Future Skills Development in Small State Contexts". In Creating the University of the Future, 283–311. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_14.
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AbstractThe small Southern African states of Mauritius and Eswatini, with respect to their high levels of digital literacy and telecommunications infrastructure, have great potential for meeting future challenges as regards capacity building and developing a globalized workforce. However, the weaknesses of a decoupled University-Industry R&D collaboration, low-level business sophistication, a lack of appropriate knowledge workers, and manifest skills mismatches could create a difficult future for university graduates in these two countries. Within an African context, and with heavy reliance on imported and globalized products and resources, there is a common need for building resilience, self-efficacy, intra- and entrepreneurial skills, emotional intelligence, and growth mindsets as essential competencies for our future “peopleware”, as opposed to hardware and software. This concept, made popular by Lister and DeMarco, in the context of increasing digitization, brings back the softer and more discerning human elements in times where algorithms are increasingly making decisions and influencing our behavior. This chapter presents an attempt to equip recently graduated young citizens with a set of transdisciplinary skills and competencies which can build the above-mentioned important attributes and values along with the depth of academic knowledge gained at the university. As small state developing countries with colonial backgrounds, our strong sense of community, togetherness, resilience, faith, and tolerance should permeate within our intellectual siege.
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Țîțu, Aurel Mihail, Constantin Oprean, Alina Bianca Pop, Ștefan Țîțu, Costel Ceocea e Camelia Cristina Dragomir. "The Culture of Quality and the Organizational Behavior of Knowledge Organizations in the COVID Context". In Contributions to Management Science, 21–38. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60343-3_2.
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AbstractThe SARS-CoV-2 pandemic, which is currently present in every country, has had a significant and unique effect on organizations all over the world. The abrupt move to remote work and virtual communication, among other things, has upset the old concepts of organizational behavior, organizational culture, quality culture, and management with all that encompasses it. This study intends to examine how the SARS-CoV-2 pandemic affects several aspects of organizational life and, implicitly, people’s decision-making, with a special emphasis on the meritocracy system in the company. These broad changes, to which the study’s authors refer, also resulted in a shift in organizational culture that put more of an emphasis on adaptability and flexibility. The overall message of the study is that the SARS-CoV-2 pandemic has brought attention to the value of meritocracy in the workplace since it may help identify and advance high-performing workers even in the face of challenges. This study emphasizes the nature and function of universities in contemporary society as knowledge-based institutions, as well as the effects of the SARS-CoV-2 pandemic on universities as a whole and on those who work there as professors and more esteemed mentors. The researchers encourage and make recommendations for specific qualitative indicators that might be used in a setting resembling a university to enhance communication management with all conceivable connections to university administration. The evidence we provide shows that universities play a crucial role in society by facilitating access to knowledge, encouraging critical but also constructive thinking, and aiding in the intellectual growth of individuals. Universities and other organizations are facing tough problems because of the pandemic, including the need to transition to “distance” learning and keep up with emerging digital technology. To ensure the continuation of learning and to support both students and professors, it is stressed the significance of excellent communication management in universities and the need for clear and effective communication techniques. Managing a university-type organization can require effective and efficient communication to be successful. In this well-documented study, several qualitative indicators are put forth that can be used to enhance communication management in a setting resembling a university, to balance the quality culture, and to implement the proper paradigm for meritocracy. These signs include increasing transparency, open and effective employee participation, and the emergence of an open and honest communication culture. In a different vein, the study suggests a new paradigm, namely, the open presentation and operationalization of certain potential benefits that may arise from the successful use of these indicators, as well as the approaches to evaluating their efficacy and efficiency.
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Singh, Manvendra, Vaishali Arora e Kushagra Kulshreshta. "Intersection of Intellectual Property, Medicines, and Legal Concerns". In Advances in Electronic Government, Digital Divide, and Regional Development, 117–41. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5976-1.ch006.
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Intellectual property is a group of property that contains intangible creations of the intellect of man. There are many types of intellectual property; the most renowned types are patents, copyrights, trademarks, and trade secrets. The intersection of intellectual property (IP), medicines, and legal concerns in India represents a dynamic landscape shaped by a complex interplay of domestic laws, international agreements, and socio-economic factors. This abstract provides a comprehensive overview of the multifaceted issues surrounding IP rights, access to medicines, and legal frameworks in the Indian context. India's pharmaceutical industry holds a prominent position globally, renowned for its production of affordable generic medicines. However, the introduction of product patents through amendments to the Patents Act in 2005 marked a significant shift in the IP landscape, posing challenges to the country's generic drug industry while aiming to align with international trade duty, specially under the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS). The implications of patents on access to medicines in India are profound. While patents promote innovation, they also have the potential to create monopolies, leading to high drug prices and limited accessibility, especially for marginalized populations. The debate surrounding the protection of intellectual property and public health imperatives has been aimed at issues such as compulsory licensing, parallel importation, and patent enforcement. India's proactive use of TRIPS flexibilities, including compulsory licensing, has been instrumental in addressing public health challenges. Compulsory licensing allows the government to license patented drugs to third-party manufacturers without the permission of the patent holder, thence facilitating the production of affordable generic versions of essential medicines. High-profile cases of compulsory licensing for drugs treating diseases like HIV/AIDS and cancer highlight India's commitment to ensuring access to life-saving treatments. Legal concerns surrounding IP rights and medicines extend beyond patents to encompass issues such as data exclusivity, regulatory barriers, and the associate between laws relating to intellectual property and competition law. On other hand, regulatory framework aims to balance innovation incentives with public health objectives, challenges persist in areas such as patent prosecution, enforcement, and the granting of ever greening patents. Recent developments in India's IP landscape, including judicial decisions, policy initiatives, and international trade negotiations, continue to shape the discourse on IP rights and medicines. The introduction of the National Intellectual Property Rights Policy in 2016 reflects India's commitment to fostering innovation while safeguarding public health interests. Additionally, initiatives such as the Drug Price Control Order aim to regulate drug pricing to ensure affordability and accessibility. The complex interplay between intellectual property, medicines, and legal concerns in India underscores the need for a holistic approach. Balancing the interests of innovators, generic manufacturers, and public health requires collaborative efforts, evidence-based policy interventions, and transparent regulatory mechanisms. Prioritizing access to affordable and quality medicines remains a fundamental imperative in achieving health equity and promoting socio-economic development.
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Jones, Elizabeth D. "Before Jurassic Park". In Ancient DNA, 11–23. Yale University Press, 2022. http://dx.doi.org/10.12987/yale/9780300240122.003.0002.
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This chapter discusses how, starting in the late 1970s and continuing throughout the 1980s, a number of characters from futurists and enthusiasts to scientists and science-fiction writers contributed to the early intellectual history of the search for DNA from fossils. At this time, three ideas—the theoretical preservation and potential extraction of DNA from fossils and the hypothetical resurrection of extinct organisms from DNA in ancient material—inspired a new way of thinking about fossils. These ideas appeared to have arisen independently among different individuals from four distinct perspectives. Charles Pellegrino was a scientist and futurist who approached these ideas as a visionary, so much so that scientific colleagues were hesitant or sometimes downright dismissive of his resurrection hypothesis. Science enthusiast John Tkach was similarly speculative but ultimately successful in enlisting experts to investigate his hypothesis, while George Poinar and Roberta Hess appeared to have arrived at these ideas through more conventional means in the lab and publication of research results in the high-profile journal Science. Michael Crichton's fictional work in progress, Jurassic Park, was also a part of this early history. These storylines suggest that scientific innovation can originate from ideas and individuals outside the traditional confines of the research laboratory.
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Keller, Morton, e Phyllis Keller. "The College". In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0026.
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What place did Harvard College have in the modern University, with its expansive central administration, research-driven faculty, ambitious and high-powered professional schools? A much more important one than this litany of potential threats might suggest. The College remained the most conspicuous and prestigious part of the University. It produced the most generous donors; it outclassed its rivals in attracting the most sought-after students; it exemplified Harvard in the public mind. And it shared in the worldly ambience of the late-twentieth-century University. For decades, Harvard College admissions was a battleground over who would be accepted and on what grounds access would be granted. The admission of Jews was a touchstone issue in the conflict between the Brahmin and meritocratic impulses from the 1920s to the 1950s. Then another problem came to the fore: how to choose a freshman class from a swelling number of qualified applicants. As selection became ever more complex and arcane, the sheer size and quality of the applicant pool enabled the dean of admissions and his staff, rather than the faculty, to define the terms of entry. The result was that classes were crafted to be outstanding in more than purely academic-intellectual terms. Intellectual superstars were a small group of near-certain admits. After that, a solid level of academic ability set an admissions floor, above which character, extracurricular activities, artistic or athletic talent, “legacy” status, and geographical diversity figured in the admissions gene pool. After the 1960s, diversity came to embrace race and gender. Chase Peterson, who was dean of admissions during the tumultuous years from 1967 to 1972, thought that during his time the criteria for selection broadened to include tenacity, perseverance, having learned something deeply and well, social generosity, intellectual openness, and strength of character. A statement on admissions desiderata in the 1990s included “honesty, fairness, compassion, altruism, leadership, and initiative” and stressed: “We place great value in a candidate’s capacity to move beyond the limits of personal achievement to involvement in the life of the community at large.” One of Dean of Admissions Wilbur Bender’s 1950s ideal admits, a “Scandinavian farm boy who skates beautifully,” had better have headed his local skating club or taught skating to inner-city youth if he hoped to get into Harvard at the century’s end.
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Jesu, Amala Jovia Maria, Satheesh Kumar Gangadharan, Sabyasachi Bhaumik e Regi T. Alexander. "Intellectual disability". In Oxford Textbook of Social Psychiatry, editado por Dinesh Bhugra, Driss Moussaoui e Tom J. Craig, 473—C49.N1. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/med/9780198861478.003.0049.
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Abstract Irrespective of geographical, cultural, and socio-economic variations, about 1–2% of the general population have an intellectual disability (ID). Although diagnostic labels of and societal outlook towards this group have changed over time, there are enduring challenges about how they are integrated into mainstream society. While the Western world today focuses on this social integration, low- and middle-income countries face more fundamental issues ranging from diagnostic recognition to the provision of the very basic of support around health and social care. People with ID have not only a high prevalence of physical and mental health problems but also a high rate of preventable deaths. Some of the key reasons for this are discussed in this chapter, along with potential ways of addressing this inequity. Given the shortage of specialist expertise and difficulties in accessing basic resources in some parts of the world, the approaches that have been successful have relied on empowering parents, up-skilling staff working in non-government organizations, and using community support workers. The primary focus of these initiatives is to deliver a model of care that is accessible to the community where people with ID live.
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González, Alfredo Mendoza, e Francisco Alvarez Rodríguez. "Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users". In User-Centered Design Strategies for Massive Open Online Courses (MOOCs), 157–75. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9743-0.ch010.
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The intention of Massive Open Online Courses (MOOCs) is to extend online learning worldwide and to the most users as possible. Nowadays MOOCs have been used not only by undergraduate and hig-school students, but also by the elderly and the children. MOOCs have the potential to change the education in a better way to all people, including off course, the cognitive disabled people. From basic mathematics to specialized technical courses, MOOCs may enhance the opportunity to have better educational programs for cognitive disabled users, nevertheless, there are many things to do, about accessibility to guarantee a delightful user experience. This chapter introduces a new perspective to design inclusive MOOCs' interfaces.
Trabalhos de conferências sobre o assunto "High intellectual potential (HIP)"
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Adam, Benjamin, Robert Turpin, Graham Tewksbury, Rui Feng, Chantal Sudbrack, Mathias Pohl, Karl Jarvis e Dustin Crandall. "Characterization of Build Parameters and Microstructure in Low Heat Input Wire-Arc Additive Manufacturing of Ni-based Superalloy Haynes 282". In AM-EPRI 2024, 1–12. ASM International, 2024. http://dx.doi.org/10.31399/asm.cp.am-epri-2024p0001.
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Abstract Ni-based superalloy Haynes 282 is a prime candidate for advanced power generation systems due to its superior fabricability, weldability, and high-temperature performance. Additive manufacturing offers potential cost and time savings for gas turbine components. Wire-arc direct energy deposition can create large components but often requires post-processing treatments, such as hot isostatic pressing (HIP), to address porosity. This study explores a low heat-input, high deposition rate GMAW process to achieve fully dense Haynes 282 without HIP. Twenty-one blocks were deposited, varying travel and wire feed speeds. Initial analysis (visual inspection, microstructural examination, and CT) revealed the impact of build parameters on internal porosity and defects. Scanning electron microscopy provided insights into structural heterogeneity and microstructural properties.
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Levterova-Gadjalova, Dora, e Krasimira Ivanova. "Teachers‘ Reflection on Personalized Learning". In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.14.
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Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete unity between consciousness and responsibility for the learning process and behavior. A focused study was conducted with three groups of teacher-respondents. The groups are structured accordingly: the first group of 15 primary teachers, the second group of 15 high school teachers, and the third group of 15 resource teachers. The reflective activity of the three groups of teacher-respondents at different levels of reflection towards personalized learning is investigated: intellectual reflection in learning, personal reflection, reflection as dialogue, reflection in problem situations, and undoubtedly praxeological reflection in the two variants of manifestation: professional and technological reflection. The results demonstrate higher levels of reflection as dialogue and praxeological reflection in primary and resource teachers compared to primary teachers, and higher levels of reflection in problem situations and intellectual reflection in primary teachers compared to primary teachers. It turns out that the reflection of the teacher-respondents on personalized learning is strongly influenced by the cultural and existential reflection in the three groups of respondents. With all the teacher-respondents, the critical reflection towards personalized learning is very vividly demonstrated, which finds expression in the presentation of one‘s own pedagogical experience and one‘s own pedagogical intuition. There is a dynamic from a-reflection to reflection to personalized learning with the A-effectiveness of both respondents and students.
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Mainz, Denis, e Vladimíra Lovasová. "INFLUENCE OF PROJECT-BASED LEARNING IN SUBJECT INFORMATION AND COMMUNICATION TECHNOLOGY ON SUBJECTIVE PERCEPTION OF ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS". In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-162.
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The paper describes a research conducted on the Faculty of Education of the University of West Bohemia in Pilsen in 2011. The research aims to map the influence of project-based learning on the subjective perception of the academic achievement of students in the subject Information and communication technology (ICT). Target group was composed of high school students. Described research is a part of a broader research conception that focuses on a potential of project-based learning in educational area Information and communication technology. This conception of a project-based learning application in an educational area of ICT was determined problematic by an initial survey. Within the scope of this broader conception we already focused on adolescent student experience during project-based learning in ICT that included possibilities of emotional disorder reduction, published in (Mainz, Lovasov?, Magdin, 2012). This time, we focused on a potential of project-based learning in an area of perception of the academic achievement. Student?s performance in a subject is not determined only by his skills, but also by a manner in which he is aware of his skills. Self-perception is a major factor that influences learning, work motivation and determines a level of anxiety experienced by student in a task situations (Balcar, 1983). The research design consists of a preparatory part and a research and implementation part. In the preparatory phase, projects have been implemented in high school lessons of ICT. The projects were drawn according to the methodology of the Buck Institute for Education that allows very clear definition of boundaries among project-based learning, theme-based learning and problem-based learning. In the research and implementation part, the self-concept of student?s academic achievement was observed in these categories: evaluation of common intellectual skills, evaluation of specific skills for informatics and self-confidence in a performance in a context of a social group. For the purposes of the observation, a modified standardized psychometric tool - SPAS "Self-concept of the Academic Achievement of Children" (Matějček, V?gnerov?, 1992) was used. This tool was successfully used many times for evaluation of newly implemented educational methods. The results were processed according to the manual for the standardized psychometric tool and were compared to the results of control groups, in which project-based method was not implemented. The research was conducted in cooperation with the Department of Computer Science and Educational Technology and the Department of Psychology at the Faculty of Education of the University of West Bohemia in Pilsen.
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Magnusson, Anders, James Shipley e Johannes Gårdstam. "Combining AM and HIP for Speed and Performance". In Euro Powder Metallurgy 2024 Congress & Exhibition. EPMA, 2024. http://dx.doi.org/10.59499/ep246219721.
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Additive Manufacturing (AM) technology naturally benefits from Hot Isostatic Pressing (HIP) post-processing to enhance reliability and mechanical properties for components in high-risk, mission-critical applications. Over recent years, investigations have explored combining AM and HIP to reduce manufacturing time and costs and improve mechanical properties of AM builds, utilizing innovative concepts such as speed, shell, and Lack of Fusion (LoF) printing coupled with final densification using HIP. This paper gives an initial compilation and highlights the potential benefits and pitfalls of these innovative strategies for high-volume AM manufacturing of high-performance components from various metal alloys.
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Fujikawa, Takao, Yasuo Manabe, Makoto Yoneda, Shigeo Kofune e Tomomitsu Nakai. "Recent Trends of HIP Equipment Technology in Japan". In ASME/JSME 2004 Pressure Vessels and Piping Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/pvp2004-2274.
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The progress of HIP (Hot Isostatic Pressing) is discussed from both the historical viewpoint and its future potential. HIP is now recognized as a useful method to obtain products with isotropic properties and high density. It is used in the manufacture of high integrity castings, various PM products and ceramic components. Especially in Japan these resultant natures have attracted attention from ceramic researchers, because HIP can compensate for the lack of reliability due to residual porosity formed in the sintering stage. P/M High speed tool steel billets, alumina cutting tool inserts, soft ferrite for magnetic recording heads all have been produced by the HIP process. Research activities are now expanding into so-called nano-technology areas such as Si-wafer processing and nano-level sensors. Entering the 21st century, however, a sluggish economy and environmental friendliness are producing strong demand for further development of smaller and lighter products with higher mechanical or electronic properties. In addition to these, the requirement for the higher productivity to reduce processing cost is intensifying, thus the developmental works on HIP equipment technology are being focussed on the improvement of its productivity as well as application to novel processing areas.
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Mojib, Melody, Hitoshi Soyama, Daniel Sanders, Dwayne Arola e M. Ramulu. "The High Cycle Fatigue Behavior of Surface Treated Electron Beam Melted Titanium Ti6Al4V". In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-71975.
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Abstract With the growth of Additive Manufacturing (AM) or 3D printing, the need for long lasting metal components for high-stress applications is becoming increasingly crucial. One of the biggest limitations is the low fatigue life of AM components due to a variety of factors including build orientation, surface roughness, and internal defects. To address the low fatigue behavior of metal AM components, there is an increase in interest in performing surface treatments such as machining or polishing on additive manufactured components. With AM’s unique potential to produce complex shapes, the ability to perform conventional surface processes on printed parts becomes difficult and limited. Preliminary effects of tool-less post processing techniques on fatigue life titanium Ti6Al4V specimens has been explored in this study with specimens undergoing hot isostatic pressing (HIP), in addition to a surface treatment process including cavitation peen, laser peen, shot peen or cavitation abrasive surface finishing. Uniaxial high cycle fatigue testing has been performed on untreated, HIP, and HIP + surface treated cylindrical electron beam melting (EBM) specimens. The location of crack initiation has been determined under high magnification and the location of internal defects are evaluated using micro-Computer Tomography (μCT). The location of crack initiation in all specimens was attributed to the sharp voids due to the rough surface or the subsurface defects which remained after post processing. The shot peen and polished titanium specimens exhibited the greatest increase in fatigue life due to the improvement in roughness and introduction of high compressive stresses.
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Sulley, John, e David Stewart. "HIPed Hard Facings for Nuclear Applications: Materials, Key Potential Defects and Mitigating Quality Control Measures". In 2016 24th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/icone24-61106.
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Hard facings are used in a number of different types of components generally to provide improved wear, erosion, and corrosion resistance to the substrate. A typical application is to a valve seat which may be subjected to high wear loads and high flow rates such that a hard wearing surface is required. Traditionally, a common application method has been to weld deposit the hard facing onto a softer substrate, e.g. the main body material of the component. This can result in poor quality micro-structures, e.g. cast/inhomogeneous structures being created that may not provide the required wear/erosion/corrosion resistance. This can be a particular issue for Nuclear applications where the hard facing is cobalt based. If the facing deteriorates and releases cobalt based debris, the debris (crud), if it becomes activated, can contribute significantly to the overall plant radiation activation level. Also, depending upon the geometry, deposition process, the expansion coefficient difference between the facing and substrate, and the cooling rate, a detrimental tensile residual stress can be generated. This can cause cracking of the facing which, depending upon the in-service loading conditions, could lead to crack propagation into the substrate, potentially threatening the structural integrity of the component; a leak or structural failure could result. One application method to address the potential poor micro-structure that may be created from weld deposition methods, is to use a Hot Isostatically Pressed (HIPed) hard facing. This is where a wear surface is created from the solid state, rather than using a localised melting route, by the HIP consolidation of powder produced by a gas atomisation process. Homogenous, isotropic, finer grained, and defect free microstructures can be created via this method which generally exhibit improved resistance to wear/erosion/corrosion. Also, where the HIP consolidated facing is HIP bonded to the substrate, a beneficial compressive residual stress is created that can arrest any crack propagation into the substrate if cracking of the facing was to occur. For Nuclear applications it is imperative the material quality of a hard facing is assured. It is essential that care is taken particularly in the production of the powder to ensure it does not contain undesirable defects/contamination. This paper presents: the benefits that can be achieved with creating component hard facings using the HIP process, the key defects/contamination that may be present, and the quality control measures recommended to assure the material quality.
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Beamer, Chad. "Recent Developments in Hot Isostatic Pressing (HIP) of Components for Turbomachinery Applications". In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-60113.
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Abstract With advancements in hot isostatic pressing (HIP) systems it is now possible to also perform heat treatment by achieving the desired microstructure during the HIP cycle. This modern approach offers the freedom to consider a combined HIP and heat treatment cycle known as high pressure heat treatment (HPHT™). There are many potential benefits from this processing route such as shorter process times, cost reductions, increased quality, and improved productivity. Material benefits also exist from this processing route. This paper will cover the fundamentals of HPHT™ highlighting key technology changes enabling this approach in modern HIP equipment. Then a transition to recent studies capturing the benefits for aerospace applications leveraging HIP and the HPHT™ methodology along with future possibilities with steered cooling will be reviewed.
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Hockberger, William A. "The Quadrimaran Reexamined". In SNAME 13th International Conference on Fast Sea Transportation. SNAME, 2015. http://dx.doi.org/10.5957/fast-2015-026.
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The Quadrimaran was invented in France in the mid-1980s by Daniel Tollet. It was an inspired design and a radical departure from traditional ship design by a man from outside the marine industry unconstrained by industry technical practices and education. Technical experts could see it would entail more structure and subsystems than other high-performance vessels, but its promise was that those penalties would be more than offset by its claimed low power and fuel consumption. A prototype/demonstrator, Alexander, was built in 1990 and operated for five years carrying and impressing many hundreds of riders. Alexander performed beautifully and appeared to bear out what was claimed. Contracts for several Quadrimarans of different sizes came quickly, especially considering how conservative an industry this is. That was significantly due to Tollet's personal charisma and skill in selling riders on the dream of carrying passengers and freight over the water fast and in comfort, yet economically. Great skepticism prevailed in some quarters, especially among naval architects knowledgeable about AMVs (advanced marine vehicles) and early-stage whole-ship design. At technical meetings, one Quadrimaran principal would comment, for example, "Why would you carry freight across the Atlantic at 38 knots on 230,000 horsepower (a reference to the planned Fastship Atlantic TG-770) when you could do it at 60 knots on only 65,000 horsepower?" Listeners would ask how this could be possible, and he would assert again that the Quadrimaran could do it, but would decline to explain. Respected technical people were working with Tollet and his company and becoming convinced of the Quadrimaran's merit. Along with the contracts came engineers with experience in ship detail design and construction (very different from early-stage whole-ship design), or responsibilities for assessing and approving ships for service. Others were with engine and equipment suppliers. Their opinion that there was something unique and special about the Quadrimaran gave it credibility and influenced more people to accept the major claims made for it. Some dismissed the most extreme claims but still accepted the idea that the Quadrimaran was capable of unusually high performance - considerably less than was being claimed, perhaps, but high nevertheless. In hindsight it is clear the skeptics were right. Results never met expectations, nor could they have. In reality, the Quadrimaran has aspects that inherently prevent it from achieving the characteristics and performance its inventor believed attainable. It cannot be built in a commercially useful size and actually perform as intended. Why this is so will be explained. A crucial fact in the Quadrimaran's history is that Daniel Tollet and his close associates believed strongly that naval architects and engineers who had been immersed in working with the existing ship types would be unable to give the Quadrimaran the very different treatment they believed it required. (Their own educations and professional work were nontechnical.) Such people were excluded from the development of Quadrimaran designs, and the belated discovery of many fundamental technical problems can be attributed to this. The company Tollet established had a number of names over the years, and other associated entities were created at times for various purposes. In this paper they are referred to collectively as QIH (Quadrimaran International Holdings) so as not to confuse things unnecessarily. In 2004 QuadTech Marine LLC was established and acquired the Quadrimaran patent (US Patent No. 5,191,849) and related intellectual property from QIH. QuadTech laid out an extensive R&D program to close gaps in the technical background and address identified issues. In the process, additional information on earlier QIH projects and products was obtained and studied, which brought to light problems that significantly compromised the Quadrimaran's prospective performance and utility. The resulting much-reduced set of potential uses and users led the company to effectively stop pursuing Quadrimaran projects after 2009. (Note: The author was Chief Technology Officer for QuadTech Marine during 2006-9, studying the Quadrimaran and planning the R&D.)
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Cekule, Laila, e Andrejs Cekuls. "UNDERSTANDING THE POTENTIAL OF INFORMATION IN DECISION MAKING". In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.090.
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Today's competitive environment requires managers who are able to identify and distinguish false information and critically analyze information. Today's businesses are driven by a knowledge-based society, and the more critical the thinking, the better the knowledge. Information literacy helps young people to become more critical of the information they receive, while business information literacy can significantly improve decision-making processes. Information literacy is considered to be the ability to critically evaluate knowledge. Information literacy is closely linked to critical thinking skills. Therefore, information literacy is a strong part of the decision-making process. Critical thinking, on the other hand, is an intellectual process in which information is actively and skillfully constructed, analyzed, and synthesized to make decisions. Information literacy promotes critical thinking among young people, which includes inductive and deductive thinking, information analysis and problem solving, which in turn reinforces complex approaches to solving problems and challenges. The aim of this study is to identify the relationship between business students' critical thinking skills and information literacy in order to assess the role of understanding the potential of information in business decision-making for young people. The tasks of the research were to analyze the regularities of critical thinking and information literacy. In general, the views of business students on the aspects of information literacy that influence the decision-making process were collected. Two focus group discussions were conducted to find out the views and attitudes of individuals. Discussions are taking place online due to the circumstances of the Covid- 19 pandemic. The strength of this study is that student results will be automatically recorded to Google Drive. The study showed that critical thinking skills related to researching and evaluating information are needed to justify a decision. It involves analyzing and synthesizing information to solve a problem and is part of information literacy. However, critical thinking skills do not always indicate a high level of information literacy. This may affect the outcome of the decision. Information literacy requires an intellectual framework understanding of information, ability to select useful information and use it effectively.
Relatórios de organizações sobre o assunto "High intellectual potential (HIP)"
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Blyde, Juan S. Assessing the Impacts of Intellectual Property Rights on Trade Flows in Latin America. Inter-American Development Bank, fevereiro de 2006. http://dx.doi.org/10.18235/0008575.
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The protection of intellectual property has been a subject of great contention between developed and developing countries in recent years. Although the Agreement on TRIPs was signed by the members of the World Trade Organization (WTO) during the Uruguay Round of trade negotiations, its provisions are still viewed with animosity by many developing countries. A complete evaluation of the net effects of the TRIPs agreement in developing countries would require a broad assessment of all the costs and benefits described above. This is a formidable task that goes beyond the scope of this paper. Here, we concentrate on a rather small task and analyze the effects of IPRs over the flows of international trade flows, particularly to Latin America. As stated above, trade flows, and especially, flows of high-technology goods can be a source of technology diffusion. In that sense, exploring whether the international flows of high-technology goods are sensitive to IPRs protection in Latin America can be useful if one would like to consider the appropriateness of using intellectual property as a tool to promote technology diffusion throughout the region. Section II presents a brief theoretical background on the relationship between IPRs and trade flows. After a brief review of the empirical literature, Section III describes the data, the econometric model and the results. This section also provides some insights and potential implications of the main findings. Finally, Section IV concludes.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, março de 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.
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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, março de 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.
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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.