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Pan-entertainment live streaming combines video with two-way communication and real-time viewer participation, allowing viewers to send virtual gifts to their favorite streamers. Drawing on social exchange theory, this study investigates the factors that influence viewers' gift-giving intentions in live streaming from the perspectives of both viewers and streamers. It also explores the moderating role of streamers' deceptive self-presentation. The theoretical framework is tested using AMOS and PROCESS Macro based on survey responses collected from 331 TikTok users in China. The results suggest that streamers' attractiveness, expertise, parasocial interaction, and the viewers' deceptive self-presentation significantly affect viewers' gift-giving intention, and that streamers' deceptive self-representation moderates the relationship between attractiveness, expertise, parasocial inter-action and the viewer's consumer intention. These findings contribute to social exchange theory by highlighting the importance of streamers' deceptive self-presentation in moderating the effects of attractiveness, expertise, parasocial interaction, and the viewer's deceptive self-presentation on the viewer's gift-giving intention. [ABSTRACT FROM AUTHOR]

Background & Statement of the problem: The study highlights the clear shortcomings of studies addressing bodily-kinesthetic Intelligence, importance, goals, and implementation in educational process. Objectives: level of bodily-kinesthetic intelligence among gifted students at the Jubilee School, and level of social skills among gifted students at the Jubilee School. Methods: The study adopts the descriptive correlative approach. Two scales were developed, the first one is: bodily-kinesthetic intelligence, (23) paragraphs were distributed on four dimensions. The second is: social skills scale, (19) paragraphs were distributed over three dimensions. Results: The results of the study showed that the responses of the study sample were in line with a high degree of bodily-kinesthetic intelligence. It also showed a high degree in the possession of social skills among the gifted students at the Jubilee School, and there were no statistically significant differences in the level of bodily-kinesthetic intelligence and the possession of social skills based on the variables: (gender, class). Conclusions (Recommendations and contributions): The researchers recommends to work on employing bodily-kinesthetic intelligence in teaching gifted students different subjects, through preparing educational programs aimed at benefiting from bodily-kinesthetic intelligence among students, directing gifted students in the Jubilee School towards the use of bodily-kinesthetic intelligence. [ABSTRACT FROM AUTHOR]

Gifted children are often portrayed in a positive light, with little attention given to the potential emotional and behavioural challenges they may face. The aim of this study was to examine the predictive role of parental and child-related socio-demographic factors, as well as giftedness factors (learning, motivation, creativity and leadership), on aspects of emotional and behavioural disorders. A total of 182 parents completed the demographic questionnaire, the Renzulli-Hartman Scale and the CBCL questionnaire. Our results indicated that, in addition to giftedness, the parental age, the fathers' education level and chronic illnesses are significant predictors of emotional and behavioural disorders. Giftedness had a greater predictive power for internalization symptoms than for externalization symptoms, in line with previous studies. [ABSTRACT FROM AUTHOR]

Despite adolescent girls' superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls' career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative, cross-sectional study of influences on career development for 18 girls in eighth, 10th, and 12th grades in selective entry high school programs in three Australian schools. Data from two rounds of interviews were analyzed thematically in relation to the career development theories of Gottfredson and Savickas. Findings highlighted the interrelated influence on career values, goals, and choices of (a) perceived personal traits, strengths, and interests, and (b) relationships and experiences grounded in home, school, and community contexts. Key findings are discussed for research and educational practice related to supporting career development in gifted girls. [ABSTRACT FROM AUTHOR]

"How to Watch Television (2nd ed.)" is a collection of essays that offer accessible TV criticism for college undergraduates and educated readers. The book covers various aspects of TV analysis, including form, representation, politics, industry, and practices. It explores topics such as narrative structure, cultural representation, political talk shows, and the impact of technology on TV viewing. The book emphasizes the importance of critical television viewing as a means of human engagement and dialogue. Another book, "Satire as the Comic Public Sphere," examines the role of satire in the public sphere, focusing on television satirists like John Oliver and Stephen Colbert. The book argues that satire serves as a form of comic political speech and invites readers to participate in the comic public sphere. It also explores the blurred lines between public interest journalism and satire. "The Rhetoric of the Opioid Epidemic: Deaths of Despair in America" examines the opioid crisis as a public health issue. The book analyzes the rhetorical power of films to evoke compassion and community support and critiques President Donald Trump's speech on the opioid crisis. It offers a nuanced understanding of the epidemic and its rhetorical dimensions. The first text discusses the opioid crisis in America, highlighting different perspectives and factors involved. It emphasizes the role of physicians and the government in both contributing to and addressing the crisis. The second text reviews a book on news media coverage of Indigenous peoples' fight for federal recognition. The book explores the problems with mainstream media coverage and advocates for an Indigenous [Extracted from the article]

In most teacher preparation programs, a focus on standards and curricula with STEM concepts, specifically engineering, are largely missing from the teacher licensure requirements. There have been few opportunities for teacher educators to teach, learn, and reflect on the nuanced complexities of STEM, specifically engineering concepts and practices in urban elementary schools. This university-school-community partnership, led by Black women, focused on the early exploration of STEM with high-ability/gifted Black girls, caregivers, and their Black women educators. In this qualitative study, Black women teachers were able to disrupt assumptions and stereotypes of STEM, particularly in engineering, and identify challenges of associating STEM perspectives to their everyday experiences and teaching with elementary school students. This essay explores and problematizes their assumptions, values, and utilization of engineering praxis for Black girls, their teachers, and their communities. [ABSTRACT FROM AUTHOR]

The article informs about the process of becoming an ASQ fellow, highlighting the importance of careful documentation and meeting specific requirements for involvement and contributions to ASQ and the quality profession. Topic include It emphasizes that a lack of clear and sufficient objective evidence is the primary reason candidates fail to achieve the minimum score needed for fellow status.

Background/purpose. This article explores the often-overlooked perspective of preprimary school teachers on early childhood giftedness. It delves into the multifaceted nature of giftedness, extending beyond high IQ scores to include exceptional creativity, problem-solving skills, and advanced language abilities. Materials/methods. This review article provides a brief literature review on preprimary teachers' perspective on early childhood giftedness. Practical implications. The article highlights the pivotal role of preprimary school teachers in identifying and nurturing these young gifted minds, despite the challenges they face, such as a lack of specialized training and resources. It underscores the pressing need for specialized training programs for these teachers, which would equip them with the skills necessary to identify early signs of giftedness in children and to develop appropriate teaching strategies. Conclusion. The article concludes by emphasizing the invaluable contribution of preprimary school teachers in understanding and nurturing early childhood giftedness, and the importance of investing in their training to ensure that gifted children receive the appropriate support needed in order to reach their full potential. [ABSTRACT FROM AUTHOR]

Scholars have paid little attention to the strategies used by parents of gifted children who learn in mixed-abilities classroom when interacting with their teachers. In this research we studied how parents of gifted children in mixed-ability classrooms position themselves with their children's teachers in conflicted situations. By using multiple case studies and positioning theory as an analytical framework, this research revealed three strategies used by parents in tense interactions with teachers: Law Enforcers, who point out stated regulations, Motivators, who seek teacher cooperation, and Mentors, who avoid interactions with teachers. This knowledge is important for teachers to advance dialogue with parents of gifted children. [ABSTRACT FROM AUTHOR]

This article discusses a National Endowment for the Humanities (NEH) K-12 Summer Institute that focused on the role of geographic mobility in the African American Freedom Struggle. The institute aimed to bring critical ideas from human geography, social science, and historical research into K-12 classrooms to explore Black geographies of mobility. It emphasized the ways in which racialized mobility patterns have shaped U.S. landscapes and people's experiences, and how African Americans have used mobility as a form of resistance and resilience. The institute sought to integrate these ideas into K-12 pedagogy, recognizing the centrality of spatial justice and the politics of mobility in the African American struggle for equality and racial justice. [Extracted from the article]

The research aims to investigate the motivation of specially talented children to participate in physical activity and their motivation to play digital games in terms of various variables. A general screening method was used in the research. Data were obtained using the Digital Game Playing Motivation Scale and the Physical Activity Participation Motivation Scale. The participants of the research were 199 students in total. Non-parametric and Spearman correlation tests were applied to analyze the data. According to the gender variable, a statistically significant difference was detected between the causality sub-dimension and the success and revival sub-dimensions. A significant difference was found in all sub-dimensions of the variables of sports status and education level and the sub-dimensions of digital game-playing motivation, success and revitalization. A statistically significant, low-level, negative relationship was detected between the age variable of the students and the uncertainty sub-dimension of the desire to play. According to the correlation test results, there was a statistically low level of positive correlation between the environmental reasons sub-dimension and the success and revival sub-dimension and a statistically low level of positive correlation between the gratuitousness sub-dimension and the curiosity and social acceptance sub-dimension and the uncertainty in play desire sub-dimensions, and a statistically significant difference between the curiosity and social acceptance sub-dimension. A moderate positive significant relationship was found. As a result, it was observed that male students participated in more physical activities and wanted to play more digital games according to the gender variable. Students who do sports regularly have more motivation to participate in physical activity due to individual reasons, environmental reasons and no reason compared to those who do not do sports. According to the education level variable, primary school students are more likely to engage in physical activity in the individual reasons and environmental reasons subdimensions, and secondary school students are more likely to engage in physical activity in the noreason sub-dimension. In the revival sub-dimension, it was observed that primary and secondary school students were more motivated to play digital games. [ABSTRACT FROM AUTHOR]

The article focuses on examining youth perceptions of safety within a faith-based positive youth development (PYD) program in El Salvador. Topics include the key features of effective positive youth development programs, the framing of PYD within relational developmental systems metatheory, and the importance of program safety for youth development.

While scholars have proposed incorporating the study of complex phenomena such as chaotic systems in high school and undergraduate-level curricula, the literature on this topic is scant and has focused mostly on the analysis of mathematical models—and often only on certain populations, such as gifted students. We report in this manuscript an exploratory study involving 16 high school students engaged in a task-based interview. Consistent with the socio-epistemological theory in mathematics education, the task was informed by an analysis of the social practices around the historical development of the study of chaotic phenomena. An analysis of students' descriptions and justifications revealed key features of comparison as a mathematical type of practice involved in the study of chaotic behavior, which differs from common school mathematical practices. We conclude with implications relevant to socio-epistemological theory in mathematics education and suggestions to incorporate the study of chaotic phenomena and dynamic systems in formal education. [ABSTRACT FROM AUTHOR]

The increasing youth population of India requires high-quality educational opportunities to shape their future. It is the urgent need to design education policy which provides the key to scientific advancements, national integration and economic growth to ensure India's continued progress globally. Thus Ministry of Education of Government of India passed National Education Policy (NEP) in 2020 and thus Directorate of Technical Education of Government of Maharashtra decided to design and implement the curriculum in all autonomous Higher Educational Institutes (HEIs) with effect from academic year 2023-24. This paper describes the implementation of Electronics and Telecommunication engineering curriculum structure at the department of Electronics and Telecommunication Engineering of Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, India. Author has summarized components of different categories mentioned in Government Resolution of Government of Maharashtra on NEP 2020 as well as AICTE Model curriculum and compared the category wise credits suggested by both. The author further highlighted the courses and credit requirements to get Honors, Double Minor, Honors with Research degrees for gifted students and multiple entry multiple exit for students facing obstacles in their learning path. The designed curriculum has ensured the multidisciplinary and holistic education and is in line with NEP 2020. [ABSTRACT FROM AUTHOR]

Introduction: Numerous challenges within families and contemporary societies stem from adolescent maladjustment. Consequently, understanding the influential factors affecting adaptation holds significant importance, particularly during adolescence when behavioral deviations intensify. Aim: This study aimed to investigate the effectiveness of group education based on a healthpromoting lifestyle on the emotional, social, and academic adaptability of gifted adolescents. Method: This research was conducted employing a semi-experimental design with pretest and posttest measures alongside a control group. The statistical population included all high school students enrolled in the National Organization for Development of Exceptional Talents schools in Sanandaj during the 2021-2022 academic year. The study sample comprised 30 gifted students exhibiting scores below 15 on the adaptation criteria, selected via convenience sampling. These students were subsequently divided into two groups of 15: an experimental and a control group. The intervention for the experimental group spanned eight weekly sessions, each lasting 90 minutes. The data collection tools included the health-promoting Lifestyle questionnaire developed by Walker (1995) and the Sinha and Sing Adjustment questionnaire (1993). Descriptive statistics, covariance analysis, and SPSS software version 22 were utilized for data analysis. Results: Findings indicated that Group Education Based on Health-Promoting Lifestyle significantly increased the overall adaptation score (F = 44.45, p < 0.01), emotional adaptation (F = 32.87, p < 0.01), social adaptation (F = 8.83, p < 0.01), and academic adaptation (F = 23.54, p < 0.01) among gifted adolescents. Conclusion: The study's outcomes suggest that healthcare practitioners and specialists can leverage the Group Education Based on Health-Promoting Lifestyle program to improve healthrelated attributes, particularly in improving adaptation among adolescents. [ABSTRACT FROM AUTHOR]

Purpose: For systematic athletic training and targeted talent development, it is essential to know the physical fitness and motor competencies of top athletes in detail. However, it can be difficult to identify differences in performance requirements and thus to provide adequate support, especially for sports that at first glance appear to have similar demands—such as track and field throwing disciplines. Therefore, the aim of the study was to examine the physical fitness and motor competence of top athletes from different throwing disciplines and to check whether the athletes' performance parameters match the specific requirements of the respective sport. Methods: The study involved 289 male youth athletes (aged 14–18 years) across four distinct throwing disciplines: shot put (n = 101), hammer throw (n = 16), discus throw (n = 63), and javelin throw (n = 109). The performance evaluation comprised three anthropometric measurements and twelve motor performance prerequisites applicable to the throwing disciplines. Discriminant analysis and neural networks (Multilayer Perceptron) were implemented to determine the possibility of distinguishing among athletes from the four sports. Results: The study’s findings indicate that in male throwing athletes, disparities in general physical fitness and motor proficiency assessments discern the majority of talented young athletes based on their specific sport (discriminant analysis: 68.2%; multilayer perceptron analysis: 72.2%). This remains applicable irrespective of the classification method employed. Discus throwers possessed a height advantage, while shot putters and hammer throwers exhibited superior arm strength. Javelin throwers displayed better explosive strength and sprinting speed. Except for the hammer throwers, all events demonstrated a high level of explosive power in the medicine ball forward or backward throw test, which was especially crucial for shot put and discus athletes. Conclusion: The significance of physical fitness and motor competence tests in identifying and transferring talented athletes in track and field throwing disciplines has been affirmed. Using linear and non-linear classification methods, most athletes could be assigned to their correct sport. However, this also shows that slightly different training and talent identification is required for each of these sports. Furthermore, non-linear analysis methods can provide useful support for the development processes in junior competitive sports. [ABSTRACT FROM AUTHOR]

The field of Clinical Research, like many other scientific disciplines, has struggled to recruit and retain talented researchers from diverse communities. While there is a strong history of documenting the problem, having a diverse and inclusive workforce is hindered by the lack of data-driven approaches, cross-institutional partnerships, access to mentors, and positive immersive experiences for people from underrepresented groups. Here, we describe a novel initiative for North Carolina Central University Clinical Research Sciences Program (NCCU-CRSP) student interns to partner with Duke University to have immersive clinical and preclinical research training in a 15-week internship as the culminating experience towards their degree for a Bachelor of Science in Clinical Research. The goals of the internship are: 1) to give hands-on training to enhance the impact of classroom-based learning, 2) broaden their understanding of the wide swath of positions available to them, 3) promote their sense of self-efficacy, confidence, science identity, research identity, and connections to the pre-clinical and clinical community, and 4) prepare them to be workforce ready upon graduating. The students dedicate 75% of their time to clinical research with Duke University at Pickett Road and 25% to pre-clinical research in the Collective for Psychiatric Neuroengineering in the Duke Psychiatry Department of the School of Medicine. They will also receive eight 1-h professional development training sessions from the Duke-NCCU Clinical and Translational Science Initiative’s Workforce Development Team and five 1-h sessions based on the Entering Research Curriculum developed by the Center for the Improvement of Mentored Experiences in Research (CIMER). Finally, they will be brought in as a cohort and coached on peer mentoring and mutual support frameworks to enhance their sense of community. These student-interns will perform pre- and post-internship self-assessment surveys to quantify their self-efficacy, feelings of belonging, access to research opportunities and mentors, and to give details of their future education and career goals. We will evaluate the impact of the internship using validated tools and apply these findings for future optimization of program design and tactical advice for other programs with shared missions. Furthermore, we will email them on an annual basis with follow-up surveys to assess the longitudinal impact of this internship program, their educational experiences at NCCU, what job titles they hold, how prepared they feel for their roles, and what they hope their future career trajectory will be. Collectively, these approaches will apply theoretical frameworks developed by social and cognitive psychology, vocational theory, and educational research to clinical research training with the goals of recruiting and training talented and diverse leaders within clinical research. We hope that by evaluating our successes, failures, strengths, and liabilities through empirically derived evidence we will also inspire future studies that use data-driven approaches to elevate our approaches as we work together to train and recruit talented researchers from diverse communities into our scientific enterprise and to launch them with more in-depth experiential learning that will empower them to succeed. [ABSTRACT FROM AUTHOR]

The game of chess requires many hours of training in order to achieve the title of FIDE Master. The complex nature of the game requires higher cognitive skills and implicitly helps their development. We selected 2 third grade classes that have a total number of 67 pupils. They were assessed initially and finally to measure the intelligence quotient (I.Q.) and the level of spatial orientation. For testing the I.Q., we used the Raven Progressive Matrix and for the level of spatial orientation, the Bender-Santucci test. To check if the progress is statistically significant, we used paired samples t-test and calculated Cohen's d to quantify how large the difference between the two tests is. We performed a simple linear regression between intelligence and spatial orientation to see if the intelligence quotient is a predictor of the level of spatial orientation. We discover an upward regression line between I.Q. and spatial orientation. In conclusion, the level of spatial orientation can be improved through chess and this will positively influence the student's academic progress. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates how social interaction-oriented content in broadcasters' live speech affects broadcast viewers' purchasing and gift-giving behaviors and how broadcaster popularity moderates social interaction-oriented content's effect on the two different behaviors in live-streaming commerce. Design/methodology/approach: A research model was proposed and empirically tested using a panel data set collected from 537 live streams via Douyin (the Chinese version of TikTok), one of the most popular live broadcast platforms in China. A fixed-effects negative binomial regression model was used to examine the proposed research model. Findings: This study's results show that social interaction-oriented content in broadcasters' live speech has an inverted U-shaped relationship with broadcast viewers' purchasing behavior and shares a positive linear relationship with viewers' gift-giving behavior. Furthermore, broadcaster popularity significantly moderates the effect of social interaction-oriented content on viewers' purchasing and gift-giving behaviors. Originality/value: This research enriches the literature on live-streaming commerce by investigating how social interaction-oriented content in broadcasters' live speech affects broadcast viewers' product-purchasing and gift-giving behaviors from the perspective of broadcast viewers' attention. Moreover, this study provides some practical guidelines for developing live speech content in the live-streaming commerce context. [ABSTRACT FROM AUTHOR]

Inherent physical and anthropometric traits of elite soccer players, influenced by nature and nurture, account for the emergence of performances across time. Purpose: The present study aimed to evaluate inter- and intraseasonal differences and the influence of playing position on training and fitness metrics in talented young soccer players. Methods: A total of 74 male players from U20 teams of a single elite club were tested both at beginning, during, and at the end of three consecutive competitive seasons. Players under went anthropometric measurement and were tested for aerobic, jumping, and sprinting performances; the GPS-derived measures of metabolic power (MP) and equivalent distance index (ED) of every athlete were analyzed. Results: Difference between teams emerged in Mognoni's test, while it did not in countermovement jump and anthropometrics. ED was different across seasons. The model selection criteria revealed that the Bosco-Vittori test achieved the best fit. BMI and countermovement jump (CMJ) increased, and fat mass decreased, during season; different intraseasonal trends for CMJ. MP was slightly greater in midfielder. Conclusion: Network approaches in modeling performance metrics in sports team could unveil original interconnections between performance factors. In addition, the authors support multiparametric longitudinal assessments and a huge database of sports data for facilitating talent identification. [ABSTRACT FROM AUTHOR]

The book "Inside Jewish Day Schools: Leadership, Learning and Community" by Alex Pomson and Jack Wertheimer provides a comprehensive examination of Jewish day schools in North America. The authors aim to capture the experiences and challenges faced by these schools and their leaders, offering valuable insights for educators, school boards, and other stakeholders. The book explores a diverse range of schools, highlighting their unique cultures and remarkable leaders. It also addresses universal challenges such as curriculum development, pedagogy, and meeting the social and emotional needs of students and families. The authors provide a rich and readable account of these schools, offering valuable perspectives on Jewish day school education. [Extracted from the article]

Kirsty Wan, a Group Leader and Associate Professor at the University of Exeter, UK, is a respected cell scientist with a background in mathematics. Her research focuses on understanding the mechanics and coordination of movements in motile cilia and flagella in single-celled organisms. Wan believes that interdisciplinary research combining mathematics and biology can provide valuable insights into biological phenomena. She also emphasizes the importance of curiosity-driven research and the balance between pursuing curiosity and utility in scientific endeavors. Wan highlights the value of scientists with backgrounds in mathematics and physics, as they bring new perspectives to biological research. The text also discusses the importance of collaboration between scientists from different disciplines and the value of diversity in enriching scientific research. It touches on the challenges faced by new principal investigators (PIs) and the importance of mentorship in shaping a scientist's career. The text also mentions the value of attending scientific conferences and the role of social media in sharing research and connecting scientists. Additionally, Wan expresses an interest in creative writing and a desire to write a fantasy or sci-fi novel in the future. [Extracted from the article]

In addition to the opportunities afforded to them, the development of care for gifted pupils is also associated with the problematic handling of the 'gifted' label. These associations could affect several aspects of her/his life. The aim of this qualitative study was to discover the positive and negative consequences of the labelling of gifted pupils and to find their coping strategies, which would eliminate the negative consequences of labelling. Two hundred and eight intellectually gifted pupils aged ten to fifteen participated in the research. They were pupils of regular, inclusive elementary schools from the Czech Republic. The source of data was a questionnaire with open-ended questions. The positive aspects of labelling mainly concerned the academic and personal spheres, for instance, feeling good about oneself and extensive opportunities with regard to further education. Negative consequences affected the personal (problems resulting from giftedness) and academic (perfectionism, high expectations) areas, but above all, the social sphere. We discovered that gifted pupils are singled out from their peer groups, used for school work, and even bullied. The gifted pupils developed several coping strategies to deal with the negative consequences of labelling, such as helping others, conforming and denying their giftedness. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the opinions of preschool teachers regarding the characteristics of twice exceptional (2E) children. The research was conducted with the participation of 41 preschool teachers working at schools in a provincial centre in Turkey. The data were collected using a semi-structured interview form consisting of four questions. The research results indicate that the participants consider 2E children both in terms of their strengths and weaknesses. More than half of the participants (51%) stated that giftedness and learning disabilities (LD) cannot coexist in a child, or that they did not have any knowledge of this coexistence. Furthermore, the research found that the participants focused on certain characteristics of children with giftedness and LD, thus ignoring 2E. [ABSTRACT FROM AUTHOR]

This article describes how a series of randomized controlled trials (RCTs) were implemented in the Hector Children's Academy Talent Development Program with the goal of generating mutual benefits for research and practice. The Hector Children's Academy Program, founded in 2010 and located in one of the largest states in Germany, Baden‐Württemberg, is a statewide enrichment program for talented primary school students, with a focus on STEMM topics. The program is financed by a private foundation, supervised by the Ministry of Education, and offered by 69 local sites that are hosted by local schools. About 15,000 primary school students (Grades 1–4) attend enrichment courses (more than 23,000 course participations) offered by the Hector Children's Academy Program every year. A unique element of the Hector Children's Academy Program is the role of empirical research in course development. The Hector Core Courses—offered by all local sites—undergo a strict quality assurance process in which RCTs are used to test their effectiveness with regard to central outcomes. After describing the Hector Children's Academy Program, we explain how the Hector Core Courses were developed and incorporated into the program, summarize key findings from the RCTs, and discuss mutual benefits for research and practice. [ABSTRACT FROM AUTHOR]

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This research aims to examine the views of gifted secondary school students about the metaverse and their risk perceptions toward the digital environment. In this context, the study group, consisting of 55 gifted students, was determined through purposive sampling. A survey was used to collect participants' views on the metaverse, and the "Virtual World Risk Perception Scale" was used to measure the risks they felt in digital envi ronments. A mixed-methods approach was used in this research. Content analysis was used in the qualitative data analysis, and the ANOVA test and t-test were used in the quantitative data analysis. The findings obtained in the analysis showed that students defined the metaverse as a virtual universe, virtual reality, commerce, and socializing place. It was seen that the place where they met this concept was social media. While the students stated that the use of the metaverse in education could have advantages, such as motivation, a fun learning experience, and a contribution to personal development, they also mentioned disadvantages, such as health problems, addiction, safety, ethics, and disconnection from real life. Virtual-world risk perceptions did not differ according to gender or class level. Students who did not have metaverse experience stated that the digital environment had a higher risk of corruption compared to those with experience. [ABSTRACT FROM AUTHOR]

This document is an interview with Sam Sibley, the Global Head of Emerging Products and Innovation at the Project Management Institute (PMI). Sibley discusses his transition from being a professional tennis player to working in the corporate world, as well as his responsibilities at PMI. He emphasizes the impact of artificial intelligence (AI) on project management and the importance of upskilling for project managers to thrive. Sibley also highlights the skills needed for project managers, including resilience, adaptivity, digital savviness, lifelong learning, and a focus on being human. He encourages readers to stay ahead of the curve and embrace emerging trends and technologies. [Extracted from the article]

This article provides insights into the author's experiences conducting research and delivering professional development in Guatemalan schools. The author initially acted as a helper and translator, but their role evolved to focus on mathematics education. They discuss the challenges and observations they encountered in the Guatemalan education system, as well as the dynamics of power and control when conducting research in a foreign country. The article highlights the unique characteristics of three schools in Guatemala and emphasizes the importance of addressing educational equity in urban settings. The author reflects on the process of involving participants in research, the challenges of communication, and the need for cultural sensitivity and collaboration. They also raise questions about the role of Institutional Review Boards and the ethical considerations of conducting research in foreign settings, emphasizing the importance of transparency, cultural understanding, and sustained commitments to the communities being studied. [Extracted from the article]

Spoon-feeding is commonly perceived as a norm in the elementary stages of any child’s formal education. Requiring these young learners to use self-regulated learning (SRL) to master a curriculum in mathematics can be a source of consternation for many stakeholders, including parents. This experimental study investigated whether mildly gifted learners (MGLs) in Grade 3 could master an enriched advancedlevel (EAL) curriculum using SRL in the absence of direct teaching (DT) methods. The EAL curriculum in mathematics was developed by compacting and enriching the regular curriculum with advanced problemsolving activities relevant for MGLs. The experiment was conducted at a public primary school where 64 Grade 3 MGLs were purposively selected to participate in the study. MGLs were randomly assigned to either the control group or the experimental group with each group comprising 32 learners. MGLs in the experimental group used SRL strategies to study the EAL curriculum, whereas the control group was taught this curriculum in regular classroom environments. In the diagnostic problem-solving assessments, it was found that the experimental group achieved higher mean scores than the control group. The big difference in the mean performance between the two groups indicated that when MGLs were exposed to an EAL curriculum with advanced problem-solving activities using SRL strategies, they performed better than their peers using traditional DT strategies. Evidently, the findings of this study contribute significantly to the existing body of knowledge on gifted education in primary schools. Also, this study paves the way for similar future research to be accomplished on other subjects. [ABSTRACT FROM AUTHOR]

Gift authorship, one of the common abuses in academic writing, is an unethical practice perpetuated by researchers at all levels and in many institutions around the world. This article addresses the perspectives of PhD students in respect to the ethical dilemma faced during the fulfilment of their publication requirement of graduation. The primary dilemma being; should I include my supervisor's name in my publication or not, even though they haven't substantially contributed to my journal publication to warrant authorship accordion. To explore the viewpoint of PhD students in the issue of their journal mandate, this study conducts a semi-formal interview with 15 PhD candidates enrolled in a thought-program. The result indicates that concerning the ethical dilemmas experienced in PhD students publication requirement of graduation, the following perspectives were dominant; (i) freedom of choice and decision making, (ii) lack of action and incompetence (iii) lack of convincing rules on authorship guidelines (iv) the question of trust, and (v) abuse of power. [ABSTRACT FROM AUTHOR]

This study features a content analysis of gifted education doctoral dissertation studies from 2006 through 2016 (n = 683) to identify the characteristics and shifts of the field. The major topics of the studies were categorized into the National Association for Gifted Children's 16 networks and compared with the future directions suggested by the State of the States in Gifted Education report to locate the gaps between research and practical needs. The findings of this study not only outline gifted education's significant features and trends but also provide an understanding of the evolving nature and insights of the field such as research methods, data sources, study participants, and journal publication rates. [ABSTRACT FROM AUTHOR]

Teachers' self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers' self-perception of being gifted and the relationship between their self-perception and self-efficacy in attitudes toward gifted education. This mixed-methods study includes a survey of 481 fourth-year South Korean preservice primary school teachers and follow-up focus group interviews with 13 of the survey participants. The survey results indicate that South Korean preservice teachers tend to not consider themselves as gifted. Also, the mean score of self-perception as gifted for the male preservice teachers was significantly higher than that of the female preservice teachers. Their self-perception as gifted was positively related to their self-efficacy in teaching gifted students and their tendency of seeing gifted education as elitist but negatively related to their support of gifted education. [ABSTRACT FROM AUTHOR]

Despite the strong influence parenting plays in every aspect of child development, there has been relatively little research focused on how parents influence the academic motivation of their high-ability or gifted child in the home setting. The current study details a conceptual replication of one widely cited study on this topic conducted by Garn et al. (2010). We used an exploratory qualitative design to analyze interview responses gathered from 14 parents (mothers of 22 gifted students) using a content analysis approach within the theoretical framework offered by the Self-Determination Theory taxonomy of motivation developed by Deci and Ryan. Our independent analysis grouped the content of parent responses into four themes that are consistent with those reported in the original study by Garn et al. [ABSTRACT FROM AUTHOR]

Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and non-gifted adolescents. One hundred and ninety-nine students from academically selective government and Independent high schools participated in this study. The 2 × 2 × 2 research design that was used examined the effects of giftedness (i.e., gifted vs. non-gifted), instruction-type (i.e., problem-solving vs. worked examples), and structure (i.e., high vs low contrast materials) on the learning outcomes of transfer and procedural knowledge. The study also examined the impact of explicit instruction and invention-first instruction strategies on non-performance variables—self-efficacy, extraneous load, experience of knowledge gaps, and interest. The results of the study suggested that invention-first instruction may be more effective than example-first instruction in transfer, and that gifted students may benefit more from invention-first instruction than example-first instruction. The use of contrast materials was not found to affect performance. Furthermore, instruction was found to have no significant effects on the investigated non-performance variables. Collectively, these findings challenge the conventional teaching modality of explicit instruction in gifted education, and puts forward the possibility of the invention-first strategy as an effective instructional strategy for gifted students. [ABSTRACT FROM AUTHOR]

Copyright of Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Childhood Research & Studies Journal is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this current day and age it is difficult to parent children. It is even more difficult to parent and raise children who may be intellectually gifted or musically talented or creative. In this interview Dr. Sule Demirel Dingec discusses the role of the teacher, parent and counselor in terms of helping the gifted. She provides some insights into assisting students with the social and emotional concerns as well as addressing the need for mentors and supportive others. It is hope that this interview will provide some assistance to parents and alert others to her pending book which will provide even greater assistance. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Jobs in business process outsourcing are those that provide young, talented people the chance to work and facilitate consumers looking for solutions to a variety of difficulties. Excellent verbal and written communication skills are necessary for these positions. Customers may contact staff members through calls, chats, emails, etc. with questions. They must routinely present information to clients and respond to various concerns about the goods and services they receive. A business process representative directs customers to information-rich web pages on the client website. These representatives must put in a lot of effort to meet SLAs based on process requirements and quality standards while managing several jobs at once. Typically, businesses hire recent graduates or young college graduates for the Telle-caller positions or back-office tasks. This paper examines the use of primary data analysis in SPSS software to ascertain the reasons behind young people's interest in BPO careers and the association between different variables. [ABSTRACT FROM AUTHOR]

New game technologies seem to permeate every area of daily life. Therefore, it is not surprising that, in addition to the incorporation of entertaining gaming features into otherwise dull or tedious activities, the positive influence of user experience and user engagement has also been on the rise in recent years. It is all part of gamification. Individual differences in response to gamification deserve attention. Specifically, the objective of this experimental study was to investigate how perfectionism and gender affect behavior under two conditions—free play and competition—during a logic video game played by 155 gifted high school students. Game points monitoring frequency (GPMF) and game completion time (GCT) were measured. Functional perfectionists showed significantly higher GPMF than dysfunctional perfectionists. Furthermore, the competitive condition increased GPMF significantly more in functional perfectionists (compared to dysfunctional perfectionists) and girls tended to show higher GCT across the conditions. The results indicate that, in a competitive environment, the effectiveness of employing points for feedback is influenced by both a perfectionistic personality style and gender. Our study supports the notion that gamification elements can affect individuals differently, supporting the motivation of some students, yet being ignored by others. [ABSTRACT FROM AUTHOR]

An Interview with Dr. Rebecca D. Napier, an expert in gifted education, is presented. It discusses her early experiences and what sparked her interest in gifted children. Her journey into the field of gifted education began when she noticed an exceptionally talented student during a pre-service teaching placement and questioned why these gifted students often went unnoticed.