<div>Scholars in the field of gifted education have identified that summer enrichment programs can have academic and socioemotional benefits for adolescents with gifts and talents. Although some studies have pointed to the intercultural benefits of such programs, few have focused directly on the intercultural benefits multicultural enrichment programs can provide.</div><div>This mixed-methods study had three purposes: (1) to identify and adapt an instrument capable of measuring cultural responsiveness in adolescents with gifts and talents, (2) to examine if adolescents with gifts and talents change in cultural responsiveness over the course of a multicultural, residential summer enrichment program, and (3) to explore effective pedagogical strategies for teaching multicultural groups of adolescents with gifts and talents.</div><div>The Miville-Guzman Universality Scale-Short (Fuertes et al., 2000) was selected as the instrument of focus. The instrument was piloted, and the data analyzed using confirmatory factor analysis and reliability analysis. Cognitive interviews with participants were also used to revise the items. A combination of canonical function analysis and qualitative responses were used to analyze participants’ (n=308) growth in cultural responsiveness over the course of the summer enrichment program. Finally, interviews with teachers and open-response answers from students were used to find the most effective pedagogical strategies for educating multicultural students.</div><div>Findings include a revised M-GUDS-S instrument for adolescents with gifts and talents (AM-GUDS-S), evidence that multicultural enrichment programs can have a positive effect on student intercultural relations with profiles for how those relations develop over a two-week period, and a series of pedagogical strategies that can be used by educators to facilitate learning for groups of domestically, internationally, and linguistically diverse students.</div>

Current issues of adhesive proceedings This thesis deals with current issues of adhesive proceedings. The thesis is divided into four chapters. The first chapter introduces the basic concepts essential for the definition of adhesive proceedings and related terms. These are primarily the definition of entities and parties to criminal proceedings, including the introduction of the institutes of harm as an overarching term, which includes damage, non-material damages and unjust enrichment. The first chapter also introduces the institute of bodily harm. The second chapter is devoted to the injured party, including a list of procedural rights and obligations that the injured party confers the Criminal Procedure Code and the injured party recognizes the law on victims of crime, if the injured party is also a victim under this law. The following subchapters are divided according to the rights that belong to all the injured parties and the rights that belong to the injured party, who is at the same time subject to the adhesive procedure. In the case of the injured party, the institute of consent of the injured party to criminal prosecution and representation of the injured party is also mentioned. In this part of the thesis, the current problems concerning the remuneration of the injured party's...

FEUERSTEIN'S INSTRUMENTAL ENRICHMENT PROGRAM FROM THE POINT OF VIEW OF PRIMARY SCHOOL TEACHERS The presented doctoral work covers the programme of cognitive stimulation created by Reuven Feuerstein. It aims to describe the effects that the teachers are triggered with by this programme. The work presents Feuerstein's Instrumental Enrichment (FIE) in context of all the Feuerstein's work. It explains its theoretical grounds in detail, and connects them with broader questions from educational psychology field, that are related to the teaching of thinking skills. There is compared the Feuerstein's theory of Mediated Learning Experience (MLE) with L. S. Vygotsky's theory of mediation in the work. It also refers to the work of J. Piaget in many passages. The research part of the work is based on interviews and two small semantic- differential scales. The research group contained 9 experimental and 6 control teachers from primary schools. The main aim of the carried research was to map what form gain the influences that FIE has on the teachers. We also worked on the teachers' opinions regarding the implementation of this programme at mainstream schools. Besides the description of effects, we were also describing and comparing opinions of both groups on teaching thinking. The closing part of the work is...

Syftet med den här studien är att fördjupa kunskapen om särskilt begåvade elevers behov avanpassningar, och att, genom att läsa tidigare forskning, hitta metoder och strategier för attanpassa undervisningen för särskilt begåvade elever i högstadiet, genom användning avexempelvis differentiering, berikning och/eller acceleration, främst i ämnet moderna språk.Resultatet av mina sökningar visar att det finns många beprövade sätt att differentieraundervisning på som gynnar särskilt begåvade elevers inlärningssätt, bland annat genomindividuella instruktioner, nivågrupperingar av olika slag samt anpassad- och/ellerkomprimerad/utökad läroplan. Ett annat sätt att differentiera undervisningen på är genomberikning och fördjupning i form av mer avancerat material, möjlighet att välja mellanenklare och mer komplext material, högre nivå av frågeställningar, möjligheter tillanvändning av kritiskt och/eller kreativt tänkande och så kallat högre ordningens tänkande.Ytterligare sätt är multidiciplinära arbetsuppgifter och möjlighet att skriva och läsa på en meravancerad nivå. Acceleration kan användas dels genom att elever får accelerera inom ett ellerflera ämnen, eller genom att elever får möjlighet att flytta upp en eller flera årskurser och påså sätt gå igenom grundskolan i en snabbare takt. Metoden som har använts i denna studie ären systematisk litteraturstudie, som innefattar att systematiskt söka, granska ochsammanställa litteratur inom ett valt ämne eller problemområde.

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Indiana University-Purdue University Indianapolis (IUPUI) / New neurons are generated throughout adulthood in two regions of the brain, the dentate gyrus of the hippocampus, which is important for memory formation and cognitive functions, and the sub-ventricular zone of the olfactory bulb, which is important for the sense of smell, and are incorporated into hippocampal network circuitry. Disruption of this process has been postulated to contribute to neurodegenerative disorders including Alzheimer’s disease [1]. AD is the most common form of adult-onset dementia and the number of patients with AD escalates dramatically each year. The generation of new neurons in the dentate gyrus declines with age and in AD. Many of the molecular players in AD are also modulators of adult neurogenesis, but the genetic mechanisms influencing adult neurogenesis in AD are unclear. The overall goal of this project is to identify candidate genes and pathways that play a role in neurogenesis in the adult brain and to test the hypotheses that 1) hippocampal neurogenesis-related genes and pathways are significantly perturbed in AD and 2) neurogenesis-related pathways are significantly associated with hippocampal volume and other AD-related biomarker endophenotypes including brain deposition of amyloid-β and tau pathology. First, potential modulators of adult neurogenesis and their roles in neurodegenerative diseases were evaluated. Candidate genes that control the turnover process of neural stem cells/precursors to new functional neurons during adult neurogenesis were manually curated using a pathway-based systems biology approach. Second, a targeted neurogenesis pathway-based gene analysis was performed resulting in the identification of ADORA2A as associated with hippocampal volume and memory performance in mild cognitive impairment and AD. Third, a genome-wide gene-set enrichment analysis was conducted to discover associations between hippocampal volume and AD related endophenotypes and neurogenesis-related pathways. Within the discovered neurogenesis enriched pathways, a gene-based association analysis identified TESC and ACVR1 as significantly associated with hippocampal volume and APOE and PVLR2 as significantly associated with tau and amyloid beta levels in cerebrospinal fluid. This project identifies new genetic contributions to hippocampal neurogenesis with translational implications for novel therapeutic targets related to learning and memory and neuroprotection in AD.

Thesis (M.A. Education (Educational Studies)) -- University of Limpopo, 2017 / Satisfactory learners′ performance in primary schools is faced by many challenges. One of these challenges is the School Management Teams′ (SMTs) competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. In an attempt to contribute towards improving the learners′ performance, this research study focused on exploring the SMTs′ competencies in the management, leadership, administration, monitoring and assessment in the management of curriculum implementation. The main focus group of the study was the heads of department (HODs) due to the fact that they are deemed as curriculum managers and are therefore well positioned to ensure successful curriculum implementation which yields good learners′ performance in schools. A qualitative case study design was adopted to explore the SMTs curriculum management competencies. This design was used because of its ability to document multiple perspectives, exploring contested viewpoints, its usefulness for exploring and understanding the process and dynamic of change as well as its potential to engage participants in the research process (Simon, 2009:23). The case study allowed the researcher to use interviews and document study in the case schools as sites of the research study and hence this facilitated triangulation. Interviews and document study were used as methods of collecting data from the participants. The population of the study was composed of 88 SMT members from 22 primary schools in Phokwane Circuit, Limpopo Province. Four primary schools were purposively sampled and from each of the schools four members of SMT namely, the principal, deputy principal and two HODs formed the study sample. The total study sample was therefore sixteen. Data collected was then analysed by content analysis method of analysis. The research findings revealed that the SMTs and HODs in particular lack competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. The study further revealed that there was lack of teamwork among members of SMTs, overcrowding of learners and v insufficient of learner and teacher support materials (LTSM) in the primary schools. The study therefore recommended that the SMTs and HODs in particular be extensively trained in the management, leadership, administration, monitoring and assessment through unique, intensive and well-tailored programmes by service providers. Furthermore, the study recommended that the HODs be thoroughly developed in educational legislative frameworks and policies in order to ensure appropriate application of the documents.

This study was motivated by the excess oxygen that likely results from the current transition to hydrogen-based Swedish steel production. The potential usability of large amounts of oxygen in a process gas for iron ore pellet induration could improve the process efficiency in terms of fuel consumption and productivity. Iron ore pellets constitute the main raw material used in Scandinavian steel production. Knowledge of the effects of the process-gas oxygen level on induration is a prerequisite for establishing if, how, and to what extent oxygen enrichment can be exploited in an optimum manner to control temperature development and oxidation, while maintaining pellet quality. The objectives of this study are as follows: 1) to investigate the effects of the oxygen level in the inflow gas on pellet bed oxidation during induration, as well as the effects on the bed-scale temperature, oxidation degree, and cold compression strength (CCS) development; and 2) to identify the oxidation mechanisms corresponding to various oxygen levels and thermal histories. The current knowledge regarding the effects of high oxygen levels in the gas on oxidation is based on small-scale experiments; this study was conducted on a larger bed-scale and will thus contribute significantly to the knowledge pool of bed-scale effects resulting from different oxygen levels in the inflow process gas. An interrupted pot furnace experimental method was used, with the highest investigated oxygen level in the gas at 40% and an approximate bed-scale of 100 kg of pellets. The following conclusions were drawn from this study. First, efficient heating and a high degree of oxidation of an entire bed were rapidly achieved with the highest investigated oxygen level (40% O₂) compared to the results of the lower oxygen levels (6%, 13% and 30% O₂). The gas with 40% O₂ yielded improved pellet properties and a more uniform oxidation degree along the bed, compared to beds exposed to gas with lower O₂. Second, the temperature at the bottom of the bed increased more rapidly when exposed to a higher oxygen content in the gas compared to when only the gas temperature was increased. Third, the mechanical pellet properties (CCS and macrostructure) were improved in a bed exposed to gas with 40% O₂ compared to beds exposed to gas with lower oxygen levels. Finally, pellets from local conditions with comparable thermal histories oxidised according to similar mechanisms regardless of the oxygen level. Hence, it was demonstrated that the oxygen level influences the oxidation rate, whilst the temperature affects the oxidation mechanism. The overall trends in terms of the positive effect from the high oxygen content in the gas are promising, as they serve as a starting point for enabling faster production rates in the future. / <p>E632 and a digital meeting in Zoom or Teams. Maximum 8 people will be allowed in E632 due to the covid-19 pandemic situation.</p> / HYBRIT research program 1

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This study evaluated three HCOP projects to determine, describe, and assess their overall effectiveness and identify successful strategies used by these projects to reach their specific objectives. Demographic and scholastic data were collected about 393 HCOP participants at the three HCOP projects in Kentucky, Tennessee, and Virginia during the years 1990-1999. Detailed information about the activities used to incorporate the HCOP legislative purposes into the programs was also collected. Sixty-seven percent of HCOP participants were Caucasian and 78% were female. Scholastic data was limited to data from the EKU and ETSU HCOP programs. The average high school GPA score for HCOP participants in this study was 3.34 on a 4.0 scale. The average ACT score was 20.6. When compared with institutional data, HCOP students had a higher GPA than the regular first-year college students at the specific institutions. The average ACT scores were similar for the HCOP and regular students taking into account the standard error of measurement. Ninety-three percent HCOP participants enrolled in college and 77% of them majored in a health profession programs. Fifty-eight percent of the HCOP participants graduated from a program of study and of those who graduated, 87% were from a health profession program. Eighty-seven percent of the HCOP participants were employed in a health profession. HCOP projects were required to conduct activities that addressed two or more legislative purposes. These legislative purposes were recruitment, preliminary education, facilitating entry, retention and dissemination of financial aid information. The activities of each project were summarized and the impact was discussed. Students who participated in HCOP programs were likely to enroll and graduate from a health related major and become employed in a health profession. The researcher recommended the need for (a) individualized retention strategies to prevent or minimize attrition rates among participants, (b) the development of a uniform participant profile that would allow for accurate comparisons across institutions, (c) HCOP grantees to be more supportive of evaluative studies and, (d) dissemination of research findings on HCOP programs and their impact.