Temperament in the Classroom

Variance in academic performance that persists when situational variables are held constant suggests that whether students fail or thrive depends not only on circumstance, but also on relatively stable individual differences in how children respond to circumstance. More academically talented children generally outperform their less able peers, but much less is known about how traits unrelated to general intelligence influence academic outcomes. This paper addresses several related questions: What insights can be gleaned from historical interest in the role of temperament in the classroom? What does recent empirical research say about the specific dimensions of temperament most important to successful academic performance? In particular, which aspects of temperament most strongly influence school readiness, academic achievement, and educational attainment? What factors mediate and moderate associations between temperament and academic outcomes? What progress has been made in deliberately cultivating aspects of temperament that matter most to success in school? And, finally, for researchers keenly interested in better understanding how and why temperament influences academic success, in which direction does future progress lie?

Temperament in the Classroom

Some students fare better than others, even when researchers control for family background, school curriculum, and teacher quality. Variance in academic performance that persists when situational variables are held constant suggests that whether students fail or thrive depends on not only circumstance but also relatively stable individual differences in how children respond to circumstance. More academically talented children, for instance, generally outperform their less able peers. Indeed, general intelligence, defined as the ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought (Neisser et a!., 1996, p. 77), has a monotonic, positive relationship with academic performance, even at the extreme right-tail of the population (Gottfredson, 2004; Lubinski, 2009). Much less is known about how traits unrelated to general intelligence influence academic outcomes. This chapter addresses several related questions: What insights can be gleaned from historical interest in the role of temperament in the classroom? What does recent empirical research say about the specific dimensions of temperament most important to successful academic performance? In particular, which aspects of temperament most strongly influence school readiness, academic achievement, and educational attainment? What factors mediate and moderate associations between temperament and academic outcomes? What progress has been made in deliberately cultivating aspects of temperament that matter most to success in school? And, finally, for researchers keenly interested in better understanding how and why temperament influences academic success, in which direction does future progress lie

Self-Regulation and School Success

Some children fare better academically than others, even when family background and school and teacher quality are controlled for (Rivkin, Hanushek, & Kain, 2005 ). Variance in performance that persists when situational variables are held constant suggests that individual differences play an important role in determining whether children thrive or fail in school. In this chapter, we review research on individual differences in self-regulation and their relation to school success

Glycomic analysis of high density lipoprotein shows a highly sialylated particle.

Many of the functional proteins and lipids in high density lipoprotein (HDL) particles are potentially glycosylated, yet very little is known about the glycoconjugates of HDL. In this study, HDL was isolated from plasma by sequential micro-ultracentrifugation, followed by glycoprotein and glycolipid analysis. N-Glycans, glycopeptides, and gangliosides were extracted and purified followed by analysis with nano-HPLC Chip quadrupole time of flight mass spectrometry and MS/MS. HDL particles were found to be highly sialylated. Most of the N-glycans (∼90%) from HDL glycoproteins were sialylated with one or two neuraminic acids (Neu5Ac). The most abundant N-glycan was a biantennary complex type glycan with two sialic acids (Hexose5HexNAc4Neu5Ac2) and was found in multiple glycoproteins using site-specific glycosylation analysis. The observed O-glycans were all sialylated, and most contained a core 1 structure with two Neu5Acs, including those that were associated with apolipoprotein CIII (ApoC-III) and fetuin A. GM3 (monosialoganglioside, NeuAc2-3Gal1-4Glc-Cer) and GD3 (disialoganglioside, NeuAc2-8NeuAc2-3Gal1-4Glc-Cer) were the major gangliosides in HDL. A 60% GM3 and 40% GD3 distribution was observed. Both GM3 and GD3 were composed of heterogeneous ceramide lipid tails, including d18:1/16:0 and d18:1/23:0. This report describes for the first time a glycomic approach for analyzing HDL, highlighting that HDL are highly sialylated particles

Ground-Ground Data Communication-Assisted Planning and Coordination: Shorter Verbal Communications

A human-in-the-loop simulation was conducted to investigate the operational feasibility, technical requirements, and potential improvement in airspace efficiency of adding a Multi-Sector Planner position. A subset of the data from that simulation is analyzed here to determine the impact, if any, of ground-ground data communication (Data Comm) on verbal communication and coordination for multi-sector air traffic management. The results suggest that the use of Data Comm significantly decreases the duration of individual verbal communications. The results also suggest that the use of Data Comm, as instantiated in the current simulation, does not obviate the need for accompanying voice calls

Relationship of Emotional Development to Academic Self-Concept in Gifted Students

This paper will address the issues concerning the affective domain of the gifted student. A discussion about Dabrowski's over excitabilities theory will include the explanation of the five domains and what they mean to the emotional development of gifted students. In addition, a discussion concerning academic self-concept will be presented. The theory to be focused on in that concern is the self-concept theories related to giftedness. Lastly, the paper will include a synthesis of the two theories and the relationship they have to each other concerning the affective needs of gifted high school students. The researcher will examine secondary students who are gifted in regard to their over excitability areas and how that relates to their academic self-concepts in the areas of Math and English. The purpose of this research is to examine the affective needs of gifted students which is an area that has not been examined very closely. All teachers know that the emotional development of the student affects how the student functions in class. This research will hopefully give some substantive evidence to back up this belief. Moreover, it will draw attention to the fact that the emotional development of gifted students is very different than that of the regular student. The intent of the researcher is to bring some evidence to the field which will enhance the knowledge of how emotional development affects self-concept in gifted students

Layer-Resolved Ultrafast XUV Measurement of Hole Transport in a Ni-TiO2-Si Photoanode

Metal-oxide-semiconductor junctions are central to most electronic and optoelectronic devices. Here, the element-specificity of broadband extreme ultraviolet (XUV) ultrafast pulses is used to measure the charge transport and recombination kinetics in each layer of a Ni-TiO2-Si junction. After photoexcitation of silicon, holes are inferred to transport from Si to Ni ballistically in ~100 fs, resulting in spectral shifts in the Ni M2,3 XUV edge that are characteristic of holes and the absence of holes initially in TiO2. Meanwhile, the electrons are observed to remain on Si. After picoseconds, the transient hole population on Ni is observed to back-diffuse through the TiO2, shifting the Ti spectrum to higher oxidation state, followed by electron-hole recombination at the Si-TiO2 interface and in the Si bulk. Electrical properties, such as the hole diffusion constant in TiO2 and the initial hole mobility in Si, are fit from these transient spectra and match well with values reported previously