Paper Session III-C - A SAREX Case Study- Getting Teachers Interested in Amateur Radio and Space Education

SAREX, the Shuttle Amateur Radio Experiment, is flown primarily as part of NASA\u27s education program. Any school or educational group can submit a proposal for a prescheduled SAREX contact. It\u27s hoped that schools will get interested in the space program and amateur radio, and make these activities part of the normal curriculum. Sometimes a SAREX contact is incredibly exciting, but forgotten soon after the shuttle mission is over. But in many cases SAREX does leave a lasting impression on the students and teachers. Co-author Joan Freeman is a teacher at South Seminole Middle School in Casselberry Florida. Three years ago she watched television and read the newspaper to find out about the space program. Now she uSes amateur radio every day in her class and completed a SAREX educational contact with the shuttle during the STS-65 mission. This paper will show what has been done, and suggestions for how to increase awareness about ham radio, SAREX, and the shuttle program in schools

Um estudo comparativo de 35 anos com crianças identificadas como superdotadas, não identificadas como superdotadas e com habilidades médias

Por que algumas crianças são consideradas superdotadas enquanto outras com habilidades idênticas não o são?  Para descobrir por que e quais poderiam ser as consequências, em 1974, comecei, na Inglaterra, com 70 crianças identificadas como superdotadas. Cada uma delas foi agrupada por idade, gênero e nível socioeconômico com outras duas crianças da mesma turma escolar, para fins de comparação. A primeira criança possuía uma superdotação idêntica e a segunda foi escolhida aleatoriamente.  A pesquisa foi desenvolvida por meio de uma bateria de testes e entrevista aprofundada de alunos, professores e pais em suas escolas e em suas residências e continuou durante 35 anos. Uma diferença significativa importante foi que aqueles identificados como superdotados tinham significativamente mais problemas emocionais que os que não tinham sido identificados, embora fossem identicamente superdotados, ou que os controles aleatórios. Os aspectos vitais de sucesso, em toda a amostra, dos que eram superdotados e os que não o eram, foram trabalho duro, apoio emocional e uma perspectiva pessoal positiva. Porém, em geral, quanto maior a inteligência individual, melhores eram suas chances na vida

Ariel - Volume 11 Number 1

Executive Editors Ellen Feldman Leonardo S. Nasca, Jr. Business Managers Barbara L. Davies Martin B. Getzow News Editor Aaron D. Bleznak Features Editor Dave Van Wagoner CAHS Editor Joan M. Greco Editorial Page Editor Samuel Markind Photography Editor Leonardo S. Nasca, Jr. Sports Editor Paul F. Mansfiel

Why, school, why? Gifted students with academic failure.

Neste estudo de caso, de caráter descritivo-interpretativo, pretende-se identificar fatores de desenvolvimento e (in)sucesso escolar de jovens com características de sobredotação, na escolaridade obrigatória (12 a 16 anos). As narrativas apresentadas pelos investigadores revelam as relações entre características individuais e orientações escolares nem sempre aceites. A análise clarifica o tédio, frustração e fracasso que enfrentam estes alunos no cotidiano, tomada de decisão de alheamento, confronto ou ‘crise de identidade’ para a homogeneização e cumprimento de tarefas rotineiras que a escola oferece. Revelam ainda o relevo dos papéis do professor na diferenciação curricular e, em certos casos, no sucesso escolar dos estudantes.In this case study of a descriptive and interpretive nature it is intended to identify developmental factors and the success/failure at school of gifted youngsters (aged 12 to 16 years old) in compulsory education. The narratives presented by researchers show that the relationships between individual characteristics and school guidance are not always accepted. The analysis clarifies the boredom, frustration and failure facing these students in their everyday life, absent-minded decision-making, opposition or ‘identity crisis’ related to their standardization and compliance with routine tasks that the school requires today. They also reveal the importance of the role of the teacher in terms of curriculum differentiation and, in some cases, the academic success of the students.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), Portugal. Fundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

The common good balance sheet, an adequate tool to capture non-financials?

In relation to organizational performance measurement, there is a growing concern about the creation of value for people, society and the environment. The traditional corporate reporting does not adequately satisfy the information needs of stakeholders for assessing an organization's past and future potential performance. Practitioners and scholars have developed new non-financial reporting frameworks from a social and environmental perspective, giving birth to the field of Integrated Reporting (IR). The Economy for the Common Good (ECG) model and its tools to facilitate sustainability management and reporting can provide a framework to do it. The present study depicts the theoretical foundations from the business administration field research on which the ECG model relies. Moreover, this paper is the first one that empirically validates such measurement scales by applying of Exploratory Factor Analysis on a sample of 206 European firms. Results show that two out of five dimensions are appropriately defined, along with some guidelines to refine the model. Consequently, it allows knowledge to advance as it assesses the measurement scales' statistical validity and reliability. However, as this is the first quantitative-driven research on the ECG model, the authors' future research will confirm the present results by means of Confirmatory Factor Analysis (CFA)

Vaginal progesterone to reduce preterm birth among HIV-infected pregnant women in Zambia: a feasibility study protocol

Abstract Background Women infected with HIV have a risk of preterm birth (PTB) that is twice that among uninfected women, and treatment with antiretroviral therapy (ART) may further increase this risk. Progesterone supplementation reduces the risk of preterm delivery in women who have a shortened cervix in the midtrimester. We propose to study the feasibility of a trial of vaginal progesterone (VP) to prevent PTB among HIV-infected women receiving ART in pregnancy. Given low adherence among women self-administering vaginal study product in recent microbicide trials, we plan to investigate whether adequate adherence to VP can be achieved prior to launching a full-scale efficacy trial. Methods and design One hundred forty HIV-infected pregnant women in Lusaka, Zambia, will be randomly allocated to daily self-administration of either VP or matched placebo, starting between 20 and 24 gestational weeks. The primary outcome will be adherence, defined as the proportion of participants who achieve at least 80% use of study product, assessed objectively with a validated dye stain assay that confirms vaginal insertion of returned single-use applicators. Secondary outcomes will be study uptake, retention, and preliminary efficacy. We will concurrently perform semi-structured interviews with participants enrolled in the study and with women who decline enrollment to assess the acceptability of VP to prevent PTB and of enrollment to a randomized controlled trial. Discussion We hypothesize that VP could prevent PTB among women receiving ART in pregnancy. In preparation for a trial to test this hypothesis, we plan to assess whether participants will be adherent to study product and protocol. Trial registration ClinicalTrial.gov, NCT02970552

Genome-wide association study identifies a variant in HDAC9 associated with large vessel ischemic stroke

Genetic factors have been implicated in stroke risk but few replicated associations have been reported. We conducted a genome-wide association study (GWAS) in ischemic stroke and its subtypes in 3,548 cases and 5,972 controls, all of European ancestry. Replication of potential signals was performed in 5,859 cases and 6,281 controls. We replicated reported associations between variants close to PITX2 and ZFHX3 with cardioembolic stroke, and a 9p21 locus with large vessel stroke. We identified a novel association for a SNP within the histone deacetylase 9(HDAC9) gene on chromosome 7p21.1 which was associated with large vessel stroke including additional replication in a further 735 cases and 28583 controls (rs11984041, combined P = 1.87×10−11, OR=1.42 (95% CI) 1.28-1.57). All four loci exhibit evidence for heterogeneity of effect across the stroke subtypes, with some, and possibly all, affecting risk for only one subtype. This suggests differing genetic architectures for different stroke subtypes