Neferhotep’s tomb (TT49) funerary chapel: advances in the documentation process

En el marco de la Misión Argentina en Luxor, se llevó a cabo una nueva documentación fotográfica y digitalización de la iconografía de la tumba tebana TT49 perteneciente a Neferhotep, quien fuera funcionario bajo el reinado de Ay. En la campaña de 2018 la documentación de epigrafía se focalizó en los cuatro pilares de la capilla funeraria del monumento y se tomaron nuevas fotografías para actualizar el material disponible y proceder a su dibujo digital. Se considera que el análisis de los dibujos digitales y observaciones realizadas durante el proceso de copiado contribuyen al estudio de las especificidades de la tumba. El objetivo del presente trabajo es presentar el proceso de digitalización y las estrategias adoptadas para mejorar los dibujos a fin de contribuir al corpus documental y estilístico post-amarniano.As part of the tasks of the of the Argentine Mission in Luxor, new photographic documentation and digitalization of the iconography of the Theban tomb TT49, belonging to Neferhotep, was carried out. He was an officer under Ay’s reign. During the 2018 fieldwork, the epigraphic documentation focused on the four pillars of the funerary chapel. The team took new pictures to update the available photographic material and to work on their digital drawings. The analysis of digital drawings and observations made during the copy process contributes to the study of the tomb´s specificities. The aim of this paper is to present the digitalization process and the strategies used to improve the drawings in order to contribute to the post-amarnian documentary and stylistic corpus

Mathematically Gifted Adolescents Have Deficiencies in Social Valuation and Mentalization

Many mathematically gifted adolescents are characterized as being indolent, underachieving and unsuccessful despite their high cognitive ability. This is often due to difficulties with social and emotional development. However, research on social and emotional interactions in gifted adolescents has been limited. The purpose of this study was to observe differences in complex social strategic behaviors between gifted and average adolescents of the same age using the repeated Ultimatum Game. Twenty-two gifted adolescents and 24 average adolescents participated in the Ultimatum Game. Two adolescents participate in the game, one as a proposer and the other as a responder. Because of its simplicity, the Ultimatum Game is an apt tool for investigating complex human emotional and cognitive decision-making in an empirical setting. We observed strategic but socially impaired offers from gifted proposers and lower acceptance rates from gifted responders, resulting in lower total earnings in the Ultimatum Game. Thus, our results indicate that mathematically gifted adolescents have deficiencies in social valuation and mentalization

Different Gain/Loss Sensitivity and Social Adaptation Ability in Gifted Adolescents during a Public Goods Game

Gifted adolescents are considered to have high IQs with advanced mathematical and logical performances, but are often thought to suffer from social isolation or emotional mal-adaptation to the social group. The underlying mechanisms that cause stereotypic portrayals of gifted adolescents are not well known. We aimed to investigate behavioral performance of gifted adolescents during social decision-making tasks to assess their affective and social/non-social cognitive abilities. We examined cooperation behaviors of 22 gifted and 26 average adolescents during an iterative binary public goods (PG) game, a multi-player social interaction game, and analyzed strategic decision processes that include cooperation and free-riding. We found that the gifted adolescents were more cooperative than average adolescents. Particularly, comparing the strategies for the PG game between the two groups, gifted adolescents were less sensitive to loss, yet were more sensitive to gain. Additionally, the behavioral characteristics of average adolescents, such as low trust of the group and herding behavior, were not found in gifted adolescents. These results imply that gifted adolescents have a high cognitive ability but a low ability to process affective information or to adapt in social groups compared with average adolescents. We conclude that gain/loss sensitivity and the ability to adapt in social groups develop to different degrees in average and gifted adolescents

Data for: Increasing the efficiency of nuclear fuel using burnable absorbers

Burbable absober material optimization study results

Data for: Increasing the efficiency of nuclear fuel using burnable absorbers

Burbable absober material optimization study results.THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV

Data for: Performance of ENDF/B-VIII.0 library for VVER reactors criticality safety, fuel depletion and reactor dosimetry applications

Results of the safety validation for VVER reactor applications.THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV

Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional

En: SAGE Open, July-September, pp. 1–16Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who perform at grade level, by using advanced conceptual abilities and hard work to compensate, may still require interventions and accommodations to manage increasing educational demands. Otherwise, college and even high school graduation may be out of reach. This article reviews changing laws and policies, explores case studies of twice-exceptional students missed, and examines the diagnosis of twice-exceptionality through comprehensive assessment. Appropriate best practices for the identification of twice-exceptional learners, maintenance of their civil rights, and provision of FAPE are offered for educators, parents, advocates, and legislators as federal, state, and district laws/policies evolve