Making a difference for young gifted and talented children

Online resource, Department of Education and Early Childhood Development

Professionals who work with young children who are gifted or talented can make a real difference to them reaching their full potential.

This resource provides early childhood professionals with information and resources to help identify and provide learning for young gifted and talented children (from infancy to eight years old) and their families.

Gifted and talented young children experience wellbeing and positive development when provided with supportive and challenging learning environments that are responsive to their individual strengths and interests.

Every early childhood professional will be working with gifted children. It is estimated that 10–15 per cent of children are gifted, which means a typical early childhood group or school class will contain at least one gifted child. Many will have more, so it is imperative that professionals reflect on their practice and seek professional learning opportunities to increase their understanding and knowledge of giftedness and talent in young children.

Research has shown that educators who have received professional learning opportunities or pre-service preparation in giftedness and talent are better able to recognise and understand giftedness in children, and have more positive attitudes towards it.

The professional learning opportunities in this online resource will assist professionals to identify and engage in good practice when working with young gifted and talented children.

In/exclusion: the politics of difference

The inclusion debate has raised issues in relation to ascertainment, the labelling of 'special' needs, the distribution of human and physical resources and the placement of students on individualized education programmes. This paper contends that the inclusion debate, however, has not addressed critical issues pertaining to the politics of representation and difference. That is, the normative struggles over rights and social justice for the disabled have largely elided differing cultural constructions of disability and the question of who speaks for and represents whom.

A little movement orientated to the geomagnetic field makes a big difference in strong flows

Whilst a range of animals have been shown to respond behaviourally to components of the Earth’s magnetic field, evidence of the value of this sensory perception for small animals advected by strong flows (wind/ocean currents) is equivocal. We added geomagnetic directional swimming behaviour for North Atlantic loggerhead turtle hatchlings (Caretta caretta) into a high-resolution (1/4°) global general circulation ocean model to simulate 2,925-year-long hatchling trajectories comprising 355,875 locations. A little directional swimming (1–3 h per day) had a major impact on trajectories; simulated hatchlings travelled further south into warmer water. As a result, thermal elevation of hatchling metabolic rates was estimated to be between 63.3 and 114.5% after 220 days. We show that even small animals in strong flows can benefit from geomagnetic orientation and thus the potential implications of directional swimming for other taxa may be broad.

Beyond eurocentrism? Heritage conservation and the politics of difference

There is a long-standing debate concerning the suitability of European or ‘western’ approaches to the conservation of cultural heritage in other parts of world. The Cultural Charter for Africa (1976), The Burra Charter (1979) and Nara Document on Authenticity (1994) are notable manifestations of such concerns. These debates are particularly vibrant in Asia today. This article highlights a number of charters, declarations and publications that have been conceived to recalibrate the international field of heritage governance in ways that address the perceived inadequacies of documents underpinning today’s global conservation movement, such as the 1964 Venice Charter. But as Venice has come to stand as a metonym for a ‘western’ conservation approach, intriguing questions arise concerning what is driving these assertions of geographic, national or civilisational difference in Asia. To address such questions, the article moves between a number of explanatory frameworks. It argues declarations about Asia’s culture, its landscapes, and its inherited pasts are, in fact, the combined manifestations of post-colonial subjectivities, a desire for prestige on the global stage of cultural heritage governance and the practical challenges of actually doing conservation in the region.

Use of artificial neural networks as explicit finite difference operators

Results of a numerical exercise, substituting a numerical operator by an artificial neural network (ANN) are presented in this paper. The numerical operator used is the explicit form of the finite difference (FD) scheme. The FD scheme was used to discretize the one-dimensional transport equation, which included both the advection and dispersion terms. Inputs to the ANN are the FD representation of the transport equation, and the concentration was designated as the output. Concentration values used for training the ANN were obtained from analytical solutions. The numerical operator was reconstructed from a back calculation of the weights of the ANN. Linear transfer functions were used for this purpose. The ANN was able to accurately recover the velocity used in the training data, but not the dispersion coefficient. This capability was improved when numerical dispersion was taken into account; however, it is limited to the condition: C/P<0.5 , where C is the Courant number and P , the Peclet number (i.e., the restriction imposed by the Neumann stability condition).

Visual research methods in education: in between difference and indifference

The aim of this paper is to support critical and scholarly debates that relate to the increasing role of visual research in education, youth studies, sociology, and studies of mental health. Researching in fields where young people are central exposes many struggles, not least issues of how to represent students who end up on the margins. School disaffection intersects with curriculum practices. When threading together visual research methods and matters of curriculum studies, seduction can set in, and unintentionally curriculum research can become indifferent to difference, the counterpoint often sought by researchers. Some scholars may argue that this debate has been well rehearsed in the curriculum field; I, however, take the opposite view. The constraints of curriculum studies, issues of student disaffection and the exclusions of schooling - when analysed through the perspectives of visual research - trouble our research designs and understandings of data and therefore require more, not less, interrogation. Rethinking the intersection points between visual research methods (VRM) and visuality, a concept that is critical to cultural and visual studies, opens out new spaces in the field of curriculum studies and reframes the methodological decisionmaking process for researching issues that pertain to student disaffection.