Вопрос № 1088072 - Английский язык

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Intellectual giftedness
1. Intellectual giftedness is an intellectual ability significantly higher than average. It is different from a skill, in that skills are learned or acquired behaviors. Like a talent, intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Various ideas about the definition, development, and best ways of identifying intellectual giftedness have been put forward.
2. Intellectual giftedness may be general or specific. For example, an intellectually gifted person may have a striking talent for mathematics, but not have equally strong language skills. When combined with an adequately challenging curriculum and the diligence necessary to acquire and execute many learned skills, intellectual giftedness often produces academic success.
3. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of four, but whose later fluency and accomplishments belied this initial delay.
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One can’t acquire intellectual giftedness …

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Intellectual giftedness
1. Intellectual giftedness is an intellectual ability significantly higher than average. It is different from a skill, in that skills are learned or acquired behaviors. Like a talent, intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Various ideas about the definition, development, and best ways of identifying intellectual giftedness have been put forward.
2. Intellectual giftedness may be general or specific. For example, an intellectually gifted person may have a striking talent for mathematics, but not have equally strong language skills. When combined with an adequately challenging curriculum and the diligence necessary to acquire and execute many learned skills, intellectual giftedness often produces academic success.
3. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of four, but whose later fluency and accomplishments belied this initial delay.
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Research
1. Research and experimental development is formal work undertaken systematically to increase the stock of knowledge, including knowledge of humanity, culture and society, and the use of this stock of knowledge to devise new applications.
2. It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories. A research project may also be an expansion on past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects, or the project as a whole. The primary purposes of basic research (as opposed to applied research) are documentation, discovery, interpretation, or the research and development of methods and systems for the advancement of human knowledge.
3. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences. There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, etc.
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What influences the variety of approaches to research into humanities and sciences?

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Charter schools of the USA
1. Charter schools are public schools that are independent of any local school district. National surveys of charter school have found high levels of satisfaction among parents, pupils and teachers associated with then. Charter schools were especially well received by poor and minority families.
2. Charter school is a movement toward school reform that focuses on improving education, pupil autonomy and choice. A charter school may be a separate school with separate funding, or it can be a school within a school. Typically, most new charter schools around the country are small.
3. The quality is measured by test scores. If the quality is good, the schools enjoy success. If it is not good, they'll fail and lose their financing – this is a powerful motive to offer a high-quality program. Charter schools are usually formed by a group of teachers, parents, and/or community leaders who want to make contributions to education reform.
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Training in Britain
1. Not all British students study full time at university or college. Many people combine their studies with work. Some companies release their staff for training one or two days a week or two month a year. Large companies often have their own in-house training schemes.
2. The British government is very enthusiastic about such training schemes, in particular because so few people go to university. Only 25 per cent of the student population goes on to higher education.
3. If you unemployed, there are two forms of training schemes: employment training for people who have been out of work for a long time and Youth Training Schemes for school-leavers who cannot find a job.
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A knowledge café
1. A knowledge café is a type of organizational workshop which aims to provide an open and creative conversation on a topic of mutual interest to surface their collective knowledge, share ideas and insights, and gain a deeper understanding of the subject and the issues involved. The knowledge café begins with the participants seated in a circle of chairs. It is led by a facilitator who introduces the café topic and poses one or two key open-ended questions.
2. When the introduction session is complete, the group breaks into small groups, with about five people in each group. Each small group discusses the questions for about 45 minutes. The small group discussions are not led by a facilitator, and no summary of the discussion is captured for subsequent feedback to the large group. Participants then return to the circle and the facilitator leads the group through the final 45 minute session, in which people reflect on the small group discussions and share any thoughts, insights and ideas on the topic that may have emerged.
3. A knowledge café is most effective with between 15 and 50 participants. Thirty is an ideal number of people. If there are more than 50 participants it is usually necessary to employ microphones for the large group conversation, and this tends to inhibit the flow of the conversation. One to two hours is required for a worthwhile knowledge café. The only hard and fast rule is that the meeting is conducted in such a way that most of the time is spent in conversation.
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