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The aim of this work was to gather different perspectives on the "key ingredients" involved in creative writing by children--from experts of diverse disciplines, including teachers, linguists, psychologists, writers and art educators. Ultimately, we sought in the experts' convergence or divergence insights on the relative importance of the relevant factors that may aid writing instruction, particularly for young children. We present a study using an expert knowledge elicitation method in which representatives from five domains of expertise pertaining to writing rated 28 factors (i.e., individual skills and attributes) covering six areas (general knowledge and cognition, creative cognition, conation, executive functioning, linguistic and psychomotor skills), according to their importance for creative writing. A Many-Facets Rasch Measurement (MFRM) model permitted us to quantify the relative importance of these writing factors across domain-specific expertise, while controlling for expert severity and other systematic evaluation biases. The identified similarities and domain-specific differences in the expert views offer a new basis for understanding the conceptual gaps between the scientific literature on creative writing, the writer's self-reflection on the act of writing creatively, and educators' practices in teaching creative writing. Bridging such diverse approaches--that are, yet, relatively homogeneous within areas of expertise--appears to be useful in view of formulating process-oriented writing pedagogy that may, above all, better target the skills needed to improve children's creative writing development. (Contains 4 tables and 2 figures.)

The current need to think globally over the long term has necessarily altered perspectives in education. Expectations for educational outcomes have increased over the last century for all students and, in many societies, diverse educational programs are available for those who are deemed to be particularly gifted. However, many children are likely to have intellectual gifts that are not easily revealed by the narrow range of cognitive and academic assessments typically employed by schools and, as a result, their abilities and potentials may remain unrealized. Who are these children and how can we best identify them? Assessment procedures designed for the identification of gifted students have become more refined in many cases, but there is an ever-present danger of having too narrow a perspective. This study demonstrates how an assessment approach based on a theory of intelligence encompassing multiple abilities may be useful in broadening the scope of conceptions and measures of giftedness. (Contains 4 figures, 4 tables and 6 notes.)

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.

This study seeks to identify the extent of anxiety among gifted girls in Saudi Arabia and, further, to determine whether differences in anxiety levels exist according to grade. The study sample consisted of 66 female 6th and 7th graders, 11 to 14 years old, attending public school enrichment programs for gifted students in Jeddah Province, Saudi Arabia. The author assessed levels of anxiety among gifted students to ascertain whether these levels were above the average levels of anxiety as defined by the scale used. Differences were examined according to grade level using a "t"-test. The findings indicate that levels of anxiety in gifted girls are higher than the average defined by the scale. Furthermore, results of the study indicate that levels of anxiety in gifted girls tend to be higher in earlier grades, i.e., the degree of anxiety in gifted 6th grade girls is higher than that of gifted 7th graders. (Contains 1 table.)

Background and aims: Kratom (Mitragyna speciosa Korth.) is widely use worldwide despite its addictive potential. Although psychostimulant use has been linked to occurrence of endoplasmic reticulum (ER) stress, data is lacking on how regular kratom use affects ER stress. This case-control study first determined differences in ER stress sensor protein expression (BiP, sXBP1, ATF4, CHOP, JNK, and p-JNK) between regular kratom users and healthy controls. Second, it evaluated the association between kratom use characteristics, targeted ER stress sensor protein expression, and "kratom use disorder" diagnosed with Diagnostic and Statistical Manual for Mental Disorders 5th Edition (DSM-5) among regular kratom users. Methods: In total, 60 regular kratom users and 50 healthy control-group participants were recruited and administered a sociodemographic and clinical characteristics questionnaire. While participants who used kratom were also administered a kratom use characteristics questionnaire. Blood samples were collected from all participants, and targeted ER stress sensor protein expression was determined via Western blot analysis. Results: The study's findings revealed first that kratom users registered significantly higher protein expression in all targeted ER stress sensors compared to the control group. Second, higher protein expression of CHOP (B = 5.061, standard error [SE] = 2.547, Wald = 3.948, adjusted odds ratio [AOR] = 5.382, 95% confidence interval [CI] = 1.071 to 9.656, p = 0.047) and p-JNK (B = 5.795, SE = 2.635, Wald = 4.544, AOR = 17.025, 95% CI = 1.395 to 24.123, p = 0.017) increased the odds of kratom use disorder occurrence. Kratom use characteristics and other ER stress sensor protein expression were not associated with kratom use disorder. Conclusion: Regular kratom use may induce protracted ER stress, leading to the decompensation of the unfolded protein response to maintain ER homeostasis. This effect may be linked to kratom use disorder occurrence. [ABSTRACT FROM AUTHOR]

Cashew (Anacardium occidentale L.) leaf is traditionally used to treat skin infections. Although many flavonols have been identified from its leaf extract, their inhibitory effects on skin pathogens are not yet determined. The aims of this study were to determine the antimicrobial (against skin pathogenic microbes) and antioxidant activities of four flavonol glycosides from the crude extract and three flavonol aglycones from the hydrolyzed extract. The hydrolyzed extract was found to show higher activities than the crude extract. Myricetin showed the highest activity against all the tested bacteria and yeast with the lowest Minimum Inhibition Concentration (MIC) of 7.81 μg/mL on Corynebacterium minutissimum ATCC23348. Myricetin also exhibited good primary antioxidant activities with the effective concentration with 50% of activity (EC50) values ranged between 2.23 μg/mL and 6.40 μg/mL. The highest secondary antioxidant activity was indicated by myricetin-3-O-rhamnoside. Thus, myricetin can be considered as a bioactive compound of the hydrolyzed extract. [ABSTRACT FROM AUTHOR]