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Gifted education should focus on gifting rather than on being gifted. That is, it should focus on what one offers from one's gifts, not just on what gifts a person has, one way or another, accumulated. Gifted individuals should consider choosing careers that are a good fit to them, that enable them to give back, and that give them a sense of meaning in their life. They should be ready to move on if their career choice proves to be mistaken, or no longer to be a fit. They should avoid temptations brought on by outside pressures to choose careers that may be much less than fulfilling. In the end, what matters most is one's passion and motivation for a career rather than grades, test scores, or external pressures.

BACKGROUND: The Paediatric Difficult Intubation Collaborative identified multiple attempts and persistence with direct laryngoscopy as risk factors for complications in children with difficult tracheal intubations and subsequently engaged in initiatives to reduce repeated attempts and persistence with direct laryngoscopy in children. We hypothesised these efforts would lead to fewer attempts, fewer direct laryngoscopy attempts and decrease complications. METHODS: Paediatric patients less than 18 years of age with difficult direct laryngoscopy were enrolled in the Paediatric Difficult Intubation Registry. We define patients with difficult direct laryngoscopy as those in whom (1) an attending or consultant obtained a Cormack Lehane Grade 3 or 4 view on direct laryngoscopy, (2) limited mouth opening makes direct laryngoscopy impossible, (3) direct laryngoscopy failed in the preceding 6 months, and (4) direct laryngoscopy was deferred due to perceived risk of harm or poor chance of success. We used a 5:1 propensity score match to compare an early cohort from the initial Paediatric Difficult Intubation Registry analysis (August 6, 2012-January 31, 2015, 785 patients, 13 centres) and a current cohort from the Registry (March 4, 2017-March 31, 2023, 3925 patients, 43 centres). The primary outcome was first attempt success rate between cohorts. Success was defined as confirmed endotracheal intubation and assessed by the treating clinician. Secondary outcomes were eventual success rate, number of attempts at intubation, number of attempts with direct laryngoscopy, the incidence of persistence with direct laryngoscopy, use of supplemental oxygen, all complications, and severe complications. FINDINGS: First-attempt success rate was higher in the current cohort (42% vs 32%, OR 1.5 95% CI 1.3-1.8, p

Individuals are typically identified as gifted largely on the basis of competence in limited contexts, but their performance in the real world, both as children and adults, often lags far behind their competence. Thus, the identification of the individuals as "gifted," however useful in theory, is much less useful in practice. This article explains some of the reasons why people identified as gifted by competence often fail in their performance. In this article, I propose a transformational, T-ACCEL model of giftedness. In this model, it is important not only to become an active concerned citizen and ethical leader, but also to do so in a way that makes the world a better place--that makes a positive, meaningful, and possibly enduring difference to the world, not just to one's national, or ideological, ethnic, racial, religious, or other group.

The aim of this article is to review the importance of the question of life's meaning, mainly for intellectually gifted, as well as suggesting possibilities for educational and therapeutic approaches with an integration between Dabrowski's proposals and Frankl's and Yalom's existential psychotherapies for enhancing meaning. In particular, we suggest that "a successful transition between childhood and adult giftedness depends upon the gifted individual's finding meaning in their life and a sense of purpose through which to try to achieve it." The article is based on an integration of theory-based propositions, a review of existing research, and clinical observations. We conclude that it is important to integrate ideas about existential problems into education and psychotherapy for the gifted, increasing gifted individuals' sense of meaning through development of human values, a eudaimonic life orientation, full expression of potential, generativity, harmony, self-compassion, and spirituality.

Abstract Background Prostate cancer ranks as the second most frequently diagnosed cancer in men worldwide. Recent research highlights the crucial roles IL6ST-mediated signaling pathways play in the development and progression of various cancers, particularly through hyperactivated STAT3 signaling. However, the molecular programs mediated by IL6ST/STAT3 in prostate cancer are poorly understood. Methods To investigate the role of IL6ST signaling, we constitutively activated IL6ST signaling in the prostate epithelium of a Pten-deficient prostate cancer mouse model in vivo and examined IL6ST expression in large cohorts of prostate cancer patients. We complemented these data with in-depth transcriptomic and multiplex histopathological analyses. Results Genetic cell-autonomous activation of the IL6ST receptor in prostate epithelial cells triggers active STAT3 signaling and significantly reduces tumor growth in vivo. Mechanistically, genetic activation of IL6ST signaling mediates senescence via the STAT3/ARF/p53 axis and recruitment of cytotoxic T-cells, ultimately impeding tumor progression. In prostate cancer patients, high IL6ST mRNA expression levels correlate with better recurrence-free survival, increased senescence signals and a transition from an immune-cold to an immune-hot tumor. Conclusions Our findings demonstrate a context-dependent role of IL6ST/STAT3 in carcinogenesis and a tumor-suppressive function in prostate cancer development by inducing senescence and immune cell attraction. We challenge the prevailing concept of blocking IL6ST/STAT3 signaling as a functional prostate cancer treatment and instead propose cell-autonomous IL6ST activation as a novel therapeutic strategy.

An animals preference for many chemosensory cues remains constant despite dramatic changes in the animals internal state. The mechanisms that maintain chemosensory preference across different physiological contexts remain poorly understood. We previously showed that distinct patterns of neural activity and motor output are evoked by carbon dioxide (CO2) in starved adults vs dauers of Caenorhabditis elegans, despite the two life stages displaying the same preference (attraction) for CO2. However, how the distinct CO2-evoked neural dynamics and motor patterns contribute to CO2 attraction at the two life stages remained unclear. Here, using a CO2 chemotaxis assay, we show that different interneurons are employed to drive CO2 attraction at the two life stages. We also investigate the molecular mechanisms that mediate CO2 attraction in dauers vs adults. We show that insulin signaling promotes CO2 attraction in dauers but not starved adults and that different combinations of neurotransmitters and neuropeptides are used for CO2 attraction at the two life stages. Our findings provide new insight into the distinct molecular and cellular mechanisms used by C. elegans at two different life stages to generate attractive behavioral responses to CO2.

Abstract Background African swine fever (ASF) poses a threat to the global pig industry, leading to significant economic losses and widespread disruptions in pig farming and associated sectors. In September 2023, the first case of ASF in Swedish wild boar triggered immediate responses from authorities, including the establishment of restricted zones and culling measures. A new ASF certification programme for pig herds was initiated to improve biosecurity and proactive disease management. This survey aimed to assess the sentiments and actions of Swedish pig farmers six months post-outbreak, particularly regarding biosecurity measures. Such information is important to improve preparedness for future disease threats. A questionnaire was distributed to members of the Swedish pig producers' organisation. Results A total of 113 farmers responded (response rate 27%), with the majority considering the risk of ASF reappearing in Sweden as high. The estimated cost for connecting the farms to the ASF certification programme varied greatly, with a majority identifying cost as a substantial hurdle. While many farmers sought biosecurity advice from veterinarians, 43% had not implemented suggested measures. Over one third had not received concrete measures that would fit their farms, and 14% had not received any biosecurity advice from veterinarians at all. Discussions among farmers emphasized concerns about ASF outbreaks, transmission mechanisms, and regulatory compliance, highlighting the importance of ongoing communication and knowledge exchange to address the challenges posed by ASF effectively. Additionally, participants also mentioned the role of dense wild boar populations and shortcomings in municipal food waste management as important risk factors. Conclusions The responding farmers expressed widespread concern about new ASF outbreaks. A majority identified cost as a substantial hurdle for joining the ASF certification programme. While many farmers consulted veterinarians for advice on biosecurity, a significant number had yet to implement suggested measures and one third had not received specific guidance suitable for their farms. Stakeholder conversations highlighted concerns about ASF outbreaks, transmission, and compliance. They also discussed the role of dense wild boar populations and issues with municipal food waste management as significant risk factors for ASF.

Abstract Background Environmental bacteria in animal healthcare facilities may constitute a risk for healthcare-associated infections (HAI). Knowledge of the bacterial microflora composition and factors influencing the environmental bacterial load can support tailored interventions to lower the risk for HAI. The aims of this study were to: (1) quantify and identify environmental bacteria in one operating room (OR) and one ultrasound room (UR) in a small animal hospital, (2) compare the bacterial load to threshold values suggested for use in human healthcare facilities, (3) characterise the genetic relationship between selected bacterial species to assess clonal dissemination, and (4) investigate factors associated with bacterial load during surgery. Settle plates were used for passive air sampling and dip slides for surface sampling. Bacteria were identified by Matrix Assisted Laser Desorption—Time Of Flight. Antimicrobial susceptibility was determined by broth microdilution. Single nucleotide polymorphism-analysis was performed to identify genetically related isolates. Linear regression was performed to analyse associations between observed explanatory factors and bacterial load. Results The bacterial load on settle plates and dip slides were low both in the OR and the UR, most of the samples were below threshold values suggested for use in human healthcare facilities. All settle plates sampled during surgery were below the threshold values suggested for use in human clean surgical procedures. Staphylococcus spp. and Micrococcus spp. were the dominating species. There was no indication of clonal relationship among the sequenced isolates. Bacteria carrying genes conveying resistance to disinfectants were revealed. Air change and compliance with hygiene routines were sufficient in the OR. No other factors possibly associated with the bacterial load were identified. Conclusions This study presents a generally low bacterial load in the studied OR and UR, indicating a low risk of transmission of infectious agents from the clinical environment. The results show that it is possible to achieve bacterial loads below threshold values suggested for use in human healthcare facilities in ORs in small animal hospitals and thus posing a reduced risk of HAI. Bacteria carrying genes conveying resistance to disinfectants indicates that resistant bacteria can persist in the clinical environment, with increased risk for HAI.

The kind of transactional, or tit-for-tat giftedness that so many programs identify and develop will not help to create a better world. Yet, if anyone is in a position to create a better world, it is our gifted young people. In this article, roles are presented that can be used to create change in the world. Some of these roles, when applied toward good causes, can be positive--advocate, activist, and champion. Others tend to be negative--fool, fanatic, and spoiler. We should teach in a way that encourages gifted students to become champions of positive causes--to take leadership roles in effecting positive change. This article discusses how those in the gifted field might think about this task.

We applied a balance theory of wisdom to thinking in the domain of science. In two studies, we administered maximum-performance scales measuring Scientific Wisdom, Scientific Reasoning, Scientific Creativity, and fluid and crystallized intelligence, and a typical-performance scale of self-assessed wisdom. Our Scientific Wisdom scale, along with the Scientific Reasoning scales and a Scientific Creativity scale, loaded on one clear factor separate from the factor(s) on which the psychometric tests of intelligence, SAT and ACT scores, and GPA loaded. These results suggested that the scientific tests were assessing abilities that were different from g, as well as what the SAT/ACT and academic GPA were assessing. The studies are merely a starting point for a relatively new idea--that schools should consider teaching for and assessing scientific wisdom, and that a full analysis of scientific giftedness should include scientific wisdom.

Our article explores the challenges that faced Jewish and Arab kindergarten teachers, and their different ways of coping with those challenges, during the implementation of the programme 'My Diverse Kindergarten' in three mixed cities in Israel. The programme aimed at reducing prejudices and improving the relationship between Jews and Arabs in these cities. Based on data from a qualitative study, including interviews with Arab and Jewish kindergarten teachers, we examined the challenges related to the encounter with the other, and identified a variety of coping patterns, mostly related to the ethnic and professional identities of the kindergarten teachers. Our discussion relates to some of the factors that enabled the success of the programme in achieving its purpose.

"Humanitarian giftedness" is the deployment of one's gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one's gifts with others in a way that makes the world a better place. It is not something people are born with--they develop it in the same way other forms of expertise are developed--through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise--as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live.

Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as "gifted" is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of "giftedness" inequitably through successive generations of families by virtue of the families' resources.

This article discusses a problem in the field of giftedness--the meaning and deployment of giftedness in authoritarian systems, or in declining, failing, or pseudo-democracies. This problem exists for much of the world's population yet seems to be relatively little discussed. The article opens with a consideration of what the problem is. It then discusses how widespread it is--it applies to most of the world's population. Indeed, much of what is discussed in teaching of the gifted, with regard to both content and pedagogy, truly can be applied fully only to those who live in relatively free countries, as wide-ranging creative and critical thinking may be suppressed in nondemocratic societies. The article then discusses the roles individuals can play in declining or non-free societies, and the defense mechanisms they use to justify certain roles. The article further discusses ways of teaching in various societies, and the risks these ways of teaching pose.

Researchers have argued that many leaders, such as CEOs and politicians, tend to possess narcissistic traits. At healthy and productive levels, narcissistic traits, such as self-promotion, may actually be an advantage to achieving success in some fields. Yet, few researchers have explored gifted narcissists as a twice-exceptionality. This article discusses the gifted narcissist profile and grandiose narcissism in particular. Following a brief introduction to key terms, the gifted narcissist profile is explored through the augmented theory of successful intelligence. The impact of giftedness on individuals with a narcissistic personality disorder is discussed in terms of positive and negative effects. Presidents, autocratic leaders, and cult leaders are presented as examples of gifted grandiose narcissists.

This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one's life experiences. The second part of the duplex is the utilization or deployment of gifted skills and attitudes. On this view, giftedness, like intelligence, in practice heavily depends upon one's attitudes toward deployment of abilities, not just the abilities themselves. It is the output that one gifts back to the world. Someone may possess giftedness in the first part of the duplex but give very little back in the second part. Alternatively, someone may make gifted contributions but not be identified as having the characteristics usually associated with giftedness. This can result because giftedness can be either trait-like or state-like. Some people act in gifted ways as a function of their interactions with tasks and situations, although they would not have been predicted to be individuals who would act that way. A full model should allow both for input and output--giftedness as a possession but also giftedness as it is deployed to make the world a better place.

In this exchange, the authors each address five questions about creativity, and then provide a final synthesizing response. The five questions they address are: (1) What is creativity? Are there different processes, types, or kinds of creativity, and if so, what are they? (2) What are the major obstacles to people thinking and acting creatively? (3) Do you believe that creativity is intrinsically positive? Why or why not? (4) What are the main ways in which schools and parents should develop creativity in young people? (5) Can creativity be measured? If so, how should creativity be measured, and under what kinds of circumstances? Their answers highlight both similarities and differences in their points of view on creativity as a phenomenon and approaches to theorizing about it, studying it, teaching for it, and measuring it.

Student entrepreneurship can take the form of solo or team efforts. While a positive and supportive university context is likely to increase entrepreneurial activities in general, it is unclear whether this effect is equally strong on both forms of entrepreneurship and for all types of students. Focusing on students embedded in universities, we study the entrepreneurial climate of universities and its combined effects with gender and entrepreneurship education on solo and team entrepreneurship. Drawing from organizational theory and team formation literature, we hypothesize that a positive entrepreneurial climate stimulates both, solo and team entrepreneurship. Yet, we argue that this effect is contingent on individuals' intrinsic preferences for independence or growth which may differ by gender and entrepreneurship course participation. We test our hypotheses by means of a multilevel and longitudinal research design, using a large international dataset on student entrepreneurs (GUESSS). We find that a positive entrepreneurial climate indeed fosters solo and team startups of students, with gender and entrepreneurship education having an interactive effect. Our results suggest that a positive climate leads to more solo startups of women and more team startups of men. We contribute to a better understanding of student entrepreneurship and, specifically, the formation of solo and team startups. Our results elucidate the hitherto overlooked person-context dynamics and help explain why a supportive university context can unintentionally widen the gender gap in team startups.

Academic disciplines and professional fields need to engage in ongoing evaluation of their purposes and conceptual frameworks. The complex field of gifted education can benefit from such evaluations, and the refinements that can emerge from them. This article is a discussion between two of the most prominent scholars in the field. The discussion is based on a set of questions that cover much of the field's conceptual and practical territory. While answering the questions, the scholars also respond to each other. They address a wide range of phenomena in the field, including concerns pertaining to identification of the gifted, program development, instructional goals and processes, underrepresentation and other social justice issues, and the need for expansion of ethical awareness, among other topics. The discussion also is framed with some interdisciplinary concepts.

Procedures for identifying the gifted often make use of tests of general intelligence, among other assessments. Robert J. Sternberg recently suggested that identification of the gifted should further involve assessment of what he refers to as adaptive intelligence--the ability to adapt to real-world environments. Such a conception of intelligence is consistent with that of early theorists of intelligence, such as Alfred Binet and David Wechsler, and also fits in with more recent ecological approaches to intelligence. This article presents a first attempt at measuring adaptive intelligence in the gifted and presents the results of two exploratory studies measuring the construct.