LEADER 05437nam 2200661 450 001 9910460199603321 005 20200520144314.0 010 $a1-118-87316-5 010 $a1-118-70564-5 035 $a(CKB)3710000000375255 035 $a(EBL)1895552 035 $a(SSID)ssj0001492589 035 $a(PQKBManifestationID)11816043 035 $a(PQKBTitleCode)TC0001492589 035 $a(PQKBWorkID)11524260 035 $a(PQKB)10913100 035 $a(MiAaPQ)EBC1895552 035 $a(Au-PeEL)EBL1895552 035 $a(CaPaEBR)ebr11032413 035 $a(CaONFJC)MIL770010 035 $a(OCoLC)904959424 035 $a(EXLCZ)993710000000375255 100 $a20150331h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEssentials of gifted assessment /$fSteven I. Pfeiffer 210 1$aHoboken, New Jersey :$cWiley,$d2015. 210 4$dİ2015 215 $a1 online resource (189 p.) 225 1 $aEssentials of Psychological Assessment Series 300 $aDescription based upon print version of record. 311 $a1-118-58920-3 320 $aIncludes bibliographical references and index. 327 $aEssentials of Gifted Assessment; Contents; Series Preface; Acknowledgments; One: Introduction to Gifted Assessment; Who Are the Gifted?; Brief History of Gifted Education; Giftedness As a Social Construction; Tripartite Model; Should We Identify Gifted Students?; Purposes of Gifted Assessment; Two: Conceptions of Giftedness Guide Gifted Assessment; Traditional Psychometric View; Talent Development Models; Differentiated Model of Giftedness and Talent; Subotnik's Developmental Transitions in Giftedness and Talent; Stanley's Talent Search Model; Renzulli's Three-Ring Conception of Giftedness 327 $aExpert Performance PerspectiveMultiple Intelligences Model; Theory of Successful Intelligence: WICS; Synthesis of Divergent Views of Giftedness; Conclusion; Three: Gifted Assessment: Guiding Principles and Fundamental Beliefs; Fundamental Beliefs of Gifted Assessment; Key Principles in Gifted Assessment; How We Define Gifted Is Important; Assessment Should Consider Types of Available Gifted Programs; Psychometrics Count; People, Not Test Scores, Should Make Diagnostic Decisions; Multiple Measures Are an Advantage; Local Norms and Recurring Assessment Are Advantages 327 $aBeliefs and Principles ConclusionDecision-Making or Selection Models; Four: Measuring Intellectual and Academic Ability; Why and When to Use Tests of Cognitive and Academic Ability; Where Does Abstract Reasoning Fit In?; What Tests of Cognitive Ability Measure; General and Specific Abilities; Hierarchical Models: Cattell-Horn-Carroll; Abstract Reasoning; General Intelligence (g); Clinical Insights; General Ability Index; Clinical Considerations and Adaptations for High-Ability Students; Tests with High Ceilings; Testing the Limits; Extended Norms; Levels of Intellectual Giftedness 327 $aSome Popular Iq Tests Used in Gifted AssessmentWechsler Intelligence Scale for Children-Fifth Edition; Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition; Stanford-Binet Intelligence Scales, Fifth Edition; Woodcock-Johnson IV Tests of Cognitive Abilities; Differential Ability Scales, Second Edition; Kaufman Assessment Battery for Children, Second Edition; Cognitive Assessment System, Second Edition; Reynolds Intellectual Assessment Scales; A Few Illustrative Academic Measures; Conclusion and Recommendations; Five: Identifying and Assessing Creativity; Defining Creativity 327 $aMeasuring CreativityDivergent Thinking: Torrance Tests of Creative Thinking; Divergent Thinking: Profile of Creative Abilities; Self-Report: Abedi Test of Creativity; Teacher Checklist: Gifted Rating Scales-Creativity Scale; Consensual Assessment Technique; Creativity, Intelligence, and Talent Development; Unanswered Questions; Six: Alternative Gifted Assessment Methods; Teacher and Parent Nominations; Portfolio Assessment; Nonverbal Measures; Teacher Ratings; The GRS As a Measure of Change; Assessing Readiness for Grade Acceleration; Types of Acceleration; Iowa Acceleration Scale 327 $aSeven: Frequently Asked Questions About Gifted Assessment 330 $aAn Up-to-Date Overview of the Theory and Practice Underlying Gifted Assessment Essentials of Gifted Assessment introduces readers to the theory and practice underlying gifted assessment. Steven Pfeiffer, a leading expert in the field of gifted assessment, discusses what it means to be gifted, why we should identify gifted students, and the purposes of gifted assessment. Well-organized and engaging, the book examines key principles of gifted assessment and provides an up-to-date overview of gifted assessment measures. Topics include the use of local norms, measuring creativity and motivatio 410 0$aEssentials of psychological assessment series. 606 $aGifted children$vIdentification 606 $aGifted children$xEducation 608 $aElectronic books. 615 0$aGifted children 615 0$aGifted children$xEducation. 676 $a371.952 700 $aPfeiffer$b Steven I.$0786586 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460199603321 996 $aEssentials of gifted assessment$91751865 997 $aUNINA LEADER 01954oam 2200433 450 001 9910716627703321 005 20210721141158.0 035 $a(CKB)5470000002523891 035 $a(OCoLC)1044751086 035 $a(EXLCZ)995470000002523891 100 $a20180717d2000 ua 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aData summaries of base year and future year mass and modeling inventories for heavy-duty engine and vehicle standards and highway diesel fuel control requirements (HDD) rulemaking $edetailed report /$fGregory Stella ; prepared for EPA by E.H. Pechan & Associates, Inc 210 1$a[Washington, D.C.] :$cUnited States Environmental Protection Agency, Air and Radiation,$d2000. 215 $a1 online resource (13 pages in various pagings) 300 $a"EPA420-R-00-019." 300 $a"October 2000." 300 $a"September 29, 2000." 300 $a"Work assignment no. 3-15." 300 $a"Pechan report no. 00.09.001/9008-315 (rev.)." 517 $aData summaries of base year and future year mass and modeling inventories for heavy-duty engine and vehicle standards and highway diesel fuel control requirements 606 $aDiesel motor exhaust gas$xStandards$zUnited States 607 $aUnited States$2fast 615 0$aDiesel motor exhaust gas$xStandards 700 $aStella$b Gregory$01422011 712 02$aE.H. Pechan & Associates. 712 02$aUnited States.$bEnvironmental Protection Agency.$bOffice of Air Quality Planning and Standards, 801 0$bELC 801 1$bELC 801 2$bELC 801 2$bGPO 906 $aBOOK 912 $a9910716627703321 996 $aData summaries of base year and future year mass and modeling inventories for heavy-duty engine and vehicle standards and highway diesel fuel control requirements (HDD) rulemaking$93545008 997 $aUNINA LEADER 03268nam 22005653u 450 001 9910790180603321 005 20230721014714.0 035 $a(CKB)2670000000163218 035 $a(EBL)351095 035 $a(OCoLC)437214080 035 $a(SSID)ssj0000677351 035 $a(PQKBManifestationID)12267576 035 $a(PQKBTitleCode)TC0000677351 035 $a(PQKBWorkID)10693243 035 $a(PQKB)10343412 035 $a(MiAaPQ)EBC351095 035 $a(EXLCZ)992670000000163218 100 $a20131014d2008|||| u|| | 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 10$aEconomics, Ethics, and Environmental Policy$b[electronic resource] $eContested Choices 210 $aHoboken $cWiley$d2008 215 $a1 online resource (306 p.) 300 $aDescription based upon print version of record. 311 $a0-631-22969-8 327 $aEconomics, Ethics, and Environmental Policy; Contents; List of Figures; List of Tables; List of Contributors; Preface and Acknowledgments; Part I Introduction; 1 Contested Choices; Part II Economics,Ethics,and Policy Choices; 2 Are Choices Tradeoffs?; 3 The Ignorance Argument:What Must We Know to be Fair to the Future?; 4 Benefit -Cost Considerations Should be Decisive When There is Nothing More Important at Stake; 5 Environmental Policy as a Process of Reasonable Valuing; Part III Ethical Concerns and Policy Goals; 6 Rethinking the Choice and Performance of Environmental Policies 327 $a7 What Should We Do with Inconsistent,Nonwelfaristic,and Undeveloped Preferences? 8 Awkward Choices:Economics and Nature Conservation; Part IV Ethical Dimensions of Policy Consequences; 9 All Environmental Policy Instruments Require a Moral Choice as to Whose Interests Count; 10 Efficient or Fair:Ethical Paradoxes in Environmental Policy; 11 Trading with the Enemy?Examining North -South Perspectives in the Climate Change Debate; 12 Social Costs and Sustainability; Part V Ethics in Action:Empirical Analyses; 13 Empirical Signs of Ethical Concern in Economic Valuation of the Environment 327 $a14 Motivating Existence Values:The Many and Varied Sources of the Stated WTP for Endangered Species15 Environmental and Ethical Dimensions of the Provision of a Basic Need:Water and Sanitation Services in East Africa; Part VI Conclusions; 16 Economics,Ethics,and Environmental Policy; Index 330 $aEconomics, Ethics, and Environmental Policy: Contested Choices offers a comprehensive analysis of the ethical problems associated with basing environmental policy on economic analysis, and ways to overcome these problems. 606 $aEconomic aspects 606 $aEnvironmental economics 606 $aEnvironmental policy 606 $aMoral and ethical aspects 615 4$aEconomic aspects. 615 4$aEnvironmental economics. 615 4$aEnvironmental policy. 615 4$aMoral and ethical aspects. 676 $a179.1 676 $a333.7 700 $aBromley$b Daniel W$088727 701 $aPaavola$b Jouni$089707 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910790180603321 996 $aEconomics, Ethics, and Environmental Policy$91914289 997 $aUNINA