Peterson - Achiever Underachiever Development

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Javits AchieverUnderachiever Development 2 High Achievement and Underachievement—Through a Developmental Lens High Achievement and Underachievement—Through a Developmental Lens Jean Peterson, Ph.D. [email protected] Developmental Tasks for Both Developmental Tasks for Both Identity (including incorporating giftedness into it) Direction (with anxiety about the future) Relationship (moving toward maturity in a significant relationship) Differentiation (becoming separate from, but still connected to, parents/family) Autonomy (self-care, decision-making) Sexuality (what does ‘being male’ & ‘being female’ mean?) Developmental Challenges for Both Developmental Challenges for Both Identity HA: Image based on performance; not necessarily secure re: “Who am I?” UA: May be actively exploring identity Direction HA: Tend to have direction earlier UA: May feel “paralyzed” by no direction Maturity in Relationships HA: may have less “toxic” relationships UA: “mature” relationships may be toxic Developmental Challenges, cont. Developmental Challenges, cont. Differentiating from Parents, Resolving Conflict HA: little room to explore a separate self? UA: may involve internal/external conflict Autonomy HA: achievement may not mean independence UA: may be more independent—not necessarily A Sense of Competence HA: self-perception based on giftedness as something “fixed” and “vulnerable” UA: Not necessarily low self-esteem; but not getting positive f feedback about academic ability High Achievement High Achievement May coincide with over-commitment, over-involvement May reflect focus on external validation May reflect perfectionism, self-criticism May believe that others don’t recognize their humanness, feelings, complexity May reflect valuing performance > mastery May reflect preoccupation with competition May simply reflect “easy,” unforced self-expression” Underachievement Underachievement May reflect individuality, strong sense of self, individual identity (depending on independence, parental constraints, self-reflection) Potentially a strength (e.g., courage; independence; ability to view the world critically; charting own course) What function might it serve? Sense of competence (might reflect a learning disability, self-esteem, self-concept, depression, different learning style, different style of expression) High Achievers High Achievers High achievers may question their ability when effort is needed, when not bringing in prior knowledge, when entering “the unknown.” Out-performing others may be central to identity. High achievement may reflect, or contribute to, low risk-taking, excessive anxiety, constrained identity development, taking only “safe” classes, little exploration, little development re: self-regulation, low persistence after initial difficulties, hiding opportunities from classmates High Achievers May be Hardy High Achievers May be Hardy Hardy individuals maintain a sense of control in the face of changing circumstances by focusing on the aspects of the situation in which they have choices, . . . [they] remain committed to their goals when faced with setbacks. (Moon & Ray, 2006) UA: Developmental “Delay” UA: Developmental “Delay” Not getting what they need from “the system” (e.g., a diploma) may be the effect of “conditional” acceptance of authority, lack of differentiation from family. Lack of direction has impact on motivation for academic work. Not knowing who they are may preclude moving confidently ahead re: direction (although UAs may be allowed more self- exploration) Focusing on an “early-mature” (and sexually active) relationship may have the effect of not developing a sense of self. Inappropriate autonomy (e.g., assuming a parental role in the family) may rob child of childhood, being nurtured, having a “bottom line” that isn’t the gifted child him/herself. Problems differentiating from family/parents may generate severe conflict, which can bind the adolescent (through conflict) to parents, lead to early “cutoff” from family, contribute to mental-health issues, create vulnerability to substance abuse. May not deem high achievement as “most important” HA: Developmental “Delay” HA: Developmental “Delay” No room to explore identity beyond family expectations, may preclude exploring a career that would be a good fit. Desire to have closure may lead to foreclosure on career direction prematurely (without exploration) High achievement may delay exploration of romantic relationships (not necessarily a negative during K-12). High-functioning parents may be difficult to differentiate from (easier when it’s more clear re: what an adolescent DOESN’T want to be like?). Extended financial dependence delays autonomy. High-achiever identity may be a heavy burden. Peterson Studies Suggesting that Underachievement Can Be “Developmental” Peterson Studies Suggesting that Underachievement Can Be “Developmental” In one longitudinal study (N=14), resolution of 4 developmental tasks was associated with increased motivation to achieve. Two high-school extreme underachievers graduated from college after four years. In another study, 37% of the “worst kids in middle school” had had test scores above the 90th percentile earlier in school. In another, 87% high-school underachievers attended college, 52% had four years of college four years later, and 41% performed better in college than in high school. 20% of middle-school underachievers eventually became achievers in high school. 16% maintained achievement in 1 area. 33% had improved one gradepoint before high school ended. Possible Function of High Achievement Possible Function of High Achievement identity? praise? honor? acceptance from a parent? feeling of worth? self-expression? a sense of control in the midst of difficult situation? a mask for insecurities, doubts? compensation for being bullied? dealing with sexual orientation? providing control in response to trauma? Potential Function of Underachievement Potential Function of Underachievement Identity? Loyalty to a parent, peers, family? Provokes parents to work together? Something for the family to be distracted by, focused on? May provide an “in” for a peripheral parent? Potential Social/Emotional Concerns Potential Social/Emotional Concerns Problematic developmental transitions because of hypersensitivity to change (HA, UA) Stress from high expectations from self and others; stress-related disorders (HA, UA) Overcommitment, overinvolvement (HA, UA) Depression (existential, situation-related, bio- chemical), anxiety (HA, UA) Mental illness (e.g., OCD; bipolar; eating disorder; attachment disorder) (HA, UA) Unsettling life events, with consequent loss/grief (“everything changed”) (HA, UA) Changes in family constellation (HA, UA) Potential Social/Emotional Concerns Potential Social/Emotional Concerns Peer relationship losses, changes, adjustments (HA, UA) Peer relationship issues (loneliness, bossiness, arrogance) (HA, UA) Relocation (HA, UA) Change Loss Grief (HA, UA) Loneliness; bullying (HA, UA) Sexual orientation (wondering, coming to grips, coming out) (HA, UA) Accident, injury, surgery, chronic illness, new illness (HA, UA) “Rejection” connected with competitive activities (HA, UA) Perfectionism (HA, UA) DISCUSSION: Costs and Benefits DISCUSSION: Costs and Benefits What would you have lost if you had become (the opposite—achiever or underachiever) during high school? What would you have gained if you had become (the opposite—achiever or underachiever) during high school? Both high and low achievers are continuously developing socially and emotionally. Both may be at risk at some point in their development. Achievement and underachievement can both reflect distress, be purposeful, and have a positive function. Trying to Make Sense of Them Trying to Make Sense of Them “Measuring” factors assumed to contribute to high or low achievement Focusing on finding causes and magical interventions “fixing” underachievement Seeing high achievement as a positive to celebrate and learn from In the following poems, which were written about real gifted kids, you will often be asked to comment. It is important that adults who work with gifted kids pay attention to their adult feelings, biases, and attitudes— about high and low academic performance. Discussion questions follow each. The poems are from Gifted At Risk (Great Potential Press) In the following poems, which were written about real gifted kids, you will often be asked to comment. It is important that adults who work with gifted kids pay attention to their adult feelings, biases, and attitudes— about high and low academic performance. Discussion questions follow each. The poems are from Gifted At Risk (Great Potential Press) High Achiever (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) High Achiever (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) I am amazed at her tense intensity, pressured competitiveness, rapidity, verbosity, busyness, achievement. She is scheduled to the minute-- exotic languages and logic courses and music in the evenings). She giggles (misses the glances) and claims her huge ego is genetic, brags and complains how everyone comes to her group in class projects, misses nonverbals, ignores subtle aspersions, rails against those who think she’s a robot-- emotionless. An underachiever in her group asks her about fun, if she can relax, and she says she’d like to. We may have to deal with family sacred cows. DISCUSSION DISCUSSION Have you ever known anyone like the subject of this poem? How would giftedness be an asset for her? How might it be a burden for her? Would you have any concerns about her? Could you see her as more than a “performer”? What teacher biases might interfere with interacting with her comfortably or positively? Not a Good Fit Not a Good Fit I did not know that men in his family had a tradition, so the decision of this shaggy dreamer, who never wrote cliches, to study engineering took me by surprise. The invitation four years later to his exhibition of poetic photography didn’t. He said that when they checked him off for millimetric errors, he knew he didn’t care enough— affirmed the rhythm of the mold that was not theirs, that was broken long before day one. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Everyone who is good in math shouldn’t be an engineer. Personality, passions, and personal needs should be considered when considering career options. “Fit” in the work environment (including with the personalities of colleagues) is important. Does anyone you’ve taught come to mind? Everyone who is good in math shouldn’t be an engineer. Personality, passions, and personal needs should be considered when considering career options. “Fit” in the work environment (including with the personalities of colleagues) is important. Does anyone you’ve taught come to mind? 4.0 4.0 He is a smiling, handsome, lean 4.0, number one in his large class, and his drive is from within, and that is probably good, he says, and he is best at things he tries— needs to be, he says— and his girl and parents are so good, he says. He has learned to talk more, he says. Being a student is not a happy thing, he says. He finally asks if maybe things might change, and he might lose the push. The question catches me off guard— him, too, maybe. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) What would you like to say to this high-achiever? Can you relate to his concern about “losing the push”? Should he be concerned? What would you like to say to this high-achiever? Can you relate to his concern about “losing the push”? Should he be concerned? Cause and Effect Cause and Effect Cause-and-effect Nicole, too aware of expectations, consequences, and failure (life like math, with huge equal signs), with her 3.9 and music excellence in a rigid perfectionism, unable to savor any good moment, unforgiving of adults who disappoint, unable to exchange supper duties for three looming tests, trying for eighteen years to merit a hug, feeling only guilty about what college will cost (especially when there are no guarantees). “Would it have made a difference if I had turned out different?” she asked them. “Maybe” was the answer. I tried unsuccessfully to explain unconditional love. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) What thoughts do you have about this high-achiever? Teachers viewed her mostly as grim, socially inept, and cynical. She was at high risk for suicide. How might you communicate that she matters? What thoughts do you have about this high-achiever? Teachers viewed her mostly as grim, socially inept, and cynical. She was at high risk for suicide. How might you communicate that she matters? The next two poems are about two small discussion groups, a regular (10 groups, 2 per day) part of a program for gifted kids. Usually the groups were intentionally mixed (achievers, underachievers), but lunch schedules precluded that mix during this particular year and on this particular day of the week. The next two poems are about two small discussion groups, a regular (10 groups, 2 per day) part of a program for gifted kids. Usually the groups were intentionally mixed (achievers, underachievers), but lunch schedules precluded that mix during this particular year and on this particular day of the week. Achievers Achievers This homogeneous group of high-stress achievers prefer global issues, debate-style, half of them excelling at verbal dominance, increasing both volume and tempo, ignoring the shy ones, not reading the cues, escalating the tension gleefully, competitively, alternating one-up moments. Only the bell stops them. Now there is little competition, when we talk about perfectionism, stress, anger, depression, learning styles, relationships, success and failure. Here they are equal and vulnerable as they define themselves, share humanness, find commonalities unexpectedly. They could learn something from my other group. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Underachievers (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Underachievers (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) This homogeneous group of underachievers collectively prefer personal topics, respond cautiously, then passionately, to the invitation to express themselves, articulate, incisive, from a young life of complexity and introspection from not doing the expected, responsive to each other, noncompetitive – an easy sharing. They read each other well. They recognize and affirm the hormones openly and humorously, take social risks and laugh, have opted out of the race, don’t flaunt uneven grades, but share them with no shame. They aren’t used to being listened to by adults. They aren’t used to no grades and no product. We will first enjoy the safety. They could learn something from my other group. From A to Z (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) From A to Z (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) His pale, motionless intensity, when I tell him about himself, belies his flippant boyish cool. He schemes and dreams. Money means success, and it is effortless and lazy, getting it and keeping it, he says. We talk of getting from A to Z in small steps. I chill, watching his languid, handsome roll exit the office and move to study hall to ponder direct routes to Z. What would your concern be about this adolescent underachiever? What are your feelings about this boy? How do you view his need for high-ability services? What kind of gifted program or advanced classes would he probably not “fit” at this stage of his life? What kind of program might meet his needs, affirm him, and let educators “stand by him”? What would your concern be about this adolescent underachiever? What are your feelings about this boy? How do you view his need for high-ability services? What kind of gifted program or advanced classes would he probably not “fit” at this stage of his life? What kind of program might meet his needs, affirm him, and let educators “stand by him”? Persistence (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Persistence (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) he never misses Group we greet him warmly but he rarely speaks this strange one eyes down doodling microscopically we are a world he does not know his mentor Dad died his mom off balance drew the tether tight and short he connects tenuously to us puts words in the end on his hair-trigger temper on complex thoughts begins the horn again compulsively earns their respect fails all five classes can’t ask for help the data calls him gifted and we will persist What are your feelings about this boy? What are your concerns about him? What might be done? How might participation in a program for highly able kids be helpful to him? What are your feelings about this boy? What are your concerns about him? What might be done? How might participation in a program for highly able kids be helpful to him? IN THE RESISTANCE DURING THE WAR IN THE RESISTANCE DURING THE WAR Her parents worry over grades and her dropout boyfriend and want a recipe for a quick fix. I talk about self-esteem and definitions based on low grades and her good discussion group, where she is wise and articulate and hungry for affirmation and smart enough to resist all parental tricks. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) It’s difficult to know how much of her underachievement is “can’t” or “won’t.” What feelings do you have when considering this scenario? Can teachers “make” her achieve? Should teachers take her “resistance” personally? It’s difficult to know how much of her underachievement is “can’t” or “won’t.” What feelings do you have when considering this scenario? Can teachers “make” her achieve? Should teachers take her “resistance” personally? He couldn’t wait He couldn’t wait he had absorbed his mother’s fervor for finding a third husband one with money this time for college educations and things for all of them when it seemed to work out he studied qualities and names of cameras and computers clothes and cars and colleges but then it didn’t work out so we wrote letters about his many gifts and with his grades he won a full ride in pre-med to an important place such emotional confusion when the lawyer called me in July for a character deposition after he was caught dealing drugs he couldn’t wait (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Even “superstars” can stumble. What are your feelings about this bright and talented adolescent? Even “superstars” can stumble. What are your feelings about this bright and talented adolescent? Sweaty Sweaty His mom told him to assert himself To get What she did not (so he does) this large sweaty one whom we try to help with hygiene and tact (so that he can go on the most recent trip he has won) who has grandiose plans and speaks with largest words whose distractibility and disability and huge emotions preclude concentration rob him of grades though he tests well and qualifies (and needs to tell them) is lonely and needy he stops in every morning and is too much (for most). (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) This boy doesn’t fit common stereotypes of “gifted kids.” What are your feelings about him? What kind of classes or activities (intended for gifted kids) might not be a good fit for him? This boy doesn’t fit common stereotypes of “gifted kids.” What are your feelings about him? What kind of classes or activities (intended for gifted kids) might not be a good fit for him? Breakfast Club: Underachievers in a Poetry Group (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Breakfast Club: Underachievers in a Poetry Group (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Six prolific young writers, including three males, honest about feelings over breakfast on Wednesdays Sarah sustained a textured scene again, Cam wrote about Russia, Steve had two more about the girl who ignores him, Kristi brought Valentine cupcakes for us and Beth had been sick so neither had poems Chris did and told us he’d put a week’s salary into a dozen roses for his girl. The poetry group was for kids who were verbally gifted. Almost all of them were academic underachievers. They hardly ever missed this group, even though they usually resisted getting up early. What are your thoughts about this group and about this gifted-program component? In a language-arts classroom, how might this activity work? The poetry group was for kids who were verbally gifted. Almost all of them were academic underachievers. They hardly ever missed this group, even though they usually resisted getting up early. What are your thoughts about this group and about this gifted-program component? In a language-arts classroom, how might this activity work? Brian and Christi (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Brian and Christi (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Even when attendance at the lectures after school lagged, Brian and Christi, handsome eccentrics, were pleasantly there. Even when the poetry time was changed and beat the sun up, they came, ready with their metaphors, juice and rolls. They were two of the most gentle that year with interests in sync. I shouldn’t have been surprised at his graduation coffee when they stood together, smiling, and said they had been going out since April. Classroom experiences, like all other school activities, have a social component. Gifted kids with few “mind-mates” may find friends through interest areas supported by special programs. Classroom experiences, like all other school activities, have a social component. Gifted kids with few “mind-mates” may find friends through interest areas supported by special programs. Gifted Populations potentially at risk for poor educational outcomes Gifted Populations potentially at risk for poor educational outcomes Children who are homosexual, bisexual, transgendered, or questioning their sexual orientation Children of substance-abusers Children abused physically, sexually, emotionally Children from low socioeconomic circumstances Children from nonmainstream cultural groups Children with mental illness, psychological disorders Children with poor social skills Children who are bullied, isolated/shunned, “not known” Children who are overextended, overstructured Children who are protected from failure, mistakes. Children who lack resilience—not allowed to struggle Only by Grace (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Only by Grace (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Only by grace is he still in school, this tight spring, wound by ethnic differences and parents who blame the system and the culture, not their lack of limits, who agree only about the problem: he who screams and schemes in creative ways to be stopped. In second grade out East tests showed the gifts. No more – Drugs Have leveled the data. He stays in our group, where he doubts he belongs. When we meet one-on-one, we start by speaking of where his intelligence shows. This highly intelligent boy was struggling with developmental tasks, with differentiating from his parents, with school in general. What are your feelings about him? Should he be called “gifted” and identified for a gifted program? If so, what kind? What components? How can a classroom teacher meet him where he is? This highly intelligent boy was struggling with developmental tasks, with differentiating from his parents, with school in general. What are your feelings about him? Should he be called “gifted” and identified for a gifted program? If so, what kind? What components? How can a classroom teacher meet him where he is? When the Advocate Died When the Advocate Died Mrs. B. gave the fifth-grade legend Lamb’s Shakespeare, talked to the class when he was absent, hoping they would let him be a boy with them, accelerated him to seventh. That year I met his mom, just then divorced. She understood and pushed until she caused a program – a soft and gentle, earnest mom with furrowed brow, his advocate. I met him when he entered English class in tenth, disturbed by imperfections, never smiling, hyper-alert, and young and tense an off-the-scale IQ, they said. That year I met his dad. A rigid, severe, former Army man, who had the future mapped. he had remarried, and it’s said the son had cut all ties. Then Mom was killed at 8 a.m. one day (an icy curve). They took him out of English, and my heart stopped when I heard. He came back the next day – said he might as well. A flat affect forever. and no one knew the words to say. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Profoundly gifted— and at risk, unable to connect to peers, and suddenly without his main support. What are your feelings? Considering social/emotional characteristics associated with gifted, what might be particular concerns? Profoundly gifted— and at risk, unable to connect to peers, and suddenly without his main support. What are your feelings? Considering social/emotional characteristics associated with gifted, what might be particular concerns? The Parent (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) The Parent (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) This one 12 identified gifted abused by the two younger for being bossy worries that video games will make Brother like Father prods Mom to get to work on time frets about what Brother packs for lunch. This same one is the parent sobs maybe for the first time exhausted doesn’t know how long he can hold on knows she probably can’t change is the one in fragile control could be forty sitting tensely under thin shoulders waiting to disintegrate. Gifted kids can be “adult-like” and sometimes assume adult roles in their families, especially in difficult circumstances. What are your feelings about this boy? Have you ever known anyone like him? Gifted children need to know that someone else is the “bottom line,” not them (at their young age). Having inappropriate family responsibilities can contribute to anxiety. Being able to handle responsibilities doesn’t mean that gifted kids should. How much do you think this boy’s teachers were aware of his situation? Gifted kids can be “adult-like” and sometimes assume adult roles in their families, especially in difficult circumstances. What are your feelings about this boy? Have you ever known anyone like him? Gifted children need to know that someone else is the “bottom line,” not them (at their young age). Having inappropriate family responsibilities can contribute to anxiety. Being able to handle responsibilities doesn’t mean that gifted kids should. How much do you think this boy’s teachers were aware of his situation? Prisoner of Love Prisoner of Love She always had a serious boyfriend like her sisters – one through junior high and one through high school for keeps. It was as easy for her to speak of love with glistening eyes and poignant sighs as to write extraordinarily, because the family loved dramatically, redecorating her room when she went to church camp, giving headlined gifts, keeping her close in quiet, protected conflict, her altruistic thoughts about careers fighting only half-heartedly against the loving, eternally enmeshed. and we were sad as we anticipated her graduation. (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Circumstances, priorities, and even what appears to be “positive closeness” might constrain career development. If a decision is satisfying, comfortable, and important to a gifted individual, is it “OK”? We should be careful not to “judge.” What are your feelings about this girl? Circumstances, priorities, and even what appears to be “positive closeness” might constrain career development. If a decision is satisfying, comfortable, and important to a gifted individual, is it “OK”? We should be careful not to “judge.” What are your feelings about this girl? Bothering with Meaning Bothering with Meaning heavy days and insomnia at night when the whirling mind won’t stop the images the questions the why and what for the brilliant in existential depression bothering with meaning When gifted kids (at various achievement levels) have a chance to meet for small-group discussion to talk about social and emotional (and not academic) development, they may talk about problems with sleeping, “shutting off” their rapid-information-processing, and having concerns that “no one else can understand.” What are your feelings in response to this poem? When gifted kids (at various achievement levels) have a chance to meet for small-group discussion to talk about social and emotional (and not academic) development, they may talk about problems with sleeping, “shutting off” their rapid-information-processing, and having concerns that “no one else can understand.” What are your feelings in response to this poem?
Javits AchieverUnderachiever Development 2 High Achievement and Underachievement—Through a Developmental Lens Developmental Tasks for Both Developmental Challenges for Both Developmental Challenges, cont. High Achievement Underachievement High Achievers High Achievers May be Hardy UA: Developmental “Delay” HA: Developmental “Delay” Peterson Studies Suggesting that Underachievement Can Be “Developmental” Possible Function of High Achievement Potential Function of Underachievement Potential Social/Emotional Concerns Potential Social/Emotional Concerns DISCUSSION: Costs and Benefits Trying to Make Sense of Them In the following poems, which were written about real gifted kids, you will often be asked to comment. It is important that adults who work with gifted kids pay attention to their adult feelings, biases, and attitudes— about high and low academic performance. Discussion questions follow each. The poems are from Gifted At Risk (Great Potential Press) High Achiever (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) DISCUSSION Not a Good Fit Everyone who is good in math shouldn’t be an engineer. Personality, passions, and personal needs should be considered when considering career options. “Fit” in the work environment (including with the personalities of colleagues) is important. Does anyone you’ve taught come to mind? 4.0 What would you like to say to this high-achiever? Can you relate to his concern about “losing the push”? Should he be concerned? Cause and Effect What thoughts do you have about this high-achiever? Teachers viewed her mostly as grim, socially inept, and cynical. She was at high risk for suicide. How might you communicate that she matters? The next two poems are about two small discussion groups, a regular (10 groups, 2 per day) part of a program for gifted kids. Usually the groups were intentionally mixed (achievers, underachievers), but lunch schedules precluded that mix during this particular year and on this particular day of the week. Achievers Underachievers (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) From A to Z (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) What would your concern be about this adolescent underachiever? What are your feelings about this boy? How do you view his need for high-ability services? What kind of gifted program or advanced classes would he probably not “fit” at this stage of his life? What kind of program might meet his needs, affirm him, and let educators “stand by him”? Persistence (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) What are your feelings about this boy? What are your concerns about him? What might be done? How might participation in a program for highly able kids be helpful to him? IN THE RESISTANCE DURING THE WAR It’s difficult to know how much of her underachievement is “can’t” or “won’t.” What feelings do you have when considering this scenario? Can teachers “make” her achieve? Should teachers take her “resistance” personally? He couldn’t wait Even “superstars” can stumble. What are your feelings about this bright and talented adolescent? Sweaty This boy doesn’t fit common stereotypes of “gifted kids.” What are your feelings about him? What kind of classes or activities (intended for gifted kids) might not be a good fit for him? Breakfast Club: Underachievers in a Poetry Group (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) The poetry group was for kids who were verbally gifted. Almost all of them were academic underachievers. They hardly ever missed this group, even though they usually resisted getting up early. What are your thoughts about this group and about this gifted-program component? In a language-arts classroom, how might this activity work? Brian and Christi (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Classroom experiences, like all other school activities, have a social component. Gifted kids with few “mind-mates” may find friends through interest areas supported by special programs. Gifted Populations potentially at risk for poor educational outcomes Only by Grace (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) This highly intelligent boy was struggling with developmental tasks, with differentiating from his parents, with school in general. What are your feelings about him? Should he be called “gifted” and identified for a gifted program? If so, what kind? What components? How can a classroom teacher meet him where he is? When the Advocate Died Profoundly gifted— and at risk, unable to connect to peers, and suddenly without his main support. What are your feelings? Considering social/emotional characteristics associated with gifted, what might be particular concerns? The Parent (from Gifted At Risk: Poetic Portraits, Great Potential Press, 2009) Gifted kids can be “adult-like” and sometimes assume adult roles in their families, especially in difficult circumstances. What are your feelings about this boy? Have you ever known anyone like him? Gifted children need to know that someone else is the “bottom line,” not them (at their young age). Having inappropriate family responsibilities can contribute to anxiety. Being able to handle responsibilities doesn’t mean that gifted kids should. How much do you think this boy’s teachers were aware of his situation? Prisoner of Love Circumstances, priorities, and even what appears to be “positive closeness” might constrain career development. If a decision is satisfying, comfortable, and important to a gifted individual, is it “OK”? We should be careful not to “judge.” What are your feelings about this girl? Bothering with Meaning When gifted kids (at various achievement levels) have a chance to meet for small-group discussion to talk about social and emotional (and not academic) development, they may talk about problems with sleeping, “shutting off” their rapid-information-processing, and having concerns that “no one else can understand.” What are your feelings in response to this poem?
DRAFT XSD for IMS Content Packaging version 1.1 DRAFT Copyright (c) 2001 IMS GLC, Inc. 2000-04-21, Adjustments by T.D. Wason from CP 1.0. 2001-02-22, T.D.Wason: Modify for 2000-10-24 XML-Schema version. Modified to support extension. 2001-03-12, T.D.Wason: Change filename, target and meta-data namespaces and meta-data fielname. Add meta-data to itemType, fileType and organizationType. Do not define namespaces for xml in XML instances generated from this xsd. Imports IMS meta-data xsd, lower case element names. This XSD provides a reference to the IMS meta-data root element as imsmd:record If the IMS meta-data is to be used in the XML instance then the instance must define an IMS meta-data prefix with a namespace. The meta-data targetNamespace should be used. 2001-03-20, Thor Anderson: Remove manifestref, change resourceref back to identifierref, change manifest back to contained by manifest. --Tom Wason: manifest may contain _none_ or more manifests. 2001-04-13 Tom Wason: corrected attirbute name structure. Was misnamed type. 2001-05-14 Schawn Thropp: Made all complexType extensible with the group.any Added the anyAttribute to all complexTypes. Changed the href attribute on the fileType and resourceType to xsd:string Changed the maxLength of the href, identifierref, parameters, structure attributes to match the Information model. 2001-07-25 Schawn Thropp: Changed the namespace for the Schema of Schemas to the 5/2/2001 W3C XML Schema Recommendation. attributeGroup attr.imsmd deleted, was not used anywhere. Any attribute declarations that have use = "default" changed to use="optional" - attr.structure.req. Any attribute declarations that have value="somevalue" changed to default="somevalue", attr.structure.req (hierarchical). Removed references to IMS MD Version 1.1. Modified attribute group "attr.resourcetype.req" to change use from optional to required to match the information model. As a result the default value also needed to be removed Name change for XSD. Changed to match version of CP Spec Inclusions and Imports Attribute Declarations element groups Any namespaced element from any namespace may be included within an "any" element. The namespace for the imported element must be defined in the instance, and the schema must be imported.
2001-04-26 T.D.Wason. IMS meta-data 1.2 XML-Schema. 2001-06-07 S.E.Thropp. Changed the multiplicity on all elements to match the Final 1.2 Binding Specification. Changed all elements that use the langstringType to a multiplicy of 1 or more Changed centity in the contribute element to have a multiplicity of 0 or more. Changed the requirement element to have a multiplicity of 0 or more. 2001-07-25 Schawn Thropp. Updates to bring the XSD up to speed with the W3C XML Schema Recommendation. The following changes were made: Change the namespace to reference the 5/2/2001 W3C XML Schema Recommendation,the base type for the durtimeType, simpleType, was changed from timeDuration to duration. Any attribute declarations that have use="default" had to change to use="optional" - attr.type. Any attribute declarations that have value ="somevalue" had to change to default = "somevalue" - attr.type (URI) 2001-09-04 Schawn Thropp Changed the targetNamespace and namespace of schema to reflect version change Any namespaced element from any namespace may be used for an "any" element. The namespace for the imported element must be defined in the instance, and the schema must be imported.
function sanitizeForbiddenHTMLTextChars(in_s) { var out_s = in_s.toString();//We are sometimes called to sanitize non-strings...like document.location out_s = out_s.split("<").join("<"); out_s = out_s.split(">").join(">"); out_s = out_s.split("'").join("'"); out_s = out_s.split('"').join("""); return out_s; } function removeExtraURLParams(in_s) { var inp = in_s.toString(); var indexOfAmp = in_s.indexOf("&"); var outp = inp; if(indexOfAmp!=-1) outp = inp.substring(0, indexOfAmp); return outp; } function showFlash(swf, w, h, loop) { var isMSIE = navigator.appName.indexOf("Microsoft") != -1; var s = ''; var protocol = 'http';//safe default var url = document.location.toString(); indexOfColon = url.indexOf(":"); if(indexOfColon>0) protocol = url.substring(0, indexOfColon); if(protocol!='http' || protocol!='https') protocol='https'; var location = document.location; location = (location==unescape(location))?escape(location):location; s += '<object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="' + protocol + '://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,65,0" width="'+w+'" height="'+h+'" id="SlideContent" align="" VIEWASTEXT>' s += '<param name="movie" value="'+sanitizeForbiddenHTMLTextChars(swf)+'" />' s += '<param name="menu" value="false" />' s += '<param name="quality" value="best" />' s += '<param name="loop" value="'+loop+'" />' s += '<param name="FlashVars" value="initialURL='+ removeExtraURLParams(sanitizeForbiddenHTMLTextChars(location))+ '&isMSIE='+isMSIE+'&useBSM=false" />' s += '<param name="allowScriptAccess" value="sameDomain"/>' s += '<embed src="'+sanitizeForbiddenHTMLTextChars(swf)+'" FlashVars="initialURL='+ removeExtraURLParams(sanitizeForbiddenHTMLTextChars(location))+ '&isMSIE='+isMSIE+'&useBSM=false" menu="false" quality="best" width="'+w+'" height="'+h+'" loop="'+loop+'" name="SlideContent" align="" type="application/x-shockwave-flash" pluginspage="' + protocol + '://www.macromedia.com/go/getflashplayer" swLiveConnect="true" allowScriptAccess="sameDomain"></embed>' s += '</object>' // in theory, we should always embed in a table, but in practice, IE6 malfunctions // when width & height = 100%, but in that case, we don't really need the table anyway. if ((w.toString().indexOf('%') == -1) && (h.toString().indexOf('%') == -1)) { s = '<table border=0 width="100%" height="100%"><tr valign="middle"><td align="center">' + s + '</td></tr></table>'; } document.write(s); }
"system_id","type","command_line","max_time_allowed","file_name","max_score","mastery_score","system_vendor","core_vendor","time_limit_action","au_password","web_launch" "A2","Tutorial","","","AICC.htm","100","80","Breeze Presenter","","","",""
"block","member" "root","A2"
"system_id","developer_id","title","description" "A2","Breeze Presenter","Javits_AchieverUnderachiever_Development_2",""
This file represents the W3C XML Schema Language Binding of the ADL namespaced elements for content packaging extensions. ************************************************************************* * Change History * ************************************************************************* 2003-18-09 Initial creation. 2003-19-09 Removed the restriction of the 255 character maximum length on the dataFromLMS 2004-01-06 Added completionThreshold to the ADL CP namespace 2004-23-01 Final edits in preparation for release *************************************************************************
This file represents the W3C XML Schema Language Binding of the ADL namespaced elements for navigation controls. ************************************************************************* * Change History * ************************************************************************* 2003-18-09 Initial creation. 2004-23-01 Final edits in preparation for release *************************************************************************
This file represents the W3C XML Schema Language Binding of the ADL namespaced elements for sequencing extensions. ************************************************************************* * Change History * ************************************************************************* 2003-18-09 Initial creation. 2004-23-01 Final edits in preparation for release *************************************************************************
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides an element group declaration used for custom metadata elements.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides global type declarations for LOM datatypes.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides element name declarations for metadata elements. This component schema checks for the uniqueness of elements declared to be unique within their parent by the presence of the uniqueElementName attribute, and is common to all uniqueness profiles.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides global type declarations for metadata elements.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides the element name declaration for the root element for all LOM instances.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides global type declarations for those metadata elements whose values are taken from a vocabulary datatype.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides global type declarations for the standard enumerated types for those metadata elements whose values are taken from a vocabulary datatype. **************************************************************************** ** CHANGE HISTORY ** **************************************************************************** ** 09/22/2003: - Updated comment describing this file to state that this ** ** file is the LOM V1.0 Base Schema vocabulary source and ** ** value declarations. ** ****************************************************************************
   <!ENTITY % simpleType "%p;simpleType"> <!ENTITY % restriction "%p;restriction"> <!ENTITY % list "%p;list"> <!ENTITY % union "%p;union"> <!ENTITY % maxExclusive "%p;maxExclusive"> <!ENTITY % minExclusive "%p;minExclusive"> <!ENTITY % maxInclusive "%p;maxInclusive"> <!ENTITY % minInclusive "%p;minInclusive"> <!ENTITY % totalDigits "%p;totalDigits"> <!ENTITY % fractionDigits "%p;fractionDigits"> <!ENTITY % length "%p;length"> <!ENTITY % minLength "%p;minLength"> <!ENTITY % maxLength "%p;maxLength"> <!ENTITY % enumeration "%p;enumeration"> <!ENTITY % whiteSpace "%p;whiteSpace"> <!ENTITY % pattern "%p;pattern">  <!ENTITY % simpleTypeAttrs ""> <!ENTITY % restrictionAttrs ""> <!ENTITY % listAttrs ""> <!ENTITY % unionAttrs ""> <!ENTITY % maxExclusiveAttrs ""> <!ENTITY % minExclusiveAttrs ""> <!ENTITY % maxInclusiveAttrs ""> <!ENTITY % minInclusiveAttrs ""> <!ENTITY % totalDigitsAttrs ""> <!ENTITY % fractionDigitsAttrs ""> <!ENTITY % lengthAttrs ""> <!ENTITY % minLengthAttrs ""> <!ENTITY % maxLengthAttrs ""> <!ENTITY % enumerationAttrs ""> <!ENTITY % whiteSpaceAttrs ""> <!ENTITY % patternAttrs "">  <!ENTITY % URIref "CDATA"> <!ENTITY % XPathExpr "CDATA"> <!ENTITY % QName "NMTOKEN"> <!ENTITY % QNames "NMTOKENS"> <!ENTITY % NCName "NMTOKEN"> <!ENTITY % nonNegativeInteger "NMTOKEN"> <!ENTITY % boolean "(true|false)"> <!ENTITY % simpleDerivationSet "CDATA">   <!ENTITY % minBound "(%minInclusive; | %minExclusive;)"> <!ENTITY % maxBound "(%maxInclusive; | %maxExclusive;)"> <!ENTITY % bounds "%minBound; | %maxBound;"> <!ENTITY % numeric "%totalDigits; | %fractionDigits;"> <!ENTITY % ordered "%bounds; | %numeric;"> <!ENTITY % unordered "%pattern; | %enumeration; | %whiteSpace; | %length; | %maxLength; | %minLength;"> <!ENTITY % facet "%ordered; | %unordered;"> <!ENTITY % facetAttr "value CDATA #REQUIRED id ID #IMPLIED"> <!ENTITY % fixedAttr "fixed %boolean; #IMPLIED"> <!ENTITY % facetModel "(%annotation;)?"> <!ELEMENT %simpleType; ((%annotation;)?, (%restriction; | %list; | %union;))> <!ATTLIST %simpleType; name %NCName; #IMPLIED final %simpleDerivationSet; #IMPLIED id ID #IMPLIED %simpleTypeAttrs;>  <!ELEMENT %restriction; ((%annotation;)?, (%restriction1; | ((%simpleType;)?,(%facet;)*)), (%attrDecls;))> <!ATTLIST %restriction; base %QName; #IMPLIED id ID #IMPLIED %restrictionAttrs;>  <!ELEMENT %list; ((%annotation;)?,(%simpleType;)?)> <!ATTLIST %list; itemType %QName; #IMPLIED id ID #IMPLIED %listAttrs;>  <!ELEMENT %union; ((%annotation;)?,(%simpleType;)*)> <!ATTLIST %union; id ID #IMPLIED memberTypes %QNames; #IMPLIED %unionAttrs;>  <!ELEMENT %maxExclusive; %facetModel;> <!ATTLIST %maxExclusive; %facetAttr; %fixedAttr; %maxExclusiveAttrs;> <!ELEMENT %minExclusive; %facetModel;> <!ATTLIST %minExclusive; %facetAttr; %fixedAttr; %minExclusiveAttrs;> <!ELEMENT %maxInclusive; %facetModel;> <!ATTLIST %maxInclusive; %facetAttr; %fixedAttr; %maxInclusiveAttrs;> <!ELEMENT %minInclusive; %facetModel;> <!ATTLIST %minInclusive; %facetAttr; %fixedAttr; %minInclusiveAttrs;> <!ELEMENT %totalDigits; %facetModel;> <!ATTLIST %totalDigits; %facetAttr; %fixedAttr; %totalDigitsAttrs;> <!ELEMENT %fractionDigits; %facetModel;> <!ATTLIST %fractionDigits; %facetAttr; %fixedAttr; %fractionDigitsAttrs;> <!ELEMENT %length; %facetModel;> <!ATTLIST %length; %facetAttr; %fixedAttr; %lengthAttrs;> <!ELEMENT %minLength; %facetModel;> <!ATTLIST %minLength; %facetAttr; %fixedAttr; %minLengthAttrs;> <!ELEMENT %maxLength; %facetModel;> <!ATTLIST %maxLength; %facetAttr; %fixedAttr; %maxLengthAttrs;>  <!ELEMENT %enumeration; %facetModel;> <!ATTLIST %enumeration; %facetAttr; %enumerationAttrs;> <!ELEMENT %whiteSpace; %facetModel;> <!ATTLIST %whiteSpace; %facetAttr; %fixedAttr; %whiteSpaceAttrs;>  <!ELEMENT %pattern; %facetModel;> <!ATTLIST %pattern; %facetAttr; %patternAttrs;>
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defines the content model group customElements to support validation of custom metadata elements.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defines the content model group customElements to support strict validation of standard metadata elements.
DRAFT XSD for IMS Content Packaging version 1.1 DRAFT Copyright (c) 2001 IMS GLC, Inc. 2000-04-21, Adjustments by T.D. Wason from CP 1.0. 2001-02-22, T.D.Wason: Modify for 2000-10-24 XML-Schema version. Modified to support extension. 2001-03-12, T.D.Wason: Change filename, target and meta-data namespaces and meta-data filename. Add meta-data to itemType, fileType and organizationType. Do not define namespaces for xml in XML instances generated from this xsd. Imports IMS meta-data xsd, lower case element names. This XSD provides a reference to the IMS meta-data root element as imsmd:record If the IMS meta-data is to be used in the XML instance then the instance must definean IMS meta-data prefix with a namespace. The meta-data targetNamespace should be used. 2001-03-20, Thor Anderson: Remove manifestref, change resourceref back to identifierref, change manifest back to contained by manifest. --Tom Wason: manifest may contain _none_ or more manifests. 2001-04-13 Tom Wason: corrected attirbute name structure. Was misnamed type. 2001-05-14 Schawn Thropp: Made all complexType extensible with the group.any Added the anyAttribute to all complexTypes. Changed the href attribute on the fileType and resourceType to xsd:string Changed the maxLength of the href, identifierref, parameters, structure attributes to match the Information model. 2001-07-25 Schawn Thropp: Changed the namespace for the Schema of Schemas to the 5/2/2001 W3C XML Schema Recommendation. attributeGroup attr.imsmd deleted, was not used anywhere. Any attribute declarations that have use = "default" changed to use="optional" - attr.structure.req. Any attribute declarations that have value="somevalue" changed to default="somevalue" - attr.structure.req (hierarchical). Removed references to IMS MD Version 1.1. Modified attribute group "attr.resourcetype.req" to change use from optional to required to match the information model. As a result the default value also needed to be removed Name change for XSD. Changed to match version of CP Spec 2001-11-04 Chris Moffatt: 1. Refer to the xml namespace using the "x" abbreviation instead of "xml". This changes enables the schema to work with commercial XML Tools 2. Revert to original IMS CP version 1.1 namespace. i.e. "http://www.imsglobal.org/xsd/imscp_v1p1" This change done to support the decision to only change the XML namespace with major revisions of the specification i.e. where the information model or binding changes (as opposed to addressing bugs or omissions). A stable namespace is necessary to the increasing number of implementors. 3. Changed name of schema file to "imscp_v1p1p3.xsd" and version attribute to "IMS CP 1.1.3" to reflect minor version change Inclusions and Imports Attribute Declarations element groups 2003-03-21 Schawn Thropp The following updates were made to the Version 1.1.3 "Public Draft" version: 1. Updated name of schema file (imscp_v1p1.xsd) to match to IMS naming guideance 2. Updated the import statement to reference the xml.xsd found at "http://www.w3.org/2001/03/xml.xsd". This is the current W3C schema recommended by the W3C to reference. 3. Removed all maxLength's facets. The maxLength facets was an incorrect binding implementation. These lengths were supposed, according to the information model, to be treated as smallest permitted maximums. 4. Added the variations content model to support the addition in the information model. Any namespaced element from any namespace may be included within an "any" element. The namespace for the imported element must be defined in the instance, and the schema must be imported.
The root element for all sequencing tags. This tag will usually appear as a child element to an IMS CP item tag. The type associated with any top-level sequencing tag non-exclusive definition of acceptable control-modes
The type associated with a control-mode element (see the element controlMode)
The type that describes any element which fullfills a delivery control semantic
Limit Condition Attempt Limit Limit Condition Activity Attempt Absolute Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Activity Attempt Experienced Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Activity Absolute Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Activity Experienced Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Begin Time Limit Limit Condition End Time Limit
The specification states: "Each activity must have one and only one objective that contributes to rollup". The following type describes an unbounded set of elements all named "objective" that do not contribute to rollup, and one element called "primaryObjective" that contributes to rollup. Contributes to rollup of the activity. Does not contribute to the rollup of the activity. The type that describes an individual objective mapping. Mapping one local objective GUID to one global objective GUID
postConditionSequencingRuleType is derived by extension from sequencingRuleType. It adds an element ruleAction that is a simpleType constrained to a vocabulary relevant to post-Condition sequencing rules
A decimal value with AT LEAST 4 significant decimal digits between -1 and 1
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validating LOM V1.0 instances using a common set of validation assumptions. Alternative composite schemas can be assembled by selecting from the various alternative component schema listed below. **************************************************************************** ** CHANGE HISTORY ** **************************************************************************** ** 09/22/2003: - Updated comment describing vocab/strict.xsd. Indicated ** ** that the strict.xsd is used to validate vocabularies ** ** defined in the LOM V1.0 Base Schema. ** ** - Moved included schema elementNames.xsd just before ** ** elementTypes.xsd. ** ** - Moved the element declaration for the top-level lom ** ** metadata element to a separate file (rootElement.xsd) ** ** and included this file just after elementTypes.xsd. ** ** - Moved the XML Schema import statements before the XML ** ** Schema include statements. ** ** - Moved the element group declaration named ** ** lom:customElements to a separate file (anyElement.xsd) ** ** and included this new file just before the XML Schema ** ** import statments. ** ****************************************************************************
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validating LOM V1.0 instances using custom validation for vocabulary values. **************************************************************************** ** CHANGE HISTORY ** **************************************************************************** ** 09/22/2003: - Updated comment describing vocab/strict.xsd. Indicated ** ** that the strict.xsd is used to validate vocabularies ** ** defined in the LOM V1.0 Base Schema. ** ** - Moved included schema elementNames.xsd just before ** ** elementTypes.xsd. ** ** - Moved the element declaration for the top-level lom ** ** metadata element to a separate file (rootElement.xsd) ** ** and included this file just after elementTypes.xsd. ** ** - Moved the XML Schema import statements before the XML ** ** Schema include statements. ** ** - Moved the element group declaration named ** ** lom:customElements to a separate file (anyElement.xsd) ** ** and included this new file just before the XML Schema ** ** import statments. ** ****************************************************************************
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validating LOM V1.0 instances using loose validation for vocabulary values. **************************************************************************** ** CHANGE HISTORY ** **************************************************************************** ** 09/22/2003: - Updated comment describing vocab/strict.xsd. Indicated ** ** that the strict.xsd is used to validate vocabularies ** ** defined in the LOM V1.0 Base Schema. ** ** - Moved included schema elementNames.xsd just before ** ** elementTypes.xsd. ** ** - Moved the element declaration for the top-level lom ** ** metadata element to a separate file (rootElement.xsd) ** ** and included this file just after elementTypes.xsd. ** ** - Moved the XML Schema import statements before the XML ** ** Schema include statements. ** ** - Moved the element group declaration named ** ** lom:customElements to a separate file (anyElement.xsd) ** ** and included this new file just before the XML Schema ** ** import statments. ** ****************************************************************************
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validating LOM V1.0 instances using strict validation for vocabulary values. **************************************************************************** ** CHANGE HISTORY ** **************************************************************************** ** 09/22/2003: - Updated comment describing vocab/strict.xsd. Indicated ** ** that the strict.xsd is used to validate vocabularies ** ** defined in the LOM V1.0 Base Schema. ** ** - Moved included schema elementNames.xsd just before ** ** elementTypes.xsd. ** ** - Moved the element declaration for the top-level lom ** ** metadata element to a separate file (rootElement.xsd) ** ** and included this file just after elementTypes.xsd. ** ** - Moved the XML Schema import statements before the XML ** ** Schema include statements. ** ** - Moved the element group declaration named ** ** lom:customElements to a separate file (anyElement.xsd) ** ** and included this new file just before the XML Schema ** ** import statments. ** ****************************************************************************
var g_objAPI = null; var g_nAPI = 0; // type of API to start searching for; allowable values: 0 - SCORM 2004; 1 - SCORM 1.2 (or 1.1) var g_aAPI = ["1.0", "0.2"] // Array that stores the API versions var g_zAPIVersion = -1; var g_bFinishDone = false; function findAPI(win) { // Search the window hierarchy for an object named "API_1484_11" for SCORM 2004 or "API" for SCORM 1.2 or below // Look in the current window (win) and recursively look in any child frames if(g_nAPI == 0) { if(win.API_1484_11 != null) { return win.API_1484_11; } } else if(g_nAPI == 1 || g_nAPI == "") { if (win.API != null) { g_zAPIVersion = g_aAPI[g_nAPI]; return win.API; } } if (win.length > 0) // check frames { for (var i=0;i<win.length;i++) { var objAPI = findAPI(win.frames[i]); if (objAPI != null) { return objAPI; } } } return null; } function getAPI(intAPISearchOrder) { // intAPISearchOrder is 0 - start at current window and work way up; 1 - start at top window and work way down. var objAPI = null; intAPISearchOrder=((typeof(intAPISearchOrder)=='undefined')?0:intAPISearchOrder); if(intAPISearchOrder==0) { // start and the current window and recurse up through parent windows/frames var objCurrentWindow = window; objAPI = findAPI(objCurrentWindow); var xCount = 0; while(objCurrentWindow && !objAPI && xCount < 100) { xCount++; if((objCurrentWindow.opener != null) && (typeof(objCurrentWindow.opener) != "undefined")) { objCurrentWindow = objCurrentWindow.opener; } else { objCurrentWindow = objCurrentWindow.parent; } objAPI = findAPI(objCurrentWindow); } if((objAPI==null) && (g_nAPI < (g_aAPI.length-1))) { g_nAPI++; objAPI = getAPI(intAPISearchOrder); } } else { // start at the top window and recurse down through child frames objAPI = findAPI(this.top); if (objAPI == null) { // the API wasn't found in the current window's hierarchy. If the // current window has an opener (was launched by another window), // check the opener's window hierarchy. objTopWindow=window.top; objTopWindow = objTopWindow.opener; while (objTopWindow && !objAPI) { //checking window opener objAPI = findAPI(objTopWindow.top); if (objAPI==null) objTopWindow = objTopWindow.opener; } if(objAPI==null && g_nAPI < (g_aAPI.length-1)) { g_nAPI++; objAPI = getAPI(intAPISearchOrder); } } } if(objAPI==null) { // can't find API } else if(objAPI != null && g_zAPIVersion == -1) { g_zAPIVersion = objAPI.version; } return objAPI; } function setAPI() { while(g_objAPI == undefined) { g_objAPI = getAPI(0); } } function isAPI() { return ((typeof(g_objAPI)!= "undefined") && (g_objAPI != null)) } // called in the outer HTML file // g_objAPI = getAPI(); function dataToFlash(layer, msg) { // set the comm HTML fcomValue = "<OBJECT classid=\"clsid:D27CDB6E-AE6D-11cf-96B8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,0,0\" WIDTH=\"2\" HEIGHT=\"2\" id=\"scorm_support\" ALIGN=\"\"> <PARAM NAME=movie VALUE=\"scorm_support.swf?invokeMethod=methodToExecute&lc_name=lc_name&param=" + msg + "\"> <PARAM NAME=quality VALUE=high> <PARAM NAME=bgcolor VALUE=#FFFFFF> <PARAM NAME=\"allowScriptAccess\" VALUE=\"sameDomain\"/> <EMBED src=\"scorm_support.swf?invokeMethod=methodToExecute&lc_name=lc_name&param=" + msg + "\" quality=high bgcolor=#FFFFFF WIDTH=\"2\" HEIGHT=\"2\" NAME=\"scorm_support\" ALIGN=\"\" TYPE=\"application/x-shockwave-flash\" PLUGINSPAGE=\"http://www.macromedia.com/go/getflashplayer\" allowScriptAccess=\"sameDomain\"></EMBED> </OBJECT>"; // get the browser info IE=0; NS4=0; NS6=0; if (navigator.appName.indexOf('Netscape')!=-1 && parseInt(navigator.appVersion)<5) {NS4=1;} if (navigator.appName.indexOf('Netscape')!=-1 && parseInt(navigator.appVersion)>4.9) {NS6=1;} if (navigator.appName.indexOf('Microsoft')!=-1 && parseInt(navigator.appVersion)>3) {IE=1;} if (IE==true) { IE_dynamic.document.body.innerHTML=fcomValue; } if (NS4) { // change the comm HTML fcomValue = "<OBJECT classid=\"clsid:D27CDB6E-AE6D-11cf-96B8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,0,0\" WIDTH=\"2\" HEIGHT=\"2\" id=\"scorm_support\" ALIGN=\"\"> <PARAM NAME=movie VALUE=\"scorm_support/scorm_support.swf?invokeMethod=methodToExecute&lc_name=lc_name&param=" + msg + "\"> <PARAM NAME=quality VALUE=high> <PARAM NAME=bgcolor VALUE=#FFFFFF> <PARAM NAME=\"allowScriptAccess\" VALUE=\"sameDomain\"/> <EMBED src=\"scorm_support/scorm_support.swf?invokeMethod=methodToExecute&lc_name=lc_name&param=" + msg + "\" quality=high bgcolor=#FFFFFF WIDTH=\"2\" HEIGHT=\"2\" NAME=\"scorm_support\" ALIGN=\"\" TYPE=\"application/x-shockwave-flash\" PLUGINSPAGE=\"http://www.macromedia.com/go/getflashplayer\" allowScriptAccess=\"sameDomain\"></EMBED> </OBJECT>"; eval('var echoecho = document.layers.NS_'+layer+'.document;'); echoecho.open(); echoecho.write(fcomValue); echoecho.close(); } if (NS6) { // change the comm HTML fcomValue = "<OBJECT classid=\"clsid:D27CDB6E-AE6D-11cf-96B8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,0,0\" WIDTH=\"2\" HEIGHT=\"2\" id=\"scorm_support\" ALIGN=\"\"> <PARAM NAME=movie VALUE=\"scorm_support/scorm_support.swf?invokeMethod=methodToExecute&lc_name=lc_name&param=" + msg + "\"> <PARAM NAME=quality VALUE=high> <PARAM NAME=bgcolor VALUE=#FFFFFF> <PARAM NAME=\"allowScriptAccess\" VALUE=\"sameDomain\"/> <EMBED src=\"scorm_support/scorm_support.swf?invokeMethod=methodToExecute&lc_name=lc_name&param=" + msg + "\" quality=high bgcolor=#FFFFFF WIDTH=\"2\" HEIGHT=\"2\" NAME=\"scorm_support\" ALIGN=\"\" TYPE=\"application/x-shockwave-flash\" PLUGINSPAGE=\"http://www.macromedia.com/go/getflashplayer\" allowScriptAccess=\"sameDomain\"></EMBED> </OBJECT>"; document.getElementById('NS_'+layer).innerHTML =fcomValue; } } function dataFromFlash(strSCOfunction, strSCOproperty, varSCOvalue, strFLvariableName) { var strEval = ""; var varResult = false; if(isAPI()) { if (varSCOvalue != "") { strEval = "g_objAPI." + strSCOfunction + "('" + strSCOproperty + "', '" + varSCOvalue + "');"; } else { if(strSCOfunction=="LMSGetLastError") { strEval = "g_objAPI." + strSCOfunction + "(" + strSCOproperty + ");"; } else { strEval = "g_objAPI." + strSCOfunction + "('" + strSCOproperty + "');"; } } } else { if (SCOvalue != "") { strEval = strSCOfunction + "('" + strSCOproperty + "', '" + varSCOvalue + "');"; } else { strEval = strSCOfunction + "('" + strSCOproperty + "');"; } } varResult = eval(strEval); if(strSCOfunction == "LMSFinish" || strSCOfunction == "Terminate") { // set global variable to result of Finish function g_bFinishDone = varResult; } dataToFlash('dynamic', strFLvariableName + "|" + varResult); }
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides attribute group declarations for metadata elements to support loose validation of element uniqueness constraints.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides attribute group declarations for metadata elements to support strict validation of element uniqueness constraints, by providing the attribute uniqueElementName for each metadata element that should appear with multiplicity at most one.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides simple type declarations for metadata elements whose values are taken from a vocabulary datatype. This component schema supports strict validation of both standard and custom vocabulary values by checking that both the source and value are taken from either the standard token set or from a custom token set.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides simple type declarations for metadata elements whose values are taken from a vocabulary datatype. This component schema supports loose validation of vocabulary value constraints by allowing both the source and value to be arbitrary strings.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema provides simple type declarations for metadata elements whose values are taken from a vocabulary datatype. This component schema supports strict validation of standard vocabulary values by checking that both the source and value are from the standard token set.
See http://www.w3.org/XML/1998/namespace.html and http://www.w3.org/TR/REC-xml for information about this namespace. This schema defines attributes and an attribute group suitable for use by schemas wishing to allow xml:base, xml:lang or xml:space attributes on elements they define. To enable this, such a schema must import this schema for the XML namespace, e.g. as follows: <schema . . .> . . . <import namespace="http://www.w3.org/XML/1998/namespace" schemaLocation="http://www.w3.org/2001/03/xml.xsd"/> Subsequently, qualified reference to any of the attributes or the group defined below will have the desired effect, e.g. <type . . .> . . . <attributeGroup ref="xml:specialAttrs"/> will define a type which will schema-validate an instance element with any of those attributes In keeping with the XML Schema WG's standard versioning policy, this schema document will persist at http://www.w3.org/2001/03/xml.xsd. At the date of issue it can also be found at http://www.w3.org/2001/xml.xsd. The schema document at that URI may however change in the future, in order to remain compatible with the latest version of XML Schema itself. In other words, if the XML Schema namespace changes, the version of this document at http://www.w3.org/2001/xml.xsd will change accordingly; the version at http://www.w3.org/2001/03/xml.xsd will not change. In due course, we should install the relevant ISO 2- and 3-letter codes as the enumerated possible values . . . See http://www.w3.org/TR/xmlbase/ for information about this attribute.
            <!ENTITY % xs-datatypes PUBLIC 'datatypes' 'datatypes.dtd' > <!ENTITY % p 'xs:'>  <!ENTITY % s ':xs'>  <!ENTITY % nds 'xmlns%s;'>  <!ENTITY % schema "%p;schema"> <!ENTITY % complexType "%p;complexType"> <!ENTITY % complexContent "%p;complexContent"> <!ENTITY % simpleContent "%p;simpleContent"> <!ENTITY % extension "%p;extension"> <!ENTITY % element "%p;element"> <!ENTITY % unique "%p;unique"> <!ENTITY % key "%p;key"> <!ENTITY % keyref "%p;keyref"> <!ENTITY % selector "%p;selector"> <!ENTITY % field "%p;field"> <!ENTITY % group "%p;group"> <!ENTITY % all "%p;all"> <!ENTITY % choice "%p;choice"> <!ENTITY % sequence "%p;sequence"> <!ENTITY % any "%p;any"> <!ENTITY % anyAttribute "%p;anyAttribute"> <!ENTITY % attribute "%p;attribute"> <!ENTITY % attributeGroup "%p;attributeGroup"> <!ENTITY % include "%p;include"> <!ENTITY % import "%p;import"> <!ENTITY % redefine "%p;redefine"> <!ENTITY % notation "%p;notation">  <!ENTITY % annotation "%p;annotation"> <!ENTITY % appinfo "%p;appinfo"> <!ENTITY % documentation "%p;documentation"> <!-- Customisation entities for the ATTLIST of each element type. Define one of these if your schema t

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