{'fraction_non_alphanumeric': 0.02531645569620253, 'fraction_numerical': 0.003616636528028933, 'mean_word_length': 5.746951219512195, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Professional Productive Process and its Implications for Gifted Studies

The emphasis in many gifted and talented programs indicates a new focus on the end results of independent investigations by students (Renzulli, 1977, 1982). A major concern in implementing this type of program is how to assist students in selecting and developing meaningful products which can communicate the results of these independent studies to real audiences at as professional a level as the student’s ability permits. The manner in which successful professionals view their products and audiences is thus a reasonable model for gifted students who are capable of high level attainment. Therefore, a study of the work of professionals was conducted by the authors; the study was designed to examine in detail the production and communication of projects and selection and role of audiences. A questionnaire which focused on the manner in which professionals had achieved their most satisfying and successful results was used to obtain the information for this study. The content of the questions ranged from how the product or service was conceived to how a potential recipient for that product or service was determined. Information on the steps in the process, such as the source of inspiration, new skills required and learned, and the overcoming of obstacles was also reported. Respondents to the questionnaire had achieved eminence at the local, state and/or national level and represented the following fields: Communication (Journalism and Public Relations), Liberal Arts (Psychology, Anthropology, History and Political Science), Fine Arts (Architecture, Art, Writing), Science (Engineering, Microbiology, Biochemistry, Medicine, Oceanography, Marine Biology), Education (Veterinary Medicine, Health, and Educational Psychology), and Business Administration and Management. The projects described included products such as books, journals, television programs, and speechmaking; scientific discoveries and engineering designs; workshops, personnel training, and specific content in teaching; initiation of a new school and formation of a consortium of colleges; establishment of commercial ventures such as a retail food