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51.
Details of the preparation and the immunogenic properties of an ultraviolet-inactivated poliomyelitis vaccine are described. The data presented indicate that the SK murine strain of the virus may be inactivated by controlled irradiation and yet retain sufficient immunizing potency to protect mice against 1,000 to 10,000 M.L.D. of the active virus administered intraperitoneally or intranasally. 相似文献
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Workbook reading achievement of five second-grade girls was assessed under two teacher-contact contingencies. Under one contingency, teacher contacts were made during on-task behavior. Under the other contingency, differential reinforcement of an incompatible behavior (DRI) was in effect, with teacher contacts contingent on students' hand-raising behavior. Both reading achievement and time on task were greater under the on-task contingency than under DRI for hand raising. 相似文献
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Sixty-one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discussed. 相似文献
57.
In order to determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day, including low base rate behaviors. Implications for subsequent classroom observation studies were discussed. 相似文献
58.
To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures. 相似文献
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