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991.
This paper summarizes some of the experimental evidence of the apparent biological effects produced by atmospheric ionization. Thermionic ion sources are discussed and the results of experimental determinations of their characteristics are presented. 相似文献
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A survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions. 相似文献
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Thomas P. Reilly Owen W. Drudge James C. Rosen Dorene E. Loew Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children. 相似文献
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Students need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others. 相似文献