Review of The achievement test desk reference: A guide to learning disability identification, second edition.

Reviews the book, The achievement test desk reference: A guide to learning disability identification, second edition by Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso, and Jennifer T. Mascolo (2006). The Second Edition of the Achievement test desk reference comes only four years after its first edition. Its content echoes the first edition, with the chapters now re-organized and updated. However, this edition is also timely; its significant contributions are its theoretical and practical model for defining and assessing learning disabilities (LD) and its update of practical information for interpreting many of the new standardized achievement tests. The goal for this edition was to provide an integrated and systematic framework for achievement testing within the framework of the Cattell-Horn-Carroll (CHC) theory of human cognitive abilities and the Response to Intervention (RTI) movement. Part 1 of provides an update of the theories, definitions, assessment, interpretation, and identification of LD. Part 2 describes and reviews the psychometric, theoretical, and qualitative features of achievement tests published between 1996 and 2006 and normed on people from the United States. Part 3 provides a comprehensive, step-by-step process for assessing learning disabilities under the Individuals with Disabilities Education Improvement Act (IDEA 2004). This volume guides practitioners to choose the best achievement tests to use. It shows how to get the most efficient and effective evaluations of students' academic skills that could account for their difficulties and possible learning disabilities. This book will be essential reference material for effective LD assessments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gold Medal Award for Life Achievement in the Application of Psychology: Edwin A. Fleishman.

The 2004 Gold Medal Award for Life Achievement in the Application of Psychology was awarded to Edwin A. Fleishman, for his significant contributions to the science and applications of psychology, which he has sustained over his remarkable career. He is cited for his research, which has had a profound influence on our understanding of human capabilities, their measurement, their development, and their application in the world of work. Through his many influential leadership roles, as president of the International Association of Applied Psychology and three divisions of the American Psychological Association, and as editor of the Journal of Applied Psychology, he has helped shape our profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

努力攀登科技高峰 为把石化工业建成支柱产业多做贡献

概述中国石化总公司成立以来所取得的重大科技成果。     

我国钨冶炼技术的新进展

综述了近年来我国钨冶炼在开发处理多种资源的工艺技术，钨钼分离技术，从低品位钨矿物原料和含钨废料中生产高纯APT，钨冶炼技术装备和自动化水平，膜分离技术在开发无污染钨冶炼工艺的应用，超细钨粉等方面的最新进展和成果。在此基础上，展望了我国今后钨冶炼发展的方向。     

高职教育网上成绩考核系统的总体设计

本文对网上成绩考核系统进行了总体设计.其中,设计了校园网的网络结构模型、网上成绩考核系统的模块结构及其数据库和数据表.     

上市公司2001年业绩及前景

介绍了新闻纸、文化用纸有包装用纸上市公司2001年的主要业绩并对其发展前景作了分析。     

Peer-assisted learning interventions with elementary school students: A meta-analytic review.

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p     

化学工业中反应-分离过程结合技术的研究进展

介绍了分离过程和反应过程相结合技术在化工生产中的研究及其应用、热点和难点问题的最新研究动态以及相应的研究成果，并对其发展前景进行了展望。     

Mine,ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?

In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences.