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Determining the dissolved oxygen (DO) content of groundwater which is to be pumped into a surface water course to support ows during the dry season; if the water is too low in oxygen, it will be detrimental to aquatic life. Assessments of the nature of gas seen bubbling out of groundwater intended to be used for public water supply; for instance, it is important to be able to distinguish between effervescence due to degassing of carbon dioxide (CO2) and potential explosion risks associated with the (far less common) evolution of methane (CH4). Evaluations of the potential for release of volatile organic compounds (VOCs) from groundwaters polluted with organic chemicals (e.g. Fetter 1999). Studies of gaseous hydrogen (H2) release from deeply anoxic groundwaters undergoing in situ remediation (see Christensen et al. 2000).

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1. Why is assessment needed in clinical psychology 2. How are psychological assessment and psychological testing the same or different 3. What are the factors that contribute to effective interviewing 4. What are the different types of clinical interviews 5. What are major threats to effective interviewing 6. What are the major methods to directly observe behavior in an assessment

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Figure 10.1. Human skeletal muscle biopsy instruments assembled and ready for use. From top to bottom: clearing rod used to expel samples; cutting trocar inserted through nipple (used to enhance suction) into outer needle with cutting chamber on left; syringe connected to adapter tubing, which attaches to the proximal end of the cutting cannula. The closed system generates enhanced suction, resulting in increased sample size compared to previous percutaneous muscle biopsy techniques [Hennessey et al., 1997]. Reprinted from Hennessey et al., 1997 by permission of the American Physiological Society.

negative (Russell, Weiss, & Mendelsohn, 1989; Watson & Tellegen, 1985), functionally optimal-dysfunctional (Hanin, 1978, 1993), and facilitating-debilitating (Alpert & Haber, 1960; Jones, 1991, 1995). Therefore, content is one of the basic dimensions in the systematic study of emotional experiences. It is difficult to imagine an emotion without a distinctive content and intensity (Lazarus, 2000). Both quality and intensity determine the functional impact of emotions on performance and well-being. Two traditional approaches to categorizing emotion content are the dimensional (global affect) approach and the discrete ( basic) emotion approach. The global approach emphasizes pleasantness-unpleasantness (valence or hedonic tone), tension-relaxation, and quiescence-activation (Russell, 1980; Watson & Tellegen, 1985). The discrete emotion approach centers on discrete categories of emotion based on their qualitative content (anxiety, anger, joy, etc.) and claims that there are clusters of universal and discrete emotion syndromes (Lazarus, 2000). Although several emotion researchers embrace the notion of emotion types, they are still inclined to reject the idea that there is a set of basic emotions such that they, together with their combinations, account for all emotions (see, e.g., Ortony, Clore, & Collins, 1988, p. 25). Another objection is that any list of basic (discrete) emotions, ranging from 3 (Spinoza) to 6 (Ekman), 10 (Izard), and 15 (Lazarus), remains arguable. Hanin (1999) compared basic emotion labels proposed by 23 investigators representing eight different approaches to emotion research. It was found that, all in all, there were 47 labels of basic emotions

Bandura (1978) has rejected criticism that efficacy judgments should be subjected to construct, trait, convergent, and discriminant validation of trait methodology, especially when used with a microanalytic approach. Thus, the validity of self-efficacy measures is typically inferred from how well they predict the behaviors hypothesized in the study.

For example, the first time through the loop, the loop counter (i) is 1. The first element in the SheetNames array is (in this example) Sheet1. Therefore, the expression for the Move method within the loop evaluates to:

Click the Format drop-down menu. Click Font. Choose your preferred font settings (see Figure 8-4).

When you are nished, click somewhere in the document, which will take you out of the chart editor. Then you should see the nished product.

semester hours, while doctoral programs typically require 100 or more Both degrees require the equivalent of at least one school year of supervised internship (a minimum of 1,200 hours at the nondoctoral level and 1,500 hours at the doctoral level) School psychologists are granted practice credentials (certi cates or licenses) by each state s department of education (SDE) and/or by a separate state board of examiners in psychology (SBEP) The SDE credentials school psychologists for practice in the settings under its jurisdiction, typically all public schools but also possibly private schools, correctional schools, and residential schools The SBEP credentials practitioners, often referred to as health service providers, for practice in settings under its jurisdiction, typically all nonschool settings within the state (eg, mental health centers, hospitals, independent private practice) In some states the jurisdictional authority is less distinct.

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