The effect of electron attachment on the ion mobility curves in the Zeleny air blast method of ion mobility measurement

In a recent paper Professor John Zeleny published curves obtained for ion mobilities at different ion ages in relatively pure N₂ using his classical air blast method. Two features are of especial interest; one the apparent gradual displacement of the negative ion peak to lower mobilities as the ion age increases and the other a marked asymmetry of the electron peak on the low mobility side. This Zeleny interprets as an unresolved negative ion mobility of value about 100 cm./sec. per volt/cm. Such a mobility can only be explained by a carrier that is ion part of its life and electron part of its life, the electronic and ionic phases alternating frequently. The writers indicate that the latter interpretation cannot be correct on the basis of the energies and probabilities involved in electron attachment. Analysis shows that the whole series of the observed phenomena in N₂ by this method are successfully accounted for on the proper application of the simplified theory of electron attachment to the air blast method. Since the attachment phenomena have to date not been applied to this type of mobility study it was felt of importance to present this analysis in order to guide future investigations by this method.     

School violence in the Canadian context: An overview and model for intervention

School violence and the incidence of violent crimesamong Canadian youth is seen to be increasing. Whilemore research is being conducted in the area ofschool violence little has previously been done toexamine psychopathology as a possible factorinfluencing violent student behavior. A recent studyconducted by Carter (1998) using the BehaviorAssessment System for Children and a structuredinterview showed a high incidence of psychopathologyamong violent junior high male students. Acomprehensive model for intervention is described inwhich several factors are presented. Implications ofcurrent research includes the need to developintervention strategies that are consistent withdiagnostic findings and the need for earlyidentification and intervention before behaviorpatterns become fixed in adolescence.     

Frequency,duration, and speed of wheel running of rats as a function of age and starvation

The purpose of this experiment was to determine whether age differences in amounts of wheel running of starved rats were due to the frequency of bursts of running, to the average duration of bursts, to speed, or to any combination of these parameters. The experiment was carried out according to a 3 by 2 by 2 mixed model design. The independent variables were age (67, 293, and 746 days old at the start of starvation), food deprivation (total starvation vs ad lib), and occasion of measurement (initial vs maximum activity). The dependent variables were number of wheel revolutions, number of bursts of activity, number of seconds of running per burst, and revolutions per second. The results indicated that acutely starved rats run more often, for longer periods, and at higher speeds than do sated rats, and that with increased age rats run less often, for a shorter time, and at slower speeds.     

Performance ofBetta splendens in a radial arm maze

Siamese fighting fish (Betta splendens) were tested in aquatic versions of radial arm mazes. In the first experiment, the fish were trained to find tubifex worms in an eight-arm maze in which the optimal strategy was to choose each arm once without repetition. After initial training, the fish entered approximately 6.63 different arms in eight choices, showing a strong tendency to choose sequences of adjacent arms, moving about the maze in a Stereotypic direction. This algorithmic response pattern was not, however, sufficient to predict the high performance level of the fish. In the second experiment, a delay of .5 or 5 min was interposed between the fourth and fifth choices. Similar Stereotypic patterns continued in Experiment 2, but choice accuracy following the longer delay declined to a level not significantly above chance. In the third experiment, different fish were tested in a three-arm maze, reinforced either for returning from the second arm to the arm in which they had most recently been fed (win-stay) or for visiting a third arm (win-shift). The fish were significantly faster at acquiring the win-shift contingency than the win-stay contingency. These results demonstrate that solution of spatial tasks depends on the interaction of appropriate behavioral strategies and cognitive capacities that may have little generality across species.     

Self‐Injury,Gender, and Loneliness Among College Students

Several studies have demonstrated relationships between loneliness and numerous psychological and physical difficulties among college students. The purpose of this study was to examine whether loneliness might be a factor associated with increased risk of self‐injury among college students. The findings did not support the hypothesis that self‐injury would be associated with elevated levels of loneliness. The findings were significant but in the opposite direction than expected. Furthermore, the findings regarding gender are in contrast to findings of previous research.     

Highlighting and taking notes are equally ineffective when Reading paper or eText

Education and Information Technologies - The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and...     

Children Persist Less When Adults Take Over

Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence.     

Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College

This study examines the role of living–learning (L/L) programs in facilitating first-generation students’ perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living–Learning Programs during Spring 2004, the results of the study show that first-generation students in L/L programs reported a more successful academic and social transition to college than their first-generation counterparts living in a traditional residence hall setting. In addition, interactions with faculty members and using residence hall resources facilitated an easier academic transition for first-generation students in L/L programs, and supportive residence hall climates were related to an easier social transition. A preliminary interpretation of this study’s results is that structured activities, such as faculty interaction and residence hall programming, are more influential for this population than informal peer groups. An earlier version of this paper was presented at the 2005 Annual Meeting of the American Educational Research Association, Montreal, Canada.