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the psychology of being a victim of prejudice and discrimination that was reviewed earlier suggests several conclusions. First, for some groups and for some individuals within oppressed groups, perceptions of prejudice and attributions of setbacks to prejudice may buffer self-esteem and maintain well-being. However, the buffering effect of attributed prejudice is probably a weak one, may occur for only some groups, involves a tradeoff between types of self-esteem and perceived control, and is mediated or moderated by in-group identi cation. Somewhat perversely, the buffering effects of perceived discrimination on self-esteem seem to be more straightforward and clearer for members of dominant than of subordinate groups. Second, the experience or perception of prejudice and discrimination toward oneself and one s group is unquestionably stressful, although personality-based hardiness and in-group identi cation may moderate discriminationrelated stress to some extent. Discrimination-related stress has been linked to mental and physical health outcomes for both American women and Black Americans. Stereotype threat the perception of being negatively stereotyped by others in academic and other domains is also a stressor whose deleterious effects on achievement task performance are now established, although the mediators are unclear. Finally, Some evidence suggests that perceived prejudice and discrimination, along with feelings of resentment about ingroup disadvantage relative to other groups, instigate desires to take corrective social action. These conclusions demonstrate that our knowledge of the psychology of victimization has advanced appreciably in the last several decades of the twentieth century.

Range A3:A14 contains integers from 1 to 12. Cell B3 contains the following (nonarray) formula, which was copied to the 11 cells below it:

The Change event occurs when any cell on the worksheet is changed. But in most cases all you care about are changes made to a specific cell or range. When the Worksheet_Change event-handler procedure is called, it receives a Range object as its argument. This Range object represents the cell or cells that were changed.

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Patient: Thomas X Date of Birth: May 12, 1998 Age: 6 years Parents: Mr and Mrs X Dates of Testing: June 23, 26, 2004 Clinician: Dr Z Thomas is a 6-year-old adopted Caucasian boy who has recently completed kindergarten His adoptive mother is Japanese American and his adoptive father is Caucasian Little is known about Thomas s biological parents who apparently were teenagers who felt ill-prepared to care for a child Thomas s parents chose to adopt due to infertility Thomas was born at 27 weeks gestation, three months premature Thomas s parents are seeking an evaluation of Thomas in order to assist them with a number of school-related decisions First, it is unclear whether Thomas is ready for first grade, primarily in light of explosive aggression at school.

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His mother reports that while shy and introverted during preschool, Thomas has been highly aggressive in kindergarten, hitting, pushing, and punching other children He is described as very active, bossy with other children, but bright and academically on track Psychological testing was requested in order to shed light on Thomas s social difficulties and determine an optimal educational program Tests and Procedures Administered: Wechsler Intelligence Scale for Children-IV (WISC-IV) Child Behavior Checklist (completed by his mother) Sentence Completion Test (Haak version) Child Depression Inventory Robert s Apperception Test Rorschach Projective Drawings Clinical Interview with Thomas mother Conversation with kindergarten teacher Conversation with educational consultant Interview Data: Thomas development is significant for behavioral rigidity and fixated interests Thomas mother describes him as having tremendous difficulty adapting to changes in plans, frequently prompting tantrums.

The microcells discussed here have a radial range of 1 km. One phenomenon is the Fresnel break point, which is illustrated in Figure 16.17. This gure illustrates that signal level varies with distance R as A/ Rn , where R is the distance to the receiver. For distances greater than 1 km, n is typically 3.5 to 4. The parameter A describes the effects of environmental features in a highly averaged manner (Ref. 18). Typical PCS radio paths can be of an LOS nature, particularly near the xed transmitter where n 2. Such paths may be down the street from the transmitter. The other types of paths are shadowed paths. One type of shadowed path is found in highly urbanized settings, where the signal may be re ected off high-rise buildings (see Figure 16.4). Another is found in more suburban areas, where buildings are often just two stories high. When a signal at 800 MHz is plotted versus R on a logarithmic scale, as in Figure 16.17, there are distinctly different slopes before and after the Fresnel break point. We call the break distance (from the transmit antenna) RB . This is the point for which the Fresnel ellipse about the direct ray just touches the ground. Such a model is illustrated in Figure 16.18. The distance RB is approximated by: RB

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