Relative deprivation-based discontent was postulated to be a function of "referent cognitions" about the outcomes available if a procedure had not been changed. Given a change in procedures, a "high-referent" condition exists when the old procedure would have yielded outcomes better than the new one, whereas a "lowreferent" condition consists of outcomes from the old procedure that are no better than those from the new procedure. It was hypothesized that although discontent should generally be greater under high-referent conditions than under low-referent conditions, this tendency would be qualified by the extent to which justifications are given for the change in procedures. Specifically, the hypothesized differences in discontent should be evident only when inadequate justifications are given and should not be evident when sufficiently extensive procedural justifications are given. This prediction was confirmed in an experiment in which subjects were led to believe that a change in the scoring procedure had made them the losers in a competition for a desirable reward.
The synthesis of a phosphorus(III) compound bearing a N,N-bis(3,5-di-tert-butyl-2-phenoxy)amide ligand is reported. This species has been found to react with ammonia and water, activating the E–H bonds in both substrates by formal oxidative addition to afford the corresponding phosphorus(V) compounds. In the case of water, both O–H bonds can be activated, splitting the molecule into its constituent elements. To our knowledge, this is the first example of a compound based on main group elements that sequentially activates water in this manner.
The Individualized Education Program (IEP) has been the cornerstone of special education since the Education for All Handicapped Children Act became law in 1975. We begin this article by examining the relationship between the IEP and a free, appropriate public education. Then we discuss the IEP process and highlight the procedural changes and new requirements mandated by the Individuals with Disabilities Education Act Amendments of 1997. Next, we present information from a number of due process hearings and cases that have involved IEPs to illustrate mistakes school districts often make that can result in rulings against a district. Finally, we provide guidelines to assist schools with developing legally correct and educationally appropriate IEPs.
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