LEADER 02218oam 2200505 450 001 9910707329003321 005 20160727085446.0 035 $a(CKB)5470000002464230 035 $a(OCoLC)889601074 035 $a(EXLCZ)995470000002464230 100 $a20140829d1992 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPrecious- and base-metal mineralization in the west-central Vermillion district, portions of St. Louis, Lake, and Cook counties, northeastern Minnesota /$fby Henry V. Alminas, John B. McHugh, and E.C. Perry, Jr. ; field work done in cooperation with the Minnesota Geological Survey 210 1$a[Reston, Va.] :$cU.S. Department of the Interior, U.S. Geological Survey,$d1992. 210 2$a[Washington, D.C.] :$cUnited States Government Printing Office. 215 $a1 online resource (iv, 37 pages, 2 pages of plates) $cillustrations, map 225 1 $aU.S. Geological Survey Bulletin ;$v1984 300 $aTitle from title screen (viewed Aug. 20, 2014). 320 $aIncludes bibliographical references. 517 3 $aPrecious and base metal mineralization in the west-central Vermilion District, portions of St. Louis, Lake, and Cook counties, northeastern Minnesota 606 $aGeology$zMinnesota$zVermillion Region 606 $aMines and mineral resources$zMinnesota$zVermillion Region 606 $aOre deposits$zMinnesota$zVermillion Region 606 $aPrecious metals$zMinnesota$zVermillion Region 615 0$aGeology 615 0$aMines and mineral resources 615 0$aOre deposits 615 0$aPrecious metals 700 $aAlminas$b Henry V.$f1938-$01389782 702 $aMcHugh$b John B. 702 $aPerry$b Eugene C.$f1933- 712 02$aGeological Survey (U.S.), 712 02$aMinnesota Geological Survey. 801 0$bCOP 801 1$bCOP 801 2$bOCLCO 801 2$bGPO 906 $aBOOK 912 $a9910707329003321 996 $aPrecious- and base-metal mineralization in the west-central Vermillion district, portions of St. Louis, Lake, and Cook counties, northeastern Minnesota$93441786 997 $aUNINA LEADER 05805nam 2200769Ia 450 001 9910970550103321 005 20251117092832.0 010 $a1-136-23679-1 010 $a0-203-10175-8 010 $a1-283-85232-2 010 $a1-136-23680-5 024 7 $a10.4324/9780203101759 035 $a(CKB)2670000000308319 035 $a(EBL)1075348 035 $a(OCoLC)821176335 035 $a(SSID)ssj0000783877 035 $a(PQKBManifestationID)11428756 035 $a(PQKBTitleCode)TC0000783877 035 $a(PQKBWorkID)10760898 035 $a(PQKB)11575524 035 $a(MiAaPQ)EBC1075348 035 $a(MiAaPQ)EBC3423982 035 $a(Au-PeEL)EBL1075348 035 $a(CaPaEBR)ebr10631012 035 $a(CaONFJC)MIL416482 035 $a(OCoLC)819379230 035 $a(Au-PeEL)EBL3423982 035 $a(OCoLC)1086526205 035 $a(FINmELB)ELB137553 035 $a(EXLCZ)992670000000308319 100 $a20120315d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aObserving children in their natural worlds $ea methodological primer /$fAnthony D. Pellegrini ; with John Hoch and Frank J. Symons 205 $a3rd ed. 210 $aNew York $cPsychology Press$d2013 210 1$aNew York :$cPsychology Press,$d2013. 215 $a1 online resource (333 p.) 300 $aDescription based upon print version of record. 311 08$a1-84872-957-X 311 08$a1-84872-958-8 320 $aIncludes bibliographical references and indexes. 327 $aCover; OBSERVING CHILDREN IN THEIR NATURAL WORLDS; Title Page; Copyright Page; Table of Contents; List of Figures and Tables; About the Author; Preface to the Third Edition; Chapter 1 The "Whys" and "Whens" of Observational Methods; Good Descriptions: Or, Maximizing Reliability and Validity; "Mere Description"?; Using Observational Methods in Educational, Child, and Developmental Psychology; Summary and a Preview of What Follows; Some Things to Think About; Chapter 2 Science, Psychology, and Research; What is Science?; Scientific Inquiry; Summary; What Scientific Psychology is Not 327 $aWhat are the Goals of Psychological Research?Science as Experiment; Conclusion; Some Things to Think About; Chapter 3 Ethics in Research; What's Ethical and Unethical Behavior Fraud?; Social Responsibility and Scientific Fraud; Authorship, Plagiarism/Self-Plagiarism, and "Salami Science"; Research Data Management; Conclusion; Some Things to Think About; Chapter 4 Choosing a Perspective: Qualitative-Insider/Quantitative-Outsider Distinctions; Naturalistic Study: Individuals in Context; Transaction Between Individuals and Context; Basic Differences: The Etic-Emic Contrast 327 $aThe Outsider Perspective: EthologyThe Emic Case: Ethnography; Conclusion; Some Things to Think About; Chapter 5 Asking the Research Question: Implications for Design and Specification in Observational Research; Clear Questions and Hypotheses; The Laboratory or the Field?; Observer Bias; Replication; Conclusion; Some Things to Think About; Chapter 6 Initial Considerations: Entering the Field, Looking Around, and Refining the Plan; Taking the First Steps into the Field; Becoming Familiar with Infra-Structural Personnel; Conclusion; Some Things to Think About; Chapter 7 Coming Up With Categories 327 $aCategory Choice/Formation as a Theoretical ActA Sad Tale of Inappropriate Borrowing (with apologies to Beatrix Potter); From Questions to Categories; The Specific Category System; Two Examples of Category System Development; Measuring Categories; Conclusion; Some Things to Think About; Chapter 8 Measuring Behavior and Rules for Sampling and Recording; Measuring Behavior; Rules to Live by: Sampling and Recording Behavior; Recording Rules; Conclusion; Some Things to Think About; Chapter 9 Reliability; Reliability, Error, and Consistency; Sources of Variation 327 $aEstimating Reliability, and Reliability CoefficientsIntra- and Inter-Observer Reliability: Determining It; Intra-Observer Reliability; Inter-Observer Reliability; Conclusion; Some Things to Think About; Chapter 10 Validity; Types of Validity; Content Validity; Criterion-Related Validity; Construct Validity; Validity: Molar and Molecular Categories; Threats to Validity of Observational Scores; Validity in Experimental Design; Conclusion; Some Things to Think About; Chapter 11 Indirect Observational Methods; Why and When to Use Indirect Methods; Diaries; Rating Scales 327 $aRemote/Spot Sampling Using Telephones and Audiorecorders 330 $aThis book shows readers how to conduct observational methods, research tools used to describe and explain behaviors as they unfold in everyday settings. The book now uses both an evolutionary and a cultural perspective. The methods presented are drawn from psychology, education, family studies, sociology, and anthropology, but the author's primary focus is on children in school, family, and social settings. Readers learn how to make observations in real contexts to help them create a verbal picture of behaviors they see. The importance of considering reliability and validity factors while t 606 $aChild psychology$xResearch$xMethodology 606 $aObservation (Psychology) 615 0$aChild psychology$xResearch$xMethodology. 615 0$aObservation (Psychology) 676 $a155.407/23 700 $aPellegrini$b Anthony D$0157637 701 $aHoch$b John$f1971-$01880496 701 $aSymons$b Frank James$f1967-$01880497 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910970550103321 996 $aObserving children in their natural worlds$94494488 997 $aUNINA