The school in contemporary society

60 p. : ill.; 21 c

The Use Of Standardized Ability Tests In American Secondary Schools And Their Impact On Students, Teachers And Administrators

https://works.swarthmore.edu/alum-books/4215/thumbnail.jp

The Use Of Standardized Tests In Elementary Schools

https://works.swarthmore.edu/alum-books/4216/thumbnail.jp

The Search For Ability Standardized Testing In Social Perspective

https://works.swarthmore.edu/alum-books/4199/thumbnail.jp

The School In Contemporary Society

https://works.swarthmore.edu/alum-books/4198/thumbnail.jp

Engaging Minds: Motivation And Learning In America\u27s Schools

https://works.swarthmore.edu/alum-books/3866/thumbnail.jp

Handbook Of Socialization Theory And Research

https://works.swarthmore.edu/alum-books/3912/thumbnail.jp

Executive Summary Executive Summary

Studies of paranormal phenomena have nearly always been associated with controversy. Despite the controversy concerning their nature and existence, many individuals and organizations continue to be avidly interested in these phenomena. The intelligence community is no exception: beginning in the 1970s, it has conducted a program intended to investigate the application of one paranormal phenomenon—remote viewing, or the ability to describe locations one has not visited. Conceptually, remote viewing would seem to have tremendous potential utility for the intelligence community. Accordingly, a three-component program involving basic research, operations, and foreign assessment has been in place for some time. Prior to transferring this program to a new sponsoring organization within the intelligence community, a thorough program review was initiated. The part of the program review conducted by the American Institutes for Research (AIR), a nonprofit, private research organization, consisted of two main components. The first component was a review of the research program. The second component was a review of the operational application of the remote viewing phenomenon in intelligence gathering. Evaluation of the foreign assessment component of the program was not within the scope of the present effort