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We report a measurement of two energy-weighted gamma cascade angular distributions from polarized slow neutron capture on the ${}^{35}$Cl nucleus, one parity-odd correlation proportional to $\vec{s_{n}} \cdot \vec{k_{\gamma}}$ and one parity-even correlation proportional to $\vec{s_{n}} \cdot \vec{k_{n}} \times \vec{k_{\gamma}}$. A parity violating asymmetry can appear in this reaction due to the weak nucleon-nucleon (NN) interaction which mixes opposite parity S and P-wave levels in the excited compound $^{36}$Cl nucleus formed upon slow neutron capture. If parity-violating (PV) and parity-conserving (PC) terms both exist, the measured differential cross section can be related to them via $\frac{d\sigma}{d\Omega}\propto1+A_{\gamma, PV}\cos\theta+A_{\gamma,PC}\sin\theta$. The PV and PC asymmetries for energy-weighted gamma cascade angular distributions for polarized slow neutron capture on $^{35}$Cl averaged over the neutron energies from 2.27~meV to 9.53~meV were measured to be $A_{\gamma,PV}=(-23.9\pm0.7)\times 10^{-6}$ and $A_{\gamma,PC}=(0.1\pm0.7)\times 10^{-6}$. These results are consistent with previous experimental results. Systematic errors were quantified and shown to be small compared to the statistical error. These asymmetries in the angular distributions of the gamma rays emitted from the capture of polarized neutrons in $^{35}$Cl were used to verify the operation and data analysis procedures for the NPDGamma experiment which measured the parity-odd asymmetry in the angular distribution of gammas from polarized slow neutron capture on protons.

We report the first observation of the parity-violating 2.2 MeV gamma-ray asymmetry $A^{np}_\gamma$ in neutron-proton capture using polarized cold neutrons incident on a liquid parahydrogen target at the Spallation Neutron Source at Oak Ridge National Laboratory. $A^{np}_\gamma$ isolates the $\Delta I=1$, \mbox{$^{3}S_{1}\rightarrow {^{3}P_{1}}$} component of the weak nucleon-nucleon interaction, which is dominated by pion exchange and can be directly related to a single coupling constant in either the DDH meson exchange model or pionless EFT. We measured $A^{np}_\gamma = [-3.0 \pm 1.4 (stat) \pm 0.2 (sys)]\times 10^{-8}$, which implies a DDH weak $\pi NN$ coupling of $h_{\pi}^{1} = [2.6 \pm 1.2(stat) \pm 0.2(sys)] \times 10^{-7}$ and a pionless EFT constant of $C^{^{3}S_{1}\rightarrow ^{3}P_{1}}/C_{0}=[-7.4 \pm 3.5 (stat) \pm 0.5 (sys)] \times 10^{-11}$ MeV$^{-1}$. We describe the experiment, data analysis, systematic uncertainties, and the implications of the result., Comment: 6 pages, 5 figures

We report the first observation of the parity-violating 2.2 MeV gamma-ray asymmetry $A^{np}_��$ in neutron-proton capture using polarized cold neutrons incident on a liquid parahydrogen target at the Spallation Neutron Source at Oak Ridge National Laboratory. $A^{np}_��$ isolates the $��I=1$, \mbox{$^{3}S_{1}\rightarrow {^{3}P_{1}}$} component of the weak nucleon-nucleon interaction, which is dominated by pion exchange and can be directly related to a single coupling constant in either the DDH meson exchange model or pionless EFT. We measured $A^{np}_��= [-3.0 \pm 1.4 (stat) \pm 0.2 (sys)]\times 10^{-8}$, which implies a DDH weak $��NN$ coupling of $h_��^{1} = [2.6 \pm 1.2(stat) \pm 0.2(sys)] \times 10^{-7}$ and a pionless EFT constant of $C^{^{3}S_{1}\rightarrow ^{3}P_{1}}/C_{0}=[-7.4 \pm 3.5 (stat) \pm 0.5 (sys)] \times 10^{-11}$ MeV$^{-1}$. We describe the experiment, data analysis, systematic uncertainties, and the implications of the result., 6 pages, 5 figures

Early detection of loneliness in children, especially children with special needs who are at greater risk for loneliness, is crucial for planning appropriate interventions. A review of studies regarding the assessment of loneliness in children reveals the Childrens Loneliness Scale (CLS) is commonly used in other cultures whereas information about the use of CLS in Turkish culture, especially on children with special needs, is very limited. This study investigates the psychometric properties of CLS on a group of 4th and 5th graders with and without special needs in inclusive classrooms. The study group consists of 554 typically developing students and 151 students with special needs, a total of 705 students whose ages range from 9 to 13. Exploratory factor analysis (EFA) was conducted to examine the construct validity of the CLS and revealed that the scale has a unidimensional structure. The validity of this unidimensional construct was confirmed using confirmatory factor analysis (CFA). Discriminant validity of the CLS was examined using the criterion group method and a significant difference was found between the loneliness scores of students with special needs and those without special needs. Internal consistency and test-retest reliability analyses were conducted in order to determine the reliability of the CLS. Results showed that the CLS has high internal reliability and provides stability in measurements. In general, the findings of this study indicated that the CLS is a valid and reliable instrument for assessing the loneliness levels of students with and without special needs attending 4th and 5th grade inclusive classrooms.

This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem behaviors in predicting the loneliness levels of SEN students. The study group comprised 272 students (4th and 5th graders) attending inclusive elementary classrooms. A total of 140 were SEN and 132 were non-SEN students. The Social Skills and the Problem Behaviors Scales of the Social Skills Rating System-Teacher Form (SSRS-TF), the Children's Loneliness Scale (CLS), and the Piers-Harris Children's Self-Concept Scale (PHCSCS) were used as data collection tools. The findings showed that the self-concepts, social skills, problem behaviors, and loneliness levels of the SEN students were significantly different than those of the non-SEN students. It was also found that self-concept and social skills were significant predictors of the loneliness levels of SEN students. The findings were discussed regarding the related literature and the inclusive practices in Turkey.

Peeracceptance is considered crucial to gain positive outcomes for young childrenwith disabilities in inclusive early childhood education. The purpose of this qualitative case study is toinvestigate peer acceptance of young children with mild intellectualdisabilities (ID) in inclusive early childhood programs. Through a purposeful samplingtechnique, three children with ID and their 51 typically developing classmateswere included in the study. Data were gathered through semi-structuredinterviews with the classmates and the content was analyzed. Differences inpeer acceptance were evident across three cases: one was socially accepted, onewas socially rejected, and third was socially “controversial”, that is, he wasboth accepted and rejected. While good social skills of children with ID wereclosely related to the peer acceptance, social skill deficits and problembehaviors were related to the peer rejection. Therefore, well-designedpractices that promote social competence in inclusive early childhoodclassrooms are needed to enhance the social interactions and peer acceptance ofyoung children with disabilities., Yetersizliğiolan çocukların okulöncesi kaynaştırma eğitiminden olumlu kazanımlar eldeedebilmelerinde akran kabulü oldukça önemlidir. Bu betimsel çalışmasının amacı,okulöncesi kaynaştırma ortamlarındaki hafif zihinsel yetersizliğe (ZY) sahipçocukların akran kabulünü incelemektir. Çalışmaya, amaçlı örneklem yöntemiylebelirlenen ZY olan üç çocuk ile aynı sınıflardaki normal gelişim gösteren (NG) 51çocuk katılmıştır. Yarı yapılandırılmışgörüşme yoluyla NG çocuklardan elde edilen veriler içerik analizi ile çözümlenmiştir.Bulgular, ZY çocuklardan birisinin akranlarından kabul gördüğüne, birisininreddedildiğine, diğerinin sosyal kabulünün ise “ihtilaflı” olduğuna, yani hemkabul hem de red gördüğüne işaret etmiştir. Bu çocuklarda sosyal becerileringelişmiş olması akran kabulüyle ilişkiliyken, sosyal beceri yetersizlikleri veproblem davranışlar ise akran reddiyle ilişkili görünmektedir. Çalışmanınbulguları, okulöncesi kaynaştırma sınıflarında akran ilişkilerini ve sosyalkabulü arttırmak üzere özel gereksinimli çocukların sosyal yeterliklerinigeliştirmeye yönelik iyi düzenlenmiş programların gerekliliğini desteklemektedir.&nbsp

The applicability of the Age and Stages Questionnaires: Social Emotional (ASQ-SE; J. Squires, D. Bricker & E. Twombly, 2003) for Turkish children was examined. A total of 608 mothers completed the ASQ-SE's. Overall sensitivity and overall specificity were 83.7% and 89.9%, respectively. Test-retest reliability, assessed by classifying children as "at risk" or "not at risk" for social-emotional development, was 87%. The interrater reliability between mothers' and teachers' classifications was 83.6%. The results revealed that the psychometric properties of the ASQ-SE in Turkish children are comparable to those reported in Squires et al. Low levels of mothers' education, but not of the family income, were found to be linked to social-emotional problems. In the light of the findings it is concluded that the ASQ-SE can be utilized to screen the social emotional competencies and problems of Turkish children and to identify various risk and protective factors that affect social emotional development.

The majority of eligible children cannot access early intervention services in Turkey, often because they are not assessed. The authors adapted the Ages and Stages Questionnaires (ASQ) for Turkish children ages 3 to 72 months. Study participants consisted of 375 children who were classified as at risk for developmental delays, 564 children considered not at risk for developmental delays (both groups according to standardized assessments), and 39 children with known disabilities. The ROC analyses indicated that a two-domain criterion for classification would be used to classify children as at risk, unlike the original ASQ, which had a one-domain classification. The sensitivity, specificity, positive predictive value, and negative predictive value of ASQ were .94, .85, .97, and .75, respectively. Test-retest and interrater reliabilities calculated as overall percentage agreements were found to be 82% and 87%, respectively. The results demonstrated that the ASQ could be used to screen Turkish children who are at risk for developmental delays.

We report new measurements of inclusive pion production from frozen-spin HD for polarized photon beams covering the Delta(1232) resonance. These provide data simultaneously on both H and D with nearly complete angular distributions of the spin-difference cross sections entering the Gerasimov-Drell-Hearn (GDH) sum rule. Recent results from Mainz and Bonn exceed the GDH prediction for the proton by 22 microbarns, suggesting as yet unmeasured high-energy components. Our pi0 data reveal a different angular dependence than assumed in Mainz analyses and integrate to a value that is 18 microbarns lower, suggesting a more rapid convergence. Our results for deuterium are somewhat lower than published data, considerably more precise and generally lower than available calculations., Comment: 4 pages, 4 figures. Submitted for publication in Physical Review Letters

The polarized and tagged Graal gamma‐ray beam is obtained by backward Compton scattering of laser light on the high‐energy electrons circulating in the ESRF storage ring. This technique, first developed for the Ladon beam on the storage ring Adone at LNF [1], provides gamma‐ray beams with linear or circular polarizations close to one and well known. The Graal beam covers the energy region between 600 and 1500 MeV thus allowing the study of baryon resonances up to an energy of 1916 MeV, in large part by precision measurements of beam polarization asymmetries in meson photoproduction on the nucleons.

Objective: The present study aimed to evaluate the psychometric properties of the Parental Bonding Instrument (PBI) for Turkish university students. Method: A total of 336 (% 61.5) female and 211 (%38.5) male students attending Ankara and Pamukkale Universities participated in the study. The mean age of the participants is 21.55 (SD=1.65) with a range of 18-26. The construct validity is examined by exploratory factor analysis; the criterion related validity is assessed by examining the correlation of the PBI with two instruments namely "The Parental Attitude Research Instrument (PART)" and "The Parenting Style Inventory (PSI)". The reliability of the PBI was assessed by Cronbach's Alpha, test-retest and split-half reliability statistics. Results: The factor analysis for Turkish university students yielded two factor solutions for both parents as original PBI. Nevertheless the items related to the controlling behaviors are loaded on the care factor instead of the overprotection as found by Parker et. al. (1979). Thus these two factors are named as care/control and overprotection subscales. Additionaly, PBI is found to demonstrate generally a high level of correlations with PART and PSI supporting criterion-related validity. Finally, the reliability studies of the PBI demonstrated that it is a highly reliable scale and showed stability for a period of three weeks interval. Conclusion: The psychometric properties of the PBI is found to be satisfactory and could be used to assess parental attachment. It is suggested that further studies may illuminate the clinical value of the PBI and quantify parental contribution to psychopathology. C1 Ankara U Ilkogretim, Ankara, Turkey. Pamukkale U, Psikol Danisma Rehberl Denizli, Denizli, Turkey.