Foraging methods and habitats used by downy, hairy, pileated, red-bellied, and red-headed woodpeckers, and common flickers were studied in southwestern Virginia during the breeding season, post-breeding season, and winter. The food resource used by the six species was partitioned by species' use of different macro-habitats (forest structure), micro-habitats (positions within trees), and foraging methods. Differences in foraging behaviors of male and female downy and hairy woodpeckers were also detected. Seasonal changes in foraging methods of woodpeckers were observed. Downy, hairy, and pileated woodpeckers used subcambial foraging methods to a greater extent in the winter than in the breeding and post-breeding seasons. This was probably a response to the location of prey items at different seasons. Food items were apparently more superficially available during the breeding and post-breeding season than in the winter. Red-headed woodpeckers responded to the winter food shortage by feeding on acorns collected and stored in the previous season. Many of the common flickers avoided winter shortages by migrating out of the area as the population density of flickers was greatly reduced in the winter from the levels present in the breeding and post-breeding seasons. It is suggested that bill and body size of downy, hairy, and pileated woodpeckers may be related more to the depth to which each species penetrates trees when foraging rather than to prey or food size as has been suggested in other species. Downy, hairy, and pileated woodpeckers showed varied responses to changing resource availability in their breadths of foraging methods and micro-habitat used. Predicted changes in breadth indicate that breadth should increase as the food resource becomes less dense, and decrease as the resource becomes more dense, Downy woodpeckers were the only species to fit the predicted response pattern for all aspects of foraging behavior examined. Pileated woodpeckers decreased in breadth of foraging methods and micro-habitats used during the winter. Net overlap between downy and hairy, and downy and pileated woodpeckers decreased in the winter from what it had been during the post-breeding season. Overlap between hairy and pileated woodpeckers, however, increased in all three aspects of foraging behavior examined suggesting the possibility that some unused "ecological space" existed between these two species allowing their foraging behaviors to become more similar in the winter. It is suggested that changes in overlap were the result of competition in the past. Pressures causing differences in foraging methods between sexes may be greater than those between species for the groups examined. Overlap of foraging methods in species pair comparisons of the downy, hairy, and pileated woodpeckers was greater than that between sexes of downy and hairy woodpeckers. / Ph. D.

Poultry manure was applied (half plowed down in Fall, half disked in Spring) at the rates of 27, 54, 85 and 110 MT/ha/yr to field plots of Davidson clay loam soil in Virginia. Both fertilized and unfertilized control plots were included and maize was grown on all plots. After 5 years, changes in the soil were investigated, primarily in the upper 36 cm. The heavily manured plots held more moisture, especially in spring, than the controls. However, high levels of soluble salts (2,000 - 4,000 ppm) caused severe osmotic moisture stress in the maize throughout the summer on the 54-110 MT/ha plots. High levels of NH₄-N (800 ppm) and NO₂-N (60 ppm) were measured in the soil in spring. Poor emergence and high seedling mortality reduced maize grain yields from 120 Q/ha (controls) to 43 Q/ha (110 MT poultry manure). Within the two types of controls, no response to N or K was observed after 5 years without any additions of these nutrients. Soil organic matter at 110 MT poultry manure/ha was over 7% in spring, 1976; but declined to 5.4% by November. The controls had a relatively constant 2.6 - 3.2% organic matter. Bulk density of the manured soil averaged from 0.97 to 0. 78 g/cm³ as compared to 1.07 to 1.14 g/cc in the controls. Water stable aggregation was increased by the manure from 73-76% in the controls to 94% in the 57 and 85 MT/ha plots. The increased aggregation was entirely in the 5-8 mm and 2-5 nnn sizes. Faunal activity caused the seasonal development of a very open surface structure with many vesicular pores and earthworm channels. Manure plowed down in Fall caused a plowsole layer, inhibiting downward water movement and exhibited water repellency in spring and early summer. At these times saturated infiltration rates were greatly reduced, but in November infiltration rate on the 110 MT/ha plots was near 10 times (57 cm/ha) that on the controls. Effects on the soil biology were pronounced but complex. The most probable numbers of Nitrosomonas sp. were 100 times higher on the manured plots in spring. Nitrobacter sp. numbers were less affected by manure. Soil respiration in samples taken in November evolved 0.02 mg C day⁻¹ g⁻¹ for the controls and increased with manure rate up to 0.101 mg C day⁻¹g⁻¹ , but dropped off to 0.069 mg C day⁻¹g⁻¹ at the highest manure rate. Disappearance of maize leaf pieces from litter bags buried in September was initially retarded on the manured plots. This effect was greatest in the large mesh bags. Disappearance of leaf pieces was generally greater in the 1.0 and 7.0 mm mesh bags than in the 0.02 and 0.1 mm meshes, indicating a significant contribution by the meso- and macrofauna. Arthropods were extracted from soil samples taken in May, July, September and November. The manure plots were characterized by high numbers (3.8 x 10⁶ arthropods/m²) and low species diversity as measured by Simpson’s C. Acarid mites indigenous to the manure accounted for over 90% of the arthropods in the manured plots and heavily contaminated the populations of the control plots. Diversity increased and numbers declined during the summer. Correlations of between and among arthropod taxa and soil properties were investigated. / Ph. D.

Purpose of the Study The purpose of this study was to investigate, analyze and classify court decisions as they related to the question of the legal liability of science teachers and school districts for injuries or deaths resulting from student involvement in laboratory, classroom or classroom-related science activities. Research Methods and Sources of Data An extensive search of all cases in point which have been decided by appellate court jurisdiction was made. The American Digest System provided a bibliography of cases and the entire opinions were read as they appeared in the National Reporter System. Other legal aides useful in the study were the American Law Reports, Corpus Juris Secundum, American Jurisprudence and Shepards' Citations. The primary cases were briefed and then identified according to principles, issues and elements illustrated. The results were then studied and similar items grouped together. Other cases were cited in order to strengthen points or to clarify issues and principles of law. Findings The relationship and involvement of a science teacher and school district in a tort claim is dependent on the laws in effect in the state or the absence thereof. In accord with this and on the basis of the appellate court decisions presented in this study, the following conclusions may be justified with respect to the tort liability of school districts, of school officers, of agents and employees, as it relates to student injuries sustained in science or science-related school activities. School Districts and Boards of Education School districts or other authorities in charge of public schools may be liable for personal injuries to pupils resulting from negligence in failing to: (1) supervise or to properly supervise the conduct or activities of pupils under their control, (2) exercise ordinary prudence in keeping dangerous instrumentalities from pupils except under close supervision, (3) use reasonable care in keeping and distributing materials which are potentially dangerous in themselves or in combination, (4) hire suitable teachers, (5) properly govern, supervise and regulate the activities of its personnel, (6) provide proper and safe instrumentalities. Science Teachers Science teachers may be held liable for their acts or failure to act under a variety of circumstances. Laboratory instructors are particularly vulnerable because of the potentially dangerous instrumentalities involved. Science teachers may be liable in tort if they: (1) fail to explain basic procedures, (2) fail to warn students of possible danger, (3) require students to perform acts which might jeopardize personal safety, (4) fail to reasonably foresee and anticipate events which might injure students, (5) fail to exercise reasonable care in providing and labeling dangerous materials, (6) improperly instruct and supervise the selection, compounding and handling of ingredients used in certain experiments, (7) limit instructions regarding dangerous experiments to the handing-out of textbooks only, (8) leave the classroom or laboratory while potentially dangerous activities are being performed, (9) allow students to perform activities in the absence of safe and proper equipment, (10) fail to insist that students use the proper safeguards. / ED. D.

Purpose of the Study The primary purpose of the study was to develop a procedure for evaluating pre-service training programs for VISTA trainees. Secondary purposes of the study were to: 1. Identify the training styles of a group of VISTA trainers in Region II. 2. Determine the success of several groups of VISTA trainees in reaching the desired training objectives. 3. Determine whether the training style of the VISTA trainers affected the success of the VISTA trainees in reaching the desired training objectives. 4. Compare the VISTA_ trainers' perceptions of their training style with a team of expert observers' judgment of the training style. of the VISTA trainers. Methodology The data were collected in January 1976 in New York City and Buffalo, New York. Six VISTA trainers and fifty-seven VISTA trainees participated in the study. Each VISTA trainer was video taped delivering a two hour training session on communications to VISTA trainees in small groups. Pre-tests were administered to the trainees before the training and post-tests were administered to the trainees after the training session to determine the number of trainees who were successful in reaching the desired training objectives. A characteristic profile was established on each VISTA trainer and trainee by requesting them to complete a characteristic profile form. At the conclusion of the training session, VISTA trainers were asked to identify their training style using the guidelines of the Modified Cheffers Adaptation or Flanders lnteraction Analysis System (MCAFIAS). The MCAFIAS was a modification of the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). A team of expert observers was trained in the use of the MCAFIAS. The expert observers identified the training styles of the.VISTA trainers by analyzing the training style of each VISTA trainer in the two hour video taped training session, using the guidelines of MCAFIAS. Findings Research Question One: Are there differences in the training styles of VISTA trainers? The team of expert observers identified five different training styles of the six VISTA trainers. They were the high indirective, moderate indirective, low indirective, low directive, and nondirective. Research Question Two: How successful are VISTA trainees in reaching title desired objectives in training classes? The results of the pre-test administered to each group of VISTA trainees before the training session and the post-test-after the training session indicated that thirty-five out of fifty-seven VISTA trainees (61.4 percent) were successful in reaching the desired objectives. Research Question Three: Does the training style of the VISTA trainers affect the success of the VISTA trainees in reaching the desired objectives? The comparison between the training style of the VISTA trainer identified by the team of expert observers and the percentages of trainees successful in reaching the desired training. objectives indicated that the non-directive, low directive, and high indirective training styles were the least effective training styles. The low indirective training style was moderately effective. The most effective was the moderate indirective training style. Research Question Four: Is there a difference between the trainer's perception of his training style and the judgment of a team of expert observers' of his style? The comparison between the trainers' perception of their training styles and the team of expert observers' judgment of training style of the trainers indicated that five of six VISTA trainers' perceptions of their training styles were different from the team of expert observers' judgment of their training styles. Conclusions 1. Some VISTA trainers and trainees object to participating in research studies. 2. Most of ·the training styles of the VISTA trainers fell into one of the indirective training styles. 3. VISTA trainees are being given the kind of learning experience that enables them to reach the desired training objectives as outlined by VISTA managers and executives. 4. The training style of the VISTA trainers affects the success of the VISTA trainees in.reaching the.desired training objectives. 5. The VISTA trainer's ethnic background and education have little effect on the success of the trainees in reaching 'the desired training objectives since the most effective trainers had a group different from their own ethnic background 6. Most VISTA trainers are unable to identify their own training styles. 7. The high indirective training style is perceived by m:ost trainers as the most desirable training style. / Ed. D.

The problem of this research study was to ascertain the answer to the following question: What are the degrees of divergence or congruence between the perceptions of the instructional leadership behavior of the elementary school principal as held by elementary school principals and elementary school teachers in school divisions which have varying contractual arrangements. The Instructional Leadership Behavior Questionnaire (ILBQ), designed by the researcher, was used to measure certain instructional leadership behaviors of elementary school principals. Elementary school principals' self-opinions, as well as the opinions of their full-time teaching faculty were obtained on 76 items contained in two equal parts (actual behavior and ideal behavior) of the instrument. Statistical significant differences were noted through the Two-Way ANOVA procedure when the combined perceptions of the elementary school principals and elementary school teachers in school divisions with collective negotiated master contracts were compared with the combined perceptions of elementary school principals and elementary school teachers in school divisions with no contractual arrangements. Each of the twelve subtests (six for actual behavior and six for ideal behavior) registered a statistical significant difference (p < .05) for this main effect. Further analysis of this main effect by employing the independent t-test on the cell means indicated that statistical significant differences were apparent on each of the twelve subtests among the two teacher groups. It was then concluded that the main effect's statistical significant differences were attributed to the statistical significant differences among the teacher groups. Therefore, based upon the research, the data was not such to reject ten of the twelve sub-hypotheses. The null hypothesis put forth in this study that no significant differences exist in the perceptions held by elementary school principals governed by collective negotiated master contracts, elementary school principals governed by no contractual arrangements, elementary school teachers governed by collective negotiated master contracts, and elementary school teachers governed by no contractual arrangements with respect to the instructional leadership behavior of the elementary school principal, therefore, was rejected in part. The research findings indicate that behavior definitions that were perhaps different under collective negotiated arrangements might lead to the inference that the contractual arrangement does serve as a variable in defining the behavior of the elementary school principal. Conclusions based on the results of the study, recommendations for further study and the implications of the study are also included. / ED. D.

On August 12, 1971, the Federal District Court for the Eastern District of Virginia, in response to a suit filed by black residents of the city of Newport News, Virginia, handed down a plan of school desegregation for the city public school system which represented a significant departure from the city's then operating plan. The influences shaping the August 12, 1971 plan over a seventeen-year span of time, beginning with the May 17, 1954, U.S. Supreme Court's Brown I decision and concluding with the August 12, 1971, court-adopted plan, were examined. The factors determined to have influenced the final shape of the Newport News plan were described. From the data sources, five issues were identified which influenced the course of events in Newport News for the time period studied. Issues were initially identified through a search of public documents, and causal factor categories were established by content analysis. The first factor identified was the Federal policy comprised of U.S. Supreme Court decisions and acts of Congress. In effect, such policies established the parameter for change at the local level. As the policy evolved from Brown I to the Civil Rights Act of 1964, and finally to Swann, the parameter narrowed, and Federal guidelines became more exacting in their demands. These demands involved the locality in three school desegregation suits and compliance enforcement proceedings with HEW. Federal policy decisions were always cautious to leave the details of policy implementation to the Federal district judge because of his proximity to local conditions. The second issue, Commonwealth of Virginia school desegregation policy, varied over the seventeen-year period, at first resisting and conflicting with the Federal position on the matter and eventually giving way to the Federal policy. During the later stages of the school desegregation process, the Commonwealth of Virginia was not directly involved in the local desegregation process. At the local level, three issues prevailed as major influences of the events and issues that characterized the seventeen-year period. The School Board's policies toward school facility construction and location and concomitant black citizen dissatisfaction with the policies were a major determinant of the course of events in Newport News. The School Board's pupil assignment policies were the source of black citizen pressure for desegregation change in the city. During the time studied, the pupil assignment policies were gradually relaxed, and racial mixing occurred in the schools. The school desegregation process at various stages was complicated by circumstances peculiar to the locality which interacted with Federal policy to mitigate its intent upon implementation. The third local issue, the influence of the Federal District Court for the Eastern District of Virginia was found to be significant because of Judge Walter E. Hoffman's interpretation of higher court policy. His recognition of the unique local circumstances helped to shape the final plan. Major actors, persons determined from the literature search and from the interviews to have participated in events leading to the court-adopted plan, were interviewed to cross validate and further enrich the study. Final analysis and interpretation of the data were made by the researcher based upon his understanding of the events and issues and their relationship to the problem of the study. The five causal factors or issues were concluded to have been key determinants in the city of Newport News school desegregation process, each having varying degrees of influence at different stages of the seventeen-year process and varying influence on the August 12, 1971 court-adopted plan. Federal government policy was determined to be the most important determinant of the final plan. The plan was the product of school desegregation decisions handed down by the U.S. Supreme Court between 1968 and 1971. During the same period, the Department of HEW, pursuant to the Civil Rights Act of 1964, influenced the course of events in Newport News by involving the city school system in compliance enforcement proceedings. The Commonwealth of Virginia policies were the least important with regard to the final plan but exerted major influence over the Newport News process between 1956 and 1959. The Federal District Court for the Eastern District of Virginia was found to have exerted major influence over the seventeen-year school desegregation process as well as on the August 12, 1971 court-adopted plan. Local School Board pupil assignment and school construction policies were important in the final shape of the court-adopted plan and exerted major influence over the events that characterized the Newport News school desegregation process. The local circumstances of the cities of Warwick and Newport News consolidation and the concomitant size, shape, and housing patterns were factors that influenced the seventeen-year process and final desegregation plan. / Ed. D.

Three nonparametric control chart procedures are developed. The procedures are designed to detect any shift in the median of a sequence of observations from a specified control value. The first two procedures require that groups of g ≥ 1 observations be made sequentially on the output of the process. Then the Wilcoxon signed-ranks of the observations are computed within each group separately. The Wilcoxon signed-rank statistic SR_ig for the i^th group is computed as the sum of the signed ranks of the th g observations in the i^th group. One of the two procedures employs a cumulative sum control chart-type stopping rule and it signals indicating a shift in the median of the process at the first n for which Σ_i=1ⁿ (SR_ig - k) - min_0≤m≤n Σ_i=1^m (SR_ig - k) ≥ h, where k ≥ 0 and h > 0 are parameters of the procedures, and where Σ<sub>i=1⁰ ≡ 0. The other procedure employs a linear barrier-type stopping rule and it signals at the first n for which Σ_i=1ⁿ (SR_ig & (-a, a), where a > 0 is a parameter of the procedure. Based on the fact that { Σ_i=1ⁿ (SR_ig ; n = 1, 2, ...} forms a discrete time Markov chain, a method for determining the exact properties (average run lengths) of the procedures was developed. The third procedure is proposed for situations where single observations, rather than grouped observations, are made on the output of the process. The procedure requires that an integer M > 1 be fixed apriori and the rank of an observation be computed only with respect to the preceding (M-1) observations. The procedure employs the sum of the signed ranks as a test statistic and a cumulative sum control chart-type stopping rule. It was not possible to determine the exact properties of the procedure through a Markov chain approach. All the proposed procedures are simple to apply in practice since they require little effort in computing the ranks of the observations. Their application does not require that the distribution or the variance of the observations be known. Several comparisons of the proposed procedures were made with other parametric control chart procedures. For normal observations and when a small shift in the mean is considered, there is indication that the proposed procedures perform nearly as good as the parametric procedures. For double exponential observations, some of the proposed nonparametric procedures perform better than the parametric procedures when a small shift in the mean is considered. / Ph. D.

The purpose of this study was to synthesize, for the use of others, the pertinent legal requirements for the business management operations of West Virginia county boards of education. The study was undertaken by the researcher to help fill a void in the policy formulation process for West Virginia boards of education. Since many school districts do not have adequate staff, or funds budgeted to hire such staff or competent legal assistance to participate in the policy-making process, this study serves as a point of departure in the initial policy process. All policies of boards of education need to be legally referenced in order that the day-to-day school operations can be maintained in a manner which will be consistent with the requirements of law, the courts, and the appropriate regulatory agencies and officials. The need for such legal reference materials categorized as to topic was attested to by the State Superintendent of Schools, the West Virginia School Boards Association, the Southern Region School Boards Research and Training Center, and by the vast majority of all of the county superintendents who administer the state's public school system. In order to accomplish the objective set forth above, it was necessary to read, analyze and categorize all data appropriate to the study. This was done by researching the pertinent elements of the Constitution of the United States, and the Constitution of the State of West Virginia; the West Virginia Code, 1931 as amended; court decisions of the Supreme Court of the United States, the Circuit Court of Appeals for the Fourth Circuit, the federal district courts of the northern and southern districts of West Virginia, and the West Virginia Supreme Court of Appeals; opinions rendered by the State Attorney General which affect public education; the interpretations of school law as issued by the State Superintendent of Schools; and, the policies, rules, and regulations of the State Board of Education. Due to the large number of cases reported in the courts of jurisdiction set out above, it was necessary to consult. the systems of court digests currently available. Cases appropriately referenced for West Virginia educational problems in the area of school business management were researched and briefed in order to ascertain their relevance to the topic of the study. The West Virginia code was researched for the references pertaining to education, and the policy manual of the state education agency was analyzed. The published and unpublished opinions of the Attorney General, and the interpretations of the State Superintendent of Schools were read and categorized. Once appropriately categorized as to policy topic, the above data was then synthesized into reference materials which board of education members and their district administrators can refer to in their policymaking process. Due to the constant threat that court actions might be brought against today's educational leaders, it is extremely important that boards of education adopt statements of policy which are consistent with today's legal standards. This study, while not rendering legal advice or assistance, is designed to reference for its readers legal precedents affecting West Virginia's educational systems covering the business management areas of financial operations, bonding, site acquisition, building and grounds management, community use of school facilities, properties disposal procedures, purchasing, student transportation, liability and insurance, and food services. / Ed. D.

Grading operations in highway corridors disturb the natural vegetation and land contours, thereby causing erosion and pollution. Minimizing erosion is predicated on the principle of maximizing water infiltration to reduce massive runoff of water. This depends on grading and soil preparation methods, augmented temporarily by mulches, but perfected by developing a vegetative cover quickly. The speed of developing a vegetative cover and shifts in plant biota to persistent covers depend on grading and subsoil preparation, soil amendments, mulches, and specially designed seed mix:tures for seeding at various seasons. The management of these factors, through plant succession, results in persistent vegetative covers of legumes like crownvetch (Coronilla varia L.) or sericea (Lespedeza cuneata G. Don.), requiring little or no mowing or fertilizer maintenance. In difficult environments or in adverse seeding seasons, multi-step seeding and fertilization is usually required. Erosion from slopes with sparse grassy vegetative covers in highway corridors can be minimized or eliminated by overseeding with persistent legumes and the application of needed soil amendments. Topsoiling is not needed nor recommended on properly graded subsoil materials with adequate lime and fertilization, especially when the final botanical component is a persistent legume. Soil moisture was higher and temperatures lower for rough graded subsoil as compared to roughened topsoil, providing a more favorable microenvironment for plant growth with subsoils. Stands and vegetative covers were similar, although weed growth on topsoil materials was more severe than on subsoils. Roughened topsoil or subsoil surfaces sharply enhanced growth and vegetative cover as compared to the smooth topsoil or glazed subsoil. This was attributed to better infiltration and higher soil moisture, allied with improved bulk density and porosity. Twelve species of grasses and legumes were grouped into three categories according to total emergence. Perennial (Lolium perenne L.) and annual (L. multiflorum Lam.) ryegrasses, German millet (Setaria italica L.), redtop (Agrostis alba L.), and Abruzzi rye (Secale cereale L.) had the highest rate and total seedling emergence with maximum emergence obtained by day 6 under favorable moisture conditions. Crownvetch at 21 C, creeping red fescue (Festuca rubra L.), Kentucky bluegrass (Poa pratenses L.), Kentucky 31 fescue (Festuca arundinacea Schreb.), and weeping lovegrass (Eragrostis curvula Schrad. Nees.) at both temperatures. had intermediate rates and total emergence with maximum emergence obtained by day 8. Crownvetch at 28 C and sericea and common bermudagrass (Cynodon dactylon L.) at both temperatures had the slowest rates and least emergence, obtaining maximum emergence between days 10 and 13. / Ph. D.

The central problem of this investigation was to determine the effectiveness of group counseling, group-individual counseling, and individual counseling, on changes in self-perceptions of high school sophomores (boys and girls) of low-economic background, The subjects were selected for the study on the basis of information gathered from free lunch forms that were submitted by parents when the subjects were in the ninth grade, The criteria used was that disseminated as federal guidelines to local governments for identifying low-economic students, A 2 by 4 factorial (Treatment and Sex) with multiple dependent variables was the experimental design for this study, The original sample consisted of forty students who were randomly assigned to four groups; however, during the study twelve students were lost, The four groups were assigned randomly, with the male/female ratio being controlled (five males and five females per group), for treatment with Group 1 receiving client-centered group counseling, with Group 2 receiving client-centered group-individual counseling (alternated weekly), with Group 3 receiving client-centered individual counseling, and with Group 4 as the control group that received no treatment. The students in the experimental groups met once a week for counseling sessions of one hour for eleven ses.ions. The counselor had a master's degree in counseling and two years experience as a high school counselor. He has had courses in group practices and procedures and the experience as counselor and co-facilitator of several structured and unstructured groups. The counseling style used was client-centered as understood by the investigator. A post-hock evaluation of audio-taped counseling sessions revealed a number of counselor variations from what is considered appropriate for counselor behavior in client-centered counseling. To measure changes in self-perception, the Personal Orientation Inventory (POI) was administered in September, 1975, before counseling began, and in December, 1975, when counseling was concluded. The results for the Personal Orientation Inventory (POI) were analyzed with the multivariate analysis of covariance. The four groups were compared with respect to possible differences among the groups at the time of the pretest and at the time of the posttest. It was found that the four groups did not differ significantly from one another. However, the pretest and posttest mean scores for selfregard and self-acceptance indicated that group counseling tended to facilitate positive changes in the self-perceptions of male subjects, and individual counseling tended to facilitate positive changes in the self-perceptions of female subjects. Overall, the results of this study failed to refute the null hypotheses that there would be no statistically significant differences between the control group and the experimental groups that received client-centered group counseling, client-centered group-individual' counseling (alternated weekly), and client-centered individual counseling on the following variables: (1) selfperception, (2) self-regard, and (3) self-acceptance. / ED. D.