Organizational, DS, GS, and depot maintenance manual (including repair parts list) : light target, surveying, u/w range pole, self illuminating, w/carrying case (military design), FSN 6675-612-1187.

"March 1966."

Operator and organizational maintenance manual for electro-optical target designator set AN/TVQ-2 (G/VLLD) (1260-01-046-2843) and G/VLLD M113A1 vehicle adapter (1260-01-082-4981).

Includes index.

Operator, organizational, DS and GS maintenance manual for Ballistic Aerial Target System (BATS).

Includes index.

Operator's manual for Multiple Integrated Laser Engagement System (MILES) indicator, simulator system, laser target interface device (LTID) (NSN 1265-01-221-9438).

"December 1989."

Organizational, direct support and general support maintenance repair parts and special tools list including depot maintenance repair parts and special tools for antenna-receiver-transmitter group, target ranging, trailer mounted AN/MPA-53, 1430-00-433-9143, improved Nike-Hercules Air Defense Guided Missile System.

Includes index.

DS and GS maintenance manual : target-tracking, target-ranging, and missile-tracking antenna-receiver-transmitter group and radar-test set group (NIKE-HERCULES and improved NIKE-HERCULES air defense guided missile system and NIKE-HERCULES anti-tactical ballistic missile system).

Includes index.

Operator's manual : radar target simulator group OH-36/GPN (NSN 5840-00-138-9974).

"June 1979."

DS, GS, and depot maintenance manual : simulator, radar target signal AN/TPA-7.

"3 February 1965."

Annual Report of Target Practice with Small Arms and 3-Inch Field Pieces and Boat Guns

Mode of access: Internet.

Children's self-talk and academic self-concepts: The impact of teachers' statements

Data were collected from 269 Australian primary school children in grades 3 to 7. Self-report questionnaires measuring students' perceptions of the frequency of positive and negative statements directed to them by their teacher, their positive and negative self-talk; and their reading, mathematics and learning self-concepts were administered. Positive statements made by teachers were found to be directly related to positive self-talk and to maths and learning self-concepts. Teachers' positive statements were also indirectly related to reading self-concept through positive self-talk. Negative statements made by teachers were not predictive of self-talk or self-concepts for the total sample but were predictive of maths self-concept for girls and negative self-talk for boys. Implications for teachers and educational psychologists are discussed.