African American Incarceration And The Advancement Of...

Today, in America there is a disproportionate amount of Black people incarcerated. There are discrepancies in everything from the education they receive to the jobs that are available to them. This growing trend needs to be addressed and changed permanently, otherwise already superfluous statistics will continue to increase. The National Association for the Advancement of Colored People (n.d.) declared that â€Å"One in six black men had been incarcerated as of 2001. If current trends continue, one in three black males born today can expect to spend time in prison during his lifetime.† African American incarceration has become an accepted norm in our society and in order to fix it we need to establish the lack of education, address workplace†¦show more content†¦Petrella (2012) also notes that â€Å"The school-to-prison pipeline disproportionally targets youth of color and youth with disabilities for incarceration, as school policies may isolate them from their peer groups through expulsion, suspension, ineffective retention policies, transfers and high-stakes testing requirements.† There is a direct connection between being African American and lack of education because of learning difficulties that are not being addressed or missing school because of suspension or expulsion. The perception of being doomed from the start can directly interfere with motivation and drive towards a better future. Nittle (n.d.) notes that â€Å"Racism in the United States would not have thrived if institutions hadn’t perpetuated discrimination.† The despair of defeat at an early age is hard to crawl out of, without the added pressure of race. Disparities show up in the workplace and not just in the education system. Nesbit (2015) states â€Å"In the workplace, black college graduates are twice as likely as whites to struggle to find jobs – the jobless rate for blacks has been double that of whites for decades.† This means that multiple difficulties stand in the way of the average Black person being successful. With few jobs available and when faced with the seemingly impossible pursuit of making a living, an instantaneous income can seem appealing. Instant money through illegal

Basics of Chemical Weapons and Warfare Agents

A chemical weapon utilizes a manufactured chemical to incapacitate, harm, or kill people. Strictly speaking, a chemical weapon relies on the physiological effects of a chemical, so agents used to produce smoke or flame⠁  Ã¢â‚¬â€as herbicides or for riot control⠁  Ã¢â‚¬â€are not considered chemical weapons. Certain chemical weapons can kill large numbers of people (as weapons of mass destruction), while others are designed to injure or terrorize people. In addition to having potentially horrific effects, chemical weapons are of great concern because they are cheaper and easier to manufacture and deliver than nuclear or biological weapons. Types of Weapons The earliest chemical weapon wasnt an esoteric chemical concoction. During World War I, chlorine gas  was used as a chemical weapon, released in massive clouds by the German army to cause lung damage and terror downwind of its release. Modern chemical weapons include the following types of agents: Choking agents (phosgene, chlorine)Blister agents (nitrogen mustard, lewisite)Nerve agents (tabun, sarin, VX) How Chemical Weapons Work Chemical agents may be released as tiny droplets, similar to the action of a bug bomb used to release insecticide. For a chemical weapon to cause harm, it must come in contact with the skin or mucous membranes, be inhaled, or be ingested. The activity of the chemical agent depends on its concentration. In other words, below a certain level of exposure, the agent wont kill. Below a certain level of exposure, the agent wont even cause harm. Protective Measures Because most dont have gas masks or atropine (an injectable used when exposed to nerve agents), the best defense against chemical weapons is being informed. Realistically, you wont be on a battlefield, and are more likely to encounter an accidental chemical spill than a chemical attack. Still, in any terror or military situation, chemical weapons are far likelier than nuclear or biological weapons. There are several steps that any member of the general public should take to limit your exposure and protect yourself in the event of chemical warfare. Stay Calm: Dont panic, and try to use common sense. Have a radio (with batteries) and keep up with the news. Pay attention to civil defense advisories and think before acting. Your best defense is to face the situation with a level head.Seek High Ground: Chemical agents are denser than air. They sink to low-lying areas and follow wind/weather patterns. Seek the highest story of a building or the top of a natural land formation.Seek Open Spaces or a Self-Contained Air Supply: From a terrorist perspective, a densely populated area is a better target than somewhere uncrowded. Therefore, the threat of a chemical attack is lessened in rural areas. It makes sense to isolate your air supply because most chemical agents disperse after a certain amount of time (a notable exception is VX, which is designed to persist). Avoided exposed is a good protective measure.Use Your Senses: How do you know if you have been exposed to a chemical agent? You may not be able to see or smell one. In pure form s, most chemical weapon agents are clear liquids. Impure chemicals may be yellowish liquids. Most are odorless and tasteless, but some have a slightly sweet or fruity smell. Skin irritation, respiratory distress, and gastrointestinal upset all may signal exposure to a chemical agent. However, if you dont die within minutes, you probably wont die at all. Therefore, if you believe you have been exposed to a chemical agent, seek medical attention as soon as you feel secure.

The Use Of Imagery In Macbeth - 1428 Words

Imagery is defined as a vehicle to represent objects, ideas, and actions using figurative language, in a way that appeals to our physical senses, Shakespeare was an expert at employing this technique in his works, with one of his most famous and renowned, Macbeth, using this device to perfection. Macbeth is a tragedy by William Shakespeare, illustrating the psychological effects of political ambition on those who seek power for its own sake. Shakespeare utilizes imagery numerous times throughout the play, prompting the audience to think and create mental pictures in their mind about important ideologies offered in the play. LIG ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬HT AND DARKNESS: Light and darkness imagery is common throughout many of Shakespeare s plays, usually†¦show more content†¦This is not the first time a light being put out represents the death of a character in Macbeth, with Banquo s torch also being snuffed out when he is brutally murdered. The torch actually provided the light for the murderers so they could see what they were doing, which emphasizes the light and darkness imagery which is so cleverly used throughout the play. Funnily enough, Lennox later mentions that the flames from his chimney were blown out, when asked to report on the evening of King Duncan s death. EIGHT KINGS VISION: Macbeth later on in the play visits the weird sisters, ordering them to inform him whether Banquo s heirs will become the future kings. The witches use their powers to conjure a vision displaying eight kings, with one of the eight holding a mirror that has a reflection of many more similar looking kings. Macbeth is alarmed because he comes to the realization that these are Banquo s heirs to the throne, meaning that Macbeth s sons won t become king. Macbeth is slowly driven toward madness as he continues to fear for his life and his kingship. An interesting aspect of the stage directions to note is that the last king holds two-fold balls and treble scepters (4.1.136). These balls are a direct reference to King James I of England (VI of Scotland), whose lineage is in fact traced back to Banquo. At James coronation ceremony, he held two balls, symbolizing England and Scotland. It s a cleverShow MoreRelatedUse of Imagery in Macbeth Essay1762 Words   |  8 Pages In the play Macbeth by William Shakespeare, imagery is used to set the tone of a passage, provide contrast and irony to scenes, and help to display character. Shakespeare applies the imagery of clothing, darkness, and blood in an exceptional manner to describe his play. Each one of these is an important symbol used throughout the play. They add to a complete understanding of a passage or the play as a whole. Clothing is used frequently as an image in Macbeth to help display Macbeth’s characterRead MoreUse of Imagery in the First Two Acts of Macbeth1585 Words   |  7 Pagesâ€Å"The Scottish Play†, or more known as â€Å"Macbeth† is a play set in medieval Scotland. It describes the life of Macbeth – a brave lord predicted by the witches to become the King of Scotland. Lady Macbeth, his wife powered by ambition influences Macbeth into committing a horrendous regicide. Imagery is used widely throughout the course of the play, creating a three-dimensional image of the actions, almost as if we were present. Shakespeare in â€Å"Macbeth† uses imagery to create a more detailed image and emphasizeRead MoreMacbeth864 Words   |  4 PagesImagery: The Work of the Imagination A picture may tell a thousand words, but an image is the product of imagination. In any piece of literature, imagery plays a significant role in illustrating the characters. In the play, Macbeth, written by William Shakespeare, the characters of Macbeth and Lady Macbeth are developed through the use of clothing, sleep, and blood imagery. Through the use of clothing imagery, Shakespeare exposes and develops the character of Macbeth. In the beginning, MacbethRead MoreEssay on Symbolic Meaning of Blood in Macbeth by William Shakespeare513 Words   |  3 PagesShakespeare, in his work Macbeth, uses many forms of imagery to grasp the attention of the audience. His particular use of blood imagery is highly prevalent in Macbeth, a play set during the tumultuous 11th century – a century filled with unrest and uneasiness (as seen in the unification of Scotland, and the famous Norman conquest of Britain in 1066). Shakespeare’s use of blood follows a circular motion; it begins as a representation of honour, and progresses into one of guilt, then evil and finallyRead MoreMacbeth’s Greed for Power Leads to his Inevitable Fate930 Words   |  4 Pages In Shakespeare’s Macbeth, the audience watches as Macbeth, a noble thane of Scotland, kills the King in his greed for power and eventually fate repays him with a horrible and violent downfall. The readers can see how Shakespeare uses the certain imagery to amplify his theme of how one’s drive and need for power leading to corruption. One can see this with Shakespeares use dark in the play, his use of blood, and finally through his use of unnatural elements and beings. The readers see throughoutRead MoreTheme Of Blood Imagery In Macbeth872 Words   |  4 Pages MACBETH’S FALL INTO EVIL Shakespeare uses imagery to show Macbeth’s fall into evil. Darkness is invariably associated with evil and to a certain extent deception. William Shakespeare employs the imagery of darkness throughout his play of Macbeth. He uses dark images often to describe instruments of disorder and the evils which characters portray. Macbeth is a tragedy that was written by Shakespeare in the Elizabethan Era. In Elizabethan England night air was said to be impure and rheumy and itRead MoreDarkness Imagery In Macbeth Essay899 Words   |  4 Pagesare the basic elements in William Shakespeares Macbeth. Macbeth is a tragedy which was written by Shakespeare in the Elizabethan Era. There was much use of Raphael Holinsheds Chronicles of England, Scotland, and Ireland as it was necessary for creating the environments and situations in the play. Macbeth takes place mainly in Scotland and is a play about an ambitious thane, named Macbeth, and his wife whose flaws lead to their demise. Since Macbe th is a tragedy, probably nothing else would be asRead MoreEssay on Images and Imagery in Macbeth939 Words   |  4 PagesImagery in Macbeth      Ã‚  Ã‚   Darkness, disorder, mayhem, fear, guilt, and hypocrisy are all important themes carried throughout William Shakespeares Macbeth by the effective use of imagery in reference to ill-fitting clothing, blood, and light verses dark. Imagery in this play tiptoes its way though every scene to create a malevolent atmosphere of shame and false pretenses.    The contrast between light and dark during Macbeth clearly relates to the conflict between good andRead MoreMacbeth - Imagery in Macbeth1331 Words   |  6 Pagess plays he uses many forms of imagery. Imagery, the art of making images, the products of imagination. In the play Macbeth Shakespeare applies the imagery of clothing, darkness and blood. (listed from least to most), Each detail is his imagery, it seems to contain an important symbol of the play. Symbols that the reader must understand if they are to interpret either the passage or the play as a whole. Within the play Macbeth the imagery of clothing portrays that Macbeth is seeking toRead More Darkness Imagery In Macbeth Essays909 Words   |  4 PagesDarkness Imagery in William Shakespeares Macbeth nbsp;nbsp;nbsp;nbsp;nbsp;Ambition and evil are the basic elements in William Shakespeare’s Macbeth. Macbeth is a tragedy which was written by Shakespeare in the Elizabethan Era. There was much use of Raphael Holinshed’s Chronicles of England, Scotland, and Ireland as it was necessary for creating the environments and situations in the play. Macbeth takes place mainly in Scotland and is a play about an ambitious thane, named Macbeth, and his

The United States Postal Service Vs. Theu.s. - 1110 Words

The United States Postal Service Versus the United States Army The United States (U.S.) Army and the United States Postal Service (USPS) are both great organizations to work for. The USPS delivers mail to virtually every household and business nearly every day. The USPS handbook states that the organization processes and delivers more than 167 billion pieces of mail, letters, cards, ads, bills payments, and packages every year (Sales and Associate Handbook 1-1). On the other hand, the Army’s mission is to support and defend the Constitution of the United States. The Army also helps with natural disasters, providing security for events. Both government occupations provide great benefits, job security, and little training. The two jobs are†¦show more content†¦Unlike the Army, the Unites States Postal Service does not provide any physical fitness guidance to employees nor does it require employees to conduct physical fitness training. Dennis Damp states in his book, Post Office Jobs, â€Å"Employees must be in suitable shape to co mplete tasks in a timely manner† (30). Damp also says, â€Å"Employees must collect and deliver mail and walk routes that require prolonged standing, walking, reaching, and have the ability to lift 70 pounds† (38). Employees are also required to carry a mail bag, weighing as much as thirty five pounds (Damp 38). The employees at both jobs may be injured or seriously hurt if not in suitable shape for the job, because they both require strenuous exercise. There are differences between the USPS and the Army, notably regarding the overall stress levels. When working for the USPS, the employees are faced with many stressors throughout the day. The Safety Talks Publication states, â€Å"Employees have the stress of delivering mail in a timely and efficient manner, while dealing with weather conditions, stray animals, and disgruntled customers† (256). According to the database, Promoting Sun Safety Among Letter Carriers, â€Å"Outdoor carriers have a higher chance of developing skin cancer because employees receive six to eight times more UVR† (559). The Field Accounting Procedures Handbook states,

My Goals For My Future Classroom - 1534 Words

My primary goals for my future classroom are to create a climate that is welcoming and accepting for my students. I want my students to learn acceptance in turn and welcome diversity and become culturally aware and culturally sensitive students. This course has enabled me to think practically and pragmatically about how I can create and model that culturally sensitive environment for my students. After spending this month reflecting on what cultural diversity and multiculturalism are and mean I have definitely come away with a greater understanding of the terms. To me cultural diversity means that there are multiple cultures that are present in a given community or environment. Multiculturalism means to me more so that that community coexists and thrives based off the presence of different cultural beliefs and systems. A definition of Multiculturalism that was presented in one our readings was: Multiculturalism is a system of beliefs and behaviors that recognizes and respects the presence of all diverse groups in an organization or society, acknowledges and values their socio-cultural differences, and encourages and enables their continued contribution within an inclusive cultural context which empowers all within the organization or society. (What Makes a School Multicultural? 2015) The key terms in this definition to pull out, for me, is the respect and that we value the differences. Without acceptance and inclusion in a multicultural setting, there is in fact, noShow MoreRelated The Personification of an Educator Essay1471 Words   |  6 Pagesthe teacher in the classroom. How a teacher functions within a classroom determines how students learn, what students learn, and how they apply that which they have learned. Therefore, because I am seeking a profession in the field of education, I think I must consider the nature of students, the nature of knowledge, the value of an education, the techniques that I will be using in my classroom, the curriculum, and my future goals as an educator because by doing so I improve my abilities and performanceRead MoreA Teacher s View On The Purpose Of Schooling989 Words   |  4 Pageskeep the focus on what your goals are as an educator and the way you plan to integrate those goals into your teaching. A statement of philoso phy begins with the educator s view on the purpose of schooling. In what ways are teachers going to challenge students to have high achievement standards? Along with goals for students, what are their responsibilities going to entail? These two questions play into the most significant focus of a teacher s philosophy: what is my role going to be as a teacherRead More Teaching Philosophy Statement Essay984 Words   |  4 Pagesevery teacher stand behind. The certain philosophy that one chooses provides the answers to many vital questions, such as the purpose of schooling, a teacher’s role, and what should be taught in the classroom. In schools today, I think that the majority of students do learn and accomplish their goals. I firmly believe that many students work hard to make good grades. The nature of these students is to their best in their classes. I also think that there are those few students who attend schoolRead More Nothing Compares to Teaching Essay823 Words   |  4 Pageswanted to do with my life. I would ask myself â€Å"If I could do anything I wanted to do for eight hours a day and get paid for it, what would I do?† After thinking about that question a couple of times the answer seemed perfectly clear. Spending my career devoted to children would be the most rewarding thing I could do with my life. There are many other jobs that revolve around children, but none that could compare to teaching. The most important goal in my classroom will be to ensureRead MoreEducation Is A Unique Experience For Every Child Who Enters A Classroom1086 Words   |  5 Pageshow small.† I believe education is a unique experience for every child who enters a classroom. Each child is unique and deserves a safe and secure classroom with a teacher full of passion for each child’s education. After classroom experience and observing many inspiring educators, I have created a personal philosophy that includes goals for my students, a method for enacting the goals, and assessing students’ goals to ensure proper development of each student. I have a desire to support each studentRead MoreReflection on Personal Goal for School Essay586 Words   |  3 Pagessemester, I have set three goals that I will be working towards to make improvements on. The first goal I set is to start an assignment the day that it is assigned so that I do not procrastinate. The second goal I h ave set for this semester is to be more organized with my materials. The last goal for this semester is to relieve my stress in a positive way. By working on these goals during the next couple of weeks, it will make my life a little less stressful. The first goal I need to work on is doingRead MoreClassroom Philosophies for Preparing for the Real World693 Words   |  3 PagesThe primary goal of an educator is to prepare students for the â€Å"real world†. By implementing key concepts of Glasser’s Choice Theory and Fay Funk’s Love and Logic theory, I believe this goal can become a reality in the classroom. When used together, these classroom management philosophies have the potential to benefit students in a variety of ways and engage them In learning. When utilized correctly, these strategies hold the promise of allowing teachers, like myself, to develop positiveRead MoreThe Eight Stages Of Psychosocial Development814 Words   |  4 Pagesunderstanding of how to effectively interact with my future students. This theory refines my ability to identify and gage my student’s unique psychological developmental progress. A deeper understanding of this enables me the ability to identify key develo pmental milestones and improve my lesson plans accordingly. I selected this theory because it provides me with the insight required to establish a bond of trust with each student in my classroom. Additionally, I selected this theory because it providesRead More Goals and Philosophy Essay1339 Words   |  6 PagesGoals and Philosophy A persons philosophy on education covers many different aspects. Such things that ones personal philosophy can contain are the purpose of education, methods one may use in education, and even the curriculum which may be taught. I feel that these three things are the most important for my personal philosophy and goals of education. The overall purpose of education is not only to teach students about the set curriculum, but also to teach themRead MoreMy First Goal Is A Delicate And Vulnerable Process923 Words   |  4 PagesI believe that every child brings unique talents, ideas, and perspectives to the classroom. As an educator, it is my job to help foster these distinctive attributes while also facilitating the emotional, social, physical, and intellectual growth of each and every student. Learning is a delicate and vulnerable process. To learn, one must make mistakes, reflect, and recognize both strengths and weaknesses. I firmly agree with Abraham Maslow’s humanism theory, which states that students will not be

Statistics assignment help

Abstract A data set of 216 children were taken from the study of 369 children who were examined for behaviors associated with attention deficit disorder. The data were collected on the children in second, fourth and fifth grades and subsequent academic performance was measured in ninth grade. The ninth grade records showed that children identified as showing attention deficit disorder behavior performed poorly in school, had lower IQ score and had poorer social adjustment. A subgroup to the sample set of 216 students who were favorably rated by their elementary school teachers showed better performance in academic areas as compared to the rest of the group. Seven-Year Followup of Behavior and Academic Performance of Attention Deficit Disordered Students Many research has been done on the field of attention deficit disorder. This research tries to predict the academic performance and behavior of the children identified by their teachers as showing attention deficit disorder syndrome. The research checks the chances of children showing the attention deficit disorder, repeating one or more grade, showing social adjustment problem and dropping out of high school. Also, the research checks on the chances of students who are rated more favorably by their teachers, of exceling in academic performance and having high IQ scores. This research is significant because it takes data of same students over the period of seven years. Though there is certain amount of subjectivity involved by the elementary teachers (Corners,1969), this subjectivity is nullified as different teachers rate the same people thrice, in grade two, grade four and grade five. Method Participants Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, Vermont. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed. Procedure All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade and consisted of sixstages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and three years post graduation. The first three assessments were collected via the childs current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216). Measures Gender. The gender of the child was collected via a questionnaire completed by the childs second grade teacher. Grade Repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade English Level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory. English Grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F. Social Adjustment Problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans. High School Dropout Status. Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation. ADD-like Behavior Score. ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each childs current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an average level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) report high reliability (Cronbachs alpha ranged from .93.96 across the three assessments), and good validity for the measure. Intelligence Quotient (IQ). IQ was assessed via a group administered Intelligence Test. Grade Point Average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0. Results Descriptive Statistics The data was segregated into three groups, Low, Normal and ADD (Attention Defeciet Disorder) based on the average ADD like behavior scores of the students. The 20th and 80th percentile of the ADD like behavior score were 42.8 and 62.0 respectively. The students falling to less than 20th percentile (ADD score less than 42.8) were put in Low group. The students falling in more than 80th (ADD score greater than 62) percentile were put in ADD group and the remaining were put in Normal group. Descriptive statistics for the variables used in this study are provided in Table 1 Table 1 Descriptive statistics of the variables Variables Mean Std. Deviation N Gender 1.4630 .49978 216 Repeated Grade? .0926 .29053 216 Social Adjustment .1157 .32066 216 Problems in 9th Grade? Dropped out of High .0926 .29053 216 School? IQ Score 102.3542 12.55762 216 GPA in 9th Grade 2.4386 .84507 216 Table 2 Academic and Behavioral Performance of the Three Groups Variables Groups Low Normal ADD General Data No. of students 43 131 42 Males (%) 37 52 78 Mean IQ 114.93 101.61 91.56 Repeated 1 or more grades (%) 2 5 25 9th Grade english level College preparatory (%) 40 9 0 General (%) 48 79 68 Remedial (%) 12 12 32 9th Grade english Grade F Grade (%) 0 1 4 D Grade (%) 0 8 30 C Grade (%) 23 44 30 B Grade (%) 51 37 28 A Grade (%) 26 10 8 Mean 9th Grade GPA 3.1 2.42 1.87 Social adjustments problem (%) 0 10 30 Dropped out of High school (%) 0 9 23 From the above table we can see that male percentage is relatively low in the Low group and the male percentage is high in ADD group. Students in Low group have tendency of taking college preparatory courses while remedial english is preffered by ADD group. Also A grade is secured by Low group compared to other groups and F grade by ADD group. Results for t Test The two groups Normal and ADDs mean were compared on grade repetition, social adjustment problem and dropped out of high school variables. As the equality of the variance of the groups were not certain, two-independent samples t test was conducted to check the following hypothesis. Null Hypothesis (H0): The mean of repetition of one or more grade of group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of repetition of one or more grade of group Normal and group ADD are different. From the Table 3 in the Appendix it can be seen that the F test of sample variances has a probability that is less than 0.05. Accordingly, H0 was rejected, and the t test based on the equal variances not assumed was used. The significance level 0.007 was less than significance level of 0.05. Therefore, null hypothesis of equal means was rejected. The mean of ADD group was much higher than that of Normal group, hence , we infer that the likelyhood of students repeatingone or more grade is higher for students belonging to ADD group as compared to the normal group. Null Hypothesis (H0): The mean of social adjustment problem of group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of social adjustment problem of group Normal and group ADD are different. From the Table 3 in the Appendix it can be seen that the F test of sample variances has a probability that is less than 0.05. Accordingly, H0 was rejected, and the t test based on the equal variances not assumed was used. The significance level 0.016 was less than significance level of 0.05. Therefore, null hypothesis of equal means was rejected. The mean of ADD group was much higher than that of Normal group, hence , we infer that the likelyhood of students facing social adjustment problems is higher for students belonging to ADD group as compared to the normal group. The result is in accordance with the research done by Lambert, Sandoval Sassone (1978) and Loney, Whaley Kosier (1981). Null Hypothesis (H0): The mean of dropped out of high school of group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of dropped out of high school of group Normal and group ADD are different. From the Table 3 in the Appendix it can be seen that the F test of sample variances has a probability that is less than 0.05. Accordingly, H0 was rejected, and the t test based on the equal variances not assumed was used. The significance level 0.063 was higher than the significance level of 0.05. Therefore, null hypothesis of equal means was not rejected. Hence it can not be inferred that students in ADD group have higher chances of dropping out of high school as compared to Normal group. Results for Analysis of Variance (ANOVA) One way ANOVA was used for the comparison of means of 9th grade GPA and the IQ score of Low, Normal and ADD group because the independent variable had more than 2 groups. Following hypothesis were tested using ANOVA. Null Hypothesis (H0): The mean of 9th grade GPA of group Low, group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of 9th grade GPA of group Low, group Normal and group ADD are different. From the Table 4 in the Appendix it can be seen that the critical value of F is 3 for degrees of freedom of 2 and 213, which is less than the calculated value of 29.72. Hence we reject the null hypothesis. Further the mean GPA of the group Low, Normal and ADD are 3.10, 2.42 and 1.87 respectively. Thus it can be inferred that the chances of student belonging to Low group scoring high GPA and students belonging to ADD group scoring relatively low GPA is high. Null Hypothesis (H0): The mean of IQ score of group Low, group Normal and group ADD is equal. Alternative Hypothesis (H1): The mean of IQ score of group Low, group Normal and group ADD are different. From the Table 4 in the Appendix it can be seen that the critical value of F is 3 for degrees of freedom of 2 and 213, which is less than the calculated value of 55.12. Hence, we reject the null hypothesis. Further the mean IQ score of the group Low, Normal and ADD are 114.93, 101.61 and 91.56 respectively. Thus it can be inferred that the chances of student belonging to Low group scoring high IQ and students belonging to ADD group scoring relatively low IQ is high. Table 3 One way ANOVA of IQ and GPA by Group Sum of Squares df Mean Square F Sig. IQ Score Between Groups 11563.512 2 5781.756 55.124 .000 Within Groups 22340.645 213 104.886 Total 33904.156 215 GPA in 9th Grade Between Groups 33.503 2 16.752 29.725 .000 Within Groups 120.037 213 .564 Total 153.540 215 Results for Correlation From Table 6 in Appendix, it was seen that high GPA had strong correlation with the IQ scores and dropping out of school at high school level had strong correlations with social adjustment problem. Discussion From the research findings we see that the chances of students showing attention defecit disorder syndrome is relatively higher as compared to the students showing normal beahvior in repeating a grade and showing social adjustment problem. Further striking difeerence was found between the ADD group and the Low group with respect to the IQ score and average GPA. This research shows that early identification of the attention deficit disorder behavior and steps taken to rectify the disorder can help the students to perform well in their future academic performance and socially acceptable behavior.

Reconstruction after the civil war Essay Example For Students

Reconstruction after the civil war Essay Reconstruction After the Civil War, the country needed to be fixed and rebuilt. A period of Reconstruction followed the war. However, with so many people gaining instant citizenship and for nowhere for them to go, it is easy to see that the rebuilding of the country was a failure. In the mid-1800s, the major source of income for the south was obviously cotton. This was done on small farms, but mostly on large plantations. The physical labor was done by slaves in many instances, and each slave was worth thousands and thousands of dollars. When the war ended and all the slaves were technically free, the southern economy went down the drain. Some of the slaves stayed on their own farms and were sharecroppers, but a lot of the farms and plantations lost all their workers, and were unable to make a living. This brought the South to an economic low that they had never seen with slavery. Also, during Reconstruction racism was not only increased, it was enforced as law. The Black Codes and the Jim Crow Laws really showed how, even though people wanted Blacks to be free, they didnt want them around and just didnt like them. Also, it was at this time that the Ku Klux Klan was formed. While African-Americans werent very disliked as slaves, as soon as they became real citizens and real humans, there was no one that liked them. During Reconstruction, the social behavior towards the blacks was horrible. While the country was recuperating from the war and starting a new system of government in the south, the social and economic life of the south was in turmoil. What the president should have done regarding the south is initially stopped racism and introduced the Freemen as an equal, not a second class citizen. .