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Self-esteem analysis of AIDS support group members and non-support group members, 1990
Get PDFThe objective of this study was to examine the impact of a support group on the self-esteem of AIDS patients. To accomplish this objective, an AIDS support group and non-support group were studied. A convenience sampling technique was used. The participants consisted of twenty-four males. In the support group there were 5 blacks and 7 whites, and in the non-support group there were 12 whites. A modified self-esteem instrument adopted from the Research Issues 12 Handbook was administered to both groups. To test for the difference in self-esteem between the groups, a t-test was employed. The result of the t-test analysis showed t = 1.38, dif =22, P < .181. with these results, the null hypothesis was accepted. The study did not find any statistical significant difference between the support group and non-support group with reference to their self-esteem
The adsorption and decomposition of dimethyl methylphosphonate fdmmp on reactive adsorbents, 2007
Get PDFThe adsorption and decomposition of DMMP on various cerium oxide samples have shown that 20% ceria on alumina was the most active adsorbent. DMMP dosing experiments on this adsorbent were performed, showing that methanol and dimethyl ether were formed through competitive processes involving surface bound methoxy groups. Methanol was formed by the reaction of DMMP with surface methoxy groups, whereas the reaction between two surface methoxy groups resulted in the formation of dimethyl ether. A colorimetric method was developed that characterized DMMP decomposition. The incorporation of ozone as a coreactant with DMMP in the reaction with 10wt% iron oxide on alumina converted approximately 2.7 times more adsorbed DMMP to gas phase products in the form of carbon dioxide and carbon monoxide as compared to the amount of methanol and dimethyl ether formed without ozone. The increased activity is due to the conversion of surface methanol to carbon dioxide and the recycling of surface sites
A survey of the attitudes and practices of a selected group of school principals as they relate to school libraries, 1962
Get PDFCertain trends in mental retardation from 1961-1965 as reported in the American Journal of Mental Deficiency, 1966
Get PDFThe effect of black consciousness and black identity on the self-concept of black elementary school children, 1980
Get PDFThe purpose of this exploratory investigation was to analyze the effects of the dimensions of Black consciousness and identity on the self-concepts of Black sixth elementary school children and their all Black educators in traditional schools compared to Black sixth grade elementary school children and their Black and white educators in non-traditional schools. In addition, the study attempted to determine if there were any differences in the way which the two groups perceived themselves from a perspective. Methods and Procedures This study uses the descriptive survey method and the anthropological field method. The study is ejc post facto in that it is aimed at discovering the relations and interactions among sociological, psychological and educational variables in real social structures" (Kerlinger, 1973, p. 37 9). Observations and interviews were employed using specific questions taken from the two instruments designed for this study by the researcher. The descriptive questionnaires: Educators' Self-Identity Questionnaire (ESIQ) and Self-Identity Student Questionnaire (SISQ) were administered to the select subjects of educators and sixth grade students in Chicago, Illinois, and Gary, Indiana, schools. All students in this sampling were asked to draw self-portraits so that the in�vestigator could establish evidence of how they perceived themselves physically and whether or not Black consciousness had any effect on their self-concepts. The samples investigated consisted of 2.13 traditional school students enrolled in one Catholic and four public schools, and 91 non-traditional school students. The non- traditional schools included two Catholic schools and one independent Black Nationalist school. There was a total of 26 educators, 17 in the traditional schools and 9 non-traditional school educators. Eleven null hypotheses were tested to determine if Black consciousness, Black identity, education for Black history/ culture awareness, and family expectations affect the development of the Black self-concept. The Statistical Package for the Social Sciences(SPSS) was used to compute the data derived from the questionnaires. These hypotheses were tested by analysis of variance to show the differences between groups. For further statistical treatment, Pearson's Product- Moment Correlation Coefficient was employed to show significant differences between correlation coefficients, if there were any. In these comparisons z and t ratios were used to show significant differences. All statistics were inter-preted at the .05 level of significance. Four questions that are related to the research were posed and were included in the discussion which is based on the findings and conclusions of this study. Findings The self-portrait section presented interpretational problems not anticipated in the original design of this study; these problems indicated a need to employ standard criteria for judging the portraits that would enhance the replication of the study. The interpretative guide used in this study relied upon the degree to which the following components were presented in each drawing: Broad facial features, afro or curly hair styles, skin coloration, or how closely the portrait resembled the actual subject. The self-portraits and observations revealed that 54 percent of the traditional school students (N=213) drew themselves paradoxically different from the way they looked. In every instance the non-traditional school students drew themselves more as they really looked. The reader is cautioned in drawing conclusions from these data, or attempting broad generalizations. The interviews and observations showed differences be�tween the two groups of students. Some traditional school students evidenced low negative racial self-concept in that they did not find it a pleasant experience to be Black in an urban ghetto. The same students frequently expressed feelings that reflected a lack of parental communication regarding Black awareness. Non-traditional school students spoke positively about family expectations and education towards their Afrikan heritage. They also evidenced strong ties to Afrikan cultural influences through hair styles and dress attire. Educators showed fewer differences in their levels of Black consciousness than did the students, but the differences were important. The greatest difference between non-traditional and traditional educators was in respect to the relationship between Black identity and self-concept. Non-traditional school educators in this study, as opposed to traditional school educators, believed that these factors are inextricably related. There were no significant differences between students on any of the components in traditional and non-traditional schools with respect to the independent variables sex and age. The independent variable, school, revealed a statistically significant difference in the direction of non-traditional school students on all components except Black Identity, thus rejecting the null hypothesis for this component. The hypothesis for the component, Family Expectations, was not supported by the data on the independent variables, school and education of parents. On this component, there was a significant statistical difference favoring non-traditional school students in what their families expect of them regarding Black awareness and education from a historical perspective. The hypothesis for the statistical correlations for students was supported for all paired factors between the two groups except the paired variables of self-concept and education for Black history/ culture, which rejected this hypothesis in favor of traditional school students
A descriptive study of the relationship between alcohol consumption and the felt perception of contributory peer influence among African American college students, 1998
Get PDFThis study examined the relationship between alcohol consumption patterns and the felt perception of contributory peer influence among African American college students. A correlational research design was utilized in this study to examine whether there was a significant relationship between alcohol consumption and the felt perception of contributory peer influence. The instrument used to collect data was a self- administered survey with a total of 39 questions focusing on drinking behaviors, perception of peer influence, and demographic information. The sample population consisted of 42 students enrolled in either Clark Atlanta University, Morehouse College, Spelman College, Morris Brown College, or the Interdenominational Theological Seminary located in Atlanta, Georgia. The findings indicated that 78.6 percent of the respondents drank alcohol in the last year and 64.3 percent considered themselves as light drinkers. The conclusions drawn from the study demonstrated that there is a significant statistical relationship between alcohol consumption patterns and peer influence
A study of the effectiveness of Lee Canter's assertive discipline model in terms of discipline referrals in selected schools, 1995
Get PDFThis study sought to determine if there is a difference in the number of discipline referrals in schools where the entire staff was trained and where selected individuals were trained on the implementation of the Lee Canter's Assertive Discipline Model. Three null hypotheses were tested using the t-test for independent samples. The analysis indicated that there was no significant difference in the number of discipline referrals coming from experienced and beginning teachers who were trained on the assertive discipline model. Further, the analysis indicated that there was no significant difference in the number of discipline referrals coming from teachers trained on the Lee Canter's Assertive Discipline Approach and teachers who were not trained on this approach. Also, there was no significant difference based on grade level targeted. It is recommended that the study be replicated using larger samples in more diverse areas
