Atlanta University Center Robert W. Woodruff Library
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Alcohol and substance abuse in the workplace: family background variables in the prevention and treatment of drug addiction, 1993
Get PDFSynthesis of a cobaloxime model compound for a mechanistic study of the isomerization of methylmalonyl-coa to succinyl-coa synthesis of methylhydrogensuccinyl(pyridine)cobaloxime, 1980
Get PDFReduction of chloro(pyridine)cobaloxime with borohydride has produced cobaloximes which, when reacted with alkylating agents, has produced methyl- and butyl(pyridine)cobaloxime. Bromosuccinic anhydride has been synthesized from a-bromosuccinic acid, and reaction with cobaloxime^ has afforded no succinylanhydride-(pyridine)cobaloxime as expected, but produced only unalkylated pyridinatocobaloximes(III) The dimeric cobaloxime(II), [Co(DH)2^y]2' ^as been synthesized and subsequent reaction with bromosuccinic anhydride in methanol has yielded methylhydrogensuccinyl(pyridine)cobaloxime instead of the expected succinylanhydride(pyridine)cobaloxime. Monomethylmaleate has been produced by the photolysis of methylhydrogensuccinyl(pyridine)cobaloxime, and dimeric pyridinatocobaloxime(II) has been recovered upon thermolysis of the same compound. Synthesis of succinylanhydride(pyridine)cobaloxime has also been attempted by reacting cobaloxime(II) with bromosuccinic anhydride in ethanol and acetone, but the expected cobaloximes were not obtained, and the products were not identified
An index to the bulletin of Atlanta University for the period January, 1897 through December, 1900, 1962
Get PDFThe pre-sentence investigation: the beginning phase of probation treatment of offenders, 1961
Get PDFA comparison of teachers' attitudes toward merit pay and career ladders as performance incentives, 1986
Get PDFThe purpose of this study was to analyze teachers' preferences of performance incentives in Area I of the Atlanta Public School System focusing on two incentive pay plans--Merit Pay and the Career Ladder. Locale of the Study The locale of the study was Area I of the Atlanta Public School System in Atlanta, Georgia. Research Design The descriptive survey method of research was used, employing an opinionnaire to collect needed data. The researcher conducted a pilot study by distributing a sample opinionnaire to three teachers, one from each of the elementary, middle and secondary levels. After the pilot study was completed, the opinionnaire was finalized by the researcher for distribution to 300 classroom teachers composed of elementary, middle and secondary levels. Findings An examination of the responses made by the subjects yielded the follow major findings: 1. Respondents favored the Career Ladder approach over Merit Pay. 2. The Career Ladder will not have a negative effect on teacher morale. 3. Peer evaluators were not favored as a part of the evaluative process. 4. Respondents favored administrators and resource personnel as evaluators. 5. Respondents did not want to evaluate their peers. 6. Merit Pay will have a negative effect on teacher morale. 7. Merit Pay and the Career Ladder will attract young teachers. 8. Merit Pay will not work effectively and fairly. 9. Money used to implement incentive pay plans should be used to reduce class size. 10. Merit Pay and the Career Ladder will open the door to favoritism. 11. Teachers' pay should be based on performance. 12. Teachers should be rewarded for outstanding work. 13. Teachers receiving rewards will be motivated to continue their excellent work. 14. Teachers will not leave the profession as a result of the implementation of the Career Ladder or Merit Pay. Conclusions 1. Respondents preferred the Career Ladder as an acceptable incentive pay plan. 2. Respondents preferred that evaluations be performed by administrators and resource personnel. 3. Respondents felt that incentive pay plans are not likely to improve the quality of teaching. 4. Apart from the fact that teachers' years of experience were related to their attitudes toward Merit Pay, demographic variables were not related to teacher preferences. 5. The majority of teachers believed that pay should be based on performance. Implications 1. For school systems looking to establish an incentive pay plan, the Career Ladder appears to be a better option than Merit Pay. 2. Current evaluation practices are probably as effective as incentive plans. 3. The Career Ladder approach can work if the evaluation procedures are acceptable to evaluatees. 4. The Career Ladder approach is better than Merit Pay. 5. Current evaluation practices are in need of improvement. Recommendations The findings, conclusions, and implications warrant the following recommendations: 1. Any participating school system of the Career Ladder or Merit Pay approach should work out evaluation processes before implementing the plan. 2. Teachers should receive more praise for outstanding work. 3. An evaluation plan should be designed to alleviate a place for favoritism to be shown by the evaluator. 4. Involve classroom teachers in formulating the plan to be implemented. 5. Reasons should be identified for teachers' preferences of the Career Ladder as opposed to Merit Pay
Impact of the early education and extended day programs on the learning behavior level of students at the new Pryor street elementary school, 1977
Get PDFThis study was conducted to determine the learning behavior level of forty students enrolled in the Early Education and Extended Day Programs at the New Pryor Street Elementary School. Subjects: The subjects involved in this research study consisted of two groups. Twenty, five year old subjects who were enrolled in the Early Education and Extended Day programs comprised the experimental group. The control group consisted of twenty, five year old students who were enrolled only in the Kindergarten program. Procedures: The Cooperative Preschool Inventory was administered to the experimental and control groups as pre and post test measures to determine the learning behavior level of students. The experimental group received regular kindergarten instruction and Extended Day activities for a period of six months. The control group received regular kindergarten instruction for a period of six months. The pre and post test data were statistically analyzed. Analysis of Data: The analysis of data collected was computed using the 't' test to determine the significance of pre and post test measures of the experimental and control groups. The data collected were treated statistically by computing a 't' ratio and comparing it at the .05 level of confidence. Results/Conclusion: The 't' was found to be significant resulting in the rejection of null hypothesis. The students who were enrolled in the Early Education and Extended Day Programs showed statistical significant gains in their learning behavior level following Early Education and Extended Day experiences
An assessment of graduate students enrolled in the department of special education at Atlanta University: knowledge of public law 94-142 and two landmark cases by Linda Law, 1977
Get PDFFor many years, minority group children have been deprived of their rights to an equal education, by being placed in classes for the mentally retarded based on discriminatory procedures. Because the school systems have been so unresponsive to pleas for change made by the parents, the parents have turned to the courts. Suits have been brought against public schools for placing certain children in special classes for the mentally retarded. Through the courts parents are challenging the administration and. use of standardized test, placement procedures, and the effectiveness of the harmful impact of special class programming. In Hobsen V. Hansen (1967) Judge Skelly Wright held that 'tracking' system of educational placement in the Washington,D.C. Public School System was illegal since it was a violation of the equal protection clause of the United States Constitution. Judge Wright noted: The real tragedy of misjudgments about the disadvantaged students' abilities is, as described earlier, the likli-hood that the student will act out the judgment and confirm it by achieving only at the expected level. Indeed, it may be even worse than that, for there is stronger evidence that performance in fact decline . . . and while the tragedy of misjudgments can occur even under the best of circumstances, there is reason to believe that track system compounds the risk. The rapid growth of litigation that parents of minority group children have been increasingly dissatisfied with the criteria used to determine special class placement and with the level of educational programming their children receive after placement. The response to the Court order to prevent inappropriate placement and to remove children from special classes may result in dumping these children into regular classes without providing for their special needs. It is the responsibility of educators to devise special approaches and programs to assist such children within the regular class framework. The purpose of this study was to assess the amount of knowledge that special education students, enrolled in the Department of Special Education at Atlanta University in one of the following areas: Behavior Disorders, Learning Disabilities, Interrelated or Mental Retardation, had of Special Education laws and legislation. The following procedural steps were employed in this study: (1) Forty students enrolled in the Department of Special Education at Atlanta University were randomly selected for this study. (2) A ten-item multiple choice questionnaire was formulated to assess the participants' knowledge of Special Education laws and legislation. Sterling L. Ross, Henry G. DeYoung, and Julus S. Cohen, 'Confrontation: Special Education Placement and the Law,' Exceptional Children 38 (September 1971): 5-12
A sampling of the treatment of selected issues in the liberator from 1863 to 1865, 1984
Get PDFThis study consists of an examination of the Liberator from 1863 through 1865 for the purpose of ascertaining the paper's treatment of outstanding issues of that period. No attempt has been made to analyze all the articles on every issue. The issues selected are those related to the changing status of the slaves resulting from the Civil War. What did this abolitionist paper have to say concerning the role blacks should play as soldiers during the War? How would Garrison's paper evaluate the Emancipation Proclamation? What was its position on the care of the exslaves and the establishment of the Freedmen's Bureau? The Liberator reprinted articles from various newspapers and other sources which were both positive and negative regarding all of these issues. Garrison, the editor, who founded the abolitionist Liberator in 1831, continued his role as champion of rights for blacks. The primary source for this study was the Liberator, which was on microfilm at the Woodruff Library of the Atlanta University Center and at the library of Georgia State University. Numerous secondary sources on each of the issues were consulted for background information
In Georgia: an investigative study to determine the extent of involvement or participation of out-of-school agencies with public schools in Georgia, 1988
Get PDFThe literature illustrated that there were problems with public education in America, and many of them could be due to the lack of coordinated efforts between public education and the larger society. In a special address the the 1985 General Assembly, Governor Joe Frank Harris of Georgia stated that the state's public education system needed some fundamental changes, and one was a commitment from all Georgians. Chapter I Statement of the Problem The purpose of the research study was to determine the extent of involvement (a representative-voter who shared in the decisionmaking process) and participation (and informant who provided various kinds of resources) of out-of-school agencies with public schools in Georgia, in in-school activities (curriculum and instruction, pupil personnel services, special education for handicapped and gifted and talented), community work (internship, mentor participation, volunteer activities, and other programs), and student development (academic, social, emotional, and ethical growth), according to schools' demographic data. There were ten research questions that asked about the extent of involvement and participation of out-of-school agencies with public schools in Georgia according to schools' demographic data. The significance of the study was to determine the extent of involvement and participation of out-of-school agencies with public schools in Georgia, in in-school activities, community work, and student development, according to school type, school location, school race, school socio-economic status, school board policy, and adopt-a-school status. Chapter II Review of Research Literature A comprehensive review of the research literature cited research studies that demonstrated how involvement and participation of community resources were utilized by public schools in America and in other countries. Chapter III ^ Theoretical Framework Twelve assumptions presupposed that involvement and participation did exist between out-of-school agencies and public schools in Georgia. Therefore, the research investigation identified fourteen hypotheses: (1) eight hypothesized that there would be no significant difference between involvement and participation in in-school activities versus involvement and participation in community work according to schools' demographic data; (2) two hypothesized that there would be no significant difference between involvement and participation in in-school activities versus involvement and participation in student development as they related to parents according to schools' demographic data; (3) two hypothesized that there would be no significant difference among the out-of-school agencies with respect to their involvement and participation in in-school activities; and (4) two hypothesized that there would be no significant difference among the out-of-school agencies with respect to their involvement and participation in community work. The study was limited to the involvement and participation of elementary, middle, and senior high public schools in Georgia with out-of-school agencies as institutions of higher education, business and industry, community service organizations, and parents. Chapter IV ^ Research Methodology The research methodology included (1) a descriptive survey, (2) a sample of 535 selected public schools in Georgia which represented 1/3 of the survey population, (3) a random selection of 366 elementary schools, 89 middle schools, and 80 senior high schools, (4) a questionnaire which was validated by a pilot-study sample of 5 elementary schools, 5 middle schools, and 5 senior high schools, and (6) the procedure which consisted of an instrument packet to the sample schools that contained a letter of introduction, the questionnaire, and a stamped self-addressed mailer to return the data. Chapter V ^ Data Analysis Of the 535 sample schools, data was received from 216 schools (143 elementary, 45 middle, and 29 senior high); a response rate that represented 40%. The data analysis consisted of the 'analysis of variance' which allowed for the variables to be examined simultaneously to determine he extent of involvement and participation of out-of-school agencies with public schools in Georgia, in in-school activities, community work, and student development, according to schools' demographic data. In addition,of the Tukey Test for significance of difference and the Hotel lings T Test for reliability supported the findings. Chapter VI ^ Summaries, Discussions, and Recommendations The summaries and discussions which were derived from the hypothesized findings, the research questions, and other non-statistical findings concluded t at (1) out-of-school agencies needed to become more involved and more participative in in-school activities with public schools in Georgia; (2) out-of-school agencies needed to become more involved and more participative in community work with public schools in Georgia; (3) parents needed to become more involved in the emotional and ethical growth of students and more participative in the emotional and academic growth of students with public schools in Georgia; (4) school type, school location, and school socio-economic status needed to become additional factors with respect to involvement and participation of out-of-school agencies with public schools in Georgia; (5) elementary and senior high public schools needed to develop a school policy that addressed school-community relations; and (6) elementary, middle, and senior high public schools in Georgia needed to identify and solicit the involvement and participation of out-of-school agencies within school communities to assist with the development, implementation, and evaluation of adopt-a-school programs. The study concluded with four recommendations: (1) a state-wide policy from the Georgia Department of Education, that addressed school - community relations; (2) a system-wide policy from the local school systems, that addressed school-community relations; and (3) a school policy from elementary and middle and senior high schools, that addressed school-community relations with special attention to school demographic data. In addition, it was recommended that further study was needed to identify various kinds of adopt-a-school programs, and to determine the extent of involvement and participation of out-of-school agencies according to schools' demographic data
