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An examination of factors associated with the achievement of middle school African-American males in mathematics, 2018
Get PDFThis study examines factors that impact the achievement of middle school African-American males in mathematics on the Georgia Milestones Math End of Grade (EOG) test. Achievement in the middle school seventh and eighth grade math classroom, including, instructional strategies, peer affiliation, discipline, academic motivation, and school culture. Sixty students, 60 parents, and 8 teachers were survey participants in this quantitative study. The analysis of the independent variable having the greatest impact on academic achievement is school culture, based on teachers perceptions. The findings of this study determined that there is a statistically significant relationship between peer affiliation, instructional strategies, and discipline. KEY TERMS: Factors, associated, Black, male, achievement, middle, Secondary Educatio
Electronic structures of two different azido complexes of the 5,7,7,12,14,14-hexamethyl-I,4,8,11-TE TRAA zacyclote trade canenichel(II) ion, 1977
Get PDFThe electronic structures of the complex dimer, 5.7.7.12.14.14-hexamethyl-l,4,8,11-tetraazacyclotetra-decanenickel(II)-y-diazido-5,7,7,12,14,14-hexamethyl-1,4,8,11-tetraazacyclotetradecanenickel(II) ion, ([(Ni(tet-b)N3)2]^+), and the diazido complex, diazido-5.7.7.12.14.14-hexamethyl-l,4,8,11-tetraazacyclotetrade-canenickel (II), ( [Ni( tet-a) (Ng^] ), have been studied. Spectroscopic and crystal field data of the two azido complexes are presented. Energies of the d-d transition and charge transfer bands were also determined. An attempt to show the generation of nitrene intermediate by the photolysis of [(Ni(tet-b)N3)2]^+ ion was unsuccessful
A follow-up study of ten industrial cases admitted to Flint-Goodridge Hospital in New Orleans, Louisiana from January 2, 1949 through April 5, 1949, studied approximately one year after discharge, 1950
No full textMorris Brown College Catalog 1898-1899
No full textThe Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the Council on Library and Information Resources (CLIR) in supporting the processing and digitization of a number of historic collections as part of the project: Our Story: Digitizing Publications and Photographs of the Historically Black Atlanta University Center Institutions
The factors which contribute to the inadequacy of welfare reforms and welfare program of the past, 1982
Get PDFCircular Dichroism studies on the aromatic residues of fructose 1, 6-Bisphosphatase from Turkey liver, 1976
Get PDFThis thesis presents a detailed description and analysis of the circular dichroism studies performed on the aromatic residues of fructose 1, 6-bisphosphatase (FbPase) from turkey liver under various experimental conditions. Circular dichroism studies performed on the aromatic residues of FbPase indicate that the presence of the substrate, fructose 1, 6-bisphosphate (FbP) and/or the allosteric inhibitor, adenosine monophosphate (AMP) as well as changes in the pH of the medium produce significant effects on the conformation of the enzyme. The effect of the inhibitor, AMP, on the conformation of the enzyme is more pronounced than that of the substrate, FbP
The social welfare facilities available to Negro crippled children in Kansas City, Missouri, 1942-1947, 1948
No full text
The Brownite Yearbook 1980
Get PDFThe Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the Council on Library and Information Resources (CLIR) in supporting the processing and digitization of a number of historic collections as part of the project Our Story: Digitizing Publications and Photographs of the Historically Black Atlanta University Center Institutions
A study of the relationship between parental academic guidance, reading habits exhibited in the home, parental level of aspiration for the student and scholastic aptitude test scores of a selected group of high school students, 1982
Get PDFPurpose: The purpose of this study was to determine the correlation between parental academic guidance, reading habits exhibited in the home, parental level of aspiration for the student, and the Scholastic Aptitude Test (SAT)verbal and mathematicscores for a selected group of students. Hypotheses: The following hypotheses were tested: H1: There is no statistically significant correlation between SAT-Verbal scores and parental academic guidance. H2:There is no statistically significant correlation between SAT-Verbal scores and reading habits exhibited in the home. H3: There is no statistically significant correlation between SAT-Verbal scores and parental level of aspiration for the student. H4: There is no statistically significant correlation between SAT-Math scores and parental academic guidance. H5: There is no statistically significant correlation between SAT-Math scores and reading habits exhibited in the home. H6: There is no statistically significant correlation between SAT-Math scores and parental level of aspiration for the student. Method: A selected group of subjects who took the SAT in October, November and December of 1981 was studied. The Home Influence Factor Questionnaire (HIFQ) was developed, by the researcher and psychometric experts to quantify the data. The HIFQ was administered to the selected group of subjects simultaneously after school by the researcher. The HIFQ was scored by the writer. The Pearson Product Moment Coefficient of Correlation was utilized to test the null hypotheses at the .05 level of significance. Findings: 1) The degree of correlation between SAT-Verbal and parental academic guidance was -.291326. 2) The degree of correlation between SAT-Verbal and reading habits exhibited in the home was -.074411. 3) The degree of correlation between the SAT-Verbal and the parental level of aspirations for the student was .039179. 4) The degree of correlation between the SAT-Math and parental academic guidance was -.346094. 5) The degree of correlation between the SAT-Math and reading habits exhibited in the home was -.142485. 6) The degree of correlation between the SAT-Math and parental level of aspiration was -.223689. Conclusions: The findings from this, study seem to warrant the conclusions listed below. Each null hypothesis is listed separately. 1) The null hypothesis: There is no statistically significant correlation between SAT verbal scores and indices of parental academic guidance. The hypothesis was rejected (r = -.291326). 2) The null hypothesis: There is no statistically significant correlation between SAT verbal scores and indices of home reading habits. The hypothesis was accepted (r = -.074411). 3)The null hypothesis: There is no statistically significant correlation between SAT verbal scores and indices of parental level of aspirations. The hypothesis was accepted (r = .039119). 4) The null hypothesis: There is no statistically significant correlation between SAT mathematical scores and indices of parental academic guidance. The hypothesis was rejected (r = -.346094). 5) The null hypothesis: There is no statistically significant correlation between SAT mathematical scores and indices of home reading habits. The hypothesis was accepted (r = -.142485). 6) The null hypothesis: There is no statistically significant correlation between SAT mathematical scores and indices of parental level of aspirations The hypothesis was accepted (r = -.223689). Implications: The conclusions drawn from the findings of this study seem to warrant the following implications: 1) The subjects experienced a conflict between their parents' academic guidance and their performance on the verbal part of the Scholastic Aptitude Test. This fact may occur because of the nature of the adolescent. 2) A conflict was also revealed between subjects' parental academic guidance and performance of the mathematical part of the Scholastic Aptitude Test. Again, this may have occurred because of the nature of the adolescent. Recommendations: The implications inherent in the conclusions drawn for this study seem to warrant the following recommendations: 1) That parents provide academic guidance for the student early during school years and allow more freedom in choices of courses and occupations when the student becomes an adolescent. 2) That parents study the causes of the conflict between their children's performance on the Scholastic Aptitude Test and the academic guidance provided by the parents and adequately adjust this academic guidance so they supplement or compliment each other