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Documentation for SPSS and Peabody statistical packages, 1981
Get PDFA comprehensive overview of the SPSS and Peabody Statistical Packages is given to enable the user to perform many different types of data analysis in a simple and convenient manner
Social factors involved in the achievement of third grade pupils at the Edwin Posey Johnson Elementary School, Atlanta, Georgia, 1961-1962, 1962
Get PDFThe Brownite Yearbook 1944
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
Catalogue of the Officers and Students of Atlanta University, 1883-84
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.</em
Variation in the Zinc Finger of PRDM9 is Associated with the Absence of Recombination along Nondisjoined Chromosomes 21 of Maternal Origin
Get PDFVariation in the zinc finger-binding domain (ZFBD) of the protein PR Domain-Containing Protein 9 (PRDM9) is associated with altered placement of recombination in the human genome. As both the absence and altered placement of recombination are observed among chromosomes 21 that nondisjoin, we genotyped the PRDM9 ZFBD among mothers of children with Trisomy 21 in efforts to determine if variation within this region is associated with the recombination-related risk for chromosome 21 nondisjunction (NDJ). In our approach, PCR was used to amplify the ZFBD of PRDM9 and products were then subjected to bi-directional Sanger sequencing. DNA sequencing reads were aligned and compared to the sequence of the PRDM9 alleles previously identified. Chi-Square analysis was used to compare allele frequencies between cases (N=235, mothers of children with maternally-derived Trisomy 21) and controls (N=48, fathers of children with maternally-derived Trisomy 21). Results of our analysis showed that the frequency of PRDM9 ZF minor alleles is significantly increased among women displaying NDJ of chromosome 21 and no recombination on 21q (p=0.02). Even more, when compared to those for the PRDM9 major A-allele, these minor alleles displayed fewer predicted binding sites on 21q. These findings suggest that allelic variation in the ZF of PRDM9 may play a role in the risk for chromosome 21 NDJ by leading to reduced recombination on 21q. KEYWORDS: Nondisjunction; PRDM9; Recombination; Down syndrome; Zinc finger; Aneuploid
The present status of Biology teaching in twenty accredited high schools for Negroes in Georgia: 1936-1937, 1937
No full textProblem. This study is undertaken for the purpose of ascertaining the present status of biology in a selected number of schools as may be revealed by (a) textbook content, (b) teaching methods, (c) laboratory, and (d) library facilities provided, and (e) the qualifications of the biology teachers. Procedure. Visits were made to the twenty schools involved in the study. Of the forty accredited senior high schools for Negroes in Georgia, twenty were chosen for this study. It was discovered later, however, that two of these schools do not offer an organized course in biology. Mention of this fact, of course, is primarily to indicate the scope of the present sampling. The schools selected are classified by the State Department of Education as follows:Group I has better facilities, and at least three fourths of the teachers hold degrees. Group two represents those schools that are not so good as those in group one, but offer sixteen units. A check list was formulated, after making a survey of the literature, from which suggestions as to certain items deserving to be noted were obtained. Visits were made to these twenty schools. No data were secured from the schools not offering biology as an organized course. Data from the eighteen schools were collected---through observation of classroom teaching, and the teaching facilities on hand. Findings. The organization and interpretation of the data resulted in the following findings: (1) Eighteen schools offer biology as an organized course. (2) Two schools do not offer it. (3) Five different basic textbooks are in use throughout these eighteen schools. Sixty-one per cent are using editions of the biology by Smallwood, Reveley, and Bailey. (4) The Twenty-one biology teachers are using two or more of the following procedures in teaching this subject: question and answer, unit organization, projects, lecture, voluntary projects. (5) One school only is using a modified "Morrison Plan." (6) Adequate teaching facilities are lacking in most of the schools. (7) Little use is being made of environmental materials. (8) Two teachers, only, stated that they had used standardized objective tests. (9) The passing mark is seventy per cent in seventeen schools, and "D" in one school. (10) More students are studying biology than any other science offered in these schools. (11) Eighty-eight and two tenths per cent of all students studying biology are passing in this subject, and eleven and seven tenths per cent are failing. (12) Most of the twenty-one teachers did not major in biology in college. (13) A very small per cent of the teachers have had certain basis courses in biology that are considered essential in teaching this subject effectively . Recommendations. It seems that the following suggestions might prove helpful in teaching biology: (1) More emphasis should be placed upon the study of environmental specimens. (2) A general knowledge of botany ought to be stressed in high school to a greater extent than the data of this study indicate. (3) More attention should be given to the functional values of biology. (4) There ought to be an opportunity provided for the biology teachers, of the different high schools to meet and discuss their peculiar problems, and compare their teaching results and procedures
The organization and administration of the Atlanta Public School commission on accountability and rights in discipline, 1974
No full textThis project The Organization and Administration of The Commission on The Study of Discipline for the Atlanta Public Schools, involved the establishment of a fifty member commission to survey the Atlanta commun ity concerning their recommendations for policy changes to the Beard of Education on discipline in the Atlanta schools The project was conceived by the superintendent of schools, Dr. Alonzo A. Cries as a result of input from a series of "town hall" meetings sponsored by the superintendent's office in the Fall of 1973. The goal of the commission was to provide the Atlanta schools with a discipline policy flexible enough to be utilized by all schools in the system yet consistent enough to assure a uniform discipline policy for the total system. The goal of the project recognized a broad based community concern regarding disciplinary procedures as they existed in Atlanta and the need for persons affected by the policies, students teachers, parents and community, to be involved in making recommendations on policy to the Board of Education. The project focus was on the organization and the administration of the commission and the role the write played as the executive secretary to the project during the first phase* and the role that the writer played as an observer-analyst during the second phase of the project The project did not focus on the research techniques of the study but upon administrative and organizational skills fundamental to this type of study. As the executive secretary the writer was responsible to a commission chairman appointed by the superintendent of schools. Organizational decisions included: the developmet of a planning document for the project staffing the commission developing goals and objectives for the commission pre-service and in-service training for the commission staff, and keeping the superintendent advised of organi zational progress. The administration of the project involved decision making, planning alternatives the gathering of survey data and the implementation of the approved planning document. Both responsibilities organization and administration, were viewed from the perspective of the executive secre tary of the project and as a student of educational administration. The project was divided into two phases. The organizational phase was successful while the administrative phase was not successful. The project should define for the reader some organizational procedures: the development of a planning document the development of a broad-based commission team, the use of pre-service and in-service training in this type of project, and define project areas that can cause administrative problems. The primary cause of the lack of success in the administrative phase of the project was in the field of communication with the Board of Education and the superintendent. There were several issues of organization and administration that were not answered In the project. The role of the superintendent in this project was never clearly defined and led to some insurmountable administrative problems Another important Issue was the use of public funds to pay teachers and community people for service on this type of commission. Finally, no strategy was developed to deal with the power of the Board of Education to function outside of a public meeting. The project illustrated the difficulty of implementing innovative programs without first getting the support of the Board of Education. Also, it demonstrated that community involvement, a coup lex issue in any setting, had not reached a functional level, for this type of study, in the city of Atlanta, Georgia In summary, the study provides the reader with some criteria for pursuing a project In the field of educational administration
An analysis of the United States counterinsurgency policy in Colombia, 1960-1975, 1982
Get PDFThis study is an analysis of the United States policy in counterinsurgency as it was implemented in the country of Colombia in the physical and military defeat of an insurgent guerrilla movement within that country. It was the objective of the policy of counterinsurgency to achieve this task by aiding in the upgrading and professional development of Colombia's military and policy forces. In accomplishing this objective, the Colombian government was able to wage a successful military campaign against the insurgent guerrillas. This counterinsurgency policy allowed the United States to limit its role to that of a supportive ally. The primary responsibility of the United States was to provide support in the form of economic and military (equipment and training) assistance. In analyzing this subject, the study elaborates on three programs which constitute the main aspects of the counterinsurgency policy in Colombia. These programs are military action, civic action and policy assistance. The discussion of the military action program focuses on the joint effort of the United States and Colombia as they work together to eliminate the insurgent movement. Particular attention is given to the United States role in providing assistance in the coordination of military operations, training and the supplying of military aid and equipment. The discussion of the second program, civic action, centers on the socio-economic dimension of the counterinsurgency policy. The study discusses the use of civic action projects as a way of facilitating military objectives. Thus, under this program various socio-economic development projects are implemented as a means of lessening the popular support of the civilian population for guerrilla forces. The philosophy underlying this concept of civic action as well as the actual projects implemented are discussed. The third program, policy assistance, is examined to show how this type of aid was also utilized to fulfill a military function within the context of the counterinsurgency policy. It discusses the United States use of policy training assistance through the agencies of the Office of Public Safety and the International Policy Academy in upgrading the police forces in Colombia. The rationale behind this training was the view that in an insurgency type environment it is necessary for the police to expand their traditional duties and to function in an additional military capacity. The study details the means by which the United States police assistance program helped to transform the structure and character of the Colombian police enabling them to assume and fulfill a military role within the counterinsurgency policy. These three programs constitute the main focus of the study. Prior to discussing them, however, the study provides a broad background perspective on the history of the United States counterinsurgency activities throughout the Latin American region. In addition, the particular insurgent conditions in Colombia which led to the implementation of the United States policy are discussed The study concludes with a discussion on the background history of the doctrine of counterinsurgency. It examines the emergence of the doctrine and outlines its basic tenets prior to its implementation in Colombia. Finally, the study closes with a discussion of the current United States counterinsurgency effort in El Salvador. It focuses on the merits of the national debate in respect to the meaning and implications of that policy
The synthesis of new 3d-4f acylic salen metallic complexes and the rapid microwave-assisted synthesis of imidazo[1,5-?]pyridines, 2007
No full textThe first portion of this dissertation entails the development of new transition-metal salen complexes, which are used to chelate lanthanides in their compartmental units (both cis and 3,3'-methoxy oxygens). The resulting complexes possess the ability to be used as sensitizers for near-infrared emission and MRI contrasting agents. The second part details the rapid synthesis of imidazo[1,5-?]pyridine scaffold was further examined as a ligand chelated with RuII, FeIII, and VOIV salts