Interracial Marriages Essay

In any marriage relationship, it is usual or rather natural to have some adjustments in its early stage. This is so because there is a high degree of expectations in both parties; and so, because these expectations are mostly â€Å"unrealistic,† to modify or adjust them are somewhat difficult to both sides. It is a fact that when two individuals come into a marriage union, they bring with them two different perspectives in almost all respects, and this is no different with interracial marriages. However, there are more at stake when racial backgrounds or ethnicity is the core issue, as studies reveal. Marriage and the fruit of the union – the family – is the basic unit of society and regarded as one of the most principal institutions of the social order. When marriages fail and families disintegrate, there is without a doubt a â€Å"ripple† effect on the community’s functioning in terms of that community’s solidity, and law and order. Although many facets of the relationship operate as components to the enjoyment and development of the marriage bond, the common and usual fundamental rationale for the union is intimacy. It is this vital ingredient that draws couples from different persuasions, race, or creed together despite the potential drawbacks and heartaches that will soon shake the very foundations of that union. This paper dwells on these potentialities in terms of the advantages and disadvantages of interracial marriages. The author believes that despite the difficulties and at times the impossibilities that complications beset interracial marriages, for as long as both parties or the individuals involved have explored beforehand the complexities, and settled for the facts and realities, their relationship is off to a better start. This paper then offers to describe and explain the polarities that entail in a marriage coming from two different ethnic or racial backgrounds. Definition & demographics In US history, many things that speak of the American way of life are deeply affected and influenced on the issue of race and especially on cross-cultural marriages. Since its â€Å"pioneer† days, being attached with another not your own color, creed, or race is neither new, nor surprising. A study of endogamy’s other extreme, i. e. mixed marriage – then and now – is still quite of interest to many (Rosenfeld, 2007). To tackle the subject matter that this paper endeavors to explore, the author starts by defining the main concepts used throughout the study. Definition Marriage is defined as a â€Å"socially recognized and approved union between individuals† with the idea that both will commit themselves to a lifetime of togetherness in the hope that there will be stability and happiness that the couple will enjoy in their intimate relationship (Microsoft Encarta, 2005). Such relationship has legal, cultural, economic, moral, and psychological dimensions that may impinge on its eventual longevity and permanence. Miscegenation or â€Å"intermarriage between races†, according to Encarta, is defined as â€Å"marriage or cohabitation between people of different races† (2005). Demographics According to a study by Kara Joyner, assistant professor of policy analysis and management at Cornell and co-author of a study on interracial relationships in a recent issue of the American Sociological Review (Vol. 70:4), â€Å"Hispanics had the highest rate of interracial relationships: 45 percent of 18- to 19-year-olds and 33 percent of 24- to 25-year-olds were in interracial relationships in the early 2000s, compared with blacks (20 and 14 percent, respectively) and whites (16 and 12 percent, respectively† (Lang, 2005). Although Asians are comparatively the same with Hispanics in the aspects of interracial union in Joyner’s study, the ethnic group was not included due to lack of research yields when it comes to as when they likely get into their liaisons and when these end. However, in some studies, the case of Asians engaging in interracial marriage, demographics painted a different picture. Whereas in the case of Hispanics, Blacks, and Whites who intermarry, the surveys say that as they age, the tendency of these relationships’ potential to last dwindles, the Asians’ marriages tend to increase and last longer (Lang, 2005). The US Bureau of the Census points out that intermarriage is still â€Å"relatively uncommon† basing on a 2002 survey because only 2. 9 percent of all marriages come from interracial unions (Lang in Joyner study, 2005). Review of Literature – Family Values Every home has its set of beliefs or tradition that they hold in high esteem. This is referred to as family values. Anything that the family believes is important comprises a family values system. This paper attempts to explain what family values are and how people uphold their beliefs and what makes them hold on to those beliefs in a highly individualistic country such as ours. Among the values an individual possesses, the most important I believe is that a person must regard most his/her values about family as the most significant. Many people don’t usually pause and contemplate what their values are. They may not know whether these values they already have are still practical or useful in a modern day world. Moreover, they do not think how their values fit in with their kind of milieu that they evolve in. (â€Å"Values: what are they? †2007). There are families that take time out though to impart to their children what had been passed on to them when they too were yet very young. The values may not be as strong as when were yet children because the person may have adapted to his world and adjusted his values that others may be accommodated. Through the years, a family value system may be a combination of what had been passed on to an individual and the values system of one’s friends or colleagues at work. Why are family values important? The primary reason is that what we hold as important affects how we use time, money and energy or how we interact with people. If a family believes the importance of education then parents try to save for the schooling of their children which includes books among others. Family values influence how we spend our resources and make decisions. Parents then need to communicate what their own family values are, why these are important and the specifics of what are most essential that the children must also adopt or follow. Children also need to respect others who have dissimilar value system as compared to their own. Most likely values will evolve but when parents lead the children and model these beliefs, their children will be able to learn and pass these on to the next generation (â€Å"Values: what are they? †2007). – Social Clock The belief that there are descriptive and prescriptive age norms concerning adults during their developmental shift involves the concept of the social clock. The social clock hinges on its description of society’s expectations where time to get married and have children at the same time attaining more of life’s burdens. For example, the traditional or what has been considered as the perception of women who have not yet entered into matrimony as individuals who are negatively appraised during their middle adulthood stage in contrast to the young adults. Social clock has something to do with an expectation that a person must somehow behave or conduct him/herself according to established developmental milestones or else, risk the consequences that may happen because the individual has allowed it to slip through (Altenbernd, 2004).

Ethics †Hamburger Essay

Finance is an essential part of Business. It is imperative to be ethical in this sector as it’s the area that handles the money, various ethical issues fall under this sector for example, unlawful conduct (bribery). Health is also a imperative part of business as a business needs to have a sanitary area for employees to work, it’s even more important for McDonalds as they make food. Kitchens & the restaurant need to be sanitary. It’s rather unorthodox that I put Finance and health together, but the combination can bring out an ethical issue which is Bribery. Restaurants Get Health inspections on a regular bases to ensure they are kept to a good standard, it’s not uncommon for a Inspector to be bribed by an owner to give them a good result. Jacksonville October 2011[1] is a perfect example; two men were arrested for receiving bribes. The men were giving good results to poor standard restaurants. These restaurants were named within Jacksonville this means they will receive much less business, they will be lucky to get a few customers. These Restaurants have acted unethically which is part of the reason for the major decline in customers. McDonalds have had one issue of bribery, this was in Hong Kong. The managing director for McDonalds Hong Kong[2] was arrested for accepting bribes. The suppliers of McDonalds Hong Kong were bribing him to ensure McDonalds used them to supply the major fast food restaurant. This was a major hit to McDonalds as their reputation was tarnished, this had an effect on them, and Chinese investors did not want to invest in an unethical company. McDonalds Finance department need to ensure they don’t bribe inspectors or other bodies that have an impact on McDonalds, as that can hurt their reputation by a very large amount. McDonalds finance should also allocate money to ensure stores are sanitary; this will give them no reason to be bribed. McDonalds UK are on the right track as they own the farms that supplies its stores. Ethics: Marketing & Human Resource Many Ethical issues occur in Marketing such as discrimination. The implications this can have are catastrophic. McDonalds being a fast food need to ensure that they don’t discriminate when advertising a new product (promotional burger). If they discriminate then the person subject to discrimination will feel emotionally hurt, which is bad as people around that person will stop going to McDonalds, this will lead to a massive decrease in customers. as they will not want to eat at an unethical restaurant. A prime example of an unethical advert is that of Sony [3] Sony were put under the microscope in recent years as they displayed an unethical advert. The Advert was for the PSP (Play Station Portable) the first issue was the fact that they vandalized New York City in order to create its advert, the images painted on the walls was also discriminating to certain races. Sony was lucky that people never saw this as the sales of their PSP would have been much lower than it was. McDonalds Have a menu just for Children, this means advertising towards them, in doing this they are hooking young children to the temptations of Fast Food. This is an ethical issue as they are increasing the rate of obesity. McDonalds have now made their child menus healthier by giving fruit and veg with each meal. They also advertise the fact that fruit is tasty and healthy. They are trying to get children to eat more fruit. Competitors of McDonalds have no such philosophy, for example KFC advertise family meals, which is good for social backing but, the food they advertise is high in salt, fat and oil. All of which are bad for the body. McDonalds need to ensure that when creating a new meal they don’t discriminate against a race. For example if they make a New Mexican Meal, then they need to make sure they don’t advertise in a way that discriminates against Mexicans and they don’t use any labels within their advert. The HR department helps the marketing department. They tell them various things like, what is considered as discrimination. The HR department must ensure this advert does not discriminate against anyone. HR and marketing also work together when it comes to recruitment, the HR department tells marketing what the criteria for a job is, they must ensure no bias and discrimination is involved within this criteria. The Marketing department will then advertise this to the public. If the advert discriminates against someone then the public will think McDonalds is a poor place to work. Food Production Food production has many Ethical issues especially for McDonalds as they are a Fast Food business. Selling their food means their will be an increase in obesity which is a major ethical issue, as the life expectancy of people will drop. This Issue is perhaps the biggest yet. McDonalds have done well to counter this issue (selling healthier meals) they also warn customers what they are eating. The salt content of the Big Mac [4] is 2. 1g this is 42% of a persons daily allowance. Their Medium Fries has 0. 6g of salt this is 12% of a person’s daily allowance. Therefore a meal will have 2. 6g of salt which is 54% of your Daily Allowance, and this is just one of your daily meals and yet you have taken in 54% of your daily allowance. As you can see the health risks are very bad. McDonalds have tried to make a healthier menu but the fact is people love the taste of their burgers, and reducing the salt content can have a monumental effect on the taste. Another Major debate is the meat used within Beef burgers. In recent times there has been a major controversy about Horse meat [5]. Horse Meat has been found in Beef Burgers at Various stores such as Tesco, Burger king etc†¦ These Companies have made Customers afraid of Beef Burgers as they do not know the true ingredients. This issue is big because Tesco was feeding Horse meat to customers without the customer knowing. To make things worse Tesco and other Supermarkets also have traces of Pork within their Beef Burgers, this is a mega breach of trust as people from a Muslim Household are prohibited from eating Pork. Doing this Tesco and other super markets have affected all types of people. McDonalds major Competitor Burger King has also been selling Beef/Horse Burgers, this has ruined the reputation of Burger King, and it has also made people wary of most Fast food stores, as they are not sure what kind of meat is in their products. The Implications of Fast Food are both good and bad; the good part is that it is fast and convenient. The food itself is also made to be a quality meal, for a small price tag. The bad part of Fast food has already been spoken about, health risks. McDonalds need to create even more variety when it comes to healthy meals, as the burgers are still favourable they need to make healthy meals more competitive. Environmental Implications Global Warming is a huge issue. All people in the world contribute to Global warming, even breathing contributes towards it. Global warming is the melting of the polar icecaps, this raises the sea level which means sea level countries will soon be under water. The destruction of the Ozone layer is another issue, if the ozone layer is destroyed then the suns rays will be at full strength which means ultra violet radiation will increase causing a high increase in skin cancer. Businesses have been warned about this and are expected to reduce their energy consumption; they can do this by finding an alternative power source. McDonalds spends millions on energy and water. But money is not the issue, the environment is seeing a major decline, McDonalds have tried to counter this by finding and alternative energy source for their stores. So far they have only got one which is in America, this store uses geothermal energy to heat the store and light it. McDonalds use a lot of packaging; it was smart of them to switch to recycled packaging as this helped the environment. They should tell their customers how important Recycling is. Recycling [6] is the process of reusing paper, glass etc†¦ It is an essential part of our eco system as it saves trees from being cut down, this means more oxygen in the air, which helps the planet in various ways, such as prolonging our resources, this helps cut down Global Warming. Food Production also contributes to Global warming, as they use machinery to produce it, this increases their carbon footprint, taking the size of McDonalds into account it would be hard to acquire the figure of their carbon foot print, but we can assume that it is a very large amount, McDonalds is doing various things to reduce it (environmental projects). Global warming is also very dangerous now as its melting away the homes of various animals such as Polar Bears, the species is in danger because of this. Companies need to cut down on the use of energy to save these animals, and to prolong the life of the Earth Corporate Implications Corporate implications are related to ethics. There are rules and regulations put into place for businesses to follow. These rules are to ensure companies act ethically. McDonalds is doing a great service to the UK as they provide lots of money to government (through tax) they also promote healthy eating, some say this is ironic as they sell fast food, but they are minimising the effect of the ethical issue that is Fast food. Staff at McDonalds needs to know how to act ethically, McDonalds can train staff to do this. McDonalds have been subject to some ethical issue e. g. Hong Kong director arrested for accepting bribes. McDonalds manages need to ensure they comply by the rules put into place to protect both businesses and customers. They must Ensure their legal patents are taken seriously, what i mean by this is the use of their name and logo. Small businesses sometimes copy the brand image of McDonalds as it helps bring in customers due to the customer thinking the store is part of the renowned restaurant. McDonalds has patented their logo to ensure other businesses and competitors can’t use their logo in a professional manner. They have also patented all their products meaning people can’t use the same recipe to make their products. They’ve also patented the names of each product e. g. Big Mc. In doing this they have ensured people can’t copy their brand. Sources [1] http://jacksonville. com/news/crime/2012-05-01/story/jacksonville-police-arrest-2-state-inspectors-restaurant-bribery-sting [2] http://www. chinacsr. com/en/2007/08/14/1599-mcdonalds-executive-arrested-for-taking-bribes-in-hong-kong/ [3] http://www. ethicsscoreboard. com/list/sony2. html [4] http://www. mcdonalds. co. uk/ukhome/more-food/savers-menu. html [5] http://www. telegraph. co. uk/earth/agriculture/supermarkets/9844352/Horse-meat-scandal-Now-Tesco-and-other-supermarkets-admit-to-pork-traces-in-beef-burgers. html [6] http://www. benefits-of-recycling. com/whyisrecyclingimportant/.

The Agony of Vietnam Essay Example | Topics and Well Written Essays - 1000 words

The Agony of Vietnam - Essay Example Most persons prefer narrating their ordeals from an optimistic perspective. Typically, knowledge from testimonies was obtained from some exceptional persons who represented a bulk of those who participated in the war, either directly as combatants or indirectly as supporters and protestors. As a thesis statement, it appears Vietnam War caused significant physical and psychological sufferings to Americans both at home and away in the battlefield. In order to understand events and experiences from Vietnam War, historians have preferred the use of oral interviewing techniques. Responses from such techniques are contained in chapter 10 of the book â€Å"Discovering the American Past.† The first interviewee in the book is a college student named John. When the Vietnam War commenced, the responded had just joined college. During that time, American armed forces needed more soldiers for the war. Consequently, there was a pending legislative draft in congress recommending for mandatory incorporation of college aged youth into the army. In case of poor college performance, one had higher chances of being incorporated into the military. Therefore, eligible college students had to keep their grades high or risk college deferments, which would inevitably land them into the military (Becker and Glover, 317). As the Vietnam War intensified, college students started engaging in deliberate debates. Some of them hailed from conservative families while others were from liberal backgrounds. Despite the difference in their family backgrounds, all the youth were forced into an era of awakening as they encountered realities from the real world away from the shelters of their paren tal homes. The second interviewee was also a college student named Johnson together with his college sweetheart Hanna. Both respondents are from an African- American community. During the war, blacks and the poor citizens in America were forced

Environment & Society Essay Example | Topics and Well Written Essays - 2500 words

Environment & Society - Essay Example In poor countries for instance, women are mostly involved in activities such as fetching water, fetching fuel for domestic use and agriculture and therefore they understand the issues relating to the availability of water and other natural resources. This can be seen in the Bolivia water issues where women were the most affected by the rising water prices. The concept that gender has an effect on the way the society relates with the environment is predicated on the fact that gender roles and division of labour between the two genders determine how the society relates with the environment. Gender differences for instance determine how much each gender knows about the issues of environment and environment management. As Levy (pp. 8-12) says, in societies where there is no gender equality and women are left to do the lowly domestics tasks, they have the least knowledge about environment and this makes it harder for these women to be able to participate efficiently in conserving the envi ronment. This can be seen clearly in developing and underdeveloped world where women are not involved in the environment programs; yet, they are the ones who interact with the environment every day as they go about their daily economic activities such as fetching water, fetching fuel, farming etc. Differences in gender also result in differences in the way the environment is used. ... At the same time, the gender differences determine who will be involved in the management of the environment. This is very important because of a number of issues. To begin with, when gender inequalities are high, women are not involved in the management of the environment and this makes it harder for the management of the environment to be done in a holistic way. In almost any society, women are always the majority and this means that they are instrumental in helping to manage the environment. Failing to involve them in the management of the environment only leads to an ineffective environment management. It is also clear that in societies where gender inequalities are higher, women are not only left out in the management of the environment but are also likely to involve in the negative interaction with the environment. This is because such women are also left out in participating in the modern socioeconomic activities, leaving them to only have access to harmful economic activities . Failing to involve women in the proper management of the economy has a double negative impact in that in such a situation the majority of the population is not involved and the part of the society which involved itself the most in interacting with the environment are not involved in managing it. Environmental degradation also seems to affect different genders in a different way. Women for instance are affected in a more negative way when the environment is harmed since they are the ones who need the resources from nature the most. This difference in the way environmental degradation affects the gender is also an indication that gender has an effect in the way the gender affects the way in which the society interacts with the environment. When for instance the water catchments are

Criminal Law and Justice Essay Example | Topics and Well Written Essays - 2000 words

Criminal Law and Justice - Essay Example It is not always true that the accused may have committed the crime as reported by the complainant. Some rape cases have found the complainant to be guilty of accusing the defendant falsely. Most of the rape incidences are not committed by a single person. A gang may choose to commit the crime on a person or on a group of people. An example is a group of boys from West Auckland who called themselves ‘Roast Busters’. This group targeted teenage girls who they made drunk and afterwards gang-raped them (Ludovica 2014). With the rise of anonymity in rape cases, legislations have been put in place to protect both the complainant and the defendant. These laws help to maintain transparency in the judgment of the case and hence the charges are directed towards the party that is found to be guilty of committing the offence. This paper will look into details on the Sexual Offences (Amendment) Act 1976 Section 4 that was put in place in 1976. It will also provide for its weaknesses and strength of the legislation and will give a conclusion on the legislation and what amendment have been made to make it efficient. The Sexual Offence Amendment Act of 1976 not only provided for anonymity to complainant but also to the defendants. The aim of this act was to prevent stigmatization among the innocent defendants. It is not always true that those who reported sexual assault cases were sexually assaulted. Some lie for their own personal benefit. The aim of this act was to treat both the defendant and the complainant equally according to the laws. The provisions for this act were that once a person was found guilty to have committed a rape crime, his identity should not be published. Publication of the name, address and other material that belonged to the accused were prohibited from publication (Taylor 2014).The act also provided for conviction of people who published the

Urban Crime in Early Modern London Research Paper

Urban Crime in Early Modern London - Research Paper Example She regularly stole various kinds of goods, broke into houses to steal them, and often lied to escape conviction and punishment. She was extremely poor, which is perhaps one of the most prominent reasons for her crimes. She used the alias "Trolly Lolly" in an attempt to hide her previous convictions. She was described as a 30 year old woman, who came to London when she was fairly young, married a butcher and earned an honest living selling meat and other eatables on the streets of London. However during the year 1713, she turned to stealing, since she lived in extreme poverty, and was often mistreated by her husband. Thus in order to secure a safe livelihood for herself and her children, she took to stealing, robbery and burglary and committed various felonies during her lifetime. However, she was convicted for the crimes committed and on account of lack of proper evidence in her favour, was held guilty and charged with felony. She was hanged on 21st September 1715. Analysis of crimes: London, during the eighteenth century characterized a vibrant society which was abuzz with the introduction of world trade, the development of manufacturing industry, and a simultaneous rise in crime. During the year 1715, London underwent mixed feelings with regard to the socio-political status, characterized by enthusiasm and cheerfulness on account of crowning of the new King George I, on one hand and extreme economic unrest followed by the South Sea Bubble. Furthermore, there was a steady rise in the population, which further increased the rates of poverty and unemployment resulting in widespread destitution. The period marked the beginning of the "gin craze" in London, and was highly plagued with increased infant mortality rates, poor hygiene, cramped and inadequate living conditions, and constant migrations (Old Bailey Online, 2011). Thus, on account of this background, the types of criminal activity largely witnessed during the year 1715 (and most of the ea rly eighteenth century) included theft, burglary, embezzlement, and prostitution to a certain extent. The incidences of murder were far and few in between, but a significant proportion of the criminal activities were aimed at amassing wealth. Most of the thefts and petty crimes such as pick-pocketing, involved women as well since they were mainly responsible for taking care of their children. The following table shows the various categories of crimes committed during the chosen period. This analysis is based on a careful study of the documents posted under â€Å"City of London sessions† on the London Lives project website. Table 1: Analysis of crime during the year 1715 Case# Date Description of the criminal Type of crime Other details 1 5th Aug, Male Theft Stole a horse 2 17th Dec Female Theft Stole a box with valuables worth more than hundred pounds 3 Jan, 1715 Female Pick-pocketing Mary Sound – a notorious pick-pocketer stole money at London bridge 4 20th Jan Male & Female Theft Stole stuff from an acquaintance and believed to have pawned the same at a higher price 5 Jan, 1715 Male Theft Stole sacks of mault, from someone’s house and sold them for a price 6 Jan, 1715 Female – Elizabeth Young, a single woman Theft Stole several times from several people and regularly sold it for a price 7 13th Feb Female Theft Francis Pitchell – a house maid, stole several bed sheets and pawned them for a price 8 16th Jan Male Forgery Fraudulently changed the

Jurisprudence 2 Essay Example | Topics and Well Written Essays - 2500 words

Jurisprudence 2 - Essay Example uggests that though main purpose of law is to protect interests of common people and maintain an atmosphere of social discipline, the issue of equality should not be ignored and all those institutions that are responsible for legal enforcement, should also be restrained from executing such steps that would violate the state of equality. Equal protection of law, which comes aftermath, reflects the ideal that law should be protected equally and the state of equal protection can only be attained if equality before law is respected accordingly. However, looking at social structure and consequent legal discourses that are aimed at attaining the situation of equality, it can be said that such state of equality has not been attained and in â€Å"Law & Ideology†, Robert Gordon, after analyzing nature of such legal discourses has pointed out, â€Å""[L]egal discourses ... routinely help to create and maintain the ordinary inequalities of everyday social life †¦Ã¢â‚¬  (Gordon, 20 08, p. 1226). A chronological study of ancient to modern legal philosophy, sociology and theories of social construction would clearly point out that according to jurisprudential arguments, one of the major reasons behind failure to attain desired social equality is several issues that have become integrally associated with different traits of human existence and restrain them from respecting the issue of equal existence. It is very often said that people were equal at the stage of their natural existence but since the time they became aware about necessity to develop community and live as social creatures, factors of equality or inequality intervened and later on started to dominate their existence. With the progress of human civilization and result of intellectual movements, people were gradually becoming aware of factors like, gender, class, social status, ethnicity, national identity, sexual orientation etc. While a particular section of people regarded understanding of these factors as scope to

Biology 2 (plant and society) Essay Example | Topics and Well Written Essays - 750 words

Biology 2 (plant and society) - Essay Example Sago palm flowers after 12-15 years and rarely produces fertile seeds. Vegetative propagation takes a long time and involves a lengthy process. Therefore, it is unreliable in meeting the dietary needs of the worlds growing population. Traditional agriculture is seasonal and ensures that sources of starch are planted and harvested all seasons. In this regard, starch requirement can be met by traditional means of agriculture (Wickens, 2001). This does not make the extraction of starch from sago palm an easier alternative to traditional agriculture. Sago palm flourishes in wet conditions. Fresh water swamps are the natural habitat for the plant. In dry conditions, the plant would not do well. Some of the world’s populations live in arid or semi arid conditions. Therefore, if sago palm was to be their primary source of starch, people would experience starch deficiencies. Traditional sources of starch such as sorghum do well in dry conditions. These plants rich in starch but are no t cultivated in such areas could be produced by irrigation and made available through trade (Elevitch, 2006). It would be difficult to argue that producing starch from sago palm is an easy task. The process of obtaining starch is tasking and challenging. Chopping down the plant is dangerous because the plant has thorns that are almost one inch in length. Starch is obtained from the pith. Scraping the plant is an energy consuming task and starch can only be obtained through the use hand- made tools. This makes the task even harder. It is then soaked to separate the starch from the non-starch part of the pith. The Salient parts are then dried and carried using bags. Men only chop down the tree, whereas women process the plant to produce the end product. This raises the question of gender inequality. It would be unfair to let women do difficult chores, yet they are fending for the same families. Traditional agriculture ensured that both men and women participated in the production proc ess of food. The work done did not favor one gender over the other. The amount of energy employed in producing sago starch is intensive. It could be used in other economic activities. Traditional agriculture ensured an even distribution of energy. This ensured that tasks were lighter and time conscious. This ensured that other economic activities did not stall (Elevitch, 2006). The means of cooking the sago starch prove to be also hectic. The starch powder is mixed with water to make a sticky dough It is pushed into a single section of a green bamboo. When the freshly cut green bamboo is almost full it is covered with green leaves. This means off cooking is not friendly to the environment. Needless to say, it involves cutting down of bamboo plants, which is a form of deforestation. Cooked sago starch has no taste hence its palatability comes into question. Majority of the world population would not enjoy this meal. This would prove it inappropriate as a reliable source of starch. Tr aditional agriculture produced meals that are easy to prepare and are palatable (Brown, 2007). Sago palm starch is almost a pure carbohydrate. It contains little traces of proteins, minerals and vitamins. It would not be an ideal source of nutrients. Other sources of starch also supply human beings with other nutritional value. For example, maize contains proteins, fatty acids, minerals, vitamins and dietary fiber. It makes up

Fetal Alcohol Syndrome Essay Example for Free

Fetal Alcohol Syndrome Essay Fetal alcohol syndrome (FAS) is a set of physical and mental birth defects that can result when a woman drinks alcohol during her pregnancy. When a pregnant woman drinks alcohol, such as beer, wine, or mixed drinks, so does her baby. Alcohol passes through the placenta right into the developing baby. The baby may suffer lifelong damage as a result. FAS is characterized by brain damage, facial deformities, and growth deficits. Heart, liver, and kidney defects also are common, as well as vision and hearing problems. Individuals with FAS have difficulties with learning, attention, memory, and problem solving. Fetal Alcohol Spectrum Disorders (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. The term FASD is not intended for use as a clinical diagnosis. FASD covers other terms such as: Fetal alcohol syndrome (FAS) the only diagnosis given by doctors. Alcohol-related neurodevelopmental disorder (ARND) reserved for individuals with functional or cognitive impairments linked to prenatal alcohol exposure, including decreased head size at birth, structural brain abnormalities, and a pattern of behavioral and mental abnormalities Alcohol-related birth defects (ARBD) describes the physical defects linked to prenatal alcohol exposure, including heart, skeletal, kidney, ear, and eye malformations Fetal alcohol effects (FAE) a term that has been popularly used to describe alcohol-exposed individuals whose condition does not meet the full criteria for an FAS diagnosis What are the Statistics and Facts about FAS and FASD? FASD is the leading known preventable cause of mental retardation and birth defects. FASD affects 1 in 100 live births or as many as 40,000 infants each year. An individual with fetal alcohol syndrome can incur a lifetime health cost of over $800,000. In 2003, fetal alcohol syndrome cost the United States $5. 4 billiondirect costs were $3. 9 billion, while indirect costs added another $1. 5 billion. Children do not outgrow FASD. The physical and behavioral problems can last for a lifetime. FAS and FASD are found in all racial and socio-economic groups. FAS and FASD are not genetic disorders. Women with FAS or affected by FASD have healthy babies if they do not drink alcohol during their pregnancy. Can I drink alcohol when I am pregnant? No. Do not drink alcohol when you are pregnant. When you drink alcohol, such as beer, wine, or mixed drinks, so does your baby. Alcohol is a substance known to be harmful to human development. When it reaches the blood supply of the baby, it can cause permanent defects to the major organs and central nervous system. Is there any kind of alcohol that is safe to drink during pregnancy? No. Drinking any kind of alcohol can hurt your baby. Alcoholic drinks can include beer, wine, liquor, wine coolers, or mixed drinks. What if I am pregnant and have been drinking? If you drank alcohol before you knew you were pregnant, stop drinking now. Anytime a pregnant woman stops drinking, she decreases the risk of harm to the baby. If you are trying to get pregnant, do not drink alcohol. You may not know you are pregnant right away. What if I drank during my last pregnancy and my baby was fine? Every pregnancy is different. Drinking alcohol may hurt one baby more than another. You could have one child that is born healthy and another child that is born with problems. What if a friend, partner, spouse or family member is drinking while pregnant? Many women are unaware of the consequences of drinking during pregnancy. Some women believe wine or beer is not alcohol. In many cases, she may be suffering from alcoholism. She may need to know what effects alcohol can have on the baby. She also may need help getting into treatment. In such cases, you should contact a treatment professional at a local addiction center for advice on how to help. http://www. nofas. org/faqs. aspx? id=5 Copyright 2001-2004 National Organization on Fetal Alcohol Syndrome An individuals place, and success, in society is almost entirely determined by neurological functioning. A neurologically injured child is unable to meet the expectations of parents, family, peers, school, career and can endure a lifetime of failures. The largest cause of neurological damage in children is prenatal exposure to alcohol. These children grow up to become adults. Often the neurological damage goes undiagnosed, but not unpunished. Fetal Alcohol Syndrome (FAS), Fetal Alcohol Effects (FAE), Partial Fetal Alcohol Syndrome (pFAS), Alcohol Related Neurodevelopmental Disorders (ARND), Static Encephalopathy (alcohol exposed) (SE) and Alcohol Related Birth Defects (ARBD) are all names for a spectrum of disorders caused when a pregnant woman consumes alcohol. There are strategies that can work to help the child with an FASD compensate for some difficulties. Early and intensive intervention and tutoring can do wonders, but the need for a supportive structure is permanent. Studies on addiction in Ontario have shown about a 10 12% alcohol addiction rate among adults, with another 20% drinking to a level that places them at high risk. Legally intoxicated is defined as a Blood Alcohol Level of . 08%. A 100 lb (45 kg) female consuming 5 standard drinks (A drink equals a 12 oz. regular beer, 1 oz. shot of 100 proof liquor, 1. 5 oz. shot of 80 proof liquor, or 4 oz. glass of regular table wine) will reach a BAL of . 25% three times the legal limit. BAL reduces . 01% per hour. The Statistics Canada, Canadian Community Health Survey, 2000/01 found that: 6. 8% of girls ages 12 to 14 19. 8% of girls age 12 to 19 26. 0% ages 20 to 24 19. 9% ages 20 to 34 consumed 5 or more drinks on each occasion 12 or more times per year. An additional: 32. 2% ages 15 to 34 13. 8% of girls ages 12 to 14 consumed 5 or more drinks on each occasion 1 to 11 times per year. Copyright  © 2005 Journals and Procedural Research Branch Office of the Legislative Assembly of Ontario, Toronto, Ontario, Canada. Most girls are 2 to 3 months pregnant before they find out. Given the prime childbearing age range, the odds are very high that about 20% of babies have been exposed to multiple binges in high levels of alcohol in the first trimester, before the girl even knew she was pregnant. It is Party Hearty Time. The vast majority of these girls are NOT alcoholics. About 50% of pregnancies are unplanned. If you are drinking, stay out of the backseat as well as the drivers seat! Maternal prenatal alcohol consumption even at low levels is adversely related to child behavior. The effect was observed at average exposure levels as low as 1 drink per week. The Canadian Centre for Childrens Research at McMaster University Hospitals (Hamilton Ontario) states that 20% of Canadian children have serious mental health issues. Typical of school boards in Canada, a major southwestern Ontario School Board (urban / rural mix) with 28,000 Elementary and Secondary School students, has 6,000 students receiving services from the Special Education Department. Of the 6,000, only 250 are classified as Gifted with the balance having significant disabilities (20. 6%). While not all the individuals with disabilities are identified as the disabilities having been caused by prenatal exposure to alcohol, the vast majority of the disabilities are of types known to be caused by prenatal alcohol exposure. FASD is so grossly under-reported that the FAS statistics are almost meaningless. There are very few doctors who have received any training in diagnosing FASD and most prefer to use non-judgmental diagnoses such as ADD, ADHD, LD, MR, RAD, ODD, Bi-Polar, Tourettes, etc.. These diagnoses dont imply the mother has done something that could have affected her baby during pregnancy. However, they can also lead to inappropriate treatment and a lifetime of pain. Failure to identify the real source can lead to more children being born with the same issues to the same mothers and the cycle continuing into the next generation FASD children having FASD babies. Alcohol, hormones, a twitch in the kilt, poor impulse control and inability to predict consequences are a deadly combination. Accidents cause people. FASD is not a threshold condition. It is a continuum ranging from mild intellectual and behavioural issues to the extreme that often leads to profound disabilities or premature death. Denial is not just a river in Egypt. Alcohol as a Teratogen on the Baby ? http://www. acbr. com/fas/. Problem: Fetal Alcohol Syndrome (FAS) is a pattern of mental and physical defects which develops in some unborn babies when the mother drinks too much alcohol during pregnancy. A baby born with FAS may be seriously handicapped and require a lifetime of special care. Some babies with alcohol-related birth defects, including smaller body size, lower birth weight, and other impairments, do not have all of the classic FAS symptoms. These symptoms are sometimes referred to as Fetal Alcohol Effects (FAE). Researchers do not all agree on the precise distinctions between FAS and FAE cases. Cause of the Problem: Alcohol in a pregnant womans bloodstream circulates to the fetus by crossing the placenta. There, the alcohol interferes with the ability of the fetus to receive sufficient oxygen and nourishment for normal cell development in the brain and other body organs. Possible FAS Symptoms: Growth deficiencies: small body size and weight, slower than normal development and failure to catch up. The fact sheets below were developed by many different authors. In some cases, the fact sheets were placed on the web by a different organization than the one that wrote the document. However, all of the fact sheets are in the public domain to encourage wide distribution. You are free to copy and use these fact sheets. The following list of abbreviations was used to indicate the source of the document in the links provided on this page. Many of the sites listed contain additional information beyond the fact sheets that are listed on this page. We encourage you to explore each site. http://www. well. com/user/woa/fsfas. htm RSmith:02-15-94 MISSOURI DEPARTMENT OF MENTAL HEALTH Division of Alcohol and Drug Abuse 1706 East Elm; P. O. Box 687 Jefferson City, Missouri 65102 The following Fetal Alcohol Spectrum Disorders (FASD) are caused by drinking alcohol during pregnancy: FAS: Fetal Alcohol Syndrome Symptoms include small head/body, facial characteristics, brain damage FAE: Fetal Alcohol Effects Symptoms usually not visible, such as behavior disorders, attention deficits ARBD: Alcohol Related Birth Defects. Anomalies such as heart defects, sight/hearing problems, joint anomalies, etc. ARND: Alcohol Related Neurodevelopmental Disorders Disorders such as attention deficits, behavior disorders, obsessive/compulsive disorder, etc. FASD: Fetal Alcohol Spectrum Disorders All of the disorders named above are contained in the spectrum. Full FAS comprises only about 10% of the spectrum. The other 90% may have fewer physical symptoms but are at greater risk for developing serious secondary conditions later. (Streissguth, 1997) FAS is the leading cause of mental retardation in western civilization. But Most persons with FAS have an IQ in the normal range. (Streissguth, 1997). The incidence of Fetal Alcohol Syndrome in America is 1. 9 cases per 1,000 births (1/500). Incidence of babies with disabilities resulting from prenatal alcohol exposure: 1/100! FAS/FAE is a major health issue in western civilization today. More American babies are born with FAS than with Down Syndrome, MD, and HIV combined. Alcohol causes more neurological damage to the developing baby than any other substance. Lecture Summary Fetal alcohol syndrome is among the most common known causes of mental retardation and as such, it is a major public health problem. The purpose of this lecture is to provide a basic overview of what we know about the effects of prenatal alcohol exposure. It is certainly not meant to be comprehensive but rather to give a broad overview of current knowledge in the area, and of ongoing human and animal research in the area. Heavy prenatal alcohol exposure can result in the fetal alcohol syndrome and both changes in brain structure and behavior have been reported in these children. Importantly, current data indicate that individuals exposed to heavy doses of alcohol in utero, but without the facial characteristics of FAS, can also suffer from similar brain and behavioral changes. Animal models have proven to be an excellent research tool in this field, as there appears to be good concordance between the animal and human data. The animal models provide a means to examine mechanisms of alcohol damage, to control for factors not possible in most human studies, and to help answer important clinical questions. Fetal alcohol effects are preventable, and every child born with a defect related to prenatal alcohol exposure indicates a failure of the health care system. Lecturer Dr. Ed Riley http://rsoa. org/lectures/07/index. html Background Fetal alcohol syndrome is among the most common known causes of mental retardation and as such, it is a major public health problem. The purpose of this lecture is to provide a basic overview of what we know about the effects of prenatal alcohol exposure. It is certainly not meant to be comprehensive. For more detailed overview, the following references might be helpful. It is important to remember that as the mother consumes alcohol and her blood alcohol level rises, that alcohol is freely crossing the placenta and the embryo or fetus is being exposed to the same blood alcohol levels. References Stratton, K. , Howe, C. , Battaglia, F. (1996). Fetal alcohol syndrome: Diagnosis, epidemiology, prevention, and treatment. Washington, DC: National Academy Press. Streissguth, A. P. (1997). Fetal Alcohol Syndrome: A Guide for Families and Communities. Baltimore: Paul H. Brookes Publishing Co. Background Fetal alcohol syndrome is among the most common known causes of mental retardation and as such, it is a major public health problem. The purpose of this lecture is to provide a basic overview of what we know about the effects of prenatal alcohol exposure. It is certainly not meant to be comprehensive. For more detailed overview, the following references might be helpful. It is important to remember that as the mother consumes alcohol and her blood alcohol level rises, that alcohol is freely crossing the placenta and the embryo or fetus is being exposed to the same blood alcohol levels. References Stratton, K. , Howe, C. , Battaglia, F. (1996). Fetal alcohol syndrome: Diagnosis, epidemiology, prevention, and treatment. Washington, DC: National Academy Press. Streissguth, A. P. (1997). Fetal Alcohol Syndrome: A Guide for Families and Communities. Baltimore: Paul H. Brookes Publishing Co. Background What each of these papers described was a common set of features that could occur in the offspring of mothers who drank heavily during their pregnancies. This constellation of features was named the Fetal Alcohol Syndrome in 1973 by Jones and colleagues. In order to be diagnosed as having FAS, the individual MUST meet all three criteria. There is a specific pattern of facial anomalies, which will be shown shortly. There is pre and or postnatal growth deficiency. Usually the children are born small (7drinks/week 5 or more drinks per occasion). The data on the left side of the slide come from Louise Floyd of the CDC. The first four studies were sponsored by the CDC and the other two estimates on the left side come from the IOM report (Stratton, 1996). AI/AN stands for American Indian/Alaska Native. The numbers on the right side are from a recent study by Sampson et al. , (1997). They demonstrated rates of FAS of at least 2. 8/1000 live births in Seattle, 4. 6/1000 in Cleveland, and between 1. 3 and 4. 8/1000 in Roubaix, France. Interestingly, in this study they estimate the prevalence in Seattle for FAS and ARND at 9. 1/1000 births. This would mean that nearly 1 in every 100 children is affected by prenatal alcohol exposure. The last number from South Africa is from recent work done by Phil May and colleagues. References Egeland G, Perham-Hester KA, Gessner BD, Ingle D, Berner JE,Middaugh JP. Fetal Alcohol Syndrome in Alaska, 1977 through 1992: An administrative prevalence derived from multiple data sources. American Journal of Public Health. 1998. 88(5): 781-786. Aberdeen IHS Area (1995) MMWR. vol 44(#):253-261. BDMP (1995): MMWR Vol. 44(13):249-253. Atlanta, Ga. (1997) MMWR Vol. 46(47): 1118-1120. Sampson, P. D. , Streissguth, A. P. , Bookstein, F. L. , Little, R. E. , Clarren, S. K. , Dehaene, P. , Hanson, J. W. , Graham, J. M. , Jr. (1997). Incidence of fetal alcohol syndrome and prevalence of alcohol-related neurodevelopmental disorder. Teratology, 56(5), 317-326. Stratton, K. , Howe, C. , Battaglia, F. (1996). Fetal alcohol syndrome: Diagnosis, epidemiology, prevention, and treatment. Washington, DC: National Academy Press. Institute of Medicine: 1996 Clinic-based (page 89), American Indian/Alaskan Native (page 88) May, P. , Viljoen, D. , Gossage, J. , Brooke, L. , Croxford, J. (1999). An epidemiological analysis of data from children with fetal alcohol syndrome and controls in Wellington, South Africa. Alcoholism: Clinical and Experimental Research, 23 (5), 110A. May, P. , Viljoen, D. , Gossage, J. , Brooke, L. , Croxford, J (1999). An update on the maternal risk factors associated with the prevalence of fetal alcohol syndrome in Wellington, South Africa. Alcoholism: Clinical and Experimental Research, 23 (5), 91A Background It must be stressed that the facial characteristics basically define FAS. Without these facial features, one cannot be diagnosed with FAS. In particular, the discriminating features are short palpebral fissures (the length of the eye opening), a flat midface, an indistinct or flat philtrum (the ridge under the nose), and a thin upper vermilion (lip). While each of these can occur in a variety of disorders, the combination of these features appears to be consistent with heavy prenatal alcohol exposure. Children with FAS can also have other facial features, such as epicanthal folds (tiny folds of tissues along the eye opening), a low nasal bridge, an underdeveloped jaw and minor ear anomalies. These individuals can also have a variety of associated features. Heart defects, skeletal anomalies, altered palmar creases (those creases on your hands), and urogenital anomalies are among the anomalies found more frequently in FAS. Reference Streissguth, A. P. (1994). A long-term perspective of FAS , Alcohol Health Research World (Vol. 18, pp. 74-81). image Facies in fetal alcohol syndrome Background The brain on the left was obtained from a 5-day-old child with FAS while the brain on the right is a control. The effects are obvious. The brain on the left suffers from microencephaly (small brain) and migration anomalies (neural and glia cells did not migrate to their proper location in the brain, but instead many of them simply migrated to the top of the cortex). Although it cannot be seen here, there is also agenesis of the corpus callosum and the ventricles are dilated. The corpus callosum is the major fiber tract connecting the two hemispheres of the brain (more on this later). Major findings of other autopsies of children with FAS have found microcephaly, hydrocephaly, cerebral dysgenesis, neuroglial heterotopias, corpus callosum anomalies, ventricle anomalies, and cerebellar anomalies. It must be pointed out, however, that these autopsies have typically been conducted only on the most severe cases, since these children often have enough problems that they do not survive. The interested reader on the pathological changes that occur in FAS is referred to the following articles. References Clarren, S. K. (1986). Neuropathology in fetal alcohol syndrome. In J. R. West (Ed. ), Alcohol and Brain Development (pp. 158-166). New York: Oxford University Press. Roebuck, T. M. , Mattson, S. N. , and Riley, E. P. (1998). A review of the neuroanatomical findings in children with fetal alcohol syndrome or prenatal exposure to alcohol. Alcoholism: Clinical and Experimental Research, 22 (2),339-344. Image brain damage resulting from prenatal alcohol Background The image on the left is a normal midsaggital MRI scan of the human brain with the cerebrum and cerebellum pointed out. The data on the right show the reduction in size of the these two areas in children with FAS and PEA. PEA stands for Prenatal Exposure to Alcohol, and includes children with known histories of heavy prenatal alcohol exposure, but who lack the features necessary for a diagnosis of FAS. As can be seen, the extent of reduction in the volume of both the cerebrum and cerebellum is significant. While the PEA group shows a reduction in volume, with these sample sizes, this is not a significant difference. Other brain imaging studies indicate disproportionate size reductions in the basal ganglia, cerebellum, and corpus callosum. The data are presented as percent of normal matched controls. References Mattson, S. N. , Jernigan, T. L. , Riley, E. P. (1994a). MRI and prenatal alcohol exposure. Alcohol Health Research World, 18(1), 49-52. Archibald, S. L. , Fennema-Notestine, C. , Gamst, A. , Riley, E. P. , Mattson, S. N. , and Jernigan, T. L. (submitted, 2000). Brain dysmorphology in individuals with severe prenatal alcohol exposure. image change in brain size Background One anomaly that has been seen in FAS is agenesis of the corpus callosum. While not common, it occurs in FAS cases (~6%) more frequently than in the general population (0. 1%) or in the developmentally disabled population (2-3%). In fact it has been suggested that FAS may be the most common cause of agenesis of the corpus callosum. In the top left picture, is a control brain. The other images are from children with FAS. In the top middle the corpus callosum is present, but it is very thin at the posterior section of the brain. In the upper right the corpus callosum is essentially missing. The bottom two pictures are from a 9 year old girl with FAS. She has agenesis of the corpus callosum and the large dark area in the back of her brain above the cerebellum is a condition known as coprocephaly. It is essentially empty space. Most children with FAS do have a corpus callosum, although it may be reduced in size. The reduction in size occurs primarily in the front and rear portions (genu and splenium). One interesting item is that this same pattern of reduction in the genu and splenium has been found in ADHD children. The behavioral problems seen in FAS frequently are similar to those seen in ADHD. References Mattson, S. N. , Jernigan, T. L. , Riley, E. P. (1994a). MRI and prenatal alcohol exposure. Alcohol Health Research World, 18(1), 49-52. Mattson, S. N. , Riley, E. P. (1995). Prenatal exposure to alcohol: What the images reveal. Alcohol Health Research World, 19(4), 273-277. Riley, E. P. , Mattson, S. N. , Sowell, E. R. , Jernigan, T. L. , Sobel, D. F. , Jones, K. L. (1995). Abnormalities of the corpus callosum in children prenatally exposed to alcohol. Alcoholism: Clinical and Experimental Research, 19(5), 1198-1202. Background There have been over a dozen retrospective studies of children with FAS (total N = 269). Overall, these studies, such as the Seattle studies or studies out of Germany, reported an overall mean IQ of 72. 26 (range of means = 47. 4-98. 2). The data presented here were collected in San Diego, CA as part of a project at the Center for Behavioral Teratology. The mean IQ performances of children with FAS were compared to alcohol-exposed children with few if any features of FAS. All children in this study were exposed prenatally to high amounts of alcohol, however only the FAS group displayed the craniofacial anomalies and growth deficits associated with the diagnosis. The other group was designated as having prenatal exposure to alcohol (PEA) and had documented exposure to high levels of alcohol but were not dysmorphic, microcephalic, or growth-retarded. In comparison to normal controls, both groups of alcohol-exposed children displayed significant deficits in overall IQ measures as well as deficits on most of the subtest scores. While the PEA subjects usually obtained marginally higher IQ scores than those with FAS, few significant differences were found between the two alcohol-exposed groups. These results indicate that high levels of prenatal alcohol exposure are related to an increased risk for deficits in intellectual functioning and that these deficits can occur in children without all of the physical features required for a diagnosis of FAS. Our PEA subjects may be somewhat similar to individuals identified by other groups as having FAE, however individuals with PEA display few if any of the facial features of FAS, and are not growth retarded or microcephalic. References Streissguth AP, Aase JM, Clarren SK, Randels SP, LaDue RA, Smith DF (1991). Fetal alcohol syndrome in adolescents and adults. Journal of the American Medical Association 265:1961-1967. Mattson, S. N. , Riley, E. P. , Gramling, L. , Delis, D. C. , and Jones, K. L. (1997). Heavy prenatal alcohol exposure with or without physical features of fetal alcohol syndrome leads to IQ deficits. Journal of Pediatrics, 131 (5), 718-721. Mattson, S. N. and Riley, E. P. (1998). A review of the neurobehavioral deficits in children with fetal alcohol syndrome or prenatal exposure to alcohol. Alcoholism: Clinical and Experimental Research, 22 (2), 279-294. image general intellectual performance Background. This was a study of a broad range of neuropsychological tests, such as: The Wide Range Achievement Test- which assesses academic skills, the Peabody Picture Vocabulary Test and the Boston Naming test-both assessment of basic language functioning, the California Verbal Learning Test-a list learning and memory test, the Visual-Motor Integration Test which measures basic visual-perceptual skills, the Grooved Pegboard test-a test of fine-motor speed and coordination, and the Childrens Category Test-a measure of nonverbal learning. Along the x-axis are the tests included in the battery; for comparison purposes, all scores were converted to standard scores with a mean of 100 and an SD of 15. Children with FAS or PEA showed deficits in comparison to controls and they were very similar to each other. There does seem to be some indication that the nonverbal measures (on the right of the slide) are not as impaired as the verbal and academic measures, which are on the left and center of the slide. The take home message is that children with FAS and those exposed to high amounts of alcohol, but without the characteristics required for a diagnosis of FAS, are similarly impaired. The FAS children tend to be a bit worse than the PEA children, but the pattern of behavioral deificits is fairly similar over a wide range of tests. References Mattson, S. N. , Riley, E. P. , Gramling, L. , Delis, D. C. , Jones, K. L. (1998). Neuropsychological comparison of alcohol-exposed children with or without physical features of fetal alcohol syndrome. Neuropsychology, 12(1), 146-153. image neuropsychological performanceBackground In addition to the abilities already discussed, a few studies have documented other specific neuropsychological deficits in individuals with FAS. Children with prenatal alcohol exposure, with and without FAS, have demonstrated various deficits on measures of executive functioning. These measures have revealed problems in areas such as planning (tower task-shown above), cognitive flexibility (trails test), inhibition (stroop test), and concept formation and reasoning (word context tests). Generally, performance on these measures is characterized by increased errors and more difficulty adhering to rules. Therefore, children are less successful overall. For example, on the tower measure shown above (Tower of California-similar to Tower of London), children with FAS and PEA passed fewer items overall and made more rule violations than controls. The only two rules were to never place a larger piece on top of a smaller one and to move only one piece at a time. As can be seen the alcohol exposed children had many more rule violations. In addition, deficits have been found on the WCST (Wisconsin Card Sort Test), a nonverbal measure of problem solving. The WCST test requires both problem solving and cognitive flexibility and has been proposed to be sensitive to frontal system dysfunction. This test is a gold standard in the measure of executive functioning in neuropsychology. Children with prenatal exposure to alcohol made more errors and had more difficulty with the conceptual nature of the task than controls. New data indicate that they have trouble identifying and defining concepts. Finally, tests of planning ability are also thought to be sensitive to frontal systems dysfunction although few such studies have been done in individuals with FAS. On the Progressive Planning Test which is similar to the Tower of London test children with FAS/FAE had difficulty with planning ahead and tended to perseverate on incorrect strategies. So far the results could be summarized as: 1) Heavy prenatal alcohol exposure is associated with a wide range of neurobehavioral deficits including visuospatial functioning, verbal and nonverbal learning, and executive functioning 2) Heavy prenatal alcohol exposure causes microcephaly and disproportionate reductions in the corpus callosum, basal ganglia, and cerebellum 3) Children with and without physical features of the fetal alcohol syndrome display qualitatively similar deficits References Carmichael O. H. , Feldman JJ, Streissguth AP, Gonzalez RD: Neuropsychological deficits and life adjustment in adolescents and adults with fetal alcohol syndrome. Alcoholism: Clinical and Experimental Research 16:380, 1992 Kodituwakku PW, Handmaker NS, Cutler SK, Weathersby EK, Handmaker SD: Specific impairments in self-regulation in children exposed to alcohol prenatally. Alcoholism: Clinical and Experimental Research 19:1558-1564, 1995 Mattson, S. N. , Goodman, A. M. , Caine, C. , Delis, D. C. , Riley, E. P. (1999). Executive functioning in children with heavy prenatal alcohol exposure. Alcoholism, Clinical and Experimental Research, 23(11), 1808-1815. Background Secondary disabilities are those disabilities that the individual is not born with, and hopefully with appropriate intervention could be ameliorated. This slide illustrates the extent of these secondary disabilities as a function of age. These are individuals with FAS and FAE. As can be seen over 90% of these individuals have mental health problems and about 50% of those over the age of 12 have disrupted school experiences, trouble with the law, which is frequently severe enough to require confinement. They also engage in relatively high rates of inappropriate sexual behavior and a significant number have alcohol and drug abuse problems. Interestingly, the factors that are protective against these secondary disabilities are: Being raised in a stable, nurturant home, diagnosis before the age of 6, no sexual or physical abuse, not changing households every few years, not living in a poor quality home, and receiving Developmental Disabilities services. References Streissguth, A. P. , Barr, H. M. , Kogan, J. , Bookstein, F. L. (1996). Final Report: Understanding the occurrence of secondary disabilities in clients with fetal alcohol syndrome (FAS) and fetal alcohol effects (FAE). Seattle, WA: University of Washington Publication Services. Image secondary disabilities Background. Much of what we know about FAS and the effects of prenatal alcohol exposure is the result of work on animal models. After FAS was identified it became important to demonstrate that the effects were indeed the result of alcohol exposure and not due to factors such as other drugs, maternal conditions, or nutritional variables. The development of appropriate animal models was very important in this regard. Models were developed for assessing physical features of FAS as well as the behavioral, neuroanatomical, and neurochemical profiles of prenatal alcohol exposure. The ideal test animal would absorb, metabolize and eliminate alcohol similar to human, transport alcohol and metabolites across.

A Dissertation Proposal Essay Example for Free

A Dissertation Proposal Essay Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers perceptions. In general, perceptions in the present study pertain to teachers thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. Teachers’ view of the ideal and actual psychological environment will also be compared across the three African American private schools included in the proposed study. Findings from the analysis of data will be reported as descriptive statistics. These include standard deviations, percentages, mean averages, and others of a similar nature. From this information, implications and conclusions will derive from the teacher perceptions. Findings from schools will be compared to each other and to those in the literature. References *Anderman, E. M., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Ashby, Dianne E., and Samuel E. Krug. (1998). â€Å"Understanding and Promoting School Climate and Culture.† Thinking Through the Principalship. New York: Eye on Education Inc. Ashton, P. T., Webb, R. B. (1986). Making a difference: Teachers sense of efficacy and student achievement. New York: Longman. Atkinson, J. W., O’Conner, P. 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