Monopulse tracking system Patent

Monopulse tracking system with antenna array of three radiators for deriving azimuth and elevation indication

AmeriCorps: Changing Lives, Changing America

AmeriCorps is designed to help strengthen and rebuild communities affected by poverty, impacted by disasters, and marked by crime. From the initial members who served during the "Summer of Safety" in 1994 to the soon-to-be 500,000th member in 2007, AmeriCorps members have been on the front lines of service every day, recruiting and managing volunteers of all ages and backgrounds -- 1.4 million in 2006 alone. Together, AmeriCorps members and the volunteers they mobilize tackle some of our nation's toughest problems: crime, illiteracy, homelessness, gang violence, and drug abuse. They teach and tutor to help students improve academically, mentor children and youth from disadvantaged backgrounds, run after-school programs, reconnect prisoners with mainstream society, care for seniors, and protect the environment. This report examines the results from a longitudinal study of AmeriCorps members and surveys of members, alumni, and the organizations where members served to examine the impacts of national service on members' civic engagement, education, employment, and life skills. Findings reveal that AmeriCorps alumni are more connected to their communities, continue to participate in community activities, and choose public service careers after their service with AmeriCorps

Being An Extraterrestrial: The Need for Academic Emphasis on the Intersection of Race and Sexuality

I investigate the ways in which collegiate humanities curriculum and instruction can include more literature, scholarship, and discussion around the intersection of race and sexuality. My goal is to help turn college humanities classrooms into intellectual safe spaces for GBTQ Black males. An intellectual safe space, for the focus of this thesis, is one where GBTQ Black males (and perhaps other marginalized identities as well) feel that both of their identities are equally valuable parts in the curriculum and that these dual identities (or multiple in some cases) are fully represented and affirmed in the books and articles that they read and study. In order to assess the need for an inclusive, academic space for GBTQ Black males, I present interviews with ten GBTQ Black males about their social and academic experiences at the College of William and Mary, Hampton University, or Howard University. Additionally, I include literature on the discrimination and isolation that GBTQ Black males face in various academic and social contexts because of their dual identities. The literature on inclusive pedagogy discusses how educators should privilege scholarship and instructional lenses that specifically address the experiences of GBTQ students of color. Through my interview responses and literature search, I present examples of culturally relevant/responsive literature and practices that educators can use in their curriculum and instruction to include intersected GBTQ, Black voices and figures

Set & Drift: National Security Models and Vietnam

For nearly a decade the United States was actively involved in a war halfway around the world in South Vietnam which cost her approximately 56,000 lives and $150 billion

Non-Contingent Reinforcement in a Counseling Like Situation

The purpose of this study was to determine if a variable, non-contingent reinforcement, could account for a significant amount of the effect of psychotherapy. A sample of ninety subjects was drawn from basic psychology classes and randomly assigned to six groups in a variation of the Soloman 4-group design. The treatment groups were connected to sham GSR equipment and told that when a light flashed the y had made an anxiety reducing statement and were becoming more mentally healthy. The subjects were given three by five cards upon which were typed positive-negative adjective pairs and told to use the cards as cues to talk about themselves. The subjects were placed on a variable interval schedule with a mean of 10 seconds. No significant difference was found for the treatment

Student Achievement in Block and Non-Block Schedule Schools

The purpose of this study was to determine if the number of minutes allocated for high school instructional periods influences student achievement. The study also examined the perceptions of principals regarding one method of instructional time allocation, block scheduling. The study examined the differences in student achievement on a high school exit examination in the content areas of Reading and Mathematics between schools in a southern state using a four-period block schedule and schools using a non-block schedule in order to ascertain if the type of schedule has any impact on student achievement. Additionally, information pertaining to scheduling was collected to determine the perceptions of principals regarding those connections, if any, that exist between these forms of scheduling and student achievement. A Mann-Whitney U test was calculated examining the percentage of eleventh grade high school students who pass the Mathematics and Reading sections of the high school graduation exam between those who receive instruction on a block schedule and those who receive instruction on a non-block schedule. No significant difference in the percent of students passing the Mathematics or Reading test between students receiving instruction a block schedule and students receiving instruction on a non-block schedule was found. A questionnaire was also administered to the principals of block schedule schools. The questionnaire was composed of twelve questions dealing with perceptions of block scheduling. In order to identify the attitudes of these principals toward block scheduling, principals answered questions dealing with their perceptions of the effectiveness of block scheduling in their high schools. Questions addressed their perceptions of block scheduling in the following areas: class period length of time, length of the course, principals’ personal preference regarding block scheduling, the effect of block scheduling on student attendance and discipline, the effect of block scheduling on teacher attendance, discipline, and morale, the effect of block scheduling on exit exam scores, course grades, and the drop-out rate. Non-block principals did not complete the questionnaire. The majority of respondents reported that block scheduling had a positive impact on students. Respondents reported that teacher discipline, teacher attendance, and teacher morale either remained the same or were impacted in a positive manner in block schedule schools. The majority of principals favored the time constraints of the block schedule. Implementing an adjusted school schedule to improve scores on high stakes tests in itself may not cause an increase in test scores. There are many variables that can have an effect on student achievement. It is the opinion of the researcher that making changes to the schedule without careful consideration of all benefits and consequences would not be in the best interest of the students

An Analysis Of Selected Problems In Elementary School Administration In Saint Landry Parish, Lousiana

For some time the writer has been concerned about the problems that exist among Negro principals in elementary school administration throughout Louisiana. Therefore this study, of some administrative and supervisory problems that were confronting each elementary school principal in Saint Landry Parish, Louisiana, was begun. In the study it was discovered by the writer that each elementary principal dealt with about the same problems, which could be classified as follows: 1. Attendance 2. School finance accounting 3. Classification of Transfer Students 4. Mentally Retarded Children 5. School Records 6. Providing for Individual Differences 7. Testing Program - Guidance and Counseling 8. In-Service Programs 9. Home-School Relationship It is hoped that this study will help the elementary principals of Saint Landry Parish and other areas having similar problems. Statement of the Problem. The study of school administration indicates that there are certain fundamental principles which should guide the practicing school principal in making plans, decisions, and analyses relating to their work. Yet there are some aspects of administrative practice which continue to give difficulty. The problem then appears to be that of identifying the difficulties and finding possible reasons why the usual principles of procedure may not apply to their solution. Specifically, the difficulties of school principals in Louisiana constituted the focal area of the problem