Academic progress

Meanwhile, the stimulants have no proven therapeutic effect beyond the first few weeks of behavioral suppression with enforced docility and compulsivity. Furthermore, they have no positive impact on learning, academic progress, or socialization. Instead, they disrupt learning by causing abnormal overfocusing, and they often induce obsessive-compulsive behavior, depression, and social withdrawal. 

Figure 1.3 shows that transitions in academic progress differ among various minority groups. For example, if the high school completion rates for Mexican Americans and American Indians are only 50 to 60 percent, limiting our efforts to interventions at the college level misses a major part of the problem. Because the completion rate of Ph.D.s is lower for minorities than for nonminorities, another conclusion that can be drawn is that if the difference in completion rate were eliminated, the number of minority Ph.D.s produced would double. 

Recordkeeping Maintain standardized test scores, academic progress assessments, and immunization records None... 

Despite these advances there is still a considerable gap between academic progress and industrial applications regarding the use of rigorous models for the design, simulation and optimization of catalytic reactors. Amundson (1984) stresses this by saying ... 

Compared with the great success in commercial applications, academic progress on the Phillips catalyst is lagging far behind, in spite of numerous research efforts during the past 60 years. Aspects of the Phillips catalyst concerning the formation, structure, oxidation state of active sites, and polymerization mechanisms, especially the initiation mechanism, are still mysterious. The difficulties for basic smdies on this important industrial catalyst system are mainly derived from the low percentage of active Cr species, the complexity of heterogeneous catalyst systems, the multiple valence states of Cr, the instant encapsulation of active sites by produced polymer, and the ultrafast polymerization rate. 

That all students of minority status are provided with a mentor of the same background upon entering college. This mentor s job would be to acclimate the student to their new environment, to check up on their academic progress, spend quality time, and provide information on cultural and educational opportunities. This would allow students to feel more connected in their new environment, which is correlated with higher academic achievement and better mental and physical health. 

Barnes, H A, Dispersion Rheology 1980, a survey of industrial problems and academic progress , 190 pages. Royal Soc. Chem., Industrial Div., London, 1981. 

Moderate 35- 49 Varies from simple to no speech may learn basic sign language, e.g. Makaton Limited academic progress, but some people read, write, count Likely to need support with Activities of Daily Living (ADLs) Can often do simple practical work with supervision Usually fully mobile May need supported accommodation / to stay with family... 

A review of studies comparing the academic progress of matched able-bodied children in inclusive and non-inclusive classrooms (Staub and Peck, 1995) concluded that no able-bodied student was harmed by being in an inclusive classroom and that there was no loss of teaching time by the able-bodied as a result of the inclusion of disabled peers. However, the authors add caveats to their discussion first, that most of the studies took place in early childhood environments, and second, that studies revealing positive advantages to the nondisabled from being in inclusive classrooms focus on social rather than academic benefits. (There are other cautions which need to be made about any research of this kind, as the discussion in chapter 1 revealed.)... 

Attempts at researching the academic progress of disabled children in inclusive classrooms have been beset by the problems of assessment discussed above and by the complexity of determining physical and intellectual matches between comparison groups in special and mainstream schools, as noted in chapter 1. Tentative conclusions (see, for... 

At the end of the 1995/96 year Caroline was found to have made httle academic progress, as measured by NC levels and the seven-year-old SATs, but progress towards other goals, such as taking more personal responsibihty for the use of time, and becoming more aware of, and able to assert, her own feelings, was considerable. 

After exploring the arguments for inclusion, this book examines the international evidence of children s well-being and academic progress in inclusive schools. It also describes how those who are in the vanguard of inclusion have gone about developing tlieir practice. 

---