Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
Neural Networks and Rules-based Systems used to Find Rational and
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The extent to which differences were present in the receipt of in-school suspension and out-ofschool suspension assignments as a function of gender and ethnicity/race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation. An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of-school suspension to boys and girls. Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability. With respect to ethnicity/race, Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of-school suspensions at statistically significantly higher rates (i.e., 1 to 2 times more often) than their Hispanic and White counterparts. Clear disproportional ties were established in the assignment of both in-school suspensions and out-of-school suspensions by the gender and ethnicity/race of Texas Grade 9 students who had a Learning Disability.
John Slate. 2018. \u201cDiscipline Assignment Inequities by the Gender and Ethnicity/Race of Grade 9 Students with a Learning Disability\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 17 (GJHSS Volume 17 Issue G10): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
The methods for personal identification and authentication are no exception.
Total Score: 132
Country: United States
Subject: Global Journal of Human-Social Science - G: Linguistics & Education
Authors: Jamie Heintz Benson, John R. Slate (PhD/Dr. count: 0)
View Count (all-time): 125
Total Views (Real + Logic): 3164
Total Downloads (simulated): 1578
Publish Date: 2018 01, Wed
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The extent to which differences were present in the receipt of in-school suspension and out-ofschool suspension assignments as a function of gender and ethnicity/race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation. An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of-school suspension to boys and girls. Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability. With respect to ethnicity/race, Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of-school suspensions at statistically significantly higher rates (i.e., 1 to 2 times more often) than their Hispanic and White counterparts. Clear disproportional ties were established in the assignment of both in-school suspensions and out-of-school suspensions by the gender and ethnicity/race of Texas Grade 9 students who had a Learning Disability.
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