The problem of this study was to determine the differences in experimentwise and comparisonwise Type I error rate among six multiple comparison procedures when applied to twenty-eight combinations of normally distributed data. These were the Least Significant Difference, the Fisher-protected Least Significant Difference, the Student Newman-Keuls Test, the Duncan Multiple Range Test, the Tukey Honestly Significant Difference, and the Scheffe Significant Difference. The Spjøtvoll-Stoline and Tukey—Kramer HSD modifications were used for unequal n conditions. A Monte Carlo simulation was used for twenty-eight combinations of k and n. The scores were normally distributed (µ=100; σ=10). Specified multiple comparison procedures were applied under two conditions: (a) all experiments and (b) experiments in which the F-ratio was significant (0.05). Error counts were maintained over 1000 repetitions. The FLSD held experimentwise Type I error rate to nominal alpha for the complete null hypothesis. The FLSD was more sensitive to sample mean differences than the HSD while protecting against experimentwise error. The unprotected LSD was the only procedure to yield comparisonwise Type I error rate at nominal alpha. The SNK and MRT error rates fell between the FLSD and HSD rates. The SSD error rate was the most conservative. Use of the harmonic mean of …

The purpose of this study was to investigate symptoms of childhood depression as factors in elementary school age children's reading difficulties. Subjects for study included children who evidenced symptoms of depression from among those referred to the Pupil Appraisal Center (PAC) at North Texas State University for reading difficulties between October, 1983, and April, 1985. The Weinberg Affective Scale (WAS), a screening device for childhood depression, was used to identify the subjects for this study. Using document analysis as the research approach, the researcher examined, recorded, and categorized referral and evaluation statements made by parents, teachers, counselors, and reading specialists the subjects1 PAC files that described symptoms of childhood depression. Also analyzed were diagnostic test data from the evaluation reports of PAC counselors and reading specialists.

Universities in many industrialized countries including Japan, and Australia, have enabled those countries to achieve rapid economic and social advancement. However, this is untrue for the universities of Ghana, due to the country's ailing economy, its continued dependence on foreign manpower, aid, and material goods. The purpose of this study, therefore, was to illuminate the major factors and events that have controlled and inhibited the development of higher education in Ghana from 1948 to 1984. The method of acquiring data involved a computer and manual search for documents from 1) ERIC Database, 2) libraries , and 3) Embassy of Ghana, Washington, D.C. The findings include (1) Establishment of universities on the basis of the Asquith Doctrine; (2) Imitation of British universities' curriculum, constitution, standards and social functions; (3) Characterization of universities by elitism, lack of diversity and adaptation, autonomy, excellence and narrow specialism in their honor degree programs; (4) Emphasis on cognitive rather than psychomotor learning; (5) Matriculation of inadequately qualified secondary school science students; (6) Absence of a nationally formulated statement of manpower needs, goals, and effective long-term planning; (7) Financial exigencies; (8) Suppression, perversion and abuse of academic and intellectual freedom by the government and universities; (9) Inconsistent …

The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.