|
Male |
Female |
Total | ||||
|
N_____ |
% |
__N |
% |
N____ |
% | |
|
Yes |
258 |
52.3 |
192 |
41.1 |
446 |
46.9 |
|
Unsure |
115 |
23.3 |
131 |
28.1 |
242 |
25.5 |
|
No |
120_______ |
24.4 |
144 |
30.9 |
260_______ |
27.6 |
Muslim students, Caribbean students, male students and those whose parents had
attended college were more likely to agree with the statement. Students with mixed ethnic
background were less likely.
‘It depends on what neighbours you have. If damage is being done, some just look over
and then go back to their own house.’
75
More intriguing information
1. The effect of classroom diversity on tolerance and participation in England, Sweden and Germany2. DISCRIMINATORY APPROACH TO AUDITORY STIMULI IN GUINEA FOWL (NUMIDA MELEAGRIS) AFTER HYPERSTRIATAL∕HIPPOCAMP- AL BRAIN DAMAGE
3. INTERPERSONAL RELATIONS AND GROUP PROCESSES
4. 5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan
5. The name is absent
6. Human Development and Regional Disparities in Iran:A Policy Model
7. Contribution of Economics to Design of Sustainable Cattle Breeding Programs in Eastern Africa: A Choice Experiment Approach
8. Macro-regional evaluation of the Structural Funds using the HERMIN modelling framework
9. The name is absent
10. Alzheimer’s Disease and Herpes Simplex Encephalitis