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The COVID-19 pandemic has adversely affected the academic progress and wellbeing of many students, resulting in a greater sense of hopelessness and despair. These consequences are particularly devastating for many children living in urban communities, where poverty and a lack of resources prevent them from accessing high-quality learning, health care, and social programs. To understand the enormity of the problems associated with the growing hopelessness of our school-aged children, this article describes the factors affecting hope, how schools can foster hope, the skills and mindsets educators need to instill hope, and the positive outcomes of producing more hopeful students.

As American education enters the 21st century, cries for improved school performance are being voiced by parents, state departments of education, and the federal government.

Includes index. ; 1. The Declaration of Independence. Articles of Confederation . The Northwest Territorial Government. Constitution of the United States. The judiciary, pt.1: The Judicial Code. The judiciary, pt.2: Statutes not included in the Judicial Code, chapters 1-15 - 2. The judiciary, pt.2: Statutes not included in the Judicial Code, chapters 16-21. The judiciary, pt.3: Rules of practice in equity and admiralty, and court rules. Extradition - 3. Interstate commerce. National banks - 4. Crimes. Patents, trademarks and copyrights. - 5. Bankruptcy. Internal revenue - 6. Titles 1 to 22. The Congress. The President. Departments. Army & Navy, etc. - 7. The Territories. Civil rights. Immigration. Naturalization. Public lands. Indians. ; Mode of access: Internet.

Two studies investigated the effects of the perception of the opponent's motives and incentives to defect on cooperation in a mixed-motive game. Study I varied the perceived goal of the other (by instructions) and the incentive of the other to defect (by payoff values). Study II varied the other's incentive as well as the subject's incentive to defect, both by payoff values. The results indicated that the perceived goal of the other strongly influenced the subject's cooperation. The incentive of the other also affected cooperation, except when the other was assumed to be pursuing a benevolent goal. Finally the subject's incentive did not affect his cooperation nearly as much as did his opponent's incentive.

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