Student feelings on school vio Essay Example For Students

Student feelings on school vio Essay Statement of PurposeThe purpose of this questionnaire is to measure the extent to which school staff and students agree with statements that sufficient measures to prevent school violence exist. Furthermore, it will reveal staff and student classifications in the areas of gender, whether the subject is a staff member or student, and the grade level if the subject is a student. Description of PopulationThis pilot survey was conducted by gathering responses from staff members and students at Flintville Junior High School in Flintville, Tennessee. Selecting every 10th name from a list of approximately 350 students created a random sample of 10% of the student body. If the 10th student was not available, the next name on the list was chosen. Almost all of the student questionnaires were used. Only one was not completed. In addition to the 10% sample of students, the entire teaching staff of the school was also asked to participate in the survey. Less than 70% of the staff returned completed questionnaires (17 out of 28). These were used and combined with the student results . We will write a custom essay on Student feelings on school vio specifically for you for only $16.38 $13.9/page Order now Description of the QuestionnaireThe questionnaire was devised by creating three subtopics: security personnel, security equipment / methods, and feelings of security at different times of day in different locations. Subjects were asked to respond to five questions in each subtopic. The questions in the questionnaire were presented in the Likert-type question format:Example: I feel very secure with the presence of faculty members monitoring the halls between classes. 000 00SAAUD SDSubjects were instructed that SA = strongly agree, A = agree, U = undecided, D= disagree, and SD = strongly disagree. Subjects were asked to place an X in the box that most closely described the degree to which they agreed with the statement. Procedures for Scoring the QuestionnaireA numerical value was assigned to each answer. SA=5, A=4, U=3, D=2, and SD=1. Since each of the three subtopics consisted of five questions, there were a total of 15 questions on the questionnaire. Therefore, the total point value of each questionnaire was somewhere within the range of 15- 75 points. Checking ItemsMost of the questions in each subtopic were designed to have internal consistency. That is, they were stated in such a way as to yield similar responses from the respondent. However, for each subtopic, one statement was made to deliberately yield a different response. These items were used as checking items in each of the subtopics to insure that the respondents were paying close attention to their responses. For example, the following questions illustrate how four out of five statements are stated in such a way as to yield similar responses from the respondent. The fifth statement is made to deliberately yield a different response:1. Ice cream tastes very sweet. 000 00SAAUD SD2. Candy is very sweet. 000 00SAAUD SD3. Apple pie is very sweet. 000 00SAAUD SD4. Grape jelly is very sweet. 000 00SAAUD SD5. Lemons are very sweet. 000 00SAAUD SDIf a respondent was responding to statements 1-4 by using A (agree), and then responded to statement 5 with D (disagree), one could assume that the respondent was paying very close attention to the responses being made. However, if the response to statement 5 was also A(agree), it would be obvious that the respondent was not being careful with each response. For statistical purposes, if it is determined that the subject responded in such a way as to indicate consistency with the rest of his or her responses, the point value of the checking item would be inverted to show accurate representation, (i.e., SA would be changed to SD, A would be changed to D, U would remain the same, etc.). Items 13, 14, and 15 on this questionnaire were checking items and point values were inverted accordingly. .u774fdcc56564fc3f85d51360aea67cb9 , .u774fdcc56564fc3f85d51360aea67cb9 .postImageUrl , .u774fdcc56564fc3f85d51360aea67cb9 .centered-text-area { min-height: 80px; position: relative; } .u774fdcc56564fc3f85d51360aea67cb9 , .u774fdcc56564fc3f85d51360aea67cb9:hover , .u774fdcc56564fc3f85d51360aea67cb9:visited , .u774fdcc56564fc3f85d51360aea67cb9:active { border:0!important; } .u774fdcc56564fc3f85d51360aea67cb9 .clearfix:after { content: ""; display: table; clear: both; } .u774fdcc56564fc3f85d51360aea67cb9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u774fdcc56564fc3f85d51360aea67cb9:active , .u774fdcc56564fc3f85d51360aea67cb9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u774fdcc56564fc3f85d51360aea67cb9 .centered-text-area { width: 100%; position: relative ; } .u774fdcc56564fc3f85d51360aea67cb9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u774fdcc56564fc3f85d51360aea67cb9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u774fdcc56564fc3f85d51360aea67cb9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u774fdcc56564fc3f85d51360aea67cb9:hover .ctaButton { background-color: #34495E!important; } .u774fdcc56564fc3f85d51360aea67cb9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u774fdcc56564fc3f85d51360aea67cb9 .u774fdcc56564fc3f85d51360aea67cb9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u774fdcc56564fc3f85d51360aea67cb9:after { content: ""; display: block; clear: both; } READ: Online and Research Journalism EssayNotes of Special Interest Concerning Data FeedbackOf the 36 students that given questionnaires one students questionnaire was omitted due

Copernicus essays

Copernicus essays Instead of accepting the geocentric universe belief, he dared to ask why. Nicholas Copernicus, one of the extraordinary astronomers of his time, began a revolutionary way of thinking about the heavens. He established a heliocentric view to explain why things occur the way that they do. What we now know about the heavens is largely due to his advancements in astronomy. I plan to cover his discoveries, through all the trials and tribulations that he faced. Ultimately to show how he was indeed the one who dare stand tall and shake the heavens, something that had not been done quite so often. The main points I plan to cover are Copernicuss trial and error ideas that led him to reach his final answer. Then to show how he replaced early cosmology with his Copernican theory. Once his heliocentric model had been introduced, how it influenced later astrology as well. To further delve into the subject, Ill explain why his way of thinking made more sense of the heavens, its beauty, simplicity, and preciseness. As with all great minds that have radical new ideas, his views were refuted and ignored, which will also be a point of discussion. Only a few Copernicans existed after the original, Galileo and Kepler are some I will briefly mention as well. His ideas and beliefs not only explained what others couldnt; they made good physical sense too. It is one thing to explain something intricate and complex, and yet another to have it all make perfect sense, as if pieces had fallen together to form the entire puzzle. This is something he was trying to achieve, and made good strides towards it. He used observations and creative outside of the box thinking. Although, the time and place in which he grew up in welcomed new ideas, just not those that would go against earlier thinking. It was all these things combined that made him who he was and what he believed in. ...

Investigation of the cardiovascular changes and cognitive effects of Research Paper

Investigation of the cardiovascular changes and cognitive effects of commercially available energy drink on student in lectures - Research Paper Example 127; Finnegan, 2003, p. 147). â€Å"Energy Drinks† which are so called because they are thought to be stimulant in nature, providing the consumers with an instant boost of energy and alertness and decreasing lethargy and sleepiness, were first introduced in the global market in the late nineties and have been gaining widespread fame ever since (Kim, 2003, p. 2). Energy Drinks are categorized as â€Å"stimulant drinks,† which have been defined by the Stimulant Drinks Committee as ‘a beverage which typically contains caffeine, taurine and vitamin(s) and may contain an energy source (e.g. carbohydrate) and/or other substance(s), marketed for the specific purpose of providing real or perceived enhanced physiological and/or performance effects (Finnegan, 2003, p. 248).’ The manufacturers of Energy Drinks claim that such drinks enhance both mental and physical functions, resulting in improved physical endurance, increased alertness and concentration, augmented re action speed and an elevated affect (Kim, 2003, p. 2; Kaminer, 2010, p. 643). Statistics reveal that the United States ranks as the largest consumer of energy drinks worldwide with an annual consumption amounting to approximately 290 million gallons (Weise, 2008 cited in Higgins et al., 2010, p. 1033). It is interesting to note that the age group in which the consumption of such drinks is the highest is between 11-35 years (Ballard et al., 2010 cited in Higgins et al., 2010, p. 1033). Such drinks are common amongst the adolescent age group, in particular, amongst students due to a variety of reasons including the perception that these drinks help to boost one’s performance especially during athletic performances and during exams, help in overcoming fatigue and sleepiness and also because such drinks have now become a fad nowdays and are widely available during parties and other social gatherings (Paddock, 2008). There are several varieties of Energy Drinks available commercia lly and amongst them, Red Bull is one of the most famous and commonly consumed Energy Drink. The key active ingredients of this drink include caffeine (approximately 32 mg/dL), taurine (approximately 400 mg/dL or 1000 mg per drink), glucuronolactone (approximately 240 mg/dL or 600mg per drink), and sugar (as an energy source) (Kim, 2003, p. 2; Ragsdale, et al., 2010, p. 1193). In addition, these drinks also contain water and small quantities of some vitamins and minerals (Ragsdale, et al., 2010, p. 1199). Amongst the active ingredients, caffeine and taurine are found to contribute most significantly towards the aforementioned positive effects. An important component of energy drinks is carbohydrates which are present in significant amounts in the form of in concentrated forms of sugars such high-fructose corn syrup or sucrose. It is a well known fact that carbohydrates are the major energy metabolites of the human body. Studies have revealed that administration of moderately concent rated solutions of carbohydrates, or amounts between 25-50 g of glucose, help in improving exercise capacity and delay the occurrence of post-exercise fatigue (Scholey & Kennedy, 2004; Higgins et al., 2010). In addition, consumption of glucose in levels similar to those present in Energy Drinks has been found to improve cognitive functions including attention and reaction times (Smit et al., 2004). On the other hand, caffiene which is the other key active component of Energy Drinks, is known to be a central nervous system stimulant.