Career Choices Research Paper Example | Topics and Well Written Essays - 750 words

Vocation Choices - Research Paper Example What's more, this course has many vocation ways from which one can browse especially with regards to having some expertise in one region of the calling. This being the situation, this paper investigates the Design and Technology as a profession decision comparable to Engineering regarding both vocation prospects and contending benefits. A vocation in plan and Technology is in reality a decent one considering the way that many profession ways from which one can look over in this field of study exist. This is the primary explanation I have chosen to seek after a vocation in Design and Technology (Barlex, 27). With a degree in Design and Technology, one either can pick to turn into an architect in different parts or joins their innovative aptitudes into private practice just to make reference to yet a couple (Ansell, 56). Right now, I am majoring on the Design some portion of this profession, as it matches with my vocation desires of turning into an originator. Being an understudy of De sign and Technology, I generally go for modern connections and temporary positions and right now I am joined to an innovation configuration organization that works in the creation of digitized photographs. Since the field of Design and Technology is a wide one, one needs in any event a college degree so as to be increasingly refined in their planned callings and vocation decisions. This is particularly so because of the substantial and wide coursework associated with the investigation, an essential most managers search for (Barlex, 27). With regards to the workplace, maybe Design and innovation is the best profession decision one can make considering the way that originators can pick either to work on the web or work from workplaces throughout doing their particular obligations (Ansell, 56). This implies with a profession in Design and innovation, one can work from anyplace independent of their topographical conditions (Cave, 39). In addition, a Design and Technology expert can eith er choose to look for business or adventure into private work on attributable to their immense range of capabilities. Unquestionably, the profession is very persuasive and various realities and thoughts assumed a key job in affecting my choice to take this vocation way (Barlex, 27). On a very basic level, I had an uncle who took a similar profession way and he used to empower me by continually revealing to me the advantages of seeking after a vocation in Design and Techno

Analysis of Langston Hughes Harlem (Dream Deferred) :: Hughes Harlem Dream Deferred Essays

Investigation of Harlem (Dream Deferred)               Langston Hughes' sonnet Dream Deferred is essentially about what happens to dreams when they are put on hold.  Hughes most likely proposed for the sonnet to concentrate on the fantasies of African-Americans specifically on the grounds that he initially entitled the sonnet Harlem, which is the capital of African American life in the United States; in any case, it is similarly as simple to peruse the sonnet as being about dreams by and large and what happens when individuals defer making them come true.  Ultimately, Hughes utilizes a deliberately masterminded arrangement of pictures that likewise work as metaphors to recommend that individuals ought not defer their fantasies in light of the fact that the more they delay them, the more the fantasies will change and the more outlandish they will materialize.   In the opening of the sonnet the speaker utilizes a visual picture that is likewise a comparison to contrast a fantasy conceded with a raisin.  The speaker poses the inquiry, Does it [the dream] evaporate/Like a raisin in the sun? (2-3).  Here we can see the raisin, which used to be a clammy, tight, solid looking grape, has withered to turn into a raisin.  The speaker doesn't underscore the presence of the raisin, so the portrayal isn't as critical as a picture for what it's worth as a simile.  Why contrast a fantasy conceded with a raisin?  Like a raisin, a fantasy conceded wilts up and turns dim in light of the fact that the sun has heated it.  The accentuation on the sun is significant on the grounds that it stresses time-we measure time by the sun's movement.  Like the raisin, the fantasy has been waiting for quite a while thusly, it has changed into something totally different than it once was.  Because they look so changed, barely any individuals would accept that raisins were once grapes except if they had been told.  Similarly, a fantasy that keeps on being deferred will experience a development also it won't be equivalent to the first.

10 Tips to Protect Your Money for Cyber Security Awareness Month

10 Tips to Protect Your Money for Cyber Security Awareness Month 10 Tips to Protect Your Money for Cyber Security Awareness Month 10 Tips to Protect Your Money for Cyber Security Awareness MonthWant to hear something really scary this Halloween season? If you dont keep your information safe online, scammers will be able to steal your identity and drain your bank accounts.October is the season of goblins and ghouls, but it’s also National Cyber Security Awareness Month! Launched in 2004 by the Department of Homeland Security and the nonprofit National Cyber Security Alliance, National Cyber Security Awareness Month is an opportunity to brush up on your personal security measures.With more and more of our financial information and transactions being handled online, staying smart about protecting your data can help protect your money from evil scamming forces.Unlike goblins and ghouls, these evil-doers have the advantage of being real. With that in mind, here are ten handy tips to get you started.1. Protect Your Login.You probably already know that you should have unique passwords for the different sites you reg ularly visit. But don’t just rely on a password to protect you online. The organization Stop.Think.Connect offers lots of good advice on Lock Down Your Login.Consider using free two-step authorization, biometrics (fingerprint or facial recognition) or a security key device for logging in, especially when dealing with financial transactions online.And remember: when it comes to your passwords, something thats easy to remember is probably also something thats easy to steal. The same goes for security questions.2. Connect with Care.If you’re doing any online banking or shopping, check the URL of the site. If it doesn’t have https:// or “shttp://” in the address, it’s not a secure site.If you’re using Wi-Fi hotspots, make sure you check security settings to ensure nobody else can access your machine. Or just wait to conduct business online until you know you’re on a secure Network.Similarly, many scammers will try to funnel you cloned version of real sites through email phishing scams. Instead of clicking the links they send you, go to the website yourself through your web browser.3. Don’t Press “Send” on Your Social Security Number.Never send your Social Security number or any other sensitive account information via email, even if you trust the recipient. Not only is email a favorite tool of modern-day scammers, but having your social security number in some elses inbox means that if they  get hacked,  your  information could be compromised as well.If an employer or someone else really needs that information, provide it in person or through “snail mail.” If you must email it, do so with an encrypted file. Your employers also shouldn’t be sending you tax documents via email.Back in 2016, John Patrick Pullen of Time Magazine wrote an informative piece about why email is so dangerous for protecting your Social Security information in 2016. Check it out to learn more.4. Streamline Your Inbox.Even if you think you’re being careful about n ot sending sensitive information online, you might have old emails hanging out with that personal data available.It’s a good idea to clean out your inboxes anyway, so make a special point of checking for anything that might have Social Security numbers, bank account numbers or other information that financial fraudsters might find tempting.Delete and then empty the trash.5. Keep a Clean Machine.Make sure your security software, web browser, and operating system are all updated. This will lessen the threat from hackers and phishing operations.And also make sure to use security software to scan USBs or other external devices connected to your computer so you don’t pick up any malware or viruses.We know that getting constant messages to update your system is annoying. We dont like it either. But taking the time to update and reboot your computer and your smartphone is worth it.6. When In Doubt, Don’t Click.If you get any emails or messages on social media sites such as Facebook t hat strike you as suspicious, delete and trash them without opening any links.This is especially true if it purports to be from a family member in need. The Federal Trade Commission has a whole page dedicated to these fake emergencies, also sometimes called “the grandparent scam” (presumably because elderly relatives are more susceptible).Dont let the scammer prey on your emotions by inventing a false sense of urgency. If you’re really worried about a loved one, call to find out if anything is happening before you provide financial information online or over the telephone.Even better, ask that  they  call or Skype  you. The last thing a scammer wants to do is blow their cover by letting you see their face/hear their voice. If your loved one refuses to hop on a call, its almost certainly a scam.7. Share With Smarts.In the age of social media, we all put up lots of photos and tidbits about ourselves. But try looking at your posts from the perspective of a thief. Make sure that n othing like old bank statements or any documents containing sensitive data end up in your photos.And thats not the only way that photos can get you in trouble. You should also be skeptical of images people use to identify themselves online. Oftentimes, a quick reverse image search using Google Images  will reveal whether or not that smoking hot dude youre flirting with online is actually five weaselly scammers trying to steal your info.8. To App or Not To App.If you’re adding a new app to your phone or tabletâ€"especially one related to financial management or shoppingâ€"check the security protocols first.Reputable banks and businesses should have that security information readily available for you. If it isn’t, or if you have any other doubts, skip that download.For a list of reputable personal finance apps, check out our App Directory.9. Avoid Suspicious Websites.If you’re on a site with poor design and multiple pop-ups, it’s not only annoying. It could be a clue that the site isn’t legitimate. If you still have to order something from such a site, Kimberly Palmer of U.S. News World Report  suggests that you use a credit card and not a debit card.As she notes, “Most credit cards have strict fraud protections in place. If a thief gains access to your checking account through a debit card, though, he could steal your savings.”Were not often in the business of telling people to use credit cards instead of debit cards, due to the increased risk of racking up high-interest debt. But when it comes to online shopping, by all means, use your credit cardâ€"just make sure you pay it off immediately.10. Own Your Online Presence.This tip also comes courtesy of Stop.Think.Connect, and it provides a macro blueprint for thinking about how your information zips along in our digital world.As they put it, “Personal information is like money. Value it. Protect it. Information about you, such as your purchase history or location, has valueâ€"just like money. Be thoughtful about who gets that information and how it’s collected through apps and websites.”Online shopping and banking operations aren’t going away. If you’re smart and conscientious, shopping and banking online needn’t be a scary experience. But always be sure to weight momentary convenience against the dire implications of having your identity stolen and your bank accounts drained.Were sure youll make the right decision. Now have a happy  National Cyber Security Awareness Month! Dont get scammed by any ghouls!to learn more about protecting yourself from scams and fraudsters, check out these related posts from OppLoans:How to Identify, Avoid, and Report a Government Grant ScamDating App Dangers: 7 Tips to Avoid Getting Scammed by a Fake RomanceDon’t Let Fake Debt Collectors Scam You Out of Money You Don’t Owe10 Common Scams: How They Work and How to Avoid ThemWhat other questions do you have about securing your online info? We want to hear from you! You can find us  on  Facebook  and  Twitter.

Definition of a Prepositional Verb and How to Use One

A prepositional verb is an idiomatic expression that combines a verb and a preposition to make a new verb with a distinct meaning. Some examples of prepositional verbs in English are care for, long for, apply for, approve of, add to, resort to, result in, count on,  and deal with. The preposition in a prepositional verb is generally followed by a noun or pronoun, and thus prepositional verbs are transitive. Examples and Observations God has cared for these trees, saved them from drought, disease, avalanches, and a thousand tempests and floods. But he cannot save them from fools. (John Muir, The American Forests. The Atlantic Monthly, 1897)The difference between the old ballplayer and the new ballplayer is the jersey. The old ballplayer cared about the name on the front. The new ballplayer cares about the name on the back. (Steve Garvey)I believe in equality for everyone, except reporters and photographers. (Mahatma Gandhi) Prepositional verbs consist of a transitive verb plus a preposition with which it is closely associated. He stared at the girl.She finally decided on the blue car. Prepositional verbs do not take the particle movement rule. The verb and the following preposition can be separated by an adverb, and the preposition can precede a relative pronoun and appear at the beginning of a wh- question. He stared intently at the girl.The girl at whom he was staring was strikingly beautiful.At whom was he staring? (Ron Cowan, The Teachers Grammar of English. Cambridge University Press, 2008) Pronouncing Prepositional Verbs A prepositional verb consists of a verb plus a particle which is clearly a preposition: for example, look at, send for, rely on. These are mostly lexically singly stressed, with a primary stress going on the verb. Thus look at has the same stress pattern as edit or borrow. The second element, the preposition, being unstressed, does not get accented (unless for contrastive focus). (John Christopher Wells, English Intonation. Cambridge University Press, 2006) The Difference Between Phrasal Verbs and Prepositional Verbs There are a number of syntactic criteria you can use for distinguishing phrasal verbs from prepositional verbs: in transitive phrasal verbs, the particle is movable, but the preposition in a prepositional verb is not;the NP is the object of the verb in phrasal verbs rather than of the preposition;in both transitive and intransitive phrasal verbs, the particle carries stress, as in She took the cap off or The plane took off, while prepositions are unstressed, as in We knocked on the door.adverbials cannot intervene between the verb and the particle whereas they can between the verb and the preposition, *looked quickly up the information, but looked quickly into the oven. (Laurel J. Brinton, The Structure of Modern English: A Linguistic Introduction. John Benjamins, 2000)

Successfully Using Technology as a Student - 700 Words

Successfully Using Technology as a Student The importance of using technology in the classroom is becoming increasingly important. As technology continues to evolve it becomes more and more imperative that it’s integrated in the classrooms as well. This allows for children who do not have access to technology at home the opportunity to learn these technologies that they will need their entire student careers. To have the advantages of technology available to some kids, and not to others gives those with the privilege of computers, etc†¦ an advantage. The way that life is now, there is not man jobs, or many aspects of life in general that do not require the use of a computer, or even something more advanced. Not only do people who are†¦show more content†¦As per a study conducted by asking 25 teachers from all grade levels questions pertaining to technology, most of them agreed on a lot of the questions, such as : â€Å" All students should have an opportuni ty to learn to use technology at school. – 96% agree† One of the teachers had this to say: Goldman, S. Lucas, R. (2012) â€Å"I agree 175 percent, and I think that given the state of the 21st century and the rapid development of technology, that it is a major†¦issue of equality that all students from all different demographics have access to technology so that they will be prepared for the jobs and skills of the 21st century.† One of the other teachers had a similar viewpoint, and pointed out how the technology just is not available to his students: â€Å"I especially agree on that because of the school I teach at, which is a rural school, and there are a lot of students there that don’t have access to technology at home, and school’s the only place here they learn to use computers and†¦do stuff online†. An important aspect of technology would be the vast knowledge base that is so easily accessible due to so much information being on the internet. 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The Impact of Classroom Technology on Student Behavior Free Essays

string(270) " enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought\." Journal of Technology Research The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. We will write a custom essay sample on The Impact of Classroom Technology on Student Behavior or any similar topic only for you Order Now Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom. The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and on student behavior. However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers. This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes. For example, some professors utilize PowerPoint slides or similar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken. Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at least the implicit hope by the faculty member that teaching evaluations will improve. The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback. Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the positives and negatives of technology use from the perspectives of the institution, student and professor. A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor. Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. You read "The Impact of Classroom Technology on Student Behavior" in category "Essay examples" Furthermore, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessar ily result in better teaching evaluations for faculty. Lowerison et al found no significant relationship between actual computer use and perceived effective computer usage on course evaluations (2006). Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhances their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000). Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technology on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior. Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning. For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compared to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation. Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and â€Å"5† was significantly negative. The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes. Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses. The survey was administered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix. RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† – significantly positive, â€Å"2† – somewhat positive, â€Å"3† – no difference, â€Å"4† – somewhat negative, and â€Å"5† – significantly negative, resulting in a lower mean for a more positive perception. The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range. Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response of 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom. The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort. In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom. Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience. On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically different from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the additio n of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes. The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significantly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the studen ts’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take. According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology to a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior. Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2]. As might be expected given the different results reported in the first two tables, the differences between the two groups were statistically significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn. Eleven of the 17 questions reflected statistically significant differences (? 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3. For those questions in which a statistically significant difference between the two groups was observed, responses from students who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes. The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the existing situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2]. Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior. However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, according to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation f or class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7 Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior. These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately. LIMITATIONS AND FUTURE RESEARCH There are several limitations to the present study. The results were drawn from data collected from students enrolled in business courses at a single Midwestern University and, therefore, the results may not be generalized to hold for different populations such as nonbusiness students or students at universities in other parts of the country or even the world. Further analysis is presently underway that considers the impact of the addition of technology to a course that does not use it or the removal of technology from a course that does use it on a student’s perception of instructor effectiveness. In addition, while this particular research focuses on student perceptions of technology use, the ultimate goal of technology integration in the classroom should be to help students learn. Therefore, further research to help to identify which technology uses are most educationally meaningful would help educators to make informed decisions regarding the plethora of technology tools available for the classroom today. Gaining a better understanding of student expectations regarding technology use for students of different ages would also be useful information. Another avenue of future research, which could only occur subsequent to the two avenues previously mentioned, would be a study of whether student perceptions are congruent with the use of technology tools that are found to be most effective in advancing student learning. The impact of classroom technology, Page 8 Journal of Technology Research Table 1 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Loss of Technology Where It is Now Used Expected Effect of the Loss of Technology Std testN Mean Dev stat Alpha The level of your preparation for each class session. 72 3. 032 0. 968 0. 643 0. 521 The amount of time you study for class each day. * 373 2. 831 0. 843 3. 870 0. 000 The amount of time you study for exams and 373 2. 721 0. 960 5. 608 0. 000 quizzes. * Your attentiveness in class. * 372 3. 228 1. 197 3. 682 0. 000 The quantity of notes you take. * 372 2. 769 1. 324 3. 368 0. 001 The quality of notes you take. 373 3. 078 1 . 302 1. 153 0. 250 Your level of participation in class discussions. 372 3. 043 0. 895 0. 927 0. 355 Your overall attendance for the class. * 373 2. 788 0. 823 4. 967 0. 000 The amount of your interaction with the instructor during class. 73 2. 976 0. 824 0. 565 0. 572 The amount of interaction with the instructor outside 373 3. 005 0. 846 0. 122 0. 903 of class. The amount you learn from class. * 373 3. 231 1. 090 4. 084 0. 000 Your appreciation for the instructor’s effort. * 372 2. 849 1. 038 2. 798 0. 005 Your appreciation for the importance of the material. 373 2. 960 0. 925 0. 840 0. 402 Your desire to take additional classes from the particular instructor. * 374 3. 112 0. 981 2. 213 0. 028 Your desire to take additional classes in the subject matter. * 374 3. 104 0. 916 2. 202 0. 028 Your overall evaluation of this course. * 372 3. 290 1. 62 5. 271 0. 000 Your overall evaluation of this instructor. 372 3. 048 1. 008 0. 926 0. 355 Note : Questions with statistically sig nificant differences between mean responses and an expected neutral response [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 9 Journal of Technology Research Table 2 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Addition of Technology Where It Is Not Used Expected Effect of the Addition of Technology Std testN Mean Dev stat alpha The level of your preparation for each class session. * 183 2. 601 0. 83 6. 112 0. 000 The amount of time you study for class each day. * 183 2. 820 0. 822 2. 967 0. 003 The amount of time you study for exams and quizzes. * 183 2. 634 0. 860 5. 762 0. 000 Your attentiveness in class. * 183 2. 634 1. 111 4. 460 0. 000 The quantity of notes you take. * 183 2. 743 1. 202 2. 891 0. 004 The quality of notes you take. * 183 2. 557 1. 179 5. 077 0. 000 Your level of participation in class discussions. * 183 2. 814 0. 776 3. 238 0. 001 Your overall attendance for the cla ss. * 183 2. 689 0. 959 4. 395 0. 000 The amount of your interaction with the instructor during class. * 183 2. 891 0. 41 1. 996 0. 047 The amount of interaction with the instructor outside of class. 183 2. 962 0. 615 0. 842 0. 401 The amount you learn from class. * 183 2. 563 1. 040 5. 684 0. 000 Your appreciation for the instructor’s effort. * 183 2. 546 1. 004 6. 113 0. 000 Your appreciation for the importance of the material. * 183 2. 590 0. 890 6. 227 0. 000 Your desire to take additional classes from the particular instructor. * 182 2. 747 0. 929 3. 668 0. 000 Your desire to take additional classes in the subject matter. 182 2. 901 0. 848 1. 573 0. 117 Your overall evaluation of this course. * 182 2. 571 1. 031 5. 605 0. 00 Your overall evaluation of this instructor. * 182 2. 582 0. 976 5. 775 0. 000 Note : Questions with statistically significant differences between mean responses and an expected neutral response [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 10 Journal of Technology Research Table 3 Comparison of Responses to Questions about Student Behavior for the Impact of the Loss of Technology Where It is Now Used (Left Set) versus the Addition of Technology in Classes Where It is Not Used (Right Set) Expected Effect of Expected Effect of the Loss of the Addition of Technology Technology N Mean Std Dev N Mean Std Dev alpha The level of your preparation for each class session. * The amount of time you study for class each day. The amount of time you study for exams and quizzes. Your attentiveness in class. * The quantity of notes you take. The quality of notes you take. * Your level of participation in class discussions. * Your overall attendance for the class. The amount of your interaction with the instructor during class. The amount of interaction with the instructor outside of class. The amount you learn from class. * Your appreciation for the instructor’s effort. Your appreciation for the importance of the material. * Your desire to take additional classes from the instructor. * Your desire to take additional classes in the subject matter. * Your overall evaluation of this course. * 372 373 373 372 372 373 372 373 373 373 373 372 373 374 374 372 3. 03 2. 83 2. 72 3. 23 2. 77 3. 08 3. 04 2. 79 2. 98 3. 01 3. 23 2. 85 2. 96 3. 11 3. 10 3. 29 0. 97 0. 84 0. 96 1. 20 1. 32 1. 30 0. 90 0. 82 0. 8 2 0. 85 1. 09 1. 04 0. 93 0. 98 0. 92 1. 06 183 183 183 183 183 183 183 183 183 183 183 183 183 182 182 182 2. 60 2. 82 2. 63 2. 63 2. 74 2. 56 2. 1 2. 69 2. 89 2. 96 2. 56 2. 55 2. 59 2. 75 2. 90 2. 57 0. 88 0. 82 0. 86 1. 11 1. 20 1. 18 0. 78 0. 96 0. 74 0. 61 1. 04 1. 00 0. 89 0. 93 0. 85 1. 03 0. 000 0. 880 0. 298 0. 000 0. 825 0. 000 0. 003 0. 205 0. 237 0. 534 0. 000 0. 001 0. 000 0. 000 0. 012 0. 000 Your overall evaluation of this instructor. * 372 3. 05 1. 01 182 2. 58 0. 98 0. 000 Note : Questions with statistically significant differences in the mean responses between the two groups are marked with an â€Å"*†. The impact of classroom technology, Page 11 Journal of Technology Research REFERENCES Apperson, J. , Laws, E. and Scepansky, J. (2006). The Impact of Presentation Graphics on Students’ Experience in the Classroom. Computers and Education, 47(1), 116-126. Atkins-Sayre, W. , Hopkins, S. , Mohundro, S. and Sayre, W. (1998). Rewards and Liabilities of Pre sentation Software as an Ancillary Tool: Prison or Paradise? Paper presented at the National Communication Association Eighty Fourth Annual Conference, New York, NY. Burbules, N. and Callister, T. , Jr. (2000). Watch IT: The Promises and Risk of New Information Technologies for Education. Boulder, CO: Westview Press. Christensen, K. (1999). A Comparison of Student Performance in Human Development Classes Using Three Different Modes of Delivery: Online, Face-to-Face, and Combined. Ed. D. Dissertation, Department of Education, Drake University. Daniels, L. (1999). Introducing Technology in the Classroom: PowerPoint as a First Step. Journal of Computing in Higher Education, 10, 42-56. Epper, R. and Bates, A. (2001). Teaching Faculty How to Use Technology. American Council on Education. Oryx Press. Laurillard, D. (2002). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2nd ed. . London: Routledge. Lowerison, G. , Sclater, J. , Schmid, R. F. , and Abrami, P. C. (2006). Student Perceived Effectiveness of Computer Technology Use in Post-secondary Classrooms. Computer and Education, 47, 465-489. Mantei, E. (2000). Using Internet Class Notes and PowerPoint in the Physical Geology Lecture. Journal of College Science Teaching, 29, 301-305. McCombs, B. (2000). Assessing the Role of Educat ional Technology in the Teaching and Learning Process: A Learner-Centered Perspective. The Secretary’s Conference on Educational Technology 2000. www. d. gov/Technology/techconf/2000/mccombs_paper. html. McFarlane, A. (1997). What Are We and How Did We Get Here? In A. McFarlane (ED. ), Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom. London, England : Routledge. Roblyer, M. (2003). Integrating Educational Technology into Teaching. (3rd ed. ) Upper Saddle River, NJ: Merrill Prentice Hall. Witcher, A. , Onwuegbuzie, A. , Collins, K. , Filer, J. , Wiedmaier, C. , and Moore, C. Students’ Perceptions of Characteristics of Effective College Teachers. ERIC Document Reproduction Service: ED 482517. The impact of classroom technology, Page 12 Journal of Technology Research APPENDIX Demographic Information for Undergraduate Students in the Sample Technology = Technology Used; Impact of the Absence of Technology No Technology = Technology Not Used; Impact of the Addition of Technology Major for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Accounting 19% 15% Economics Finance Health Service Administration Management Marketing Business Undeclared Other – Non-business 5% 8% 8% 26% 13% 14% 7% 5% 13% 8% 23% 8% 18% 10% Year for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Freshman 18% 3% Sophomore Junior Senior 22% 32% 28% 52% 23% 22% ?2 tests for differences in the distribution of majors between the two groups and for differences in the distribution of undergraduate years did not reject the null hypothesis. It was assumed there were no significant differences in the distribution of undergraduate majors or in the distribution of students in terms of academic progress when comparing the two groups. Technology (N = 329) Female Male Student gender 40% 60% No Technology (N = 155) Female Male 49% 51% A test of proportions suggested no significant difference in the proportion of female to male students when comparing the two groups included in this study. The impact of classroom technology, Page 13 How to cite The Impact of Classroom Technology on Student Behavior, Essay examples

Poverty in America Rural and Urban Difference (Education)

Introduction Research Question/Problem Government pays more attention to education in poor urban regions than in poor rural regions that leads to misbalance in the level of education in poverty rural and urban areas of the United States of America.Advertising We will write a custom research paper sample on Poverty in America Rural and Urban Difference (Education) specifically for you for only $16.05 $11/page Learn More Background of the problem The problem is not new as much research has been conducted in the sphere of urban and rural poverty areas. The number of children who attend school and live in poverty is too high. Research shows that the number of programs created in the sphere of education have different impact on poverty rural and urban education. Defining poverty as a notion, the World Band states the following, poverty is hunger. Poverty is a lack of shelter. Poverty is being sick and not being able to see a doctor. Poverty is not being able to go to school and not knowing how to read. Poverty is not having a job, is fear for the future, living one day at a time. Poverty is losing a child to illness brought about by unclean water. Poverty is powerlessness, lack of representation, and freedom (in Chen Sapsford, 2005, p. 97) A number of reforms have been developed both for poverty rural and urban regions, however, the misbalance between urban and rural poverty education can be followed. Government focuses more on urban regions forgetting about rural ones (Poverty Education in Rural and Urban Areas, 2011). Purpose of the Study The main purpose of this study is to compare and contrast governmental impact on poverty rural and urban regions of the USA in the sphere of education. To make sure that the research is objective, the following criteria should be considered, financial support, developed educational programs, students’ satisfaction with studying, social work with children and their parents, infrastructure and technical support. Having covered these issues, we will be able to draw a conclusion about the level of the governmental support of poverty rural and urban areas. Scope of the Study A research is going to be conducted in the rural and urban areas of the South Dakota. These regions have been chosen not by chance. We tried to find the state in the USA where the level of urban population and the rural experience financial problems. The research is going to be concentrated on these two regions to make sure that the results we get are concrete and the possibility of the error due to high number of subjects is reduced to minimum. Significance of the Study The research is going to show the level of governmental concern about the influence of rural and urban poverty on education in two regions. The research will help draw conclusions about the necessity for balancing the governmental awareness of the problems in poverty urban and rural areas.Advertising Looking for research paper on so cial sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More These conclusions can be used for developing the strategies aimed at balancing the support of poverty urban and rural areas with the purpose of improving social situation in the country and reducing the rate of poor people in the society as bad education leads to the increase of the poverty rates. High level of knowledge is a guarantee of successful future and prosperity. Good education is the first step on the way to happy future not only on the level of the family but also on the governmental level. The understanding of the needs of the poverty American rural and urban schools is the first step on the way to reforming the system of elementary and secondary education. Review of Literature Poverty in rural and urban areas: General information Poverty is the disaster of the whole mankind and families in different countries of the USA face numerous problems. Most of the problems are simi lar, however, depending whether rural or urban area is considered the priorities and the problems may be different. Considering the differences between rural poverty and urban poverty in general, it should be mentioned that the reasons and the problems people face are various. Poor people in urban areas are more concerned about criminal situation, drugs consumption, education, numerous problems with kinds, and infrastructure. Rural poverty problems are limited to drugs consumption, unemployment, education, taxes and infrastructure (Ganong, L., et al., 1991). Therefore, the problems connected with drugs, education and infrastructure bother people both in poverty rural and urban areas, while other issues are inherent in each of the discussed areas separately. It is obvious that the needs of people in rural and urban arias are different. However, implementing educational reforms and providing assistance to schools in various regions, government does not pay attention to the specific ne eds of the region, basis their considerations on the general statistics. The problems poor urban areas face are connected with the growth of population, as some scholars state that growth of population in urban area is provided by means of the movement of poor rural people to cities which does not influence poverty rate positively (Adelman Jaret, 1999). Much research has been conducted in the sphere of poverty in rural and urban areas, and most of them show that rural America is poorer that urban one (Satterthwaite, 2002). However, Zimmerman, Ham, and Frank, (2008) managed to prove that products and other things related to the cost of living are not chipper in villages, as rural areas are remote from appropriate transportation system and experienced workers.Advertising We will write a custom research paper sample on Poverty in America Rural and Urban Difference (Education) specifically for you for only $16.05 $11/page Learn More Urban arias usually off er jobs which do not require high knowledge and high professionalism level (Hines, 2002). Nevertheless, according to Schroth, Pankake, Fullwood, and Gates (2003) a rural district â€Å"has higher poverty rate than urban areas† (p. 13). It can be concluded that here in no specific knowledge in the relation to this problem and additional research is required. In spite of those differences, rural areas are less financed in comparison to urban ones, only 9% of rural district budget is covered with federal funds, while in the cities the percentage comprises 11% (Provasnik, et al., 2007; Roellke, 2003). Such differentiation in financing is connected with the conviction that those who live in rural areas have lower demands and need less financial support. However, this conviction is false. Educational Issues Rural and Urban Poor Areas Face Discussing particular educational issues in the relation to poverty in different regions of the USA, it should be mentioned that poverty is one o f the reasons why students drop out schools. This problem is urgent for both rural and urban areas. However, Huang and Howley (1991) state that the financial situation in rural areas is worse due to the differences in tax policies and policies in the relation to financially disadvantaged students. A poverty gap between rural and urban population is also significant (Huang Howley, 1991). Rural schools, being isolated communities, lack â€Å"the people, skills, and money to support schools, libraries, community centers, child care centers, and public transportation systems that poor families need to change their lives† (Nadel, Sagawa, 2002, p. 12). Urban schools have better conditions, and they are usually supplied with better technologies. It is obvious that rural and urban poverty areas face similar problems as the poverty definition is the same, rural schools have more needs, additional ones. Rural students’ achievements are lower due to the absence of the appropria te teachers in rural schools (one of the main reasons is low salary). Having similar financial support in the percentage correlation, rural schools spend more on different operations. Costs on special education and transportation are higher in the rural area. In general, per-students costs in rural area are higher. The absence of the adequate financial support leads to â€Å"providing fewer programs and services, such as alternative schools, vocational programs, a wide variety of high school classes, extended day programs, and programs for special needs students† (Hines, 2002, p. 195) in rural schools. The level of education in rural school is lower due to this problem. Highly skilled and experienced teachers do not want to go to rural areas because of bad conditions, lack of technical support and low salaries (Bauch, 2001).Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Parental involvement plays great role in students’ learning. A research has shown that one of the family members works in urban poor families, while in rural poor families two parents have to work. The conclusion is obvious, parents in urban poor families have more opportunities to follow children’s educational level that in rural areas (Masika, Haan, Baden, 1997). The dependence of the poverty rate from the dependence on the family composition has been explored. The importance of this research is that family composition has a particular bearing on poverty in the region. Thus, 75% of rural area are headed by both family members and on 15 % are female headed. 16.6% of families are poor if they are male-headed and 37.1% are poor if families are family headed. This tendency can be easily explained, as â€Å"the higher poverty rate for female-headed families is attributed to lower labor force participation rates, shorter average work weeks, and lower earnings† (Rur al poverty at a glance, 2004, p. 3). One of the main problems rural schools face is that government in most cases consider their needs coming out of the data collected about urban schools. However, as it has already been mentioned above, the needs of rural and urban schools may differ greatly. Furthermore, the policies created for rural and urban schools are similar, but the lawmakers should consider differences as well (Bryant Jr., 2010). Rural and urban schools are different in many things, connected both with financial and nonfinancial issues. Considering the policies the government implements in the relation to educational system and contrary to educational needs, it is important to remember The No Child Left behind (NCLB) Act (2001). Meier and Wood (2004) reviewed this act and it turned out that the government did not only refer to the needs of the schools, but also harmed those students who lived below the poverty level. Both urban and rural districts were impacted negatively. One of the parts of the law made teachers confirm their qualifications. Referring to the rural schools, it should be mentioned that many teachers in rural schools multiple subjects, and it seems almost impossible for them to prove themselves ‘highly qualified’ in three or even four subjects (Books, 2004, p. 117). Theoretical Framework Description of Theory Based upon Literature Review The consideration of the sources devoted to the problem of urban and rural areas, poverty and education has lead to the conclusion that here is no one opinion about the differences in poverty in rural and urban areas. The absence of the common opinion about the problems which exists in rural and urban educational systems also creates a number of problems. The necessity for this research has been created because of the absence of the understanding why poor rural and urban areas should be treated differently while creating educational programs, implementing financial support, measuring stud ent satisfaction with studying, applying social policies and programs for helping families below poverty rate, and offering schools infrastructure and technical support. The literature review helped us understand that continuing treating urban and rural poverty areas similarly government and other power structures are not aware of the differences in problems and need rural and urban poverty areas have. Offering similar financial support, and sometimes even lower that in urban area, government limits the opportunities in the rural districts. If to consider the problem globally, it is possible to understand that the low literacy in rural aria automatically reduces the agricultural potential of the country. It is not enough just to grow products, it is important to evaluate the market needs, calculate the profitability and make all possible to automate the working process and reduce the costs. Operationalized Definition of Variables According to Census 2000 Urban and Rural Classificati on (2009), urban area is the area which â€Å"consists of densely settled territory that contains 50,000 or more people† and â€Å"at least 35,000 people in a UA must live in an area that is not part of a military reservation† (p. A-22). The territory which does not fit these criteria is referred to rural area (Census 2000 Urban and Rural Classification, 2009). Financial support is defined as the budget costs the government planned to spend on financing educational sector. Educational programs are the recent acts and laws which have been accepted in the country and referred to the educational sphere. Students’ satisfaction is statistical notion. It is going to be measured with the rate of students who either drop out schools or have too low progress in studies. Social work with children and their parents means the social policies directed at supporting poor families. Infrastructure is the number of buildings necessary for appropriate learning (i.e. school buildi ng, library, classes and other rooms). Technical support presupposes the existence of the computer classes and the availability of the Internet. Hypothesis The level of education in the rural area is much lower than in urban area because government does not pay much attention to the appropriate financial support, aimed educational programs, students’ satisfaction with studying, social work with children and their parents, necessary infrastructure and technical support, but implements similar facilities for both rural and urban arias on the basis of the statistical data and other considerations taken from the urban sources. Methods Data Collection Technique Having set a goal to confirm the idea that poor rural arias are implemented with worse support from the side of the government, we have chosen to conduct a research with the reference to a number of issues. Each of these issues should be checked separately as well as the impact it makes on the level of education in rural po or regions. Statistical information and government reports should be considered in the chosen regions to check the financial support government spent within the latest 2 years (209 and 2009 should be considered). The latest government educational programs should be reviewed with the purpose to state their impact on the rural and urban schools. The data should be collected about the main influential measurements (in the comparison with the present or previous acts). To measure the student’ satisfaction with the learning process, the statistical data about students’ achievements should be collected. Furthermore, the interview should be provided with volunteers. Students should be offered questions about their wishes and needs. The revision of the schools’ infrastructure and technical support should be implemented. It is important to note each object. Research Design The statistical information is going to be collected before the interview to understand which probl ems students face and what challenges a school tries to overcome. After the statistical information is collected, we are going to conduct an interview and measure the received results. Sampling Procedures The research should be conducted in the schools of South Dakota. Five schools from rural and urban areas are going to be selected on the basis of the statistical information about the welfare of each of the schools. We are going to select the schools from poor regions, where the general income of the population is rather low. Students from these schools are going to be selected on the volunteer basis for interview. Sex, age, ethnicity, and other characteristic features will not be used as the criteria for sampling. Tools, Measurement, and Analysis Statistical analysis and interviewing are the main tools for data collection. A survey should be directed at understanding students’ needs and the inability to find what they want at school. Family problems should also be discussed for measuring the students’ satisfaction with studying and the identifying of the presence/absence of the social work with children and their parents. The results are going to be interpreted and compared and contrasted in the form of a table where it can be seen what urban (rural) schools have and rural (urban) do not have. Measuring the results, we should be objective and fill out the table accurate. The analysis of the results should be conducted both individually and in complex. 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(2004, July). Rural Development Research, 100, pp. 1-6. Satterthwaite, D. (2002). The ten and a half myths that may distort the urban policies of governments and international agencies. The 21st Century Urban Scenario: Citizens as Agents of Change. Retrieved from http://www.ucl.ac.uk/dpu-projects/21st_Century/myths/pdf%20myths/Myths_complete_doc.pdf Schroth, G., Pankake, A., Fullwood, H., Gates, G. (2001). Rural and Urban America. Rural Special Education Quarterly, 20(1/2), 13. Zimmerman, J. N., Ham, S., Frank, S. (2008). Does it or doesn’t it? Geographic differences and the costs of living. Rural Sociology, 73(3), 463-486. This research paper on Poverty in America Rural and Urban Difference (Education) was written and submitted by user Wilson Parrish to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.