A survey of 1363 Canadian students who enrolled in peivate c.pdf

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A survey of 1363 Canadian students who enrolled in peivate career colleges was conducted to understand student participation in the peivate postsecondary education system. In one part of the survey, students were asked about their major source of funding. Here are the survey number of Canadian private students who use government loans, rely on funding from parents, familly, or spouse, or use other sources of funding. Do Canadian private students' tields of study depend on their major source of funding? Conduct an appropriate test at 3% signicicance lovel. Use an appropirate number of digits after decimals at least three. (a) What is your test statistic? x2= (b) Find the degrees of freedom: (c) Find the critical value: (d) The p-valueis? (e) Do the data suggest that Canadian private students' fields of study depends on their major source of funding? A. No B. Yes.

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Social Effects of Policing on Campus Boaz, G., Connolly, D., Johnston, D., & Poitras T., Department of Criminal Justice, Radford University, Virginia 24142 Introduction . Methods Results Discussion Printing Supported by the Office of Undergraduate Research and Scholarship We created a survey of 13 questions through Qualtrics that was then distributed through different social media platforms, that asks participants if campus police generate fear and stress amongst students. Our sample consisted of 122 participants that are Radford University students The results showed that the majority of our sample, in regards to Class Standing, Gender, and Ethnicity were as follows; 57.4% were seniors, 51.4% were Female, and 59.8% were White/Caucasian How students are influenced by policing on college campus. How police presence on campus make students feel Increase of police presence increases stress among Students around college campus. Increase of police presence decreases the violence among students around the college campus. We believe that the police and students would benefit from programs that integrate them on campus to reduce the systematic fear and stress that the students experience. This program would allow students to shadow campus police, giving students the transparency and insight into the duties and responsibilities of campus police; In the hope that this insight will decrease the levels of stress and fear amongst students. Hispanic participants has shown the highest mean levels of stress as well as fear from campus police. Male participants had shown lower levels of stress from campus police compared to the female participants. Female participants had shown lower levels of fear from campus police compared to male participants. References - Social Effects of Policing on Campus Boaz, G., Connolly, D., Johnston, D., & Poitras T., Department of Criminal Justice, Radford University, Virginia 24142 Introduction . Methods Results Discussion Printing Supported by the Office of Undergraduate Research and Scholarship We created a survey of 13 questions through Qualtrics that was then distributed through different social media platforms, that asks participants if campus police generate fear and stress amongst students. Our sample consisted of 122 participants that are Radford University students The results showed that the majority of our sample, in regards to Class Standing, Gender, and Ethnicity were as follows; 57.4% were seniors, 51.4% were Female, and 59.8% were White/Caucasian (Topic) How students are influenced by policing on college campus. (Research question)How police presence on campus make students feel (Hypothesis) Increase of police presence increases stress among students around college campus. (Hypothesis) Increase of police presence decreases the violence among students around the college campus. Purpose of this research is to examine relationship between suspect race and ethnicity per.

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Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam 1 Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia Michael Whitener School of Education, Liberty University In partial fulfillment of EDUC 880 Author Note: Michael Whitener I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Michael Whitener Email: [email protected] Chapter 1: Introduction Overview The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization Organizational Profile The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d). Introduction to the problem The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...

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