Definition of Gobbledegook Essay Example

Meaning of Gobbledegook Paper 10/2/2011 Gobbledygook is characterized as when somebody utilizes an all-inclusive measure of words so as to extend their sentences. As indicated by Stuart Chase the creator of â€Å"Gobbledygook† was established by the Federal Security Agency and was said to help â€Å"Break out of the verbal squirrel cage†. Instances of Gobbledygook can be found in such places as scholastic and legitimate talk. A case of Gobbledygook can be found in the lawful world. Gobbledygook is characterized by most legal advisors as â€Å"squandering words, bundling a message with overabundance things thus presenting semantic â€Å"noise†. Fundamentally, it is all the extravagant legal counselor language that they use so as to express what is on their mind and sound proficient. The eat in the legitimate framework is starting to be restricted because of its ineffectualness. Another basic spot you can see gobbledygook is in scholastic talk. A model is the point at which you are composing a paper you are fundamentally utilizing gobbledygook to broaden its length. A large portion of the teachers accept that gobbledygook is required here and there on the grounds that it gets certain focuses made and a portion of the greater words will have a superior definition than the littler ones. All in all, rather than utilizing gobbledygook expressions to expand our compositions we should simply concentrate on how clear it is first. The government security office gives us a rundown of models that can help dispose of the eat; one model is as opposed to utilizing â€Å"is of the opinion† simply use accepts. The fsa accepts we have to quit creating so much eat in light of the fact that the clearness of our composing is never there. We will compose a custom paper test on Definition of Gobbledegook explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Definition of Gobbledegook explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Definition of Gobbledegook explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

Report of Reduce the Health Hazards of the Employees

Question: Recognize three suggestions that Sopranos should execute to improve the security culture inside the association. These suggestions may join various HRM capacities, including execution the board, prizes, preparing and improvement, enrollment and occupation plan. For every suggestion, an unmistakable clarification about how this will prompt improved security practices ought to be given. Answer: Presentation Soprano Smallgoods are engaged with the creation of meat items, the laborers are presented to various unsafe substances, and crafted by theirs is very dangerous. This report suggests various techniques by which this organization can decrease the wellbeing risks of the representatives. The examiner of the organization has discovered various escape clauses in the working of the organization and those zones of provisos will be taken a gander at in this report. Wellbeing of the representatives is of prime worry in any processing plant and those should be given prime significance. Proposal 1 According to the Safety Act, it is a compulsory necessity for the proprietor of the processing plants to give wellbeing riggings to all the representatives who need to work with the apparatuses in perilous conditions and it is the obligation of the administration to give security riggings and devices to the laborers (Harpur and James 2014). It will help the laborers on occasion of any mishaps and the laborers will in any event not lose their life or become handicap for the life. There are numerous cases where the laborers have lost their life for not working wellbeing prerequisites and simultaneously, the security necessities have spared the life of the laborers. It is the obligation of the administration to hold fast to the distinctive wellbeing guidelines of the diverse Workplace Acts and guidelines. The Acts and security guidelines gave by the Acts obligatorily reveals the utilization of such wellbeing gears and simultaneously prescribes to actualize and screen the administration frameworks so as to improve the presentation of the associations. Besides, conveying the security rules and guidelines among the distinctive related gatherings is a significant basis of such Act. Additionally, the little youngsters, that are kids who are underneath the age of 18 years old must not be permitted close to the risky hardware (Hughes and Ferrett 2015). Suggestion 2 The second suggestion that will be made to the organization is the improvement of the hardware and the putting center around the planning and the building of the working environment engineering. The working environment must be structured in a manner that there is sufficient space among the associates and the blockage is kept away from. There must be a base hole of barely any meters among the laborers just as the apparatuses so that there must not emerge an untoward frequency because of specialized disappointments in the hardware. In addition, there must be a peril acknowledgment and control and assessment procedure for the organization, with the goal that the organization can play it safe and any untoward circumstance doesn't emerge and the organization will have the option to deal with the circumstance in better manner (Chan-Mok et al 2014). The organization must attempt to sort out the correspondences of the organization in a superior manner. This will help the organization in evaluating the dangers that may emerge because of the operational exercises. Then again, the upkeep and up degree of the hardware is a significant apparatus for low pace of the mishaps. The hardware must be worked under the oversight of the senior specialists and the in house rules of working the apparatuses must be carefully clung to, so the mishaps are diminished to a great extent (van Oyen et al 2015). Suggestion 3 The working hours, appropriate leaves and customary installment of wages is fundamental for decrease of the mishaps. There is a mental reasons seeing this specific factors as the laborers are appropriately paid they will be progressively drawn in to the work and naturally they will cling to the principles and guidelines of the industrial facilities. Also, this will help the plant in diminishing the quantity of mishaps and raise the efficiency of the association. Profitability will assist the organization with being increasingly serious, therefore raising the benefit of the organizations (Harpur and James 2014). Then again, the organization must go to the criticism meeting from the laborers, with the goal that the administration has a decent amount of thought of the complaints of the laborers and the administration can work upon the weaknesses and improve the exhibition. Sound working environment condition will make a solid creation of the merchandise and influencing the manufacturing plant emphatically. In addition, the organization should likewise execute the punishments to the laborers with the goal that they don't abuse the principles of manufacturing plants and the quantity of dangers diminishes (Hughes and Ferrett 2015). End In the wake of dissecting the report, it very well may be presumed that Sopranos is deficient with regards to a crucial working environment wellbeing measures. Suggestions are given in the task so the organization can improve the work environment condition and simultaneously, the quantity of risks diminishes. These proposals will help the organization in improving the exhibition and the efficiency of the organization. Reference Chan-Mok, J.O., Caponecchia, C. what's more, Winder, C., 2014. The idea of working environment tormenting: Implications from Australian working environment wellbeing and security law.Psychiatry, Psychology and Law,21(3), pp.442-456. Harpur, P. what's more, James, P., 2014. Move in Regulatory Focus from Employment to Work Relationships: Critiquing Reforms to Australian and UK Occupational Safety and Health Laws, The.Comp. Lab. L. Pol'y J.,36, p.111. Hughes, P. what's more, Ferrett, E., 2015.Introduction to Health and Safety at Work: For the NEBOSH National General Certificate in Occupational Health and Safety. Routledge. van Oyen, S.C., Peters, S., Alfonso, H., Fritschi, L., de Klerk, N.H., Reid, A., Franklin, P., Gordon, L., Benke, G. what's more, Musk, A.W., 2015. Advancement of a Job-Exposure Matrix (AsbJEM) to Estimate Occupational Exposure to Asbestos in Australia.Annals of Occupational Hygiene, p.mev017.

How to Write the Vassar Supplement 2019-2020 TKG

How to Write the Vassar Supplement 2019-2020 Vassar is a small liberal arts school in Poughkeepsie, New York. The school is liberal, diverse, and students are encouraged to study multiple disciplines. For the class of 2023, just over 2,000 students were admitted. The acceptance rate was 23.4%.  We would like to include a shout out to Vassar’s website! We’ve done deep dives on student body compositions in the past, and rarely do we find colleges that are transparent with the breakdown of stats such as percentage of athletes, early decision info, percentage of international students, etc. We appreciate that Vassar includes this information in an easy to read format.  Now, onto their writing supplement. Vassar asks one question: Why are you applying to vassar? (350 words)  You have 350 words to tell the admissions committee why Vassar is the only place you want to go to school, and you’ll do that by writing about your academic and extracurricular plans that can only be fulfilled by attending Vassar. ACADEMICS:The first thi ng to do is spend time familiarizing yourself with the list of majors at Vassar. You should give yourself a lot of time to look through the options. Think about classes that you enjoy, projects you’ve worked on, and other academic areas of interest.  You won’t be formally declaring your major until later on in your college career, but you need to tell Vassar what you plan to study in this essay. You won’t be held to that major should you get in, and it’s fine if your academic plan changes once you get there. But Vassar is looking for students with a well thought out academic plan, and writing about your intended major in the first part of your essay is the first step.  But here’s the thing. You need to be very specific. You can’t say “I want to go to Vassar because I want to major in math.” You can major in math anywhere, and at any school. An ideal answer would contain the information below:  â€œAt Vassar, I plan to major in math. I’ve taken X math classes in hi gh school, which piqued my interest in statistical inference and I’m working on a project on differential geometry. I found class “X” on differential geometry and class “Y” on statistical inference. I want to take these classes at Vassar because they’re taught by Z professor. I’ve been following their work and plan to apply to a research opportunity.”  If you dissect this example, you’ll see that it has: A desired majorUpper level classes that you plan to take (Look at the 200-300 level courses. You can’t write about 100 level or introductory classes because those are offered at most schools)Note that you need specific reasons for wanting to take those classes. In this case, our example student made the case for wanting to take a class by writing that they’re slightly familiar with the subject matter already, but want to delve deeper. A professor that you want to work with While you’re still on the website, read everything you can about your major. It can al so be helpful to look at social media. This is a research assignment and it is your opportunity to show Vassar how familiar you are with their programs. If you find anything else that you find interesting, you should include it here. CLUBS AND ORGANIZATIONS:  Next, you need to find an extracurricular activity to join. Students at Vassar are VERY engaged and passionate. And there’s a lot of cool/fun/interesting things happening on campus. If you aren’t excited by the opportunities, then Vassar might not be the school for you. The student club or organization that you write about needs to be related to what you are currently doing. The example student above would pick something related to math, and that would be a good fit because it’s related to their major and also an extension of their activities in high school. You can’t pick something random, it needs to be something that you have experienced in some way during high school. As we said earlier there are a lot of options, so make sure you look through everything. If you plan to major in drama, you could look into the student theater options. Just don’t write about a major and pick an extracurricular activity that doesn’t compliment it. (Once you get in, you can join any club that you want. But for the purposes of this essay, you need to write about something that flows seamlessly from the paragraph about your major.)With only 350 words, you won’t have much space for a conclusion. End the essay cleanly. The most time consuming part of this supplement is the research, so make sure you allot enough time for that. Vassar will know right away if your essay is surface level. Once you start writing, edit it numerous time to make the writing as tight as possible.    Need help with your supplement? Contact us here.

Which Modern Thinker, Individual, or Leader Has the...

The modern era, which encompasses the period between the climax of the nineteenth century and the beginning of the twenty first century, has been a prosperous time for the fields of innovation, which may be composed of advances in technology and intangible knowledge. This period of time has included innovations such as the electrical system upon which nearly all homes operate, more comprehensive understanding of the field of astrophysics, advancements in the understanding of atomic theory, and innovations in the field of aeronautics. However, these advances are not the product of ordinary men; rather, they are the product of extraordinary thinkers, who, in all probability, will provide an influence on the world. In order for a person to be†¦show more content†¦Though his influence is not known by the general public as extensively as that of other modern thinkers, Nikola Tesla is the most likely candidate for a lasting influence upon the general public, due to the fact that h is inventions and discoveries are visible in the lives of nearly all people. Despite the fact that Nikola Tesla is not the subject of the admiration of many, the inventions attributed to him have affected the lives of countless people throughout the world. Tesla, the Croatian born inventor, is responsible, in part, for the modern electrical system, which may be seen in nearly all residences, places of business, and places of debauchery. Tesla’s contribution to the electrical system provided greater efficiency, due to the fact that his use of alternating current allowed for a requirement of fewer power stations within a given area, thus improving upon Edison’s original vision (â€Å"Nikola Tesla†). Tesla’s foray into the field of electricity was not limited to the electric system, thus Tesla is attributed with the creation of the induction motor, which may be seen in electric cars, fans used for the circulation of air, devices used within the hard-drives of computers, and numerous other devices, thus Tesla is responsible for devices without which more advanced devices in theShow MoreRelatedStatement of Purpose23848 Words   |  96 Pagesexplain how and when you became interested in the field: Applicants often include an anecdotal and personal example from their formative years that illustrates a long-term interest in the field and personalizes, to a degree, an essay that focuses primarily on academic achievements and intellectual development. Though you may have a long-term interest in a subject area, you should not state or imply that you Ohio Wesleyan University Writing Center  © 2011 Page 2 knew by third grade you wereRead MoreLibrary Management204752 Words   |  820 PagesConclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 14—Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 What Is Leadership? . . . . . . . . . . . . . . . . . . . . . . . . . . 322 Managers and Leaders . . . . . . . . . . . . . . . . . . . . . . . . 322 Leadership Qualities . . . . . . . . . . . . . . . . . . . . . . . . . . 323 Exercising Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 Presenting a Vision . . . . . . . . . Read MoreProject Mgmt296381 Words   |  1186 PagesCross Reference of Project Management Body of Knowledge (PMBOK) Concepts to Text Topics Chapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource

Was Colonial America a Democratic Society Essay - 559 Words

Between 1607 and 1733, Great Britain established thirteen colonies in the New World along the land’s eastern coast. England’s colonies included Virginia, Massachusetts, New Hampshire, Maryland, Rhode Island, Connecticut, Delaware, North Carolina, South Carolina, New York, New Jersey, Pennsylvania and Georgia. Though the colonies were classified as New England, middle or southern colonies, the colonists developed a unifying culture. With this new American culture, the colonists throughout the colonies began to think differently than their English cousins. Because colonial America displayed characteristics of a democratic society and, therefore, deviated from England’s monarchic ways, it was established as a democratic society. As more†¦show more content†¦The order of events taken to complete these written acts and documents reveal democratic tendencies. In order for a legal document to have been created, there must have been an assembly of colonists, eac h with their own ideas and opinions. These colonial assemblies were often times known as or named congresses because they were the legislative bodies of their colony. The congress of each colony would put in writing the ideas of the people of the colony. Therefore, the colonies were democratically created and conducted as democratic societies. In being colonies of England, a country whose government is partially representative and partially monarchic, the American colonists struggled to create democratic societies because they were forced to accept the British laws and duties passed by the British government, however, they did succeed. Though at first, while the colonists were struggling to establish themselves in the colonies, they welcomed the support of their motherland. As time pass went on, however, the colonists were divided in opinions. Some colonists became loyalists, many felt patriotic to their colony and some remained undecidedly neutral. When the colonies realized how in terconnected and alike they were, they decided to call for intercolonial congresses. Through these intercolonial assemblies whichever colonies chose to be represented were able to be. Therefore, the colonists in colonial America were governed by a government for and byShow MoreRelated Colonial Democracy? Essay example889 Words   |  4 Pagesthe people of America, then or now, or even of a decent size town today all come together to vote on issues. We today have a representative Democracy, which in itself is a logistical compromise on a true democracy. In analyzing the government they had in the colonies and comparing it to the â€Å"Democracy† that we have today there are enough similarities that I would have to call the form of colonial government Democratic. nbsp;nbsp;nbsp;nbsp;nbsp;In the colonies, not everyone was allowed to voteRead MoreApush Chapter 5 Guided Reading Essay1209 Words   |  5 PagesCHAPTER 5: COLONIAL SOCIETY ON THE EVE OF REVOLUTION: 1700-1775 Conquest by the Cradle Know: Thirteen Original Colonies 1. What was the significance of the tremendous growth of population in Britains North American colonies? Britain had an advantage over America with their population in 1700. If Americans wanted to revolt, Britain would outnumber them 25 to 1. However, in 1775, with the population increase (and continuing to increase), Britain’s advantage was weakening. There were now onlyRead MoreA Conservative Revolution1523 Words   |  7 Pagescrown’s rule and effective implementation of a democratic government to the extent the world had never seen before. On the other hand, historians who view the American Revolution as a conservative movement note that Americans inherited the freest democratic society in the world, and see the movement as an inevitable breakaway from the British crown. Due to the subtlety of change within the government structure as a result of the preexisting democratic framework and the small percentage of the populationRead MoreAge of Revolutions Essay1523 Words   |  7 Pagesthink was the most important outcome of the Age of Revolutions? There have been several vital products of the Age of Revolutions but most importantly was the introduction of post-colonial attitudes with the need of self-governess away from empires overseas. This was achieved through the democracy and constitutions which still are the most important legacy existing in the modern world. It this outcome that societies were able to create influential pieces of works and change how societies operatedRead MoreEssay on The Inevitabilty of the American Revolution1720 Words   |  7 Pages In the early 1620s, the New England region was first settled by a group of adventurers. These settlers left England, their native country, by the permission of King Charles the First. At their own expense they transported themselves to America, and, with great risk and difficulty, settled among other peoples native to the land. In a very surprising manner, the settlers formed new colonies in the wilderness and these establishments grew and prospered. Before they had departed England, the colonistsRead MoreThe American Revolution And The French Revolution Essay1304 Words   |  6 Pages The American Revolution was of a progressive nature and had a world-historical significance. The American Revolution had several features that distinguish it from the English bourgeois revolution, and the French Revolution. The first feature of the American Revolution is that it occurred in the territory, which actually did not know feudalism as a socio-economic system. The American Society of revolutionary period did not know the hereditary aristocracy, lords and serfs, the state bureaucracy (exceptRead MorePolitical Parties And Its Impact On Society1191 Words   |  5 Pagescentury, political parties are a very important aspect of our society. After recently wrapping up a presidential election, we see how greatly elected officials impact our everyday lives. Civilization has truly evolved since the beginning of the political parties in the 1600’s started by the Ancient Greeks. During that time, two groups who are known as the Patricians and the Plebeians made many of the d ecisions for the Greek society. The Patricians were made up of the Nobel families and familiesRead MoreEssay on Causes and Effects of the American Revolution1557 Words   |  7 Pagesand the American colonists contributed to causing the American Revolution. The war grew out of contempt: England’s contempt for the colonies and colonial contempt for British policies. A series of actions by the British eventually pushed the colonists over the edge and towards independence. The results of the war gave many citizens a new role in society while others, like slaves, felt no change at all. This paper will examine the specific causes and effects of the American Revolution. IdeologyRead MoreThe American Revolution : A Heroic School By Robert Brown1201 Words   |  5 PagesAmerican Revolution was a war that happened between 1775-1783 where the 13 colonies in America gained independence from Great Britain and became the United States of America. Over time there have been several different historical interpretations about the causes of the American Revolution. Many of these interpretations lack evidence or provide a very one sided claim. The best explanation for the causes of the American Revolution out of the 5 passages provided is â€Å"A Democratic Movement† written byRead MoreConnecticut State Project : Connecticut1191 Words   |  5 Pagessurrounded by Rhode Island, Massachusetts and New York (known as the TriState surface). When one thinks of Connecticut they may think of Yale University, institution where one of my great grandfathers were graduated, a prestigious pulmonologist where he was specialized of Tuberculosis, his name is Theodore Learnard Badger. A quick fact that you probably didn’t know about Connecticut is that it’s called the Nutmeg State. Other symbols from this state are: Mystic Seaport, Mark Twain (house), Wadsworth Atheneum

Descartes Mind and Body - 1480 Words

Descartes’ Mind Body Dualism Rene Descartes’ main purpose is to attempt to prove that the mind that is the soul or the thinking thing is distinct and is separate from the body. This thinking thing was the core of himself, which doubts, believes, reasons, feels and thinks. Descartes considers the body to be an extended unthinking thing; therefore it is possible that one may exist without the other. This view is known as mind-body dualism. He believes that what he is thinking in his mind is what God created and instilled in him. Descartes outlines many arguments to support and prove his claims of his discoveries. He states that because he can think, his mind exists. This is known as the Cogito, which is the first existential principal of†¦show more content†¦It does not rule out other possibilities, such as waking up to find oneself to be not a human but a different form of life. Therefore the statement of the body is too broad to specifically identify as being in human form. Also, it should be not ed that the Cogito only works for the thought. It cannot be used in a sense that, I can walk or sleep therefore I exist since I can doubt these actions carried out by the body. The reason why a person cannot doubt itself is because the doubt is in a form of a thought in ones mind, not an action of our body. Descartes discusses that physical objects are more known distinctly through the mind than through the body and explains his reason further in the Wax Argument. The Wax Argument describes how Descartes wanted to show that we come to know things using the intellectual parts of our brain rather than through our senses. Basically, Descartes is trying to prove that we know the mind truly better than anything else, like our bodies and the world outside of the mind. This argument begins by describing the process of change by which solid wax melts until it has changed its phase of matter to form a liquid puddle. Descartes describes the wax uses his senses as he says, â€Å"Its color, shape, and size are manifest. It is hard and cold; it is easy to touch. If you wrap it with your knuckle it will emit a sound. In short, everything is present in that it appearsShow MoreRelatedDescartes’ Mind and Body Distinction817 Words   |  3 PagesDescartes’ Mind/Body Distinction This paper will attempt to explain Descartes’ first argument for the distinction that exists between mind and body. Dualism is a necessary aspect of Descartes’ metaphysics and epistemology. This distinction is important within the larger framework of Meditations on First Philosophy (1641) because after doubting everything (body, extension, senses, etc.), Descartes comes to the conclusion that because he doubts, he must be a thinking thing and therefore exist (p.43)Read MoreDescartes Proof That The Mind And The Body1568 Words   |  7 PagesDescartes’ proof that the Mind and the Body are distinct substances is as follows, First Descartes asserts that everything that can be clearly and distinctly understood is within the ability to be created by God as to correspond identically with the way that Descartes understand things in the world. It follows from this assertion that because Descartes is able to clearly and distinctly understand one thing apart from one anot her is enough to make them noticeably different in substance. DescartesRead MoreDescartes : Mind And Body Dualism735 Words   |  3 PagesDescartes was a Renaissance philosopher who affirmed the value of the deductive method (Chaplin Krawiec, 1983). This is an essential part of the scientific method where in the search for knowledge one passes from the general to the particular in a way that starting from premises of universal character particular statements are inferred. His philosophical method of questioning all propositions leads him to suggest that doubt is an act of thinking and he could not doubt that he thought, affirmingRead MoreEssay on Descartes Mind and Body1129 Words   |  5 PagesDescartes has a very distinct thought when thinking about the mind, and how it relates to the body, or more specifically then brain. He seems to want to explain that the mind in itself is independent from the body. A body is merely a physical entity that could be proven to be true scient ifically and also can be proven through the senses. Such things are not possible with the meta-physical mind because it is independent of the body. Building on his previous premises, Descartes finally proves whetherRead MoreDescartes And The Mind Body Dualism2479 Words   |  10 Pages â€Å"The mind-body dualism, in philosophy, is the fact that any theory that the mind and body are distinct kinds of substances or natures. This position implies that mind and body not only differ in meaning, but refer to different kinds of entities (Britannica).† The most basic form of dualism is substance dualism. Substance dualism is the idea that he mind and body are composed of two ontologically distinct substances. According to one who believes and studies dualism, the mind is comprised of aRead MoreDescartes on the Distinction Between Body and Mind1181 Words   |  5 PagesName Tutor Course Date Descartes Premise for Distinguishing Body and Mind In the Meditations on First Philosophy, Descartes discusses the nature of the body and mind. By drawing from three lines of thought, Descartes launches a powerful premise that the body is something distinct from the mind. He conceptualizes his argument by using the uncertainty of knowledge argument, appealing to God’s omnipotence, and describing the indivisibility of the body and mind. Therefore, the purpose of this paperRead MoreDescartes Meditations And The Separation Of Mind And Body1608 Words   |  7 PagesDescartes’ Meditations take us through what can be called into doubt and what he concludes is absolutely certain. Descartes argues that the mind and body are two distinct things, but he acknowledges that they are somehow connected. Although, Scholars have noted Descartes’ argument of the separation of mind and body, they have missed the importance of how he justifies the connection between the two, because God willed it so. At the start of his meditations Descartes is sifting through his priorRead MoreDescartes: Relationship Between Mind and Body922 Words   |  4 PagesDistinction between the Mind and Body†, one important thing Descartes explores is the relationship between the mind and body. Descartes believes the mind and body are separated and they are two difference substances. He believes this to be clearly and distinctly true which is a Cartesian quality for true knowledge. I, on the other hand, disagree that the mind and body are separate and that the mind can exist without the body. First, I will present Descartes position on mind/body dualism and his proofRead MoreDescartes Dualism And The Mind Body Theory1322 Words   |  6 PagesDescartes’ Dualism Rene Descartes dualism states that the mind and body are separate entities. The mind is a nonphysical, non-spatial substance; the mind and brain are separate existences, the brain is a part of the physical body and serves as a connection between the body and mind. Dualism is a hot topic of argument on whether the theory holds any validity or if it holds any truth. However, Cartesian dualism is a credible theory and has a lot of support to verify it. One major point in DescartesRead MoreSummary Of Descartes On The Mind-Body Distinction751 Words   |  4 PagesAssignment Descartes on the Mind-Body Distinction In the Sixth Mediation, Descartes advances a compact argument for the idea that the mind and the body are distinct (2006, AT 78). In this essay, I’m going to present what I take Descartes’ argument to be, and very briefly evaluate it afterwards. Descartes starts with the thought the we can understand, at least, something, and we can understand something in a specific manner: clearly and distinctly; we can’t be wrong, according to Descartes, about things

Effects of Using Computers free essay sample

Effects of Computer Use on High School Students’ Sense of Community MERVYN J. WIGHTING Regent University, Virginia ABSTRACT The author used a mixed-method design to determine whether and how use of computers in the classroom affects sense of learning in a community among high school students (N = 181). The results indicate that using computers in the classroom positively affects students’ sense of learning in a community. Analyses revealed that students believed that connectedness with their peers is the most important variable in developing a sense of community. Results suggest the following policy implications for urban education: (a) use of computers in teaching may add to the sense of classroom community and (b) sense of community is important and may be linked to academic success. Key words: computers, sense of community, high school education T echnological innovation has become a commonplace phenomenon and is frequently taken for granted by contemporary society. In everyday life, technology plays an ever-increasing role; innovations, such as cellular telephones, hand-held computers, automatic teller machines, and digital videodisks, quickly become incorporated into daily use and are added to society’s vocabulary. Information is available in far greater quantities than ever before, and the means to access and share it with others is unprecedented. Because the pace of sophisticated technological change is so rapid, however, little is known about its effect on the society that it pervades. The classroom is a microcosm of society, and technology is having an increasing impact in schools throughout the country. In the same way that little is known about how technology affects communities in general, little is yet known about the effects that increased use of technology is having on school communities, in particular, on the sense of community of classroom learners. Sense of Community The concept of community has received considerable interest in recent years in the United Sates, and related research has increased. Despite concerns of some community psychologists over the erosion of the sense of community, and 371 its description by Sarason (as cited in Lounsbury DeNeui, 1996) as the â€Å"overarching value† of community psychology, it was not until the mid-1980s that McMillan and Chavis (1986) proposed an operational definition of community. Their definition describes community as (a) a feeling that members have of belonging, (b) a feeling that members matter to one another and to the group, and (c) a shared faith that members’ needs will be met through their commitment to be together. Hill (1996) concluded that psychological sense of community refers to variables beyond individual relationships, that it appears to be setting specific, and that aspects of the concept differ from setting to setting. One such setting is the classroom. The sense of community among the students within a classroom is important. The construct is related closely to research by Glynn (1981) and Royal and Rossi (1997), who argued that common goals and values are essential elements of community, and by Strike (2004), who theorized that normation (i. e. the willingness of students to internalize group-shared expectations), is an important aspect of a learning community. Learning is assisted if students believe that they belong to the community or group that makes up a class and if they contribute to, and benefit from, that classroom community. Interpersonal relationships also are enormously important in a community of learners. The less a person understands the feelings and behaviors of othe rs, the more likely he or she will act inappropriately or insecurely and fail to gain acceptance within the community (Gardner, 1983). Cooperative learning is an important component of the sense of classroom community. Johnson and Johnson (1992), Kagan (1994), and Slavin (1991, 1995) contributed to a considerable body of research that supports the benefits of cooperative learning. In addition, Sharan and Sharan (1992) reported that cooperative learning is an important aspect of the constructivist psychology of how students acquire Address correspondence to Mervyn J. Wighting, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464-9800. (Email: [emailprotected] edu) Copyright  © 2006 Heldref Publications 372 The Journal of Educational Research knowledge. Constructivist cognitive psychology maintains that children actively construct their own notions of reality from their experiences. Wilson and Lowry (2000) maintained that learners need to develop individual competence, but in a context of effective participation within groups and learning communities. Computer Use in Secondary Education The literature is not definitive concerning the effects of computer technology on student achievement, but there are indications that using technology may have a positive effect. In a meta-analysis, Waxman, Lin, and Michko (2003) studied the effects of teaching and learning with technology on student outcomes with statistical data from 42 research studies. The results suggest that technology has a small, positive significant effect on student outcomes when compared with traditional instruction. Findings gathered from 26 studies on the implementation of K–12 classroom networks with handheld devices connected to the teacher’s laptop computer and integrated with a shared screen (Roschelle, Penuel, Abrahamson, 2004) showed (a) greater student engagement, (b) increased student understanding of complex subject matter, and (c) increased student interest and enjoyment. Much of the literature, however, documents specific aspects or types of technology; the research base has not provided an assessment of how to integrate and use technology in schools and classrooms. The tremendous pace of change in computer technology hinders such assessment as software and hardware developments are introduced in rapid succession before their effectiveness has been evaluated (Allen, 2001). Effects of Technology on Classroom Community Relatively few researchers report on the effects of technology on classroom community. Maddux, Johnson, and Willis (1997) argued strongly for the introduction of constructivist learning theories into classrooms through the use of technology but were unable to cite empirical findings from research to support their case. In a meta-analysis across 23 studies, Susman (1998), who reported on cooperative learning by students working together, found a significant difference favoring cooperative learning with technology. Although some empirical research supports the use of technology, an opposing school of thought contends that using technology in the classroom may have a negative effect on the sense of classroom community. Healy (1998) cautioned that children’s spending too much time in front of a computer could lead to long-term psychological or physical problems. Hiltz (1998) added that one of the potential negative effects of using technology in the classroom is a loss of social relationships and a loss of the sense of community. She also argued that collaborative-learning strategies are as important for computer-based teaching as they are for traditional classroom courses. Roblyer and Edwards (2000) noted that research results to date have not made a strong case for the impact of technology on the sense of community in the classroom. The researchers offered a wealth of ideas and suggestions for ways in which they believed that technology can benefit teaching and recommended that more research is needed in newer technology uses, particularly those linked to constructivist theory or reflected in instructional practice. Purpose Researchers have examined the sense of classroom community among undergraduate student populations (Rovai Lucking, 2000). The authors provided evidence that supports the theoretical basis of classroom community and found that it could be reliably measured. In subsequent studies (e. g. , Rovai Grooms, 2004; Rovai Lucking, 2003), researchers have explored the sense of classroom community among members of graduate-level distance learning and face-to-face courses. The literature does not address sense of classroom community among K–12 students or whether their sense of learning in a classroom community is affected by the use of technology in instruction. I attempted to add to that body of knowledge by addressing the following research questions: 1. How do high school students describe classroom community and its importance for their learning, and what factors do students perceive to be important for developing a sense of classroom community? 2. How does the use of technology in their classrooms affect students’ sense of learning in a classroom community? Method Participants A nonrandom sample of 181 students from intact classes volunteered to participate in the present study. Ninety-one students were in Grade 9, and 90 students were in Grade 11; 89 students were boys, and 92 students were girls. Ninety-nine percent of the participants were volunteers. The participants were enrolled in a variety of subject classes within the school curriculum; average class size was 16 students. The principal selected 12 teachers to participate, some of whom used computers frequently in their teaching, and others who did not. The principal determined teachers’ high- or low-technology use by means of information compiled from professional evaluations, discussions with department chairs, and personal classroom observations. I determined equivalency of the groups regarding students’ achievement prior to the study, and I considered equivalency in terms of student ethnicity. Setting The participants comprised students from an urban independent high school in Virginia. Students who attended July/August 2006 [Vol. 99(No. 6)] 373 the school were assessed on entry as being of average or above-average ability; part of the school’s mission was to prepare them for admission to college. Students were drawn from a variety of socioeconomic backgrounds. Some students came from wealthy families; other students attended the school through a scholarship program. The majority of the students lived in urban neighborhoods; approximately 70% of them lived in the same urban area as the school. The student population was diverse and included international students, as well as representatives from various American cultures and backgrounds. Instrument The participants responded to a prestudy measurement of their attitude toward computers. The Computer Attitude Questionnaire developed by Todman and File (1990) was the standardized instrument used for high school students. The scale shows an acceptable level of reliability. The authors reported that the internal consistency index (coefficient alpha) for the 20-item scale was . 82, according to the responses from 364 participants. Todman and File reported that the instrument’s concurrent validity was considered in a small-scale study in which it was administered to a group of 33 undergraduates immediately following completion of a questionnaire designed specifically for college students. The correlation between scores on the two scales was . 85. I used the Sense of Classroom Community Index (SCCI) developed by Rovai, Lucking, and Cristol (2001) to evaluate the sense of classroom community and its component dimensions of spirit, trust, interaction and learning. The questionnaire contains 40 items, with 10 questions for each of the four subscales. Participants are asked to rate the extent to which they agree with each item on a 5-point, Likert-type scale, ranging from 1 (strongly agree) to 5 (strongly disagree). Rovai and colleagues designed the instrument for use by a wide population, ranging from middle school students to college undergraduates. In describing the SCCI’s reliability, Rovai and colleagues (2001) reported Cronbach’s coefficient alpha as . 96 for the overall SCCI score, . 90 for the spirit subscore, . 84 for the trust subscore, . 84 for the interaction subscore, and . 88 for the learning subscore. In the present study (N = 181), coefficients of internal consistency were . 95 for the overall SCCI score, . 86 for the spirit subscore, . 80 for the trust subscore, . 82 for the interaction subscore, and . 87 for the learning subscore. Those findings provide evidence that classroom community and each of its dimensions have high internal consistencies and can be reliably measured with the SCCI. Rovai and colleagues also reported that the instrument possesses high face validity. The survey items are worded suitably for use with the target population, having a Flesch (1994) Reading Ease score of 81. on a 100-point scale (the higher the score, the easier to understand). To collect qualitative data, I used semistructured interviews with follow-up questions to probe for additional information. I assessed the reliability of each interview question initially by conducting a pilot study in advance of the actual interviews with a sample of students from Grade 8 (n = 20) and Grade 10 (n = 21) . I conducted the pilot study to determine whether the questions were explicit and to show whether the questions were easily and fully understood by a sample of students who were similar to the participants. I determined content validity by ensuring that the interview questions were constructed around the content domain of the SCCI and the use of technology in the classroom. Procedures I selected the intact classes of participants with criteria that related to their use of technology. I measured equivalency among the classes with school achievement records. I also determined the equivalency of the participants in terms of age and ethnicity. I distributed the Computer Attitude Questionnaire (Todman File, 1990) as a further determinant of equivalency and supervised the SCCI o measure the sense of classroom community. Following the quantitative data analysis, I selected participants for the qualitative phase of the study. I made the selection equitably from within Grades 9 and 11 by purposeful sampling, and specifically, by maximum variation sampling. I chose that particular sampling technique because any common patterns that emerged from a large variation would be of particular interest a nd value for one to capture the core experiences and central shared aspects. Design and Data Analysis I used a mixed-method design in this study. I analyzed the data that had been collected to determine equivalency among classes with analyses of variance (ANOVAs). I conducted discriminant analyses on the data by using the SCCI to investigate the relationship of the instrument’s subscales with the criterion variable of high- or low-computer use in teaching. I performed a content analysis on the qualitative data by examining topics, categories of topics, and patterns across questions. The analysis was iterative to ensure that possible differences in the interpretation of responses were explored. I provided samples of the analyzed responses to an independent third party to assess them for reliability of scoring. In addition, a peer review provided an external check of the research process. Finally, participants received the data, analyses, interpretations, and conclusions so that they could comment on the accuracy and credibility of the account. Further details on quantitative and qualitative analysis procedures are reported in the Results section. 374 The Journal of Educational Research Results Quantitative Analysis In Tables 1–3, the class designation indicates grade level (i. e. 9 or 11), followed by an identification letter relating to computer use in teaching. In both grade levels, classes with suffixes A–C are those with high levels of computer use in their instruction; suffixes X–Z denote those classes experiencing little or no technology in their teaching. I used an alpha level of . 05 for all statistical tests. I used standardized test scores to determine whether academic achievement equivalency existed among the groups of students. I used the Selection Index scores of the Preliminary Scholastic Achievement Test (PSAT), a national standardized test administered annually in the majority of high schools. The Selection Index is the composite score of the two principal sections of the PSAT, mathematics and English, and has a maximum value of 240. Table 1 shows the descriptive statistics relating to level of achievement for all participating classes. I used inferential statistics to determine whether any significant differences existed among the achievement scores of classes in Grade 9. Levene’s test showed that the assumption of homogeneity of variance was tenable, and the Kolmogorov-Smirnov test showed that normality was tenable. ANOVA showed no significant differences among the TABLE 1. Mean Standardized Achievement Test Scores Grade 9(A) 9(B) 9(C) Total 9(X) 9(Y) 9(Z) Total 11(A) 11(B) 11(C) Total 11(X) 11(Y) 11(Z) Total M 145. 72 156. 51 146. 47 148. 84 141. 53 133. 41 145. 51 140. 26 145. 53 156. 06 161. 85 155. 24 163. 69 150. 46 162. 81 158. 54 SD 15. 71 23. 33 17. 64 18. 77 21. 77 15. 87 18. 58 19. 16 19. 73 21. 57 22. 61 21. 67 13. 64 23. 26 24. 36 20. 48 Minimum 119 110 119 110 113 110 114 110 115 115 115 115 137 110 128 110 Maximum 181 190 180 190 193 170 190 193 193 190 211 211 187 189 203 203 n TABLE 2. Mean Standardized Computer Attitude Scores Grade 9(A) 9(B) 9(C) Total 9(X) 9(Y) 9(Z) Total 11(A) 11(B) 11(C) Total 11(X) 11(Y) 11(Z) Total M 56. 44 56. 25 53. 81 55. 51 57. 13 57. 93 56. 73 57. 17 50. 73 56. 88 52. 11 53. 19 50. 94 58. 15 53. 31 53. 95 SD 11. 56 6. 97 16. 52 12. 33 11. 98 8. 88 8. 33 9. 62 9. 58 7. 74 8. 69 8. 89 8. 53 6. 47 9. 23 8. 49 Minimum 23 43 13 13 40 46 44 40 28 43 36 28 36 49 37 36 Maximum 72 69 74 74 76 78 71 78 62 68 64 68 69 70 63 70 n 18 12 15 45 15 15 16 46 15 16 20 51 16 13 10 39 Note. A, B, and C indicate high levels of computer use; X, Y, and Z indicate little or no computer use. Maximum possible score on the instrument is 80. TABLE 3. Mean Classroom Community Index (SCCI) Scores Grade 18 12 15 45 15 15 16 46 15 16 20 51 16 13 10 39 9(A) 9(B) 9(C) Total 9(X) 9(Y) 9(Z) Total 11(A) 11(B) 11(C) Total 11(X) 11(Y) 11(Z) Total M 110. 28 98. 67 101. 81 104. 36 106. 93 95. 01 75. 88 92. 24 112. 07 83. 75 114. 55 104. 16 99. 75 96. 54 121. 71 104. 31 SD 19. 75 17. 15 18. 51 18. 93 20. 55 19. 59 23. 82 24. 69 16. 96 22. 25 19. 06 23. 71 20. 95 20. 5 20. 27 21. 81 Minimum 77 78 73 73 55 63 34 34 92 36 73 36 57 57 85 57 Maximum 148 137 143 148 142 129 118 142 151 128 154 154 135 135 147 147 n 18 12 15 45 15 15 16 46 15 16 20 51 16 13 10 39 Note. A, B, and C indicate high levels of computer use; X, Y, and Z indicate little or no computer use. Maximum possible score for the Selection Index of the Preliminary Scholastic Achievement Test is 240. Note. A, B, and C indicate high l evels of computer use; X, Y, and Z indicate little or no computer use. Maximum possible score obtainable on the SCCI is 160. July/August 2006 [Vol. 99(No. 6)] 375 classes in terms of their achievement scores, F(5, 85) = 2. 18, p = . 06. I applied the same statistical process to the achievement scores of classes in Grade 11 and found no significant difference among the classes, F(5, 84) = 2. 04, p = . 19. The results indicate that the students in the various classes did not differ significantly in terms of their academic achievement level. I also analyzed the data to determine whether any significant differences existed among the ages of students in either grade. ANOVA showed no significant differences among the classes from Grade 9, F(5, 85) = 1. 40, p = . 23, nor among participants in Grade 11, F(5, 84) = . 87, p = . 53. Participants also were similar with respect to diversity. I selected all the intact classes from within Grades 9 and 11, and no class differed significantly from another in terms of diversity among its students. I used standardized survey scores to determine equivalency among the groups of participants in terms of their attitude toward the use of computers. I obtained the scores from the Computer Attitude Questionnaire (Todman File, 1990). Cronbach’s alpha applied to the attitude scores provided a coefficient of internal consistency of . 86 for the overall score, indicating a satisfactory level of reliability. Table 2 shows the descriptive statistics relating to participants’ attitudes toward computers and the data obtained from all students. I analyzed the attitude scores to determine whether there were any significant differences among the classes in both grades. One-way ANOVAs showed that no significant differences existed among the classes in Grade 9, F(5, 85) = . 29, p = . 5, nor in Grade 11, F(5, 84) = 2. 19, p = . 06. I conducted descriptive analyses on the scores obtained on the SCCI and presented them in Table 3. The table shows that classes designated 9X–Z (low technology) had the lowest mean total score on the SCCI and that the mean totals for the other classes were similar to one another. The standard deviations show that the classes had similar levels of variability. Box plots revealed that the distributions were approximately normal. I conducted discriminant analyses on the data by using the stepwise procedure. The first two-group discriminant analysis considered the predictor variables of the subscales of the SCCI and their relationship with the criterion variable of computer use in teaching (high or low). The stepwise analysis terminated at Step 1 and yielded an index of discrimination (R = . 18), Wilks’s lambda (1, 1,179) = . 97, F(1, 179) = 5. 99, p = . 015. I removed the subscales spirit, trust, and interaction from the analysis; the learning subscale remained. The analysis showed that 56. 4% of original grouped cases were classified correctly. An independent samples t test examined the independent variable of high- and low-technology use in teaching and its effect on the learning subscale of the SCCI. Levene’s test for equality of variances revealed that the variances were significantly different. Students who used computers often in their classes scored higher on the learning subscale (M = 28. 30, SD = 5. 84) than did students who used computers less often in their classes (M = 25. 93, SD = 7. 18; effect size: d = . 36). The independent samples t test result was t(162) = 2. 42, p = . 02. Analysis of the individual subscales of the SCCI, therefore, revealed that a significant difference existed between highand low-computer use in teaching, as measured by the learning subscale. To investigate student reactions to the subscale showing significant differences identified by inferential statistics, I examined responses to individual items within the learning domain of the SCCI. I conducted a descriptive analysis of the mean scores of the subscale and identified items that revealed a mean difference of 0. 3. I also identified four items with mean differences of 0. 3 from within the learning subscale and ategorized them according to technology level: 24. I feel that this course provides valuable skills. 28. I feel that there is no need to think critically in this course. 32. I feel that this course does not meet my educational needs. 36. I feel that I learn a lot in this course. The responses to questions from the learning domain suggest that students from the high-technol ogy classes recognized that they were learning valuable new skills and that they were being encouraged to think critically. Those students also responded positively to the item asking whether their educational needs were being met. Examination of the differences in means also indicated that a greater number of students from the high-technology classes, rather than those from low-technology classes, considered that they were acquiring much knowledge from their particular class. Qualitative Analysis Table 4 shows the format of the semistructured interviews. Table 5 shows responses to questions based principally on use of technology in teaching, with responses by classes X–Z (low technology) in parentheses. Students (37%) responded that computers helped them with project work. One student commented that They are very helpful. I’ve used a computer for every single project I’ve done in this class. Doing a package of work for one topic was so easy when I used the computer. All the information was right there, and it was very easy to understand. Other responses indicated that students (31%) enjoyed using technology in their work at school. A ninth-grade student observed that technology was helpful and fun, relating that We did a research project on exotic pets like monkeys and tigers, and had to find out what their needs were if they were kept as a pet. I found a great web site and got lots of stuff from it. I enjoyed doing it that way. 76 The Journal of Educational Research TABLE 4. Student Interview Questions Item no. Question computers is cool because it allows the student to find out things the teacher didn’t know. The technology allows me to share new ideas with the teacher, so it’s good for both of us. † Commenting on the use of technology in a social studies class, a s tudent in a Grade 11 class revealed that It’s pretty neat. We did the Spanish-American war just from computers—nothing came from a book. I went to a lot of Internet sites, and it stuck with me much better than if I had learned from a textbook. It’s easier really than having to go through the books to find out information. It’s a different way of learning. Our teacher gave us some good information off the web too that she had found and wanted to share with us. 1. Please describe your classroom interactions with other students in your ___ class. 2. Please explain how groups work together in this class. 3. Describe your sense of belonging to this class. 4. In what ways do you think you help other students learn in this class? 5. In what ways do you think other students help you to learn in this class? 6. How does trust play a role in the learning that takes place in this class? . Describe what it is like using computers to learn in this subject. 8. How does using computers in this class affect the way you work with other students? 9. How does using computers in this class affect the way you work with the teacher? 10. How much do you think you learn in this class compared with other classes? 11. How does the use of computers affect your sense of belonging? 12. How does using computers affect your sense of trust in this class? Table 6 shows responses to the questions related to the learning subscale of the SCCI, with classes X–Z shown in parentheses. Students (35%) believed that there was a balance between the amount of help that they gave to their peers and that they received from others. I recorded the importance of questions raised by other students (34%) in class on several occasions. One example was We all sort of feed off one another. There are lots of questions asked. It’s a very open class. I think the questions that I ask sometimes help other students to learn more vocabulary and to understand more of what we are learning. Another reply described a class where the sense of belonging to a community of learners was not present: I don’t think other students help me much. Questions are rare; there just isn’t any opportunity. The slides just go up on the overhead and we have to take it all down. We don’t learn too much. I don’t think I have learned anything much in the last month. TABLE 5. Students’ Most Frequent Responses to Interview Questions (Technology) Item/category 1. Describe using computers to learn. They help me do project work. I enjoy using them. We only use them as word processors. 2. How do computers affect the way you work with other students? Makes little difference. We share information and web sites. 3. How do computers affect the way you work with the teacher? Makes little difference. They help me work with the teacher. We share information and web sites. 3. How do computers affect the way you work with the teacher? Makes little difference. They help me work with the teacher. n % 8 (2) 6 (2) 3(2) 37 31 14 9 (6) 3 (1) 51 24 8 (5) 4 (1) 3 (1) 54 33 24 8 (5) 4 (1) 54 33 Note. n in parentheses denotes the number of students from lowtechnology classes. Some students (54%) believed that computers did not affect the way that they worked with their teacher; others (33%) indicated that they felt computers helped them work with a teacher. One student commented that â€Å"Using Other responses (24%) pertained to the value of class discussions. A student answered: â€Å"We have a lot of class discussions—they help a lot. We are encouraged to argue and to say different points of view. † Responses varied regarding the amount that students believed they were learning in any particular class. Some students (42%) believed that they learned the most from a particular class. One student commented that â€Å"I learn a lot more in this class. I feel we are constantly learning a lot of new things. It’s a good learning environment. † Another student responded, â€Å"This is one I really learn a lot in. You just sort of retain the knowledge. † Other students (38%) indicated a particular class in which they learned the least. One student replied, â€Å"I learn more in most other classes. I find this more difficult, and most of the time I just don’t get it. It seems to go right over my head, and my teacher doesn’t seem to know that. † The responses show that a principal factor identified by students concerning classroom community and its importance for learning was use of computers. In addition to reporting that computers were important to their learning, students indicated that they enjoyed using them. Another major factor for students was the sense of belonging to a class and experiencing a spirit of connectedness with their peers. Also important was students’ trust among their peers and trust toward and from their teachers. July/August 2006 [Vol. 99(No. 6)] 377 TABLE 6. Students’ Most Frequent Responses to Interview Questions (Learning Subscale) Item/category 1. How do you help other students learn? The questions I ask help others. I help others from home by phone or e-mail. The teacher asks me to explain. I do not help others much. 2. How do other students help you learn? The questions they ask help me. Discussions generate different ideas. They help me from their home by phone or e-mail. They do not help me much. 3. How much do you learn compared with other classes? This is the one I learn most in. Far less. A lot more. n % 5 (3) 5 (2) 2 (1) 2 (2) 8 (3) 6 (2) 3 (2) 2 (1) 35 35 12 12 34 24 18 12 5 (4) 4 (2) 3 (1) 42 38 14 Note. n in parentheses denotes the number of students from lowtechnology classes. Discussion The results indicate that a sense of classroom community was present among the participants and suggest that some students were aware of a feeling of community and may have benefited from it. The data contained in this study build on previous research (e. g. , Rovai Grooms, 2004; Rovai Lucking, 2003) on the sense of community using the SCCI to measure students’ beliefs. Many of the participants indicated that community was important to them and helped them in the learning process. That finding upholds the theory that social support and a sense of belonging are distinct aspects of the concept of community held by adolescents (Pretty, Conroy, Dugay, Fowler, Williams, 1996). The positive response to the concept of community identified among the adolescents in this study is not in accord with those who have expressed the opinion that a sense of community may be declining in this country (Newborough Chavis, 1986; Schuler, 1996). The first research question asked how students describe classroom community, and its importance for their learning. My analyses revealed that students identified three main factors that were important to them concerning sense of community and its importance for their learning. The first factor was technology and the use of computers. Students who were interviewed revealed that not only did they find computers helpful for assignments such as research projects but also they enjoyed using them for that purpose. The evidence, derived from qualitative analysis, supports the quantitative data suggesting that students experiencing high computer use in class responded more favorably than did students with low computer use to questions contained in the spirit and learning domains of the SCCI. That finding adds support to previous studies that have reported students’ favorable reactions to using technology in the classroom (e. g. Siegle Foster, 2000; Combs, 2000; Waxman, Lin, Michko, 2003), and has clear practical implications for classroom practices. If students enjoy using computers in their lessons, as well as recognize their value, motivation for learning may increase. Technology should not be viewed as an end in itself but as a tool to augment the sense of classroom community. Teachers should be encouraged t o use computers to simplify, facilitate, and enhance individualized and social-learning processes. The second factor that was important to students was a sense of belonging to the class, a feeling of being wanted and liked by their peers. The evidence adds to earlier work on the importance of classroom cohesiveness to students (Chin, Salisbury, Gopal, 1996). Students indicated that they valued an atmosphere of teamwork in the classroom and could appreciate the concept of sharing elements of a task to complete a project collaboratively. Those responses indicate that the students experienced and commented on the value of collaborative learning in the context of describing the importance of classroom community. The third factor that was important to students’ sense of community and to their learning was the amount of trust that they experienced in the classroom. The qualitative findings are supported by descriptive quantitative results, as shown in the mean subscale scores for interaction and trust for students in Grades 9 and 11. Students viewed equally the level of trust among their peers and between themselves and their teacher. That finding provides evidence supporting McMillan’s (1996) decision to include the dimension of trust in place of influence in studies of community. My finding also supports Goleman’s (1995) research, which stated that trust is necessary for true acceptance and complete membership of a community. In addition, my finding adds to those of Rovai and Lucking (2003), who studied sense of community in a higher education, television-based distance education program, and found that distance students (a) felt less trust in their community of learners, (b) scored lower on the SCCI, and (c) expressed less certainty about the value of the course than did students in a conventional face-to-face class. Results of the present study suggest that students recognize the value of a sense of community and its inherent spirit of cooperation within a classroom. The second research question asked how the use of technology in the classroom affects students’ sense of learning in a classroom community. The learning subscale of the SCCI showed a significant increase among students who were being taught with a high amount of technology. Students from high-technology classes answered every item within the learning subscale of the instrument more positively than did students who experienced little or no computer use in their classes. That supporting evidence could 378 The Journal of Educational Research have important ramifications. Use of technology in schools is continuing to increase, yet, little is known about its effect on students’ sense of classroom community. Maddux and colleagues (1997) and Yaverbaum and Ocker (1998) argued for the introduction of constructivist approaches to learning through the use of computers by noting the paucity of research in this area. My findings suggest that the learning subscale of the sense of classroom community may be influenced favorably if teachers use computers more frequently, thereby adding to the body of knowledge concerning the effects of technology on children’s knowledge acquisition. The findings support the views of Morrison, Lowther, and DeMeulle (1999) that technology use in the classroom and a constructivist approach to education are very compatible. The results also support the theory that students favor an element of learner control (Relan, 1992), which they can achieve through the use of technology. The responses by some students to interview questions indicate that they favored being allowed to explore the Internet to research a project. Students explained that they believed that they had more control over their learning with a computer than they did through the use of books. The results suggest that students considered that they were learning together in a community and building on information that they acquired either individually or as a class. Limitations I had no control over teacher selection or amount or type of computer use in the intact classes during the study. Consequently, it was difficult to define accurately the independent variable of high- or low-computer use. Also, individual teaching style, as well as the personality of each teacher, might have had an effect on the sense of students’ classroom community. Teacher effect could have influenced any or all of the subscales of the SCCI, and this might be considered a confounding variable. The self-report nature of the questionnaires and interviews that I used in this study add another possible limitation. Participants in research studies involving self-report instruments are often reluctant to report negative experiences. The results of this research can be generalized only to a similar population of students. The participants attended an urban independent school, and the results may not apply fully to students from other high schools or in schools located in different environments. Conclusions Researchers can build on the present study by monitoring more closely the amount of, and type of, computer use. Further study into the effects of technology on students’ sense of classroom community should use intact groups in a mixed design but employ ethnographic techniques to supplement the data collection methods used in this study. Researchers could investigate whether a high sense of classroom community is related to academic achievement and whether an interaction occurs with the use of technology. 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