Choosing An Online Survey And Collect Responses

One factor that makes it difficult to determine the extent of drug use is the people who are addicted to prescription drugs will not admit that they have a problem. These people may not be counted as drug users in a survey.

INTRO: Prompt: What should “diversity on campus” mean and why? Hook: Does diversity help liberate narrow-mindedness? What exactly is diversity? To say that diversity is approached on school campuses is an understatement to the level of understanding in this increasingly globalized world. By its definition, “diversity” requires inclusion. Are school’s really working toward the inclusion of everyone? This means including color, national origin, socio-economic status, and sexual orientation. Looking at court cases and polls shown in the short articles, “Introduction from Place, Not Race: A New Vision of Opportunity in America” and “The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality,” their approach to strengthening

To answer this question I created a survey. This survey, akin to the classroom forum was designed to gather a broad consensus from the public. In order for the survey to perform well in its task of gathering clear and concise data, I had the survey questions and methodology reviewed and approved by our resident statistics educator Tim Schwickerath. My survey involved questions that narrow the population of respondents into different groups. Examples of some questions that did this task would be: what is your gender? As well as questions asking the respondent if they supported embryonic stem cell research, if they supported federal funding of stem cell research or if they new anyone that could benefit from transplantation medicine. Through this process I was able to see the differences in ideology between different groups of

Starting with the introduction of the survey they seemed to be too specific in their intro of what was going to be in the survey by describing each type of question that would be presented throughout the survey. I feel like this information isn’t necessary and over excessive in an introduction. That part of the introduction should be taken out and instead maybe include something along the lines of “Please read every question carefully and thank you for participating” or something along those lines.

These groups account for potential clients that our agency will be serving. Based on current research through the U. S. census bureau (Quickfacts. Census, 2015), it appears that in Gaston county 6.4% of the population is Hispanic/Latino, 16.1% Black or African American, and 1.8% are Asian. Also, in Cleveland county 3.1% are Hispanic/Latino, 20.9% Black or African American, and 1.0% are Asian. In Lincoln county reportedly there is 7.2% Hispanic/Latino, 5.8% Black or African American, and 0.6%

and 67 from the UK. They were all students at a select few elite universities, and therefore were of similar ages, interests, and leaned towards a more liberal ideology. Her research can be classified as cross-cultural research, since she is examining not only the differences in viewpoints from student to student, but also the differences between two countries. Similar to DuBois she also conducted survey research, since she gathered her information first through questionnaires to get general information about the subjects, and then her and her team conducted in-depth interviews. She chose to study such a small and specific group of people due to the fact that they would most likely have a more liberal ideology, and would be an example of the best case scenario for future immigration policies and race interactions. She also chose to over represent minorities, in comparison to actual percentages on these campuses, because she wanted to make sure that she heard from enough to get a full picture of their experiences on campus (34). She addresses the fact that there could be a volunteer bias in her research, due to the language in her initial email to prospective students: “…the word diversity in the recruitment message may have attracted students more sympathetic to diversity and deterred those more critical or ambivalent, making the student perspectives reported in this book more liberal than the average on campus” (33). However, this was fine for her since she wanted a more liberal perspective. She also made the effort to make the research in the U.S. and UK as equal as possible by making the percentage of factors from students such as fields of study, types of high school attended, and parents’ level of education similar to each other and therefore creating a good mix of students to compare (35). The main method she used was in depth interviews that asked a series of

A study conducted in August of 1995 showed that 58% of Americans were in favor of affirmative action programs compared to the 36% who were opposed (Pew, 2009; Pew, 2003). In 2003, another study was conducted which showed that 63% were in favor of program that helped in better jobs and education for minorities and women (Pew, 2003). The most recent data of 2016 conducted by Harvard Institute of Politics asked millennials their opinion on giving qualified minorities preference in hiring and education. 18% of the respondents agreed for preference, 37% were neutral, 42% disagreed, and 4% declined to answer. This data shows that there was a period of time that affirmative action programs were favored, and the views change. The racial background of respondents has an effect on their views on affirmative action. According to the United States Census Bureau in 2015, 77.1% of the population of the United States identified as being white alone (2015). When putting this into perspective in relation to views of affirmative action, when studies show that a majority of Americans oppose affirmative program, they actually mean that a most white Americans oppose it (Graham,

Some of our group members are not interested in joining a sorority, which gave ethnocentric bias. Since a few of us want nothing to do with this lifestyle, our ability to stay completely objective and not include our own personal views was challenging. Conversely, some of our group members were interested in joining SDT, which also lead to bias. Due to the different opinions on Greek life, we believe both biases were able to counteract each other and help us remain as objective as possible. Our informants were mostly from the same pledge class, meaning they pledged the same semester. This could have influenced our research due to a similarity in age, viewpoint, and experience in the sorority so far. Different observations would have been drawn

Throughout the 77 responses survey, I noticed some unfair and bias things that changed the outcome of the survey. One example is that 60 out of 77 responses came from 9th graders. From a ninth grader’s perspective, we view things a lot differently than 10th through 12th graders. There is a big maturity gap between 9th and 12th graders, and that affects the survey a lot. For example we do not like the sophomores, which of course means the sophomores are going to be voted for most rude, we don’t care for them. Another thing that I noticed was that there is a lack of upperclassmen taking the survey. There are 15 seniores in the survey, which is not bad, but there are no juniores. Upperclassmen are the “head” of the high school, and it makes all

Racial and ethnic minorities, such as Hispanics or Latinos, black or African Americans, and Asian Americans, Native Hawaiians, and other

Emphasized in 10 Reasons Why We Need Diversity on College Campuses is the expansion and growth of ethnic groups in America and the failure of universities to represent the population on their campus; America’s future workforce will be soon comprised of people of minority groups (Kerby). The county’s workforce will be inferior to other advanced countries if colleges don’t work to provide higher education for minority groups. By strengthening individual people, the society is collectively stronger. In order for this to happen, universities need to be focused on diversity in

The findings of the survey responses can relate back to the literature review on how my data has shown that male drivers tend to get stopped more frequently that female drivers, just like other research that has been done. Police just consider males to be more suspicious than females from what many studies have shown. As well has non-whites and younger drivers are more likely to be stopped by police. Back to literature reviewed, many research that has been done have shown Blacks or any other non-white race would most likely be targeted by police. With age, police officers tend to suspect young drivers of crimes such as underage drinking, or drug related crimes. With the data collected of such a small, yet decent amount of respondents, sample has shown what much other research has shown about the relationship between gender, age, and race that do play a significant role in who the police decide to stop.

The results of the three surveys do correlate with each other. For all three surveys, it determined that I am a Liberal but not too extreme. However, all three of them were a little different. The one that Mr. Lynch has gave us, I was neither conservative or liberal, but I was leaning a little towards liberal. The second survey I did from the links, I was moderate liberal. Finally for the third survey, the result stated that I'm a very liberal. I believe the only reason all three results vary because of the amount of questions and kind of questions they gave. For example, first survey had 40 questions, second survey had only 10 questions, and the last one had 20 question. In addition, not all surveys had the same answer choice. One had 6 choices, another had 5 choices, and the other one had only 3 choices to choose from. Was I surprised by the results? I honestly don't know because I have no

Demographic questionnaires are a good source of gaining public opinions on government policy and product placement depending on gender, race and social class.

Within the core of many educational institutions, diversity is a commercial tacit. While every institution cannot offer the same kind of diversity, the endorsement of such exists through various definitions. The Western Association of Schools and Colleges define diversity through the various classes: race, ethnicity, socioeconomic status, gender, disability, national origin, religion, sexual orientation, and age (“Statement on Diversity”)