The purpose of this study is to determine what facilities are necessary to cary out the approved and adopted program of physical education in the public school of Denton, Texas.

The purpose of this study is to improve helath service to children in general and a better program of foot hygiane in particular. The chief problem of corrective physical education is that of prevention by education.

<p> The purpose of this research paper is to examine the effects of neighbourhood factors on attitudes towards Mental health facilities. The research hypothesis is that personal attitudes towards mental health are a major determinant of reactions to community mental health facilities. The study conducted by the Canadian Training Institute (CTI) in 1983 provides relevant data on attitudes toward mental health group homes. Attitudes towards mental health group homes were studied using measures of desirability and perceived neighbourhood impacts. In order to test the hypothesis, two sets of relationships were examined; the relationship between facility impact and neighbourhoods;and the relationship between facility desirability and neighbourhoods. The results provide support for the results obtained by Trute and Segal in Canada and Linsky in the United States. The results showed similar socio-demographic profiles and attitudes of potential accepting and rejecting neighbourhoods. Therefore, the conclusions are that attitudes towards mental health group homes vary spatially between different types of neighbourhoods. The results have practical reference because they can help planners locate mental health facilities in locations where public opposition and patient dissatisfactionare minimized. </p> / Thesis / Bachelor of Arts (BA)

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No description available.

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The purpose of this study is to examine the relationship between building conditions and student achievement of students identified in the subgroups of poverty and minority in high schools in the Commonwealth of Virginia. The targeted population was identified by using the study conducted by Crook (2006) which included information obtained from seventy-two high schools across the Commonwealth of Virginia. Building conditions used in the study were based upon the responses received from principals on the Commonwealth Assessment of Physical Environment (CAPE) form. The scaled scores of economically disadvantaged students and minority students on the Standards of Learning tests administered in grades nine through eleven during the 2004-2005 school year were used to measure student achievement. The status of economically disadvantaged students was controlled by the classification of a student receiving free and reduced-priced lunch during the 2004-2005 school year. The status of minority students was controlled by ethnicity as reported by the individual schools to the Virginia Department of Education for the 2004-2005 school year. Two basic research questions guided this study and the researcher used t-tests to compare dependent variable means across independent variables. The research questions include: Is there a significant difference between the scores of economically disadvantaged students housed in building conditions rated substandard and those housed in buildings rated standard in the high schools in the Commonwealth of Virginia? Is there a significant difference between the scores of minority students housed in buildings rated substandard and those housed in buildings rated standard in the high schools in the Commonwealth of Virginia? This study found an inconsistent relationship between building conditions and the achievement of economically disadvantaged students. Therefore, the conclusion is that the condition of the school building does not apparently influence the achievement of economically disadvantaged students when they are housed in inferior buildings. In addition, this study found a positive relationship between building conditions and the achievement of minority students in the majority of the achievement measures. Therefore, the conclusion is that the condition of the school building does in fact influence the achievement of minority students when the building is in poor condition. / Ed. D.

The relationships between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools was selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected with "An Assessment of Building and Classroom Conditions in Elementary Schools in Virginia." Building principals completed the survey. The scaled scores from the Spring 1998 Standards of Learning Assessments for third-grade English, fifth-grade English, third-grade mathematics, and fifth-grade mathematics were used as measures of student achievement. The percentage passing the fifth-grade technology assessment was used as a measure of achievement in technology as scaled scores were not available. Findings: A large portion of Virginia elementary schools are more than thirty years old and have a number of structural and classroom defects. While principals gave high composite ratings to their schools, their responses to individual questions indicate problems with roof leaks and climate control. The percentage of students participating in the free and reduced-price lunch program accounted for the largest percentages of variance in English, math, and technology achievement. However, this variable had greater influence on achievement in English and technology than in mathematics. Air conditioning was a significant variable in third-grade English, fifth-grade mathematics, and fifth-grade technology achievement. Other variables found significant in one or more of the analyses were ceiling type, frequency of floor sweeping, frequency of floor mopping, connection to a wide-area network, room structure, overall building maintenance, and flooring type. / Ed. D.