As education systems, in particular Technology Education, adapt to new expectations for secondary students entering an uncertain workforce, the time is appropriate to investigate the need for school facilities to meet these present demands and those that continue to change curricula. This study has been conducted in order to determine the facility requirements for the delivery of the evolving technology/manual arts curriculum in Queensland. A set of validated design criteria for evaluating technology education and vocational education settings was developed and trialed to assist the designer of such facilities to meet the needs of this area on schools designed in different eras from the 1 960s to the present. A review of the published literature would indicate that little has been written on this aspect of facilities design. While related studies have been conducted in North America, they were not confined to the designing of the facilities and only had specific relevance in that country. An expert group consisting of prominent Queensland educators provided the impetus for developing the criteria which had been generated through a systematic search of the literature. The methodology utilised to involve the expert group was the Nominal Group Technique. After the criteria had been developed, they were validated by questionnaire through a 30% random sample of practicing heads of department across Queensland in both state and independent systems. A trial evaluation using current facilities was subsequently conducted to determine the effectiveness of the criteria in terms of teacher acceptability as well as establishing a pattern of needs for modification. Practitioners who use the facility for teaching technology education and/or vocational education could use the set of criteria to evaluate their facility in a similar manner to that of evaluating their students. Such evaluations could then become the basis for ffiture school planning and budgetary allocations as well as asset management of existing facilities. The study proved to be valuable as the validated criteria have the potential of being used as a tool by teachers to evaluate their facilities. At the systems level of operation, the criteria will provide assistance for designers, architects and teachers to prepare informal educational briefs. Such briefs would provide a consistent approach to the some times difficult task of clearly defining the function of a facility. The modem facility must meet the needs of current curriculum and be sufficiently flexible and adaptable to provide the educational requirements well into the twenty-first century. These developed criteria will greatly assist in this process.

"The enrollment in the Business Education Department of the Orange County Vocational School for the five-year period, beginning July 1, 1950, and ending June 30, 1955, will be surveyed according to the following classifications: (a) sex, (b) source components, (c) average number of monthly enrollments per student, (d) educational preparation of the students, (e) course enrollments, (f) student enrollment by years, (g) student enrollment by months. It is obvious that these classifications are indicative of the scope of the study rather than of the strict order of its development. Four chapters will be devoted to a consideration of enrollment, job calls, job interviews, and job placements. A summary chapter will conclude the study"--Introduction. / Typescript. / "May, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references.

Tang Tai Yuen. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 1997-98, design report." / Includes bibliographical references (leave 50). / Chapter (1) --- Introduction / Chapter 1.1 --- Preface --- p.1 / Chapter 1.2 --- Background --- p.2 / Chapter (2) --- Project Nature / Chapter 2.1 --- Client Profile --- p.3 / Chapter 2.2 --- Target Users --- p.3 / Chapter 2.3 --- Schedule of Accommodation --- p.4 / Chapter (3) --- Project Analysis / Chapter 3.1 --- Existing Problem --- p.5 / Chapter 3.2 --- General Objectives --- p.6 / Chapter 3.3 --- Mission --- p.7 / Chapter 3.4 --- Architectural Objectives --- p.7 / Chapter 3.5 --- Research Methodlogy --- p.8 / Chapter (4) --- Site Aspects / Chapter 4.1 --- Site Options --- p.9 / Chapter 4.2 --- Site Analysis / Chapter (i) --- Contextual Background --- p.10 / Chapter (ii) --- Vehicular & Pedestrian Accessibility --- p.11 / Chapter (iii) --- View --- p.12 / Chapter (iv) --- Visibility --- p.13 / Chapter (v) --- Solar Orientation --- p.14 / Chapter (vi) --- NoiseDisturbance --- p.14 / Chapter (vii) --- Wind effect --- p.14 / Chapter (5) --- Design Process / Chapter 5.1 --- Studies on Diverse Sport Halls --- p.15-16 / Chapter 5.2 --- Prelimary Options --- p.17-19 / Chapter 5.3 --- Schematic Concept --- p.20 / Chapter 5.4 --- Design Development / Chapter (i) --- Building Part Evolution --- p.21 / Chapter (ii) --- Elevation Studies --- p.22 / Chapter (iii) --- Roof Form Studies --- p.23 / Chapter (iv) --- Structure Studies --- p.24 / Chapter (v) --- Glass Wall Detail Studies --- p.25-26 / Chapter (vi) --- Materials and Finishes Studies --- p.27 / Chapter (vi) --- Mechanical and Finishes Studies --- p.28 / Chapter (6) --- Final Product / Chapter 6.1 --- Site Concepts --- p.29-30 / Chapter 6.2 --- Building Concepts --- p.31-32 / Chapter 6.3 --- Building Profile --- p.33 / Chapter 6.4 --- Generic Main Space Layout --- p.34 / Chapter 6.5 --- Building Plans --- p.35 / Chapter 6.6 --- Elevations and Section --- p.36 / Chapter 6.7 --- Squential Interior Perpsective Drawings --- p.37-41 / Chapter 6.8 --- Building Detail --- p.42 / Chapter 6.9 --- Building Model --- p.43 / Appendix / Chapter 1. --- Statutory requirement Response / Chapter (i) --- Outline Zoning Plan --- p.44 / Chapter (ii) --- Lease Conditions --- p.45-46 / Chapter 2. --- Life Safety and Building Services --- p.47 / Chapter 3. --- Builidng Cost Estimate --- p.48 / Chapter 4. --- Program Schedule --- p.49 / Chapter 5. --- Bibliography --- p.50

No description available.

Typescript (photocopy). / Digitized by Kansas State University Libraries

Thesis (M. Arch.)--University of Hong Kong, 2000. / Includes special study report entitled: Re-capturing the lost urban space. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 2000. / Includes special study report entitled : Re-capturing the lost urban space. Includes bibliographical references. Also available in print.

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M.Ed. / Education in South Africa assumes that all learners should have access to effective teaching, so that inequalities can be eliminated and the skills of all learners be optimally developed. It is of cardinal importance that career guidance in schools attempt to maintain a balance between the technological demands of the world of work and the needs of each unique individual learner. Technology Education involves a radical change in the approach to education. It moves away from giving students a set body of knowledge, to a style of creating a wide range of learning activities. One such learning activity is problem-solving which teach learners to think for themselves and provides them with the skills and experiences in researching, designing and evaluating knowledge. Teachers become facilitators and work together with and help learners to reach successful outcomes and competencies. In recent research by the Curriculum 2005 Initiative (1997) in the field of career guidance, the emphasis has been placed on enabling learners to access career and other opportunities and to set goals which will enable them to make the best use of their full potential and talents. It is stated clearly that it has become imperative for education and the world of work to forge closer co-operation in order to prepare the learners for their future working lives and life-long learning prospects. The world of work changes from time to time. There is a need to continuously develop human resources to meet the demands of a growing economy and the needs of all people in the country. An effective career guidance programme is therefore essential in linking the needs of the country with the aspirations, abilities and skills of learners. The research in this study focuses primarily on career guidance in a technologically stimulating school environment. The secondary aims are to investigate the effectiveness of the career guidance teacher, the correlation between the possible influence of the career guidance teacher in grade 11 and 12, and the correlation between learners with Mathematics and Science and their study and career choices. A questionnaire with both open and closed questions was given to grade 12 learners to complete. The questionnaire was validated during a pilot study. The following interesting results were gathered: the aspects that mostly influenced the learner's subject, study and career choice are their interest and love for the subject; there is a correlation between the effectiveness of the guidance teacher and the teaching aids he or she uses in promoting careers; there is a positive correlation between the influence of the guidance teacher in grade 11 and his/her influence in grade 12. there is a correlation between learners with Mathematics and their eventual career choices. This study confirms the importance and influence of career guidance and highlights the reasons and choices which are made by learners regarding careers.

In the field of physical education there has been formulated by leading physical education authorities an ideal program for use· in high schools, but this program cannot always be used in our high schools because of certain problems that are always present. However, we can adopt the ideal program and modify it to fit any situation that may arise in the various schools. The physical education program is an unstatic program. It is always changing with the changing philosophy of physical education.