Thesis (M.Ed.), Memorial University of Newfoundland, 1999. / Bibliography: p. 74-76.

"Science and healthful living go hand in hand. Science has furnished us the knowledge to improve our health and is adding to this knowledge daily. Countless numbers of men and women have spent and are spending their entire lives in furthering this knowledge. That scientific knowledge alone has not cured all of our ills is easily established. There is a shortage of hospital beds, doctors and nurses are overworked, and still many people for one reason or another are suffering from a lack of medical treatment. Of course, there are many ills which do not respond to the treatments known today, but many more could be prevented by applying the knowledge we have. In a large measure, it is the responsibility of the school to bring this knowledge to growing boys and girls, as well as adults, and to help them to apply it in their daily lives. We cannot evade this responsibility nor can we cease to look for better ways and means of doing it. There is a challenge here for all school people--a challenge which must be met"--Introduction. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mode L. Stone, Major Professor. / Includes bibliographical references (leaves 36-37).

Thesis (M.S. Computers in Education) -- Shenandoah University, 2003. / Includes bibliographical references.

The purpose of this study was to evaluate the programs of health and physical education for girls in the junior high schools of the Class AA type of District One of the University of Texas Interscholastic League.

The purpose of this project was to develop an educational program to assist educators in keeping school children healthy. This program is designed to support professionals who are working to reduce the problem of oobesity in children and adolescents in elementary and middle school setting.

Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women.