The last few years a struggle of feeling safe has become more of an issue with all the tragedies that have taken place on college campuses throughout the years. Tragedies like Columbine then Virginia Tech and most recently the Sandy Hook Elementary shooting in Connecticut. This research focuses on student's perception of safety and the issues with violence on campus. The question is how the students, faculty, and staff will react if an incident like this occurs on the University of Central Florida campus. The intent of this thesis was to explore the student body of UCF students and their perception of safety on campus. Students were questioned on previous victimization and campus related crime. Findings suggest that women overall are more fearful on campus compared to men. Sadly, only about 5.6 percent of my sample knew about the Clery Act. This act states all public schools must post all crimes committed on or near campus on a public website. This was questioned with a simple yes or no answer. By conducting this study I hope to find a better understanding on how UCF student's view safety on campus.

Made available in DSpace on 2016-12-08T16:35:07Z (GMT). No. of bitstreams: 1 120847.pdf: 1348771 bytes, checksum: 66ec4dc67ddf6da1dc5ef4c55cb72317 (MD5) Previous issue date: 2014-08-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study has investigated the perceptions of Elementary and Middle School students about the educational laptop in four schools in the cities of Agrolândia, São Bonifácio, Brusque and Florianópolis, which participated in the project Aulas Conectadas? Mudanças Curriculares e Aprendizagem Colaborativa Entre as Escolas do Projeto UCA em Santa Catarina ( Interconnected Classes? Curriculum Changes and Collaborative Learning among the Schools of the UCA Project in Santa Catarina ). The research was also developed with the support of the Project Tablets, computadores e Laptops ( Tablets, Computers and Laptops ), which is subsidized with resources of OBEDUC ( Observatório da Educação ), Education Observatory, CAPES. The objective of the research was to investigate the perceptions of students about the educational laptop and, based on these observations, to reflect about the introduction of technology in the classroom. In order to achieve the objectives, questionnaires were submitted to 4th and 5th grade students of the schools above mentioned and also collective interviews were carried out with the students in each of the schools. Observation of the use of the laptops in the classroom as well as during free time, break time and before the beginning of the classes was also carried out. The research showed the use that was most commonly indicated by the students was related to fun and entertainment, especially games, but Facebook was also frequently mentioned. The use of laptop to do research and homework is also pointed out by the students, but less frequently. In general, the research shows that the educational laptop is seen in a favorable way by most of the students who were part of the research, however, there were unfavorable opinions, especially among the students who have easy access to other kinds of digital technology. Besides, the research also shows similarities and differences among the students. The similarities are related to the games, for the games mentioned by the students of the different schools are basically the same. The differences are rather related to the possibilities of access to digital technology, as well as to the need of learning about its use. / O trabalho investigou as percepções dos alunos do Ensino Fundamental sobre o laptop educacional em quatro escolas localizadas nos municípios de Agrolândia, São Bonifácio, Brusque e Florianópolis, participantes do projeto Aulas Conectadas? Mudanças Curriculares e Aprendizagem Colaborativa Entre as Escolas do Projeto UCA em Santa Catarina . A pesquisa também foi desenvolvida no amparo do Projeto Tablets, computadores e Laptops , subsidiada com recursos do OBEDUC, observatório da Educação, CAPES. O objetivo da pesquisa foi investigar as percepções dos alunos sobre o laptop educacional e a partir destas percepções refletir sobre a inserção de tecnologias na sala de aula. Para alcançar os objetivos foram aplicados questionários nas turmas dos 4ºs e do 5ºs das escolas mencionadas e, também, foram realizadas entrevistas coletivas com os alunos em cada uma destas escolas. Foram realizadas, em caráter complementar, observações do uso do laptop, tanto em sala de aula, como nos momentos livres, recreio e antes do início das aulas. A investigação nos mostrou que os usos mais apontados pelos alunos estão ligados à diversão e ao entretenimento, principalmente, os jogos, mas também foi muito citado o uso do Facebook. O uso do laptop para fazer pesquisa e trabalhos escolares, também, é apontado nas falas dos alunos, porém em menor intensidade. De forma geral, a pesquisa aponta que o laptop educacional é visto de maneira apreciativa pela maioria dos alunos participantes, porém também temos opiniões contrárias, principalmente, entre os alunos que tem fácil acesso a outras tecnologias digitais. Para além disso, a pesquisa evidencia, também, similaridades e diferenças entre os alunos. As semelhanças estão ligadas aos jogos, basicamente os mesmos são citados entre os alunos das diferentes escolas. Já as diferenças estão mais ligadas às possibilidades de acessos às tecnologias digitais e, também, foram visualizadas em relação à necessidade de aprendizagens relacionadas aos usos das tecnologias digitais.

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted. / AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.