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In reviewing the existing literature, not many researchers have examined children's physical activity (PA) from the parents' perspectives. No study has investigated parents' perceptions on children's PA in Hong Kong. Furthermore, information of parents' perceptions on children's PA was generated mainly in the USA or European countries. Similar studies should be conducted in China or in Hong Kong so to obtain more information on this subject by using Chinese as the research samples. Purpose of the study: This study aims to: a) examine the associations between parents' perceptions on children's competences, neighborhood safety, exercise benefits and exercise barriers, parental support, and children' s PA, and b) determine which socio­demographic variables significantly differ from the above studied constructs. Methods: Parents of 625 children aged 6 to 9 years old participated in the study. Parents were asked to complete a questionnaire assessing parental support for their children's PA, perceived children competence, neighborhood safety, and benefit and barriers of PA. Parents were also asked to report their children' PA outside school time over seven days using the modified Physical Activity Questionnaires for Children (MPAQ-C). Structural Equation Modeling and multiple ANOV A were used to examine the relationship between parents' perceptions and reported children's PA. Results: (1) Only parental support could predict children's PA; (2) Both parents' perceived competence oftheir children and perceived exercise benefits of their children could predict parental support and, in turn, increase children' s PA; (3) Parents' education and income levels were found different from their perceived exercise benefits and barriers, perceived neighborhood safety, and parent's perceived competence ofchildren; (4) Single parents tend to have lower perceived neighborhood safety; and (5) Parents of sons are likely to have higher perceived children exercise benefits, parental support, exercise competence as well as more active sons. PA interventions in Hong Kong children should focus on increasing parental support, enhancing parents' confidence and motivation to promote their children's PA by giving positive feedback, acting as active role model, and facilitating participation in PA.

The social studies, in some form, has had a significant part in the curricula of our schools almost from the beginning of public education. Today, the social studies is conceived as having certain primary functions in relation to the total school program. The social studies affords social experiences, both direct and vicarious, for children. Through the acquisition of these social experiences it is hoped that the participant will learn skills, techniques, and procedures that can be applied to subsequent situations. The study skills of reading and writing are important outcomes of social studies instruction but they should be the foundations for the more valuable skills necessary for carrying on human relations. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 91-95).

"One of these methods is the use of industrial arts at the elementary level. Its outstanding contribution is in the providing of experiences and activities which contribute toward clarifying, expanding, enriching and speeding the learning process. Industrial arts activities assist the elementary school to accomplish its goals by: 1. Developing adequate meanings by reducing abstraction and enriching the curriculum. 2. Establishing learning readiness and motivating learning. 3. Acquainting children with their cultural heritage. 4. Teaching fundamental skills. 5. Providing for individual differences and socializing experiences. 6. Developing desirable personality traits"--Introduction. / "January, 1959." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 67-74).

by Terrie L. Kielborn / Typescript / Ph. D. Florida State University 2001 / Includes bibliographical references (leaves 227-238)

The sixth grade teachers at Mooberry School in Hillsboro, Oregon were not pleased with the way they were teaching math. The students, grouped by ability, had a poor self-concept about math and felt “locked into” one class. During the summer of 1973, these teachers considered ways to change their math instruction. Reading was done to determine the most promising practice in math education in the United States. A successful approach to learning appeared to be individualized instruction, as is discussed in this paper. Many different individualized programs were studied, grouped into eleven general categories, and described in detail. The Mooberry sixth grade teachers adopted none of these programs, but instead developed a rotating system of math instruction. The teachers prepared for this rotating system by developing a sequence of math skills, to span the sixth graders through the year. Each teacher was responsible for individualizing instruction in two or three units of the sequence. The writer developed units in division, plotting coordinates on a grid, graphing and geometry. This rotating system of math instruction is individualized in that the students work at their own pace through the sequence of skills. The students move from concept to concept, and thus from teacher to teacher, gaining competence in as much of the cycle as they can master during the school year. The writer has described her approach to the units she covers in the cycle. The textbook has been eliminated and task cards have been developed. Student booklets, answer books, a grade book and a report card have been designed. A typical math class and steps of the cycle are described in the paper. The program has been used during the 1973-74 and 1974-75 school years. The teachers looked for evidence of success to indicate whether to continue their program in the same manner. Informal notes were kept on the work habits, skills and attitudes of the students. A formal questionnaire was given to the student by the Educational Development Center at the end of the 1973-74 school year. The students indicated, through multiple choice questions, that they felt positive towards math instruction, that they deserved and were capable of good grades in math, and that they rated math as their favorite class. A narrative questionnaire was given to the writer's homeroom at the end of the 1974-75 school year. Those students wrote positive comments about the math system and again indicated how pleased they felt about their math abilities. Metro math test scores for 1974-75, by the Metropolitan Area Program Board, give the reader a background on the type of student in the Mooberry attendance area. These students were above regional and national norms. The principal of the school, Mr. Ron Stewart, wrote his evaluation of the program, which is included in the paper. Questions have been raised about the program and have been listed for the reader. The teachers who developed the program hope, as more questions are raised and answered, that the rotating math program can change to meet the needs of the students, school and community. The sixth grade teachers at Mooberry School feel pleased that they were able to develop a rotating system of math instruction for their students. Both the informal and formal data indicate that the program is enjoyable for the students, helps students develop self-confidence in math education and helps the students gain competence in math skills and concepts.

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