Adolescent dating violence occurs in high schools at an alarming rate. To educate adolescents about dating violence, some public high schools have incorporated prevention programs into their curriculum. These programs, which are predicated upon empiricism and behavioral theories, tend to produce limited results. In order to improve prevention programs, it has been suggested that schools should play a larger role in their development and implementation. However, dating violence studies have yet to examine how much school personnel know about adolescent dating violence and prevention strategies. The current study surveyed administrators and instructors at six public high schools in Orange County, Florida about their perceptions of dating violence and attitudes toward dating violence prevention programs. The results indicate that administrators and instructors are fairly knowledgeable about adolescent dating violence, approve of school-based dating violence prevention programs, and are willing to participate in prevention efforts. The results also indicate that administrators' and instructors' sociodemographics have the potential to affect how they feel about dating violence and prevention strategies. Implications of these findings for prevention program development and implementation as well as future research are discussed.

This thesis identifies the English Language Learners (ELL) policies according to federal, state, and districts and compares these policies to what is currently implemented in Orange County Public Schools in the state of Florida. The introduction includes vocabulary for ELL and personal rational. They are followed by the history of the court cases and policies pertaining to the state of Florida that create a timeline. Immediately after, a literature review compares policies to what is being implemented in various states across the United States. Next, interviews with two former or retired Orange County Public Schools (OCPS) were conducted with findings supporting the information in the literature review. Results suggest there are inconsistencies in implementation across states. Two factors include vagueness of the wording of policies, and the power of implementing policies rests with the state and local districts. Furthermore, teachers report not being adequately trained to teach ELL students. In conclusion, the researcher proposes finding ways to elicit more consistency from federal, state, and local districts to advocate for the educational success of English Language Learners.

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No description available.

The purpose of the study was to determine if the Educational Planning and Resource Management System (EPRMS), implemented by the Orange County Public Schools, increased parent and/or teacher involvement and communication in the school level decision making process. The study surveyed parents, teachers, and principals about their perception of the communication and involvement at their school during 1982-83 and 1983-84 (the year EPRMS was fully implemented). It was assumed that any increase in communication and/or involvement would be due to the Educational Planning and Resource Management System. A questionnaire was developed after an extensive literature review and input by a panel of experts. Separate questionnaires were administered by mail to a random sample of parents, teachers and principals. The data were analyzed with analysis and variance and cross-tabulations. Since three surveys were administered, three separate univariate analysis of variance designs were used. In each case, the analysis of variance was a repeated measures design including a factorial between subjects and a within subjects component. The data analysis revealed that parents, teachers and principals reported an increase in communication and involvement during the 1983-84 school year. These increases, while statistically significant, were relatively small. It also showed that principals and high school respondents gave the highest ratings to communication and involvement while teachers and junior high respondents gave the lowest ratings. The study did, for the most part, support the assumption that there was more perceived communication and involvement at the school level since the implementation of EPRMS. Even though the statistically significant increases for the various groups and levels were small, question 34 provided substantial support to the finding of increases school-level involvement. Almost three-fourths (74.7%) of the respondents reported that more opportunities for involvement existed during the 1983-84 school year than during the 1982-83 school year. Recommendations included additional monitoring of EPRMS with regard to staff and parent involvement and extensive management training in group dynamics and managing group interactions.

Ethnicity is a social construct defined not only by socio-cultural variables, but also by the socioeconomic and social structure within which it develops. In this regard, ethnicity is a by-product, and at the same time a contributor to the spatial structure of human communities. The synergistic relationship between ethnicity and socioeconomic variables requires attention to the special environment within which an ethnic community develops, and furthermore, necessitates an awareness of the subgroups of any given ethnic group and their specific spatial and adaptational behavior. Consequently, the superorganic approach taken by most urban/human ecologists and the collective treatment of assimilation studies is questionable. The Iranian community currently residing in the U.S. illustrates that the spatial distribution of post-1965 immigrants and specifically political immigrants is defined by both ethnicity and also socioeconomic factors. The elite characteristics of these groups, including their high educational achievements, occupational status, and self-employment levels, distinguishes them from many of the other ethnic/immigrant groups who migrated in the early part of the century. Additionally, in the case of Los Angeles and Orange Counties, it is demonstrated that Iranians, along with Russians are distinctive based on their high socioeconomic status. The available data indicates the existence of three types of ethnic groups: (a) traditional low socioeconomic groups; (b) elite immigrants with high socioeconomic and educational achievements; and (c) recent immigrants with high educational and medium to high socioeconomic status. Spatially, differences among and within ethnic groups create specific distribution patterns that are explained largely by socioeconomic and ethnicity factors combined. This research illustrates that in studying any ethnic group, two criteria must be considered: (a) socioeconomic and ethnicity factors have a combined effect that differs not only from one group to another, but also varies within each group; and (b) social structure is not an independent variable, and therefore should be identified and analyzed on a case-by-case approach.

The mobility of low-income students who do not have access to stable housing creates numerous challenges both at home and in school. Among these challenges, academic performance certainly is one of the most important. The lack of a more permanent, familiar, and safe environment is presumed to impact home life as well as students' performance in the classroom. This research compares two groups of current and former students of Orange County Public Schools (OCPS) in Florida (1) children of families who are Habitat for Humanity (HFH) homeowners, and (2) a matched socioeconomic control group. The HFH program is designed to provide a stable, affordable housing for families who cannot acquire it through standard means. The research question is: Does stability in housing make an impact on academic performance in the particular area of FCAT scores and attendance? Data were gathered from OCPS and the HFH homeowners themselves. This data were used to evaluate the impact of HFH homeownership on students' academic environment. Results showed better attendance at school, but HFH students fared worse in FCAT performance when compared to control group especially in reading.

Brutalist architecture, popularized in Britain in the late 1950s and heralded as a progressive form of Modernism in the United States until the 1970s, now presents a conundrum to preservationists as it ages. Once critically acclaimed, many Brutalist buildings have lost their appeal over time. The unpolished materials have proven unpopular with many who live and work in these structures, and key examples of the style are now facing demolition. Though “Brutalism” has become a nebulous architectural designation in the preservation community, this paper focuses on a specific subset of late Modernist architecture that primarily utilizes unfinished concrete to promote the philosophy of material truth and unapologetic permanence. While artistry of form and overall functionality affect preservation of Brutalist buildings in the United States, an important factor in the decision to demolish is often overlooked: the interplay of public opinion with critical acclaim, both in the past and within current architectural climates. This project examines the Brutalist approach to architecture and chronicles the shifts in critical and public perspective of several key case studies, focusing on university structures (the Yale Art and Architecture Building, Harry Ransom Center, and the University of Texas School of Nursing), theaters (Morris Mechanic Theater and Alley Theater), and civic buildings (Orange County Government Center, Boston City Hall, and Prentice Women’s Hospital). Understanding how and why shifts in opinion took place is critical in making informed preservation decisions about Brutalist architecture. / text

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Victim-offender reconciliation programs (VORPs), the hallmark of the restorative justice movement, offer an alternative to the retributive approach to crime. These programs seek to bring the victim and offender together for purposes of working out a mediated settlement agreement.