Dissertations / Theses: 'Education facilities'

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Tse, Shuk-yee Bonita. "Education park." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949172.

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Chan, Wing-che Kennis. "Kindergarten : a new mode of education for children /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949366.

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Luke, Charles A. Camp William E. "Equity in Texas public education facilities funding." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3647.

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Luke, Charles A. "Equity in Texas Public Education Facilities Funding." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3647/.

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The need to establish appropriate, adequate, and decent educational facilities for school children across the nation has been well-established. The ability of school districts in each state to build these facilities has varied widely in the past. Historically, most facilities funding ability for school districts has come from the local community and has been tied to property wealth and the ability of the community to raise significant tax dollars to pay for school buildings. Responding to an expanding need for increased facilities funding and school funding litigation, the state of Texas added facilities funding mechanisms for public school facilities construction in the late 1990s. The purpose of this study was to determine whether or not the methods of facilities funding were equitable in the state of Texas. In this study, equity values were framed around three equity concepts established in school funding equity literature. These three concepts were (1) horizontal equity defined as the equal treatment of equals, (2) vertical equity defined as the unequal treatment of unequals, and (3) wealth neutrality defined as the absence of a relationship between school district wealth and the equal opportunity of students. The sample comprised 1,039 school districts in the state of Texas. Well-established equity measures were administered to data including capital outlays, weighted per pupil capital outlays, instructional facilities allotments, and school district wealth. Horizontal equity measures included the McLoone index, the Verstegen index, the federal range ratio, and the coefficient of variation tests. The Odden-Picus Adequacy index (OPAI) was administered to determine levels of vertical equity. Finally, wealth neutrality was determined utilizing the Pearson product-moment correlation test. Findings indicated that there were poor horizontal equity levels both in the top half and bottom half of the distribution of capital outlay spenders. A coefficient of variation test was administered to determine overall horizontal equity. While it did not indicate poor overall horizontal equity, the existence of extreme outliers in both halves of the distribution indicated that the dispersion of spending at the top and bottom of the distribution were inequitable. In fact, over the three year period of the study, fifteen percent of the top spending districts spent between forty and fifty percent of all capital outlay expenditures. Vertical equity was tested by implementing a court mandated equalization standard of eighty-five percent. When the OPAI was administered at this equity level, vertical equity was poorer than horizontal equity. Finally, while some state implemented facilities funding mechanisms were wealth-neutral, the overall funding system, with its heavy reliance on bonded indebtedness, was not.

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Coffey, Andrea B. "Revitalization of School Facilities." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2661.

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The purpose of this study was to analyze current practices in the revitalization of school buildings and assimilate data that can be used by school administrators to make informed decisions about the revitalization of school facilities. Through a review of literature, elements for planning the revitalization of school facilities were identified and analyzed. These elements were included in an interview guide used during on-site visits to selected revitalized schools. Nine schools renovated since 1985 in Virginia, Tennessee, and North Carolina were chosen to participate in the study. The treatment of data was reported around the use of identified elements of planning for renovating school buildings. Data from the schools were divided by states to make comparisons. The study indicated that structural soundness, program support, site, and cost are four areas of concern when planning for the revitalization of a school. The specific planning elements included the development of educational specifications; attention to site condition; consideration of playground areas; importance of the exterior appearance of school buildings; space utilization; condition of mechanical and electrical systems; importance of energy efficiency, development of barrier free environments, treatment of thermal environments; consideration of acoustics; management of visual environments; selection of furniture and equipment; and attention to aesthetics. As a result of the findings of this study, the following conclusions were drawn: (1) Planning for the revitalization of school buildings differs from one school to another even when the schools are in the same system. (2) States do not employ facility planners to help school systems revitalize their school buildings. (3) Many school administrators do not know how to assess the condition of the schools in their districts. (4) Administrators and other individuals involved in revitalizing school facilities want more information on how to systematically plan for the modernization of school buildings.

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Tse, Shuk-yee Bonita, and 謝淑儀. "Education park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3198308X.

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Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Broyles, Thomas W. "Curriculum and Facilities for Agricultural Education: An Agriscience Approach." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11207.

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Agricultural education has changed its curriculum, its focus, and its mission. The early days of agricultural education prepared pupils to enter the workforce by training for specific jobs. The emphasis in agricultural education has shifted to the integration of academics with career and technical education. This paradigm shift is called agriscience. The concept of agriscience is delivered utilizing classroom teaching, supervised agricultural experiences, and laboratory learning. Facilities are the linking point from classroom instruction to problem solving and hands-on experience. Facilities must be furnished with equipment and modules that are highly correlated with the curriculum being implemented. Laboratory experiences must be modernized to reflect the integration of academics with agricultural education. A facility problem being encountered is that agricultural educators do not know the essential components needed for a functional agriscience facility. The purpose of this study was to ascertain essential components needed for a functional agriscience course taught in Virginia entitled Biological Applications in Agriculture. Specific objectives of the investigation were to determine the essential agriscience laboratory and classroom components needed to implement the Virginia course entitled Biological Applications in Agriculture. Identifying essential components of a functional agriscience facility was achieved using the modified Delphi methodology. The panel for this investigation was comprised of 17 adult individuals representing three constituency groups. The groups were categorized as agricultural educators, local school administrators, and career and technical education directors. The respondents completed questionnaires spread over two rounds. The Round I included an initial list of 49 pieces of equipment and components from similar courses taught in Georgia, North Carolina, and New York. The expert panel added an additional 41 pieces of equipment and components to the Round I questionnaire. The Round II questionnaire sought to obtain consensus of the list of essential equipment and components for an agriscience laboratory and classroom. The expert panel reached a consensus on the 90 items essential to implementing the course Biological Applications in Agriculture.
Ph. D.

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Siu, Suet-mui Winnie. "Rehabilitation and education centre for maladjusted children." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594969x.

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Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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Honeybone, D. "An investigation into educational provision for the 16-19 age group in a rural area, with particular reference to the concept and practice of recurrent education." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383852.

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Tierno, Scott A. "College Union Facilities and Their Perceived Influence on Institutional Retention." Thesis, Franklin Pierce University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567824.

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The College Union is a campus facility that is part of the campus ecology. It provides a place where all can feel a sense of inclusion, safety, involvement, and community. Through a comparative research approach I will present how both students and professional staff perceive the College Union, the programs that are part of the facility, and how it impacts the retention of students. This investigation draws upon psychology, behavioral sciences and the liberal arts disciplines as they relate to learning spaces, campus ecology, and the building of community through involvement.

This study is a two phased mixed method research design with the primary data collection conducted electronically using web-based survey tools for both professional staff (N=562) with a response of 113 individuals, and 50 student respondents (N=1,971). Follow-up interviews were conducted with two participants at schools that were randomly selected from the survey participants who completed a construction or renovation project in their College Union in the past five years (N=21).

There is a synergy that became evident between Boyer's 6 Principles of Community (1990), the ACUI Core Competencies (2005), and common themes that came out of my literature review, survey results, and the interviews conducted as a follow-up to the surveys. Through the application of a grounded theory approach, this study presents the Six Principles of College Union Efficacy that support retention on college campuses. Tierno's 6 Principles of College Union Efficacy The College Union: 1. Supports the academic mission of the institution 2. Enhances communication of community values 3. Is a diverse space on campus 4. Is a Community Center 5. Is a Welcoming Place 6. Celebrates Traditions (Tierno, 2013)

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Chan, Wing-che Kennis, and 陳詠芝. "Kindergarten: a new mode of education for children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985099.

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Wilson, Eric A. "Facilities as teaching tools| A transformative participatory professional development experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633431.

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Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living.

Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability.

Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-à-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

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Helvie-Mason, Lora Beth. "Learning in correctional facilities : the effects of education on student-inmates." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1264227.

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The purpose of this study was to examine the effects of education on inmates while they remained incarcerated. A total of 90 student-inmates participated in the survey research project. A self-report survey was generated for this research to measure confidence, self-esteem, communication competence, lifelong learning, and critical thinking. Descriptive statistics and open-ended comments revealed high levels of confidence, self-esteem, and communication competence among student-inmates. Respondents were also found to be developing the beginning traits of lifelong learners and critical thinkers. The results were interpreted with respect to adult education theory. Methodological implications of the findings were discussed for future research.
Department of Communication Studies

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Johnson, Lineo Rose. "Offenders' perceptions of correctional education programmes in the correctional facilities of Tshwane." Thesis, UNISA, 2015. http://hdl.handle.net/10500/19958.

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People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders.
Educational Foundations
D. Ed. (Socio Education)

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Kutnak, Jr Michael John. "The Process of Design for General Classroom Facilities in Higher Education Institutions." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77575.

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This study examined the process of design for general classroom facilities in American four-year public higher education institutions. Combining grounded theory, case study methods, visual methods, and portions of the Authentic, Action-Oriented, Framing for Environmental Shifts Method (Watt, 2015), I was able to address the four research questions posed in this study. I conducted interviews with participants involved in specific general classroom facilities design/construction while asking participants to co-create a diagram of the steps of the process. The data collected from this process produced the Train Model of Design for General Classroom Facilities. The process begins with the specifics of the institution or college and its chosen direction. The conditions specific to the institution act as a departing station for the process. The conditions specific to the wider context function as the rails on which the train moves. The rails are held together by crossties consisting of the constant collaboration of the triumvirate and stakeholders. A triumvirate consisting of the project manager, the construction manager, and the representative from the academic department move the project through each phase of the design process. These decision-makers functions as the conductor of the train, driving the process while feeding it two distinct types of fuel: budget and time. The triumvirate must continuously monitor the fuel supply to reach the end of the process. In addition, the triumvirate continuously monitors the passengers, to incorporate their feedback into the trip. The stages of the process function similarly to boarding and disembarking on a train. In Stage 1 you prepare to leave the station. You make a case for what travels on the train with you and what gets left at home. You also determine the fuel needs of the train by setting the project budget and schedule. Stage 2, or Making the Space, consists of the travel to the final destination, carrying along those well-laid plans from Stage 1. The triumvirate drives the train while carefully monitoring the fuel levels. You can make a few minor adjustments once you have left the stations, based on feedback from the passengers, but drastically altering the plans is not a viable option. The type of train you drive represents the different ways in which the process can play out at specific campuses. A passenger train works differently compared to a freight train. The number and sequence of steps in the process of design will vary depending on the type of project you are undertaking (new construction vs. renovation), the available state procedures, and the timing of your procurement of a construction management firm (i.e. the different types of trains you can take). The final destination of the train is the completed general classroom facility.
Ph. D.

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Valvo, Russell J. "Facilities, Policy, and Funding of Rural Schools| A Case Study of School Board Decision Making." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730927.

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School facilities issues in rural America and the resources to remedy them are made more complex by rural population trends, building deterioration and inadequacies, financial constraints, and education policy. The challenge for rural districts is to generate the revenues required to build or renovate school facilities. The resulting long-term underfunding of school facilities has left a pattern of crumbling school buildings across rural communities. Rural school districts, particularly those with older structures, need to improve energy efficiency of buildings and upgrade building infrastructure to support new technology

This case study was conducted to ascertain and gain an understanding of the decision-making process of a rural school board as it related to policy and funding for construction, renovation, and maintenance of school facilities. A review of the literature, to understand why rural schools are often in deteriorating condition, revealed a limited scope of research addressing rural education. Kingdon’s (1984) Agenda-Setting Theory provided the conceptual framework for the analysis of the board of education’s complex decisions made, both collectively and individually. Applied was Kingdon’s The Three Streams Model to understand what factors influenced board members when making financial and policy decisions for school facilities.

This single case study utilized field research methods to collect interview data and documents for archival analysis. Interviews were conducted with the school board members who made the decisions for the capital building project investigated in this study.

A key finding in this study was how changes in district leadership and the shifting mood of the school board precipitated the initiation of a policy and reinforced the chances for survival. This finding was particularly true in respect of financial feasibility, which did, in fact, result in enabling the policy to become a building project. This case study serves as a foundation for continued analysis. To connect the larger themes of rural school facility issues with decision making, policy development, and the effects of changing social-economic dynamics shaping the rural school agenda locally, statewide, and nationally.

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Adams, Gregory Keith. "Relating facility performance indicators to organizational sustainability performance in public higher education facilities." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33854.

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This research seeks to identify how an organization's facility management (FM) practices relate with the state of sustainability in the organization. A review of the literature leads to presentation of a model defining these relationships. The concepts of direct and indirect FM sustainability roles in organizational sustainability are presented. Accepted facility metrics found in the APPA Facilities Performance Indicator Survey are used as indicators of FM in University System of Georgia institutions and are tested for correlation with sustainability best practices scores generated in an assessment performed for this research. FM performance indicators representing the direct role of FM are not found to be correlated with organizational sustainability best practicesin USG higher education organizations.

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Harrison, Juliet Anne. "Extending sites of education: patterns for adaptable shared facilities to upgrade existing schools." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/18172.

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Includes bibliographical references
Extending sites of education is an architectural design-research project that takes a typological approach to the upgrade of existing old-stock public schools in Cape Town. The focus is on parallel linear-block type schools built in neighbourhoods in the 1960s-80s. The defining decision was to extend existing schools, both spatially and programmatically, through a set of patterns that have relevance at multiple sites of similar condition. Rather than design a model, which may compound the problem of a-contextual school buildings, the project explores an architectural strategy that balances between the generic and the particular. Thus, although the design elements may be replicable, the architectural intervention helps to ground the school in its urban context. The new programme is intended to support and broaden the existing schools to enrich their role as places of learning and create opportunity for the campus to be shared with the community. Montagu's Gift Primary School in Grassy Park was selected as a case study to exemplify this approach.

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Lamoreaux, Daniel James, and Daniel James Lamoreaux. "Student Preferences for Safe and Psychologically Comfortable School Facilities." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626658.

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In the current atmosphere of intense concern over school violence, steps are often hastily taken to “fortify” schools without forethought for how such actions may adversely impact the school environment and students’ psychological wellbeing. Given the paucity of evidence that unequivocally demonstrates the effectiveness of metal detectors, security cameras, and other security features (NASP, 2013; Addington, 2009), this study investigates a potentially more sound approach toward enhancing school safety initiatives. Crime Prevention through Environmental Design (CPTED) is one philosophy that is commonly used in the design of safe schools, and—consistent with this philosophy—the present study investigates whether schools designed around CPTED principles are perceived as being safer and/or more psychologically comfortable when they are compared to schools that do not adhere to CPTED design elements. In the current study, the researcher visited three middle schools and four high schools across southern Arizona where students used their school laptops or computer labs to complete an online survey via Qualtrics survey software. Nine hundred students in grades 7 through 12 completed the survey, which included preexisting measures of risk behavior, previous exposure to violence, and school climate, as well as a novel instrument entitled the Preferable School Design Measure (PSDM). The PSDM presented pairs of photographs featuring a CPTED school design and a non-CPTED school design, then asked respondents in which school they would feel safer and more psychologically comfortable, respectively. Results indicate that students had a significantly greater preference for CPTED versus non-CPTED school designs (p <.001), both in terms of perceived psychological comfort (d = .70) and physical safety (d = .84). No significant differences were found in preferences for CPTED schools based on age, race/ethnicity, self-reported academic achievement, levels of previous exposure to violence, or socio-economic status, which suggests that identified preferences are generally robust to many common between-group demographic differences. Overall, study results suggest that implementing CPTED designs may be an effective approach to engender feelings of both safety and comfort among students. Moreover, it is conceivable that by changing the current landscape of mediocre school facilities, the academic and psychosocial outcomes of students inhabiting these facilities might be greatly enhanced.

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Tansey, Barbara Turner. "Strategic planning in a regional technical education center : a community based model /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841340.

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Koenig, Elizabeth. "In-Between: Re-designing hallways as third places in educational facilities." Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1619445568257722.

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Welch, Ashley. "Perspectives on Restraint Reduction in Residential Facilities." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1539945476536483.

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Chigome, Joshua Covenant. "Investigating menstrual hygiene facilities and education opportunities for female learners in the Western Cape." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31355.

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The completed study investigated menstrual hygiene facilities and the related education opportunities presented for female learners in selected primary and secondary schools in the Ocean View area of the Western Cape Province of South Africa. Despite female learners’ school enrolment having improved in the region in recent years, large gender inequality gaps in primary education still exist and are even more evident in secondary education. In South Africa, menstrual hygiene and the inability of female learners to go to school when they are experiencing their periods is not just a sanitation issue, nor is it a physiological one. Rather, it is something that has wider socio-economic implications with historical connotations, given where this country has come from. Furthermore, this study attempted to address some of the gaps in existing, theoretical knowledge and policies, particularly social and educational policy, by investigating how menstruation and puberty-related challenges in the context of poor sanitation and menstrual hygiene facilities were exacerbating gender inequalities in the South African education system. A qualitative research design was used to gain an enriched understanding of the female learners’ perceptions and experiences regarding the state of the menstrual hygiene facilities at their schools and the influence of these facilities on their educational opportunities. This study highlights that menstrual hygiene management continues to receive limited attention in government policies, research priorities, programmes and resource allocation, and the information available to the public tends to be informed by anecdotal evidence. Moreover, most sanitation and hygiene interventions in developing countries are failing to address all needs required for female learners to manage menstruation appropriately in the school environment. Further, sanitation facility design usually does not address the specific needs of women and the girl child. The research findings from the study completed shows that inadequate sanitation and menstrual hygiene facilities impedes the female learners’ ability to make the most of their education opportunities. Consequently, the study suggests that there is a need for a comprehensive social policy approach to address the identified gaps in policies related to menstrual hygiene management in the South African school environment.

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Harris, Wallace. "Facility Matters: The Perception Of Academic Deans Regarding The Role Of Facilities in Higher Education." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/525.

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The purpose of this study was to examine how academic deans perceived the characteristics of facility built environment and its impact on learning in higher education. Q methodology was used as the means to explore the subjective opinions of academic deans within the State of Florida regarding the facility built environment’s impact on learning in higher education. For this Q study, the concourse statements were the result of communications taken from the subject literature and participant responses to this study’s online concourse questionnaire. The resulting 32 item Q sample was sorted online by 43 academic deans, associate and assistant deans. In completing the survey, the participants ranked statements representative of the characteristics of facility built environment according to their own beliefs and subjective opinions. From the resulting data and subsequent analysis, three distinct factors emerged that represented the collective opinions of this study’s participants. The emergent factors for this study were named Traditionalist – Focused on Functionality and Universal Rationality; Modernist – Technology Conscious Seeking Innovation and Flexibility; and Abstractionist – Contextual and Expressive.

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Coffey, Harold E. "Guidelines for Planning Future Public School Facilities: A Trends-oriented Approach." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2895.

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The purpose of this descriptive qualitative study was to establish guidelines for planning future public school facilities based upon identified global, societal, and educational trends that would most likely highly impact upon the types of public school facilities that will be built in the future. Based upon an extensive literature review, interviews with educational practitioners and facility specialists, and on-site visits to 15 schools in four states, 66 guideline elements were developed. These elements were submitted in a questionnaire/rating sheet format to a researcher-selected jury of 13 national educational facility planning specialists (100% Response Rate) for their evaluations. The five sections for which the final set of guidelines were established were: (1) Planning, Design, and Site Selection; (2) Environmental Enhancement Factors; (3) Space Utilization; (4) Technology; and (5) School and Community Service Areas. The findings were that all 66 guidelines were rated as essential, highly desirable, or significant by the jurors. The major conclusions reached from the study were several: (1) Educational practitioners advocated systematic, proactive, long- and short-range facility planning. This planning should be broad-based and pluralistic with flexibility, mobility, and adaptability as the cornerstones of the school design process. All planning should be based on both "hard" and "soft" data. Planning should also be both bottom-up and top-down with maximum information shared with the stakeholders. (2) Aesthetic, psychological, and behavioral environmental enhancement factors were key areas in future school designs. Facilities should be student-centered and "user-friendly" with an external welcoming appearance. The selection of the school site was extremely important, also. (3) Schools should be designed to offer optimal comfort to all inhabitants with flexible spaces where teachers and students can learn, relate, and explore. Schools and communities should share resources if possible.

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Murray, Ellen Reynolds. "Best Practices for Controlling Tuberculosis - Training in Correctional Facilities: A Mixed Methods Evaluation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2615.

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According to the literature, identifying and treating tuberculosis (TB) in correctional facilities have been problematic for the inmates and also for the communities into which inmates are released. The importance of training those who can identify this disease early into incarceration is vital to halt the transmission. Although some training has been done by public health authorities for corrections, there is little to no evaluation of such training. The aim of this mixed methods retrospective study was to evaluate the effectiveness of a training to control TB in correctional facilities. The Southeastern National Tuberculosis Center (SNTC) conducted 12 trainings between 2010 and 2014 with custody, medical, and public health staff working in correctional facilities, as well as with TB program staff from health departments. A total of 442 participants quantitatively and qualitatively evaluated the trainings. Gagne-Briggs and tripod models comprised the theoretical framework of the study. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed thematically. Analysis showed that the usefulness of the training was considered very good to excellent in each of the trainings. Also, many participants stated that they were going to educate others as well, in order to improve the management of TB in their facilities. The results of this study revealed that using systematic training can contribute to promote a more coordinated release of TB-infected inmates into the community, and therefore improve the quality of life of this population group, resulting in the promotion of social change.

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Forbregd, Kwyn, and Karen Peat. "Implementation of an Osteoporosis Education Program in Assisted Living Facilities: A Survey Analysis of Student Pharmacists Confidence Levels." The University of Arizona, 2009. http://hdl.handle.net/10150/623992.

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Class of 2009 Abstract
OBJECTIVES: The objective of this study was to determine the effect of an education program in regards to pharmacy students’ knowledge and confidence regarding osteoporosis management. METHODS: This was a pretest/posttest study of data obtained through surveys given to pharmacy students’ at the Phoenix and Tucson campuses. The education program administered was generated by the Arizona Osteoporosis Coalition. RESULTS: A total of 19 pharmacy students were surveyed in Tucson and Phoenix, AZ. When the knowledge questions were analyzed (questions 1 through 7), the t-score obtained was 4.7914 (p<0.05). This score was larger than the t-critical value for a 95% confidence interval. When the confidence questions were analyzed (questions 8 through 10), the t-scores obtained were 0.6849, 0.5945, and 0.2287, respectively. These scores did not reach statistical significance (p>0.05). The intervention proved to increase knowledge but did not increase confidence. CONCLUSIONS: The education program on osteoporosis management increased pharmacy students’ knowledge on this disease state. Other education programs targeting various disease states may also increase students knowledge, further preparing them to provide quality patient care.

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Richardson, Valour Akia. "Reducing Cost of Healthcare Facilities by Decreasing Nursing Turnover." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7893.

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Registered Nurse (RN) turnover is costly for hospitals and healthcare facilities. The problem that healthcare administrators face today is their inability to retain nurses for long periods of time and the detrimental effects that come from the lack of retention. The purpose of this quantitative secondary data analysis is to explore the relationship between the retention of RNs and the geographic regions in which they work. The theoretical framework for this study was Barney's concept of viewing people as resources. Deidentified secondary data of RNs was utilized from the Healthforce Center at the University of California San Francisco to probe differences in retention rates between full-time and part-time RNs and the differences in retention rates between new graduate and specialty RNs in California geographic regions. The data was analyzed through descriptive and inferential statistical techniques to perform a t test of independent means. As a result, it was determined that there was no significance in geographic regions in California influencing the retention rates of full and part-time RNs neither was there a significant finding that geographic regions in California influence the retention rates of new graduate RNs or specialty nurses. It was concluded that the retention of RNs is determined by how well they are maintained and managed. A recommendation would be to investigate retention strategies that create longevity among RNs. This study can contribute to positive social change by having a cohesiveness that builds trust and creates a better work environment and positive outcomes for healthcare facilities which will reduce overall cost.

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Moton, Sherese. "Experiences of Correctional Principals of Teacher Attrition in Juvenile Correctional Facilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5909.

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Retention of teachers in correctional organizations is an ongoing challenge. A correctional education setting is a nontraditional unstable academic setting where teacher turnover is one third within the first 5 years. The purpose of this descriptive qualitative phenomenological study was to explore the lived experiences of leaders in correctional organizations who are challenged with finding ways to reduce teacher turnover in a juvenile correctional facility. The conceptual framework that guided this study was Bandura's self-efficacy theory. Using purposive sampling, 6 former juvenile correctional principals participated in the study. Data were collected through systematic open-ended semistructured interviews with 4 occurring via email correspondence, a reflective journal, and member checking. Participants provided their perceptions of factors or events that impacted a teacher's decision to remain in or leave the field. Data were analyzed with an intention to discover emerging themes through the process of thematic coding via a modified Van Manen method. The themes that emerged from the data included participatory leadership/principal support, administration expectations versus teacher expectations, correctional setting barriers, and teacher flexibility. Leadership employing and retaining quality teachers increases the probability of incarcerated youth receiving continuous educational services that are necessary to reenter society as a productive student. The increase chance of success provides a boost to the economy for society, a positive social change, because of the youth's academic and job readiness to operate as a productive citizen.

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Olowoake, M. A. O. "A theoretical framework to support facilities maintenance management of higher education institutions buildings in Nigeria." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/35209/.

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The processes required in maintaining Higher Education Institutions (HEIs) buildings, and to retain their services and facilities to an acceptable standard in Nigeria is being undermined by insufficient maintenance budget and lack of strategic planning. The aim of the study is to develop a new theoretical strategic framework to support Facilities maintenance management of Higher Education Institutions facilities in Nigeria. The key objectives of the study include: investigating the current theoretical approaches to facilities maintenance management, evaluating works and services departments’ constraints in relation to procurement strategies, maintenance methods, maintenance budgets, post occupancy evaluations, project quality control, sustainable programme, and the influence of culture on project execution. Others objectives include: developing a strategic framework to support facilities maintenance management, and validating its effectiveness and the efficiency. The scope of the study is focussed on the general maintenance of all building elements; services provided in the selected twelve HEIs in south west of Nigeria. The study adopted a mixed method research strategy by conducting series of semi-structured interviews with the directors of works and services of the selected HEIs, and a questionnaire survey of the 36 Technical Officers from the selected HEIs in Nigeria. The qualitative and quantitative data collected were analysed by using thematic analyses and multiple regressions respectively. The findings of the thematic analyses of the interviews reveal that, there was a general shortage of financial resources that allow keeping of backlogs of maintenance and repairs of HEIs buildings across both the federal and state HEIs. The work identified that, the following factors have caused majority of the backlogs of maintenance: low level of overall maintenance budget, delays in releasing cash (maintenance funds), lack of the adoption and use of planned prevent maintenance method, a shortage of in-house technical staff, and the absence of maintenance programmes and maintenance schedules. In addition, the findings of the questionnaire survey identified the largest and the strongest among the variables used (Predictor-Maintenance Budget), it determines the effectiveness and efficiency of the framework to about 58%, and determines at which level, that the smallest and less stronger variables can join together with the largest and strongest variable to make the framework effective in the facilities maintenance management of HEIs facilities in Nigeria. The findings further reveal that: majority of the HEIs works and services departments do not have full complements of technical staff, so they outsource most of their maintenance projects; most HEIs works and services departments do not have maintenance budgets; where the budgets are in place, they do not adopt appropriate techniques for data collection. In most HEIs sampled, the major defects are often caused by long delays in releasing maintenance cash. Other challenges include: use of inappropriate maintenance methods; lack of establishment of a project control unit within the works and services department; inability to prepare and use maintenance control toolkit; over reliance on complaints from the facilities users instead of carrying out post occupancy evaluations; and lack of adequate programmes to maintain the built environments under their management. A framework was subsequently developed to address the challenges and shortcomings discovered through interviews and the questionnaire survey. The key element of the framework is based on the extensive literature review and is the further validated through a series of interviews with senior technical officers from eight out of the twelve HEIs sampled. The interviewees agreed that the framework is valid, adaptable, and will make facilities maintenance management of HEIs facilities in Nigeria cost effective, efficient in running, and ensures the achievement of project quality control and project deliveries in a timely fashion. Key words: Backlog, budget, environment, sustainable, procurement, maintenance and quality.

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Carlson, Jenna, and Kelly Kistler. "Implementation of an Osteoporosis Education Program Provided by Student Pharmacists in Assisted Living Facilities: A Survey Analysis of Health Care Providers." The University of Arizona, 2009. http://hdl.handle.net/10150/623986.

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Class of 2009 Abstract
OBJECTIVES: To assess a student pharmacist administered osteoporosis education program given to assisted living facility staff members in order to evaluate the impact of the program on the staffs’ knowledge and attitudes about osteoporosis treatment and prevention. METHODS: The study consisted of a pre-test/post-test design to evaluate data obtained through surveys administered at assisted living facilities in the Phoenix, Arizona area. The primary dependent variables were knowledge and confidence levels of the staff in regards to osteoporosis management. The surveys included multiple choice questions that measured knowledge of osteoporosis prevention and treatment, as well as Likert-scale questions to measure confidence levels. Mean scores were calculated and paired t- tests were used to compare scores of pre-test versus post-test answers. RESULTS: Surveys were completed by 5 participants. Sixty percent of the staff members were female and the mean age was 36 years old (SD 9.90). Eighty percent of the sample were certified nurse assistants. The mean pre-test score for the knowledge portion of the survey was 3.6 and the mean post-test score was 4.8 (p=0.18). The mean pre-test score on the participants confidence levels was 11.2 and the mean post-test score was 11.8 (p=0.37). Overall, the participants rated the value of the program a mean of 7.6 out of 8 possible points. CONCLUSIONS: Although not statistically significant, knowledge and confidence levels of osteoporosis management were raised in assisted living facility staff members after a student pharmacist administered presentation on the subject.

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Njuangang, Stanley. "Raising the profile of Facilities Management (FM) in healthcare : managing performance of infection control." Thesis, University of Central Lancashire, 2014. http://clok.uclan.ac.uk/11320/.

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Hospital-acquired infections (HAIs) are a major problem in the National Health Service (NHS) in the United Kingdom (UK). One reason for this is the failure of healthcare officials to tackle the root causes of HAIs. There is sufficient epidemiological evidence showing that HAIs can occur because of, inter alia, poor performance of Healthcare Maintenance (HM) services. Despite this link, HM has not received the level of attention it deserves from healthcare authorities. As a result, some HM managers do not measure the performance of HM services in infection control (IC). The aim of this research study therefore, is to improve the overall level of performance of HM services in the control of HAIs in the NHS. Hence, the adoption of six research objectives to identify the critical success factors (CSFs) and key performance measures in the control of maintenance-associated HAIs. In addition to an in-depth literature review, a content analysis approach was adopted to establish the link between HM services and HAIs. Conversely, CSFs and performance measures in HM in IC were identified through the application of ground theory analysis. An exploratory case study was then conducted with two NHS trusts. The results of the exploratory case study revealed that some HM managers did not have the required knowledge to fulfil the research need of the study, i.e. development of the performance measurement system (PMS). Therefore, the Delphi approach was considered suitable to achieve the aforementioned need. In total, eight CSFs and fifty-three key performance measures are identified for reducing the burden of maintenance-associated HAIs in hospitals. For example, establishing clear lines of communication between the IC team and HM unit is crucial in the prevention of maintenance-associated HAIs in hospitals. Dust prevention is also identified by the healthcare experts as an important measure to prevent the transmission of maintenance-associated HAIs in high-risk patient areas. Through the application of the Balanced Scorecard (BSC) approach, the CSFs and key performance measures were categorised into a performance matrix. The result was then used to develop a performance measurement system (PMS) to control maintenance-associated HAIs. Both performance tools i.e. the BSC matrix and PMS could be applied by HM managers to reduce rates of maintenance-associated HAIs in hospitals.

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Salomão, Guilherme Trevizoli [UNESP]. "Quando a creche é espaço educativo, todos educam: as equipes de apoio em contextos de educação infantil." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/97664.

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Made available in DSpace on 2014-06-11T19:29:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-06Bitstream added on 2014-06-13T19:58:38Z : No. of bitstreams: 1 salomao_gt_me_assis.pdf: 411296 bytes, checksum: 1654445ccabebb8a40d04b7e9d2cfe59 (MD5)
Esta dissertação foi realizada na área de conhecimento Psicologia e Sociedade, dentro da linha de pesquisa Infância e Realidade Brasileira, no programa de Pós Graduação em Psicologia da Universidade Estadual Paulista – campus de Assis. Em nossa cultura, a tarefa de educar e cuidar de crianças é vista como um comportamento ou uma função natural da mulher. Esta idéia contribuiu para a delimitação dos espaços e das práticas profissionais femininas, contaminando a identidade profissional das trabalhadoras de creche com a figura doméstica e as práticas da maternagem. Entretanto, essa e tantas outras tarefas e características atribuídas como naturais à mulher foram construídas ao longo da história da nossa cultura e da nossa sociedade. A partir da regulamentação da Lei de Diretrizes e Bases, em 1996, as creches no Brasil passaram a compor formalmente, junto com as pré-escolas, a Educação Infantil – primeira etapa do sistema educacional brasileiro. Contudo, a literatura tem revelado a permanência de uma compreensão assistencialista de creche, acompanhada por práticas baseadas no senso comum, na maternagem inata e na desprofissionalização das pessoas (geralmente mulheres) que aí atuam. Neste sentido, têm surgido diversos trabalhos acadêmicos voltados para a superação deste quadro, especialmente quanto à formação de educadores para estes contextos. Porém, além dos educadores formais, as instituições educacionais públicas contam com equipes de auxiliares (cozinheiras, serventes, técnicos de enfermagem, entre outros) que, pela natureza do seu trabalho, interagem com as crianças pequenas em diversas situações cotidianas. Esses contatos não se restringem às suas funções precípuas e atendem às necessidades imediatas das crianças: conversam, transmitem valores e saberes, tornando-se...
This dissertation took place in major area of Psychology and Society, in the branch of Childhood and Brazilian Reality, at the Post Graduation program of Psychology in Paulistan State University – Assis campus. In our culture, the tasks of educating and taking care of children are seen as a natural woman behavior or function. That idea contributed to a feminine space and professional practice delimitation, which contaminates the professional identity of childcare facilities workers with a domestic picture and maternity care. However, those ones and many others tasks and characteristics attributed to a woman as natural had been built throughout history of our culture and society. From the regulation of the Law of Guidelines and Bases, in 1996, the childcare facilities in Brazil had formally become component, with the preschool, of the Infantile Education, first stage of the Brazilian educational system. Nevertheless, the literature has shown a permanence of a charitable understanding on the childcare facilities function, accompanied by common sense based practices, the innate motherhood and the nonprofessionalization of people (usually women) who work there. Accordingly, there have been many scholarly works aimed to overcome this situation, especially regarding the educator formation in these contexts. But besides the formal educators, public educational institutions have teams of assistants (cooks, nurses ...) which, by nature of their job, interact with children in many situations everyday. In these contacts, they are not restricted to their main duties and meet the immediate needs of children: talk, transmit values and knowledge, becoming co-responsible... (Complete abstract click electronic access below)

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Williams, Brandon M. "Facilitators and Barriers of Performing the Duties of Facilities Director in Public School Systems in Tennessee: A Study of Perceptions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3113.

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Public education in the United States has changed remarkably in the last 200 years. The buildings that house students and teachers have also gone through a dramatic evolution in that same time. The buildings in use today are far more complex in design and thus require considerable expertise to operate and maintain. Although a good deal of scholarly literature has addressed the growing demand for dedicated facilities management, very little of that research is focused on that need within public education systems or the individuals who fulfill the duties associated with that need. The purpose of this research was to evaluate the perceptions of facilities directors of public school systems. A qualitative collective case study was conducted to evaluate the perceptions of six facilities directors from public school systems in Tennessee. Analysis of transcriptions from in-depth interviews as well as document review helped identify factors those individuals perceived as facilitators or barriers to performing their duties. Findings indicated participants perceive communication, autonomy, employees, and access to resources as facilitators of their success. Participants identified communication, purchasing, funding, the age of facilities, and lack of understanding as the primary barriers to their success. This research adds to the literature related to the topic, has implications for future research and practice, and could serve as a model for research among other support service areas of public education.

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Tsawe, Mluleki. "Utilization of health care services and maternal education in South Africa." University of the Western Cape, 2014. http://hdl.handle.net/11394/4358.

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Magister Philosophiae - MPhil
The importance of maternal health care services cannot be stressed enough. Maternal health services are important in reducing pregnancy-related complications as well as maternal and infant deaths. This study was concerned with investigating the relationship between maternal education and maternal health care utilization. Furthermore, the study aimed to investigate the rates of maternal health care use, the reasons for non-use of maternal health services, as well as the determinants of maternal health care use. Primary data was used from selected areas (Tsolo, Qumbu and Mqanduli), which fall within the O.R. Tambo district in the Eastern Cape Province. Simple random sampling was used (with a structured questionnaire) to study maternal health care use among the sampled women. To analyse this data, univariate, bivariate, and multivariate techniques were employed. The results indicated that maternal education was not statistically significant with antenatal and postnatal services, but the percentages were important in explaining the use of maternal health care services in relation to maternal education. Women with higher levels of education reported higher rates of antenatal and delivery care utilization, while those with lower levels of education reported higher rates of postnatal care use. Access factors, such as transport, payment and distance to health facilities, also played an important role in the use of maternal health care services. It was recommended that the Department of Health implement mobile clinics and centralize health care facilities as this will bring essential health services closer to the communities. Women in the study area also need to be educated about the importance of these services, more particularly pertaining to postnatal care.

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Dionne-Vahalik, Michelle M. "Use of Antipsychotic Medications in Individuals With Alzheimer's Disease in Nursing Facilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5179.

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Patients with Alzheimer's disease or other types of dementia often require long-term care in nursing facilities (NF) where they may display out-of-character behaviors complicating their care. While antipsychotic medications are sometimes prescribed for NF residents, their use is considered inappropriate for the control of dementia behaviors. The Centers for Medicare and Medicaid Services have rated Texas the worst state in the country for the inappropriate use of antipsychotic medications for NF residents with dementia. This project was guided by the star model of knowledge transformation with the goal to reduce inappropriate use of antipsychotic medications through NF staff education. The purpose of this project was to develop an educational program for nurses, direct care staff, pharmacists, and prescribers regarding appropriate use of antipsychotic medications, reduction efforts, alternative non pharmacological interventions, and an associated toolkit of educational resources. The program development was accomplished in conjunction with a team of local experts who provided process evaluation regarding their satisfaction with the planning process through the completion of an anonymous, 10-question, Likert-type survey. All participants scored their results with a (5) strongly agree or (4) agree. A descriptive analysis of the survey data provided information that positively supported the development of the project. At the end of the project, the education program and resources were delivered to the Texas Health and Human Services Commission, with a plan for later implementation and outcome evaluation. This project has the potential to achieve positive social change through reducing the numbers of Texan NF residents with dementia who are inappropriately prescribed antipsychotic medications, which will result in an increase in their quality of life.

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Schuler, Margaret Louise. "The effects of innovation and change on centres of athletic development." Thesis, Queensland University of Technology, 1995.

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Gentry, Beverly Sue Delker. "Balanced Scorecard: An instrument of change for Facilities Services." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2196.

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Tillman, Gerald David. "Teachers' and principals' perceptions of the variables school leadership, school curriculum, school building facilities, teacher expectations, parental involvement, and school discipline in the Dekalb County School System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2001. http://digitalcommons.auctr.edu/dissertations/1458.

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This quantitative study described the perceptions of teachers and school administrators related to six variables in the Dekalb County School System. The study involved a population of 200 teachers and 75 school administrators employed in a large metropolitan school system in Georgia. The respondents from the population of 200 teachers and 75 school administrators consisted of 202 total subjects. The sample of the population was analyzed during the 1998-99 academic school year. There were a total of six variables in the study. The statistical procedures involved a t-test for Equality of Means and a Pearson Correlation Analysis. There were six significant findings according to the t-test results. The statistical review of the survey data revealed that teachers and school administrators had significantly different perceptions on all six variables. The overall mean scores were consistently higher for school administrators showing that they were more likely to agree on the tested variables than teachers. According to the Pearson test, all of the variables had a ( r ) value less than .397. The Pearson Analysis produced a weak but significant relationship between teachers and school administrators on all of the variables, thereby supporting the ttest analysis and rejecting all six hypotheses.

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Klipsch, Jake Mueller. "What works in collaboration: a case study of a facilities partnership between a public school district and a nonprofit organization." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1002.

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In the face of increasing budget cuts, public K-12 schools are collaborating with both public and private organizations in an effort to more efficiently meet the needs of the students they serve. When schools share a facility with a community-based organization, the school not only saves costs in regard to facility maintenance and operations, but potentially improves services to their student population. In addition to facility sharing, community agencies might partner with schools to provide students services that satisfy basic needs, including medical, vision, and dental care, to allow students to perform better in school. Other community organizations have cooperated with school districts to provide before- and after-school programming to assist working parents concerned about the supervision of their children outside the school day. This is a case study of a collaboration between a school district and a nonprofit organization for the purpose of building two high school facilities together. Through interviews with district and nonprofit leaders, this study explores how this was accomplished. Analysis of interview data resulted in five emergent themes. These themes were juxtaposed with Melaville and Blank's 1991 framework. Melaville and Blank's research consisted of a study of multiple partnerships and resulted in five common variables: The Five Variables Shaping Interagency Partnerships. The final chapter of this study synthesizes the collaborative literature and the case study data to suggest a new framework for collaboration: The Five Steps to an Enduring School/Community Collaboration. Educational researchers can use this study and its framework to further explore collaborations in education. School leaders can use this framework to guide them through their own collaborative processes. All educators can use this research to answer the question, "What works in collaboration?"

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Webster, Elizabeth Natalie. "Health care Facilities as a Predictor of Breast Cancer Survival Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6145.

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The disparity between survival rates for Black and White women with breast cancer is well documented and has been examined in terms socioeconomics, environment, tumor type, and genetics. However, there is little examination of the role of health care facilities in cancer disparities. Health care facilities are representative of societal norms and beliefs that include location, quality of care, finance, policies, and staffing; therefore, they are a proxy for social justice and social change. The purpose of this study was to examine correlations between health care facility type; social determinants of cancer such as poverty, culture, and social justice; and breast cancer survival rates. Using the social determinants of cancer theoretical framework, the breast cancer survival rate of 4,087 Black and White women in Georgia between the ages of 45 and 69 was studied. The relationship between breast cancer survival and predictors including race, income, health care facility type, grade, and tumor type (4 sub-variables) were examined using the Kaplan-Meier Method, log-rank test, and Cox proportional hazard model. The log-rank test suggested no statistically significant difference in the survival functions among patients in different health care facilities (Ï?2(2) = 0.0150, p = 0.9926). The Cox proportional hazard model suggested no statistically significant relationship between breast cancer survival and health care facility type, after controlling for other predictors (Ï?2(2) = 0.3647, p = 0.8333). This result indicates that healthcare facilities do not influence breast cancer survival rates, however, given the persistent health outcome disparities further research in the area is warranted.

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Iglesia, Fredrick. "Christian education for elementary age children in residential care facilities which house between 35 and 125 children." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Morin, Sheila Kenny. "Certified nursing assistants' satisfaction with education and training programs in long-term care facilities: A Massachusetts study." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/946.

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Madumane, Maud. "Investigating the challenges in school infrastructure delivery in the Eastern Cape Provincial Department of Education." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011031.

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In the Eastern Cape department of Education, there are a variety of failures within the delivery of the school infrastructure. The department is faced with the problem of the infrastructure backlog. The study looked into planning, controls, leadership management style and the locus of control of officials dealing with the delivery of the school infrastructure in the department of education. Objective is to investigate the factors hindering the school infrastructure service delivery in the Eastern Cape Provincial Department of Education. It was imperative that there was a need for more emphasis in ensuring that Education infrastructure planning base stabilized in order to effectively address infrastructure service delivery. The empirical study was conducted through semi-structured questionnaires. The sample was drawn from the infrastructure unit in Zwelitsha offices as well as from the officials that were implementing the infrastructure plans and from officials who provided support and monitoring. The empirical results showed that the department had no credible plans, no sound systems, or controls to track the non- service delivery. Management style was perceived as unconsultative and do not promote good co-operate governance. There is no retention strategy whilst there is a shortage of technical skills. It is recommended that the department should established a cross functional team which gives the strategic direction to the management of the school infrastructure delivery. The team should comprise of the top management of the department and as well the implementing agent and must be chaired by the Head of the department. The management should undergo a developmental training on charisma techniques which is associated with aspiration of officials in order to argument the unconsultative style of management which is perceived as more of instructing. Officials are to be capacited with the technical skills relevant to the built environment. The department should also implement the infrastructure delivery management system (IDMS) as prescribed in the Construction Industry Development Board (CIDB) Toolkit Guide. The Toolkit provides a documented body of knowledge and a set of processes that represent generally recognised best practices in the delivery management of infrastructure (CIDB Toolkit Guide).

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Steritz, Steven Jay. "Saving people and pigs: determining the levels of ammonia and carbon monoxide gases in southwest Ohio swine confinement facilities." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409832499.

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Lau, Siu-wai. "Vocational training centre for the deaf." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.

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Ogbu, Christopher Ogbonna. "Effect of Placard Grading on Food Safety in Retail Food Facilities." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1708.

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Most people have had an episode of foodborne illness at one time or another; however, the majority of those stricken with foodborne illness fails to associate ill health with something consumed within the past 72 hours. The World Health Organization (WHO) estimates that foodborne diseases affect 30% of the population in developed countries, and that in developing countries, about 2 million people die yearly due to foodborne illness. Previous researchers have indicated that food handlers with poor personal hygiene are potential sources of infection. Although public health agencies in many countries already regularly inspect food facilities to control potential foodborne illnesses to some extent, the question of the most appropriate and effective means of achieving the goal of food safety remains unanswered. Therefore, the purpose of this study was to determine whether a color-coded placard grading system is an effective tool for achieving this goal while simultaneously educating the public about food safety. This study involved 1,410 randomly selected food service establishments, consisting of traditional restaurants, take-out restaurants, grocery stores, public school cafeterias, and institutional food facilities located in Alameda County, California. Inspection data were analyzed for the first 12 months of placard grading and compared to the following 12 months during the placard grading period. Statistical analysis results did not show significant differences in the CDC major violations and in confirmed foodborne illnesses between the 2 years. However, it is expected that the new program will provide improved food handling practices in the future. Improvement in food handling practices will contribute to social change by reducing the number of foodborne illnesses, promoting better health for the community, and educating the public about food safety.

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Paulus, Amber B. "Factors Associated with Hospital Readmissions Among United States Dialysis Facilities." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5971.

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Hospital readmissions are a major burden for patients with end stage renal disease (ESRD). On average, one in three hospital discharges among patients with ESRD are followed by a readmission within 30 days. Currently, dialysis facilities are held accountable for readmissions via the ESRD Quality Incentive Program standardized readmission ratio (SRR) clinical measure. However, little is known about facility-level factors associated with readmission. Additionally, unlike other standardized measures of quality in the dialysis setting, incident patients within their first 90-days of dialysis are included in the performance calculation. This study analyzed CMS Dialysis Facility Report data from 2013 to 2016 to examine dialysis facility and incident patient factors associated with SRR using multivariate mixed models. Among 5,419 dialysis facilities treating 104,768 incident patients, the mean SRR remained stable across all four study years at 0.99. Factors significantly associated with a lower SRR (p<0.0001) included Western geographic region and higher patient care technician ratios. Several incident patient pre-dialysis nephrology care characteristics were associated with lower SRRs including higher percentages of patients with a fistula present at first dialysis treatment, higher percentages of patients receiving 6-12 months or greater than 12 months of nephrology care prior to dialysis and higher facility average hemoglobin. Factors significantly associated with a higher SRR (p<0.0001) included Northeastern geographic region, higher registered nurse ratios, higher percentage of incident patients, and higher facility average GFR. Understanding facility-level and patient-level factors associated with higher SRRs may inform interventions to reduce 30-day hospital readmission among patients receiving dialysis.

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Dissertations / Theses on the topic 'Education facilities'

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