Some places Essay Example

even in some places, because it will be reflected to the school if it is not in a good condition. ABE International Business College facilities consist of the Library, Administrators Office, Teachers Faculty and etc. Here on our research we conducted some questions about the facilities of the ABE International Business College. And examine on how the respondents react on some of our questions about the facilities of ABE to access a school facility of course you must need the cooperation of the students.

This research is to evaluate and estimate the gathered information and organized and analyzes the taken survey that we distribute to the student of ABE students. Assessment is to evaluate and to estimate the gathered information this is where we organized and analyze the taken survey and also the information given by the students. Right now, the assessments of the facilities are important. Statement of the Problem 1 .

What are the levels of satisfaction of the Abe students respondents in ERM of the following: 1. 1 2. 3. 1 4. 1 5.

1 School Facilities Classroom Library Comfort rooms Computer Laboratory Administration Office 2 Objectives of the Study The survey is conducted in order to know and determine the satisfaction level of the ABE students towards the facilities of ABE Lass Pias. 1. In terms of the following: 1. 1 Classroom 2. 1 Library 3. 1 Comfort rooms 4.

1 Computer Laboratory 5. 1 Administration Office 3 Significance of the Study The ABE International Business College is one Of the developing colleges in the Philippines.

The survey is conducted in order to know and determine the distraction level of the

ABE students towards the facilities of ABE Lass Picas. This study is also for the benefit of the school ABE Lass Picas and in order for them to improve the facility status of the school. For the teachers for they are also using the school facilities and especially for the students of ABE Lass Pias for they are the main beneficiaries fifths thesis because they are the one who always uses the school facilities, and last for the benefit of the future students of ABE Lass Paisa.

Scope and Limitation of the Study The study is designed for the students of ABE Lass Picas to know the level of distractions of the ABE students towards ABE Lass Picas. The scope of the study depends on the Level of Satisfaction of respondents towards to the facilities of ABE Lass Picas. We have given 50 questionnaires and distributed it into 5 courses. 4 Definition of Terms ABE- AMA Business Education Accurate - capable or successful in reaching the intended target. Calculation - is a deliberate process that transforms one or more inputs into one or more results, with variable change.

Convenient - situated so as to allow easy access to. Expansion - a thing formed by the enlargement, broadening, or development f something. Facilities ; space or equipment necessary for doing something. Improvement - a thing that makes something better or is better than something else. OSP - Office of School Facilities Population - is a summation of all the organisms of the same group or species Respondents - a person who replies to something especially one supplying information for a survey or questionnaire or responding to

an advertisement.

OSPF serves as the building official for public schools facilities in South Carolina. The office is also responsible for the administration Of certain building fund programs and provides facility-related technical and educational assistance to a broad group of customers, including school architects, engineers, contractors, and subcontractors. Since World War 2, great efforts have been made to expand facilities for public elementary and lower secondary schools, in response to the rehabilitation of war damage and to the extension of the compulsory education term from six to nine years. He floor space per pupil in public elementary and lower and upper secondary school buildings except for gymnasiums and dormitories, gradually increased until around 1953.

For a while after 1 953, the increase in floor space per pupil in elementary and lower and upper secondary school alluding was halted because of the so-called post-war "baby boom. " However, the floor space per pupil again began to increase after 1 958 in primary schools and after 1962 in lower secondary schools.

As of 1963, the floor space per pupil in elementary schools was 4. 43 square meters, while that in lower secondary schools was 4.

00 square meters and in upper secondary schools 5. 03 square meters. In 1964, the standard for school buildings of compulsory schools was revised to require that the floor space be calculated on the basis of the number of classes of the school, instead of y the previous method of calculation based on the number of pupils, and that the calculation standards for special classrooms be improved.

On the basis of the revised standards, a new five-year plan was launched in 1964.

Replacing tale previous 7 plan the new plan is intended for their pair and reconstruction of dangerous and obsolete school buildings and for the ample provision of school buildings in accordance with school consolidation, with special emphasis on the improvement and extension of special classrooms and gymnasiums in elementary' and lower secondary school and the establishment of special schools and kindergartens.

The establishment Of facilities for higher education lags behind the measures taken for primary and secondary education.

While a five-year construction plan for higher institutions which was initiated in 1961 is now under way, the floor space is still very small, even if calculated according to the current standard which corresponds to 70 per cent of the pre-war standard.

In the future, it is urgent that steps be taken for raising the standard, for meeting the rapid increase in applicants to universities and colleges foreseen in and after 1966, for promoting the instruction of reinforced concrete buildings to replace wooden ones, and for providing the facilities for student welfare. The shortage of school buildings and other facilities in private schools is more keenly felt, and their facilities are much inferior to those of national and public schools. As of the 1963 school year, for example, the floor space per student in private university buildings was only 4. 6 square meters as compared with 19. 54 square meters for a national university and 15.

68 square meters for a public prefectures or municipal university. The Association for the Promotion of Private Schools, which has been established as a special juridical body in accordance with the Law on the Association for the Promotion of Private schools

is operated through national grant of 12. 1 billion yen in the 1964 national budget, in addition to a loan of about 10 billion yen from the National Financial Investment Fund.

It makes loans mainly for the establishment and expansion of facilities and equipment of private schools.

In addition to the steps taken for the establishment of private school buildings and other facilities under the ten-year plan started in 1 960, efforts have so far en made for the expansion of school facilities in 8 order to cope with the increasing enrollment in science and technology courses of universities and the sharp increase of entrants to upper secondary schools.

Despite these measures, it is felt that there is great need for additional funds for the expansion of university facilities to meet the immense increase foreseen in the number of university applicants, as well as for the expansion of facilities of kindergartens and other miscellaneous schools. The following brief account indicates the problems respecting some of the major countries.

While the order of priorities may differ from country to country, it appears that practically all countries have faced the same problems of meeting the needs of expanding population, major increase in demand for secondary and higher education, and replacement of obsolete buildings and equipment. In the United States of America, 25 per cent of the total number of classrooms in public elementary and secondary schools were replaced or newly constructed during the five years between 1957 and 1 961.

As of the 1962 school year, however, it is reported that, among the elementary and secondary schools throughout the country, there were still 1 2 ere cent

of the school buildings which had been built forty years before and 10 per cent Of the total school buildings were of inflammable construction. TO meet this situation, improvement measures have been promoted. There was a further need for about 120, 000 additional classrooms all over the country, of which about 60,000 classrooms were planned to be built in the course of the 1962 school year.

In the United Kingdom, great efforts have been made to establish and expand school facilities for special education as well as for primary' and secondary education. One of the most urgent tasks of the entry in higher education is to provide necessary facilities in accordance with increasing entrants to science and technology courses of universities and colleges.

The Federal Republic of Germany, where teaching in two shifts has not yet been completely liquidated, has still a great shortage of school facilities.

In this country, priority has been given to the replacement of worn- out school buildings, the establishment of new schools in accordance with the extension Of the length Of compulsory schooling and the expansion 9 of laboratories, practice rooms and physical education facilities. About 1 0, 000 classrooms for elementary and secondary schools are built annually.

However, there is reportedly still a need to establish another 1 00,000 new ordinary classrooms, 1 00,000 special classrooms, and 26,000 gymnasiums for elementary and secondary schools between 1 962 and 1967. In France, the expansion of school facilities is needed in accordance with the establishment of the "observation stage" in secondary schools, for which 14,000 classrooms in 1 961 and 10,000 classrooms in 1962 were respectively constructed for elementary and secondary

schools.

The necessary provision f facilities for higher education has been promoted since 1953 on the basis of the over-all plan for school facility investment worked out by the Committee on Facilities for School Education; and, in 1962, the first year of the Fourth Plan for Socio-economic Development, 2,650 million francs (equivalent to about 1 % of the national income) were invested in educational facilities. In addition, efforts have been made for tale establishment and expansion of refectories for students, special classrooms, dormitories of secondary schools, etc.

In the U. S. S. R. , a program for construction of school acclivities Was launched in 1 959 in accordance with the extension of the length of compulsory education.

Large-scale construction of general education school and kindergartens has been promoted, with the use of standardized designs and prefabricated buildings. In 1962, 2,800 schools for 1 , 290,000 school children, in addition to kindergartens for 1,310,000 children, were newly constructed. 0 Local Awareness Related in Literature Chapter II Review of Related Literature A number of studies have shown that many school systems, particularly those in urban and high-poverty areas, are plagued by decaying buildings that hearten the health safety, and learning opportunities of students. Good facilities appear to be an important precondition for students learning provided that other conditions are present that support a strong academic program in the school. A growing body of research has linked student's achievement and behavior to the physical building conditions and overcrowding.

In aspect of physical conditions decaying environmental conditions such as peeling paint, crumbling plaster, nonfunctional toilets, poor lighting inadequate ventilation, and inoperative heating and cooling system can affect he learning

as well as the health and the morale of staff and students. A study of District of Columbia school system found, after controlling for other variables such as student's socioeconomic status, that student's standardized achievement scores wares lower in McCauley (1982) concluded that heating and air conditioning systems appeared to be very important, along with special Instructional facilities (I. . , science laboratories or equipment) and color and interior painting, in contributing to students achievement.

Proper building maintenance was also found to be related to better attitudes and ewer disciplinary problems in one cited study. 11 Research indicates that the quality of air inside public school facilities may significantly affect students 'ability to concentrate. The evidence suggests that youth, especially those under ten years of age, are more vulnerable than adults to the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neurotic, (1998).