In April 1952, Japan emerged from Allied occupation free, peaceful, and democratic. Japan’s presses marked the occasion by declaring a state of crisis: the “konketsuji [mixed-blood children] crisis.” By all accounts, Allied soldiers had sired and abandoned two hundred thousand “mixed-blood” orphans in Japan. However, Chapter One reveals this to be a fabricated crisis or “moral panic.” Surveys found only a few thousand konketsuji nationwide, very few of them orphans. Yet these discoveries did little to change the tenor of “crisis.” Opposition politicians deployed wrath and fear over “blood mixing” to discredit the dominant Liberal Party and its alliance with the United States. They were abetted by an array of postwar activists who used the “crisis” to reconstruct Japanese nationalism, laid low by defeat and occupation, on a new basis: the “pure” race rather than the failed state. Chapter Two explores how the panic over “blood mixing” inevitably embroiled not just children but women as well. Japanese women were subject to intense pressures to eschew sex and family formation with Western men, and to abort “mixed” fetuses on eugenic grounds rather than bear them to term. 1948 marked the beginning of the end of criminal prosecution of abortion in Japan. The law that inaugurated this shift, the Eugenic Protection Law (EPL), is generally viewed as an advancement in women’s rights, despite the fact that the EPL envisioned and promoted the use of abortion as a means of managing the “quality and quantity” of Japan’s population. Scholarship on the links between eugenics and the decriminalization of abortion in Japan is vast, but scholars have yet to probe deeply into how eugenic abortion was applied tocontrol—or forestall—“race mixing” after the war. Although it was politically impossible for the government to impose abortions outright on women who might be pregnant with the children of Japan’s conquerors, such women were nonetheless targeted for eugenic intervention. For these women, abortion was not an option granted in a liberal democracy concerned with women’s rights. Abortion was an imperative imposed by a diverse array of governmental and non-governmental actors united behind an ideology of “pure blood.” Chapter Three explains how postwar scientific presses framed konketsuji born in the wake of World War II as an unprecedented presence. Geneticists, physical anthropologists, clinicians, and other researchers from the late 1940s through the 1970s deployed a “system of silences” to erase Japan’s prewar konketsuji community from view. They thereby not only constructed the Japanese as a racial community bounded by “pure blood,” but denied that the racialized nation ever had or ever could assimilate foreign elements. Scientific spokesmen effected the discursive purification of Japan despite resistance from “mixed-blood” adults who organized to contest the rising tide of racial nationalism. In the process, these scientists severely undercut the “mixed” community’s advocacy of a civically rather than biologically constituted nation. Chapter Four contrasts the decline of race science and eugenics in the West with their efflorescence in postwar Japan, where conditions of occupation heightened the relevance of racial eugenics as a prescription for national unity and strength. It is well known that Anglophone genetics and physical anthropology were led at the mid-century by immigrants and minorities, prominently including Theodosius Dobzhansky and Ashley Montagu. Yet without comparative analysis, it is difficult to weigh the significance of this fact, or of the fact that minorities did not lead the Japanese sciences. Japanese geneticists and anthropologists whoidentified as having “pure Japanese blood” never questioned that biopolitical category or the costs it imposed on those it excluded. I argue that who practiced science counts for much more than is allowed by objectivist narratives of self-correcting scientific “progress.” My project explains for the first time why racial nationalism and an ethos of ethnic cleansing triumphed in Japan at the very moment these forces receded in other contexts.

This research topic presents a discussion on psychosocial deprivation and how it impacts on learners academic performance. It is a case study guided by the following questions: To what extent does psychosocial deprivation influence scholastic performance of grade seven learners? How can the school counteract the effects of psychosocial deprivation? What forms of assistance do parents and teachers need in order to work together to benefit the learners? This is a quantitative study underpinned by the ecosystemic perspective as well as the social constructivist theory. The sample size consisted of seventy learners taken from a primary school which was later reduced to twenty eight learners. The findings of the study were lack of motivation, absenteeism, learning disabilities, difficulties learning English as a second language, stressful family life, poverty and the like were some of the factors that affect learners and eventually results in their poor academic performance. The learners’ environment or neighbourhood is seen as one of the many social contexts that shape children’s cognitive, social and emotional development. However the neighborhood context does not simply “imprint” itself on children, but can be mediated or moderated by other social contexts, in particular the family. Learners who struggle with schoolwork without receiving effective intervention often drop out of school and, as a consequence, have increasingly dire employment prospects. Many learners are invisible strugglers, falling through the cracks and being written off as not needing the extra effort and intervention that educators can provide. Schools, educators and education policy makers must strive to level the playing field by counteracting or minimizing the impact of socio-economic factors on learner’s academic performance by doing the following: Supplying educational materials timeously. Preparing syllabi suited to the age, level and language of learners. Provide ongoing learner support with the help of guidance counselors and social workers. Provide nutritious programmes to supplement those with inadequate diets. Parents and teachers should work together to promote teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This thesis resulted from an examination conducted on the living conditions of Port Arthur, Texas elementary school student who resided in Port Acres.

This study is devoted primarily to a consideration of socio-economic status in relation to achievement in mathematics. However, a review of socio-economic status in relation to intelligence (as revealed in studies in the field) is first made because of the wide use of intelligence tests in an attempt to determine the child’s ability to succeed in school.

Children who learn best are physically, mentally, and emotionally adequate. In conjunction with this fact, this study attempts to show the relation that exists between the children from uncomfortable, unsatisfactory environments and those with comfortable, satisfactory environments.

PhD. thesis. University of the Witwatersrand, Wits School of Governance. 1st October 2015 / Two decades after South Africa’s transition to democracy, with a positive constitutional and legislative framework in place, a vast number of South African households continue to be subjected to serious inequalities and extreme poverty. The dual phenomenon of poverty and inequality are complex problems of such a magnitude that silo approaches and singular agency fixes are inadequate. South Africa has the potential to address such issues at a multi-actor multi-institutional level, involving both civil society organisations and government working together. This study investigates the manner in which various stakeholders come together to develop policy and implement strategies aimed at the alleviation of poverty, specifically focussing on childhood poverty and vulnerability. Using the policy network approach to illustrate the relationships that exist between actors, this study follows the policy process from formulation to implementation. The policy network approach is utilised as a lens through which the policy process is examined in two case studies — the succession planning and children’s act projects. These case studies share a common objective which is to equip service providers with the knowledge and skills to assist their clients in accessing their legal rights. Policy networks draw attention to the institutional arrangements needed for coordinating complex interactions between various actors involved in the policy process, with a specific interest on state-civil society relationships of policy cooperation. Hence, the main focus of the research is to ascertain the networking relationships that develop between government and civil society organisations and to explore the potential that policy networks offer in the future pursuit of social justice and children’s rights. / MB2016

The multi-case study examined the role that social interaction plays in the writing development of fourth grade African American students in three different classrooms in a large Midwestern city. The study explored the nature of the students' interactions and the points during the writing process where interactions occurred. Also under investigation was how teachers facilitated the interactions within their classrooms. Each classroom was considered a case and cases within each case were then selected to allow for a more in-depth examination of the nature of students' conversations. Data collected included observations, student interviews, and artifacts. Information gathered from the study was analyzed using a constant comparative approach. Themes that emerged were compared across cases.Analysis of the data showed that there were many purpose for the interactions in which the African American students engaged. The interactions: (1) enabled students to get assistance from peers and teachers, (2) provided students with encouragement, (3) motivated students as writers, and (4) fostered a deeper understanding of writing. The data also showed that students engaged in verbal and nonverbal interactions at various points in the writing process with peers, teacher, and even themselves. While the teachers varied in their approaches to facilitating the interactions, even when they did not intentionally create opportunities for interactions, the students engaged with one another anyway. Based on the results of the study, teachers should consider affording African American students the opportunity to regularly interact with their peers during writing time, providing an audience that extends beyond the classroom teacher. / Department of Elementary Education

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Although there are many studies of the results of non-promotion, few sociometric studies have been made which show that the over-age child is not accepted by his younger classmates. What happens, then, when a child is older than his age group? What are the effects on the social status of the overage child? The purpose of this paper, therefore, is to investigate the social acceptance status of the over-age child in a sixth grade classroom. / Typescript. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / "August, 1957." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references.

The need for successful grouping of children in the primary school has been personally felt by the writer of this paper many times in her own classroom. In the years that have passed, some groups have seemed to progress quite satisfactorily in total development, while others have seemed disappointingly slow. Some groups have worked in almost perfect harmony while others have been in conflict. What dynamics were at work that contributed to successful grouping? What forces had retarded desirable growth? Much has been written recently about successful grouping of children. Enlightening evidences of good grouping practices have been reported. While some actual research studies have been conducted, most of the literature sampled reported opinions or individual suggestions for practice. The plan for this paper is to summarize the literature reviewed in the light of grouping according to the needs of children. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references.