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Thesis (MBA.) -- University of Limpopo, 2016 / The National School Nutrition Programme (NSNP) is a poverty alleviation strategy, which was introduced in 1994 by the Government of South Africa as part of the Reconstruction and Development Programme (RDP). Studies of the Food and Agriculture Organisation, United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the World Health Organisation (WHO), show that hunger, nutrition, and poverty, are strongly correlated. The same studies note that in the world as a whole, hunger impacts negatively on the Millennium Development Goals, such as universal primary education, gender equality, child mortality, maternal health, management of Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS), tuberculosis (TB) and malaria, and environmental stability. Hunger, specifically, has been shown to contribute to reduced school attendance, impaired cognitive capacity, high child mortality rates, high maternal death rates, increased migratory labour that increases the spread of HIV, and the unsustainable use of forest lands and resources. The National School Nutrition Programme aims at providing meals to mostly needy learners, who come from poor families. Healthy food provides energy for the brain. The meals that are provided at schools are, therefore, intended to give energy for mental and physical activities for the body, for the brain to function, to make learners alert and receptive during lessons. Initially, meals in South African Schools were provided to all learners in Quintile 1, 2 and 3 public primary schools from Grades R to 7. The programme was extended to Quintile 1 secondary schools in April 2009. All Quintile 2 and 3 public secondary schools were included in 2010 and 2011, respectively. To collect information for research purposes, the researcher used an interview questionnaire. This approach, which is used by the researcher, seeks to identify the impediments that pose challenges to effective and efficient implementation and management of the NSNP in the Bakenberg North Circuit of the Department of Education in the Limpopo Province. The sample covered three secondary schools participating in the NSNP in the Bakenberg Circuits. In each school, the principal, the heads of departments and the teacher, formed part of the sample of the study. The empirical findings were analysed and interpreted, and in presenting the findings, special reference to the research questions was made, namely: “An assessment of theimplementation and management of NSNP in the Bakenberg North Circuit secondary schools.” The study shows that the Department of Education in the Limpopo Province has not managed the NSNP efficiently and effectively. The findings of this study reflect that there are still challenges that continue to plague the NSNP after so many years since inception of the programme by the Department of Education. The empirical findings of this study have revealed that the challenges confronting the implementation of the NSNP could be attributed to poor governance and corruption by the Department of Education officials. Some pockets of excellence of the NSNP are noted in the study. Recommendations are made to mitigate the problem situation. The study therefore recommends the:  Menu supplied by the department to be followed,  Monitoring to be done at schools,  Storage facilities to be improved,  Issues of myth to be cleared among learners regarding the programme.

A Food Behavior Checklist (FBC) was developed, validated, and pilot-tested with homemakers in Virginia's Expanded Food and Nutrition Education Program (EFNEP). The FBC was designed to measure nutrition-related practices that are taught in EFNEP, but cannot be measured by the 24-hour recall. During development, 20 EFNEP paraprofessionals in Virginia and 20 randomly selected state EFNEP coordinators helped to identify items that are most important in evaluating the overall effectiveness of EFNEP, and which could be used to establish content, face, and construct validity of a behavior assessment instrument. The Food Behavior Checklist contained 30 items, and responses were recorded on a Likert scale with four response levels: 0 = "never or seldom", 1 = "sometimes",2 = "usually", and 3 = "almost always". Cronbach-alpha revealed a reliability coefficient of 0.86. During the field test phase of this study, the FBC was used before and after EFNEP intervention to collect data on the nutrition-related practices of 147 low-income homemakers in three rural counties and one urban area in Virginia. In this phase, the experimental group, which consisted of 79 homemakers, received computer-aided feedback on their dietary practices, via a Diagnostic Report, which was used as a teaching tool. Paraprofessionals thoroughly explained the content of the diagnostic report to the homemaker at program entry and program exit. The control group, which consisted of 68 homemakers, did not receive computer-aided feedback on their dietary intakes, in that no mention was made of the computer print out to them. Results indicated that this instrument (FBC) may be useful in evaluating the overall effectiveness of EFNEP nationwide and may be useful in other nutrition programs. No significant differences were observed in the nutrient intake or Food Behavior Checklist practice change scores between the group who received computer-aided feedback and the group who did not received computer-aided feedback. The author concluded that the dietary analysis contained in the computer generated Diagnostic Report needs to be simplified if it is to become an effective tool with EFNEP homemakers. More research is needed on the use of computerized diet analysis as a teaching tool with low-income homemakers. / Ph. D.

Actualmente, es necesaria una educación centrada básicamente en el conocimiento, desarrollo y control de las emociones. Mayor aún, al vivir una etapa pospandemia, en la que los más pequeños han sufrido una serie de alteraciones en sus rutinas, produciendo un impacto negativo, en la convivencia escolar. Con lo observado en la problemática, se propuso como objetivo diseñar un programa de educación emocional dirigido a niños de cinco años. La metodología de la investigación es de diseño propositiva no experimental, tomando una muestra a 28 niños de cuyo resultado se obtuvo que el 79% de los estudiantes se encontraban en nivel de inicio. El resultado comprueba la complicada situación de convivencia que actualmente manifiestan los niños de esta edad. Por ello, se plantea un programa de educación emocional conformado por 16 talleres, con el fin de que los menores, reconozcan y expresen positivamente sus emociones. Se concluye que los talleres son una estrategia para potenciar una interrelación más sana, armoniosa y tolerante entre los compañeros del aula, con el que se promueva una educación emocional a fin de evitar mayores consecuencias de las que hoy vemos. / Currently, an education basically focused on the knowledge, development and control of emotions is necessary. Even greater, living in a post-pandemic stage, in which the little ones have suffered a series of alterations in their routines, producing a negative impact on school coexistence. With what was observed in the problem, the objective was proposed to design an emotional education program aimed at five-year-old children. The research methodology is a non-experimental purposeful design, taking a sample of 28 children, the result of which was that 79% of the students were at the beginning level. The result confirms the complicated coexistence situation that children of this age currently experience. For this reason, an emotional education program is proposed consisting of 16 workshops, so that minors recognize and express their emotions positively. It is concluded that the workshops are a strategy to promote a healthier, more harmonious and tolerant interrelationship between classmates, with which emotional education is promoted in order to avoid greater consequences than those we see today.

The purpose of this study is an attempt to briefly set up a plan of organization and to suggest a flexible program of activities designed to meet the needs of many of the smaller schools of our state in arranging a practical correlated health, physical, and safety education program for high school boys.

The purpose of this study is to formulate recommendations for the improvement of the program in health and physical education for boys in the Port Neches, Texas, Junior High School.

本研究之目的在於比較蒙特梭利語文教育與全語言教育對不同年齡幼兒閱讀能力影響之差異。研究對象為接受蒙特梭利教育與全語言教育的中班與大班學前幼兒。研究者選取兩所位於台北市且實施蒙特梭利與全語言教育之幼稚園，依照這些受試者的年齡、家庭社經地位、在園時間、入園時間及畢保德圖畫詞彙測驗分數等條件後，進行配對選取，最後選取的總受試幼兒共58名。本研究中之幼兒閱讀能力指幼兒聲韻覺識能力、認字量與閱讀理解能力。研究工具在聲韻覺識測驗上採用侯淑柔、林佩蓉（2007）所編製之聲韻覺識測驗中之得分，認字與閱讀理解力採用楊怡婷（1995）改編之故事及自編之理解能力測驗，幼兒閱讀能力之資料皆至幼稚園對幼兒施測而得。 研究結果顯示，幼兒閱讀能力，有「年齡」的差異，大班生優於中班生；幼兒閱讀能力有「教學法」的差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒；在「年齡」與「教學法」的交互作用上並無顯著之差異。而單獨進行大班幼兒閱讀能力的差異檢定發現，大班幼兒在聲韻覺識上的表現呈現顯著差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒，而在認字和閱讀理解上則無顯著差異；在中班幼兒閱讀能力的差異檢定結果，中班幼兒閱讀能力表現無論在聲韻覺識、認字量和閱讀理解上皆無顯著差異。此外，針對所有閱讀能力測驗結果進行相關分析後，發現聲韻覺識、認字量和閱讀理解兩兩之間皆具有顯著之相關，而在控制聲韻覺識變項之後，認字和閱讀理解呈現顯著的高度相關，而控制認字變項之後，聲韻覺識和閱讀理解之間的關係便消失了，足見認字在幼兒閱讀能力中所佔之重要角色。 / The purpose of this study was to compare the literacy of young children who attended Montessori or Whole Language education program. Their literacy which includes word recognition, reading comprehension, and phonological awareness. The sample (n=58) consisted of the pre-kindergarten (age 4-5, n=26) and kindergarten (age 5-6, n=32). Schools were selected base on grossly similar school profiles on Taipei city. To control and match age, socioeconomic status (SES), the score of the Peabody Picture Vocabulary Test-Revised of the children whose attended different programs. Results of the study showed significant difference on “age” and “education program” : The children in the kindergarten whose literacy was better than the children in the pre- kindergarten；the children attended Montessori education program whose literacy was better than the children attended Whole Language education program. Significant different on “phonological awareness” : The children in the kindergarten of the Montessori education program whose phonological awareness was higher than the children in the pre- kindergarten of the Whole Language education program, but no significant difference on “word recognition” and “reading comprehension”. The children in the pre-kindergarten between Montessori education program and Whole Language education program showed no significant difference on “word recognition” and “reading comprehension” and “phonological awareness”.

nÃo hà / A presente pesquisa tem no objeto de estudo o Programa Mais EducaÃÃo, polÃtica pÃblica de educaÃÃo integral, atravÃs da ampliaÃÃo dos tempos e espaÃos de aprendizagem, instituÃda pelo MinistÃrio da EducaÃÃo (MEC). O estudo tem como objetivo principal avaliar o processo de implementaÃÃo do programa, atravÃs do estudo de investigaÃÃo em uma escola pÃblica do municÃpio de Fortaleza â CE. Para tanto escolhemos como lÃcus a Escola Municipal Casimiro Montenegro. Estudamos diferentes concepÃÃes e prÃticas de educaÃÃo integral, encontrado em autores como: AnÃsio Teixeira (1962), Paulo Freire (1968), Guarà (2006), Cavaliere (2000), dentre outros que fundamentaram a investigaÃÃo. Refletimos sobre as concepÃÃes de educaÃÃo integral presentes nos sujeitos envolvidos e analisamos o cotidiano escolar e as repercussÃes decorrentes do Programa Mais EducaÃÃo na comunidade local, e relacionamos, ainda, com a intersetorialidade. O estudo parte do pressuposto de que a escola sozinha nÃo à capaz de desenvolver integralmente seus alunos. Trata-se de uma pesquisa avaliativa, com abordagem qualitativa, que buscou contemplar a voz dos diversos sujeitos por meio de entrevistas e grupos focais, que foram determinantes para a coleta de dados. Possibilitou perceber as aÃÃes do Programa para a construÃÃo de uma prÃtica intersetorial. / A presente pesquisa tem no objeto de estudo o Programa Mais EducaÃÃo, polÃtica pÃblica de educaÃÃo integral, atravÃs a ampliaÃÃo dos tempos e espaÃos de aprendizagem, instituÃda pelo MinistÃrio da EducaÃÃo (MEC). O estudo tem como objetivo principal avaliar o processo de implementaÃÃo do programa, atravÃs do estudo de investigaÃÃo em uma escola pÃblica do municÃpio de Fortaleza â CE. Para tanto escolhemos como lÃcus a Escola Municipal Casimiro Montenegro. Estudamos diferentes concepÃÃes e prÃticas de educaÃÃo integral, encontrado em autores como: AnÃsio Teixeira (1962), Paulo Freire (1968), Guarà (2006), Cavaliere (2000), dentre outros que fundamentaram a investigaÃÃo. Refletimos sobre as concepÃÃes de educaÃÃo integral presentes nos sujeitos envolvidos e analisamos o cotidiano escolar e as repercussÃes decorrentes do Programa Mais EducaÃÃo na comunidade local, e relacionamos, ainda, com a intersetorialidade. O estudo parte do pressuposto de que a escola sozinha nÃo à capaz de desenvolver integralmente seus alunos. Trata-se de uma pesquisa avaliativa, com abordagem qualitativa, que buscou contemplar a voz dos diversos sujeitos por meio de entrevistas e grupos focais, que foram determinantes para a coleta de dados. Possibilitou perceber as aÃÃes do Programa para a construÃÃo de uma prÃtica intersetorial. / The object of study in this research is the More Education Program, a public policy of comprehensive education through expansion of the times and places of learning established by the Ministry of Education (MEC). The study aims at evaluating the implementation process of the program, through the research study in a public school in Fortaleza - CE, therefore chosen as the locus Municipal School Casimiro Montenegro. We study different concepts and practices of holistic education, found in authors such as: Teixeira (1962), Paulo Freire (1968), Guara (2006), Cavaliere (2000), among others which motivated the research. We reflect on the concepts of comprehensive education present in subjects involved and analyze the school routine and the repercussion of More Education Program in the local community, and also relate to the intersectionality. The study assumes that the school alone can not fully develop their students. It is an evaluative study with a qualitative approach, which sought to include the voice of many subjects through interviews and focus groups, which were instrumental in data collection. It enabled to perceive the actions of the Program for the building of an intersectoral practice. / The object of study in this research is the More Education Program, a public policy of comprehensive education through expansion of the times and places of learning established by the Ministry of Education (MEC). The study aims at evaluating the implementation process of the program, through the research study in a public school in Fortaleza - CE, therefore chosen as the locus Municipal School Casimiro Montenegro. We study different concepts and practices of holistic education, found in authors such as: Teixeira (1962), Paulo Freire (1968), Guara (2006), Cavaliere (2000), among others which motivated the research. We reflect on the concepts of comprehensive education present in subjects involved and analyze the school routine and the repercussion of More Education Program in the local community, and also relate to the intersectionality. The study assumes that the school alone can not fully develop their students. It is an evaluative study with a qualitative approach,which sought to include the voice of many subjects through interviews and focus groups, which were instrumental in data collection. It enabled to perceive the actions of the Program for the building of an intersectoral practice.