The Expanded Food and Nutrition Education Program (EFNEP) and its youth component, 4-H EFNEP, were established nationwide by the Cooperative Extension Service in 1969. 4-H EFNEP provides nutrition education to low-income youth, aged 5 to 19 years; however, there has been no standard instrument to evaluate behavior change among participants in Virginia or nationwide. A 24-item Youth Food Behavior Checklist (YFBC) was developed based on 13 topics and food-related behaviors taught in 4-H EFNEP. Data were collected on 47 youth enrolled in 4-H EFNEP in the summer of 1998. The YFBC was tested for test-retest reliability and ability of each item and the total instrument to detect change from pre- to post-intervention. The YFBC demonstrated good test-retest reliability with a Pearson Correlation of 0.81. Overall, the YFBC demonstrated sensitivity to detect change in nutrition behaviors, by showing positive change for some items and negative change for other items in all but nine of the participants. The YFBC also appeared to successfully measure behaviors taught in 4-H EFNEP lessons, as questions regarding only two topics did not demonstrate change from pre- to post-intervention. Since not all checklist items showed significant positive change from pre- to post-intervention, the YFBC should be tested again with a larger sample and in situations where the intervention and the administration of the instrument are better controlled. This would increase the power of the study and the credibility of the YFBC as an assessment instrument for wider use in 4-H EFNEP. / Master of Science

The purpose of this research was to examine psychosocial and body weight correlates of dietary behavior in low-income tri-ethnic women. In Study 1, a semi-quantitative food frequency questionnaire (FFQ) was developed and validated against diet records in 95 college women and 50 low-income postpartum women. Pearson's correlations were 0.42 among college women and 0.45 among low-income women. Cross-classification of participants into quartiles resulted in 76% of college women and 79% of low-income women being classified correctly. These results suggested that the FFQ was valid for dietary assessment among young women in the southwestern United States. In Study 2, approximately 160 mothers were recruited in the hospital 0-1 days following childbirth, and prepregnancy weight and demographic information were obtained. Weight was measured at 6 months and 1 year postpartum; psychosocial factors were assessed at 1 year. Diet during pregnancy and postpartum was assessed via food frequency questionnaires administered at 1.5 months, and at 6 and 12 months postpartum, respectively. From pregnancy to postpartum, % calories from fat (delta = +1.1%, p<0.05) and added sugar (delta = +2.0%, p<0.05) increased. A greater percentage of lactating than non-lactating women (64% vs. 38%, p<0.05) met recommendations for fruits during pregnancy. Mean intakes of calcium, vitamin A and dairy foods were higher in women who had retained <10% of their prepregnancy weight at 1 year postpartum than in those who had gained [greater-than or equal to] 10%. During late postpartum, women in the highest tertile of compliance with dietary recommendations had a more positive body image (p<0.041) than those in the lowest tertile, and less neglect of self-care (p<0.001), weight-related distress (p<0.006), stress (p<0.009), depressive symptoms (p<0.020), and perceived barriers to weight loss (p<0.039). These findings suggest that the transition from pregnancy to postpartum is associated with a negative impact on dietary behavior in low-income women. Intakes of calcium, vitamin A and dairy foods may be associated with lower weight retention in postpartum. Furthermore, psychosocial variables may influence adherence to dietary guidelines during this time. / text

A common strategy in dealing with housing shortages is the provision of loans to low-income groups. Tried in many countries for a very long time, this approach has produced a common phenomenon - poor servicing of loans. Thus, an empirical study was undertaken in Namibia, using the country's Build Together Programme as a case study. The aim of the study was to understand how the livelihood circumstances of the beneficiaries might be contributing to their inability to meet their loan obligations. The BTP's beneficiaries and the housing officers at both local and national level constituted the study's respondents. Housing officers responded to questions in an interview schedule while the beneficiaries were engaged using an interviewer-administered questionnaire. All beneficiaries were purposefully identified on account of outstanding arrears on their loans. Reviewing of literature covered the challenge of urban housing and strategies used to address it at both global and national level, documentary analysis on government documents to provide information on establishment of BTP and lastly, the direct observation of the concerned sites. The study focused on BTP in Windhoek (WHK) particularly in two settlements, Katutura (a formal settlement) and Goreangab (an informal settlement). Poor servicing of loans was shown to be closely associated with the socio-economic circumstances of the beneficiaries. This suggests the importance to recognise that housing is not just about the physical structure called a house, but there are other more subtle but equally important considerations that need to be met. Issues such as reliance on wage labour and large household sizes combined in ways that placed limitations on their ability to service the loans. An important conclusion from the study is that understanding beneficiary' constraints and their livelihood strategies might be a very important step in future housing policy actions in Namibia. The study also highlighted concerns about the programme such as inadequate communication. Some recommendations are provided, prominent among them being the need to strengthen the training component so as to assist the beneficiaries with some of the issues, The study consists of two components: A and B. Component A comprises the study background, the problem statement, aim, objectives, literature review and methodology. Component B is presented as a research paper for publication purposes and complies with the requirements of the selected journal (Appendix six). For the purposes of the paper, relevant information from component A on the purpose of the study and methodology are incorporated in Component B. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 68-71). Also available on the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 210-223).

This thesis explores the shifting dynamics in low-income housing policy between the federal government and local stakeholders in Los Angeles from the early 1930’s to the end of the 1980’s. In particular, it examines the introduction and implementation of two of the federal government’s largest low-income housing programs: the Section 8 Housing Choice Voucher Program and the Low Income Housing Tax Credit. Many analyses of low-income housing policy in Los Angeles focus mainly on local tensions and power dynamics. This thesis seeks to build on this literature by arguing that shifts at the federal level, such as the introduction of ideologies such as “new federalism,” have played an important role in shaping low-income housing policy in Los Angeles.

The Abstract is not available / Dissertation (MSc (Applied Science))--University of Pretoria, 2004. / Town and Regional Planning / unrestricted

No description available.

Thesis (M.S.)--Miami University, Dept. of Family Studies and Social Work, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 54-57).

Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The contexts of the experiences of teachers in South Africa, particularly in communities with low income levels, seem to invite meanings of hopelessness. These meanings appear to be supported by dominant discourses that could determine and limit the practices or actions of these teachers. Within these contexts, however, there are teachers whose actions, reflections or motivations suggest the possibility of alternative or preferred meanings that may be marginalised or silenced by dominant discourses of hopelessness. The theoretical framework that provided the foundation for this study was social constructionism, which argues that meaning is constructed through social interaction and that there is no underlying or objective reality that can be revealed through observation or experience. An understanding of this social construction of meaning allows for the construction of alternative or preferred meanings by individuals or groups in contexts where dominant discourses do not serve their best interests. The aim of the research was therefore to explore and describe the meanings that the participants make of their experiences as teachers in a primary school in Cape Town in a community where low income levels are prevalent. The study further aimed to describe how these teachers experience contextual factors and how these factors contribute to their meaning-making. Furthermore, the purpose of the study was to explore local knowledge in the form of actions, motivations and reflections of the teachers that suggest possibilities for alternative or preferred meanings. In keeping with the social constructionist nature of the study, a qualitative, interpretivist research approach was used. Participants were selected through purposive sampling and focus group discussions were used to generate data. Digital audio recordings were made of the group sessions, which were then transcribed and analysed using the constant comparative method. The research findings indicated that the teachers who participated in the study experienced various contextual factors that contributed to their meaning-making. Their experiences of most of these factors were described in similar ways to comparable contextual factors as portrayed in the literature. Furthermore, these contextual factors were linked by the teachers, and dominantly in the literature, to meanings that could be summarised as hopelessness. However, alongside these meanings, the teachers gave rich or detailed descriptions of a range of actions, reflections and motivations that suggest possible alternative or preferred meanings to the hopelessness that their context seems to invite, and that dominant discourses in the literature appear to portray. These findings led to recommendations that were centred largely on meeting some of the support needs of teachers and children in communities with low income levels. / AFRIKAANSE OPSOMMING: Onderwysers se ervarings in Suid-Afrika, veral in gemeenskappe met ‘n lae inkomstevlak, word belewe binne kontekste wat lyk asof dit die betekenisse van hopeloosheid ontlok. Hierdie betekenisse word blykbaar deur dominante diskoerse ondersteun, wat hierdie onderwysers se werksaamheid of optrede kan bepaal en beperk. Binne hierdie kontekste is daar egter onderwysers wie se handelinge, nadenke of motivering die moontlikheid van alternatiewe of verkieslike betekenisse aandui, maar wat gemarginaliseer of stilgemaak kan word deur die dominante diskoerse van hopeloosheid. Die teoretiese raamwerk wat die grondslag vir hierdie studie verskaf het, was sosiale konstruksionisme, wat daarop dui dat betekenis deur sosiale interaksie gekonstrueer word en dat daar geen onderliggende of objektiewe realiteit is wat deur waarneming of ervaring geopenbaar kan word nie. ‘n Begrip van die sosiale konstruksie van betekenis maak voorsiening vir die konstruksie van alternatiewe of verkieslike betekenisse deur individue of groepe binne kontekste waar dominante diskoerse nie hul beste belange dien nie. Die doel van die navorsing was daarom om die betekenisse wat die deelnemers, as onderwysers in ‘n laerskool in Kaapstad binne ‘n gemeenskap met lae inkomste, aan hul ervarings heg, te verken en te beskryf. Die studie was verder daarop gemik om te beskryf hoe hierdie onderwysers kontekstuele faktore ervaar en hoe hierdie faktore ‘n bydrae lewer tot hoe hulle betekenis skep. ‘n Verdere doel van die studie was om plaaslike kennis in die gedaante van die optrede, motivering en nadenke van onderwysers, waardeur moontlike alternatiewe of verkieslike betekenisse na vore kom, te verken. Vanweë die sosiaal-konstruksionistiese aard van die studie, is ‘n kwalitatiewe, interpretiewe navorsingsbenadering as navorsingsmetodologie vir hierdie studie gebruik. ‘n Doelgerigte steekproef is gebruik om potensiële deelnemers te identifiseer en data is deur middel van fokusgroeponderhoude gegenereer. Digitale oudio-opnames van die fokusgroeponderhoude is getranskribeer en is met gebruik van die konstante vergelykende metode ontleed. Die navorsingsbevindings het aangedui dat die onderwysers wat aan hierdie studie deelgeneem het, verskillende kontekstuele faktore belewe wat bydra tot die betekenis wat deur hulle geskep word. Hulle belewenis van die meeste van hierdie faktore is op soortgelyke wyse beskryf as vergelykbare kontekstuele faktore wat in die literatuur bespreek word. Hierdie kontekstuele faktore is verder deur die onderwysers en in die literatuur aan betekenisse wat as hopeloosheid beskryf kan word, gekoppel. Naas hierdie betekenisse het die onderwysers egter ook ryk of gedetailleerde beskrywings van ‘n reeks handelinge, nadenkings en motiverings gebied wat moontlike alternatiewe of verkose betekenisse bied tot die hopeloosheid wat deur hulle konteks uitgelok word en deur die dominante diskoerse in die literatuur uitgebeeld word. Die navorsingsbevindings het gelei tot aanbevelings wat hoofsaaklik daarop gerig is om in sommige van die behoeftes aan ondersteuning wat deur onderwysers en kinders in gemeenskappe met lae inkomstevlakke ervaar word, te voorsien.