Rural development is a key policy area in developing countries. Its basic premise boils down to improving the economic well-being and quality of life of rural people. Best practices regarding rural development in developing countries, including Benin, China, Korea and Rwanda, that are known to have been relatively successful in reducing poverty and diversifying the rural economy showed that strong governance, institutional capabilities, active rural communities, and most importantly funding, are all essential for successful rural development. Moreover, land reform and investment in agriculture, infrastructure, education and health play a crucial role in the early stages of rural development. The aim of this study was to examine the concept of rural development as well as policy measures and best practices relating to rural development in order to formulate a rural development strategy for the rural areas of Limpopo Province. To achieve its research objectives, the study used a qualitative research method and secondary data analysis. Before 1995, rural development in South Africa was neglected, resulting in underdevelopment and impoverishment in rural areas. Post-1994, policies for rural development were adopted by the democratic government to improve the economic well-being of people living in rural communities. However, this had thus far limited success as high levels of poverty and inequalities in rural areas still prevails. Those highly affected were rural people in Limpopo Province. In 2018, Limpopo was the most predominantly rural province in South Africa, with over 80% of the population living in rural areas. The study classified Limpopo’s local municipalities into three types of areas, namely predominantly rural area (a local municipality is classified as predominantly rural area if the share of rural population in the local municipal area is above 50%), significantly rural area (that is, a local municipality where the share of rural population in the local area represents between 15% and 49% of the local area’s total population), and predominantly urban area (that is, a local municipality where the share of rural population in the local area is below 15%). Out of 25 local municipalities in Limpopo, 19 were predominantly rural areas, five were significantly rural areas and one was predominantly urban area. Findings show that, in rural areas of Limpopo, there was the prevalence of lower-wage jobs, lower educational attainment, a higher share of low-income households, and more than half of the population depended on government's social grants (including old age grant) and remittances as their income sources. Analysis indicates that educational attainment, household income levels, consumption expenditure and investment tend to be relatively lower, while the unemployment rate is higher, in predominantly rural areas. The economic structure is changing as the share of the primary sector in total Gross Value Added (GVA) is slowly declining, while that of the tertiary sector is gradually increasing. Regarding the contributions to the GVA and employment by sector in predominantly rural areas, agriculture contributed less than 3% to the total GVA, yet it is one of the top employers, contributing 13% of employment. Although mining contributed the most (23,7%) to the total GVA, it only employed 4% of the workforce. To address challenges in rural areas, a rural development strategy for Limpopo Province should contain policy tools that will promote infrastructure development for better access to education, communication, transport, safe water and other basic facilities. It should also encourage capital formation in rural enterprises; promote multi-sectoral development involving reviving agriculture, developing tourism and manufacturing sectors; and promote agro-processing and downstream mineral beneficiation; improve support and access to funding for rural enterprises; and promote the development of the green economy to create decent job opportunities. Access to land and land tenure security are a necessity to stimulate investment needed to accelerate rural development. / Economics / M. Com. (Economics)

The purpose of the current study was to help amplify and analyze Black American elementary student voice in a post-2020 world. Discussions and writings were conducted at the students’ charter school in spaces where students voiced what it meant to be a Black American youth through both verbal and written means. The current qualitative study focused on using discussions and creative writing to help participants make sense of their identity in their school, community, and the United States. This research provided students’ counternarratives regarding stereotypes associated with being Black American students and focused on how such spaces can positively impact Black American students. The current study used a narrative inquiry via youth participatory action research with critical race theory serving as its theoretical framework. Additionally, the current study also addressed development of critical consciousness as interpreted from a nigrescence framework. When discussing the Black American experience in predominantly White spaces, an analysis of themes revealed fourth- and fifth-grade Black American student participants felt personality mattered most when defining oneself as a Black American. Participants also discussed themes related to both racial battle fatigue and an awareness of how their Blackness in predominantly White spaces had been racially profiled and policed. Participants discussed the United States’ historically violent nature toward Black Americans, wanting to be representatives of representation in predominantly White careers, a desire for equitable treatment from White adults, and an appreciation for trusted adult allies. Through it all, participants noted a desire for changes in their communities and an overall appreciation for engaging in the work with one another also came forth. Findings suggested elementary-aged Black American students wish to work in community with one another and want to share information regarding their experiences to assist educators in cultivating more welcoming spaces in their school communities and beyond.

No description available.

No description available.

This study highlights the personal and descriptive stories, narratives, and accounts that detail the lived experiences of Black, female school principals in predominantly white school districts. Based on the personal experiences of these four Black, female school principals, recommendations are made to predominantly white school districts seeking to meet the needs of Black women serving as leaders within their school districts, organizations, and institutions.

The purpose of this study was to investigate the relationships between the perceptions of successful African American sophomore students and their adjustment to academic success at predominantly White colleges and universities. Twenty African American sophomore females and twenty African American sophomore males from two predominantly White community colleges and two predominantly White universities participated in the study. Each subject completed a demographic survey and participated in an interview. Results indicated that both the attitudes of African American students toward education and their perceptions of the attitudes of those in the educational system towards African American students played an integral role in the academic success of these students. Conclusions of the study emphasized the need for predominantly White institutions of higher learning to provide support systems that will increase academic success. Nine recommendations were developed for institutions to implement for success for African American students. The review of literature and data presented in this study implies that African American students on predominantly White campuses experience academic success when in a supportive and inclusive environment.

Introdução O transtorno de déficit de atenção/hiperatividade (TDAH) afeta entre 3 e 10% das crianças em idade escolar, ocasionando prejuízos no funcionamento individual, acadêmico e social na infância e adolescência. Apesar disso, sua etiologia ainda não é totalmente conhecida. A alta herdabilidade do TDAH leva a crer que fatores genéticos exerçam papel fundamental na predisposição para o transtorno. Entretanto, a ocorrência da patologia vai depender ainda da interação de genes com fatores de risco ambientais. Restam muitas questões a serem esclarecidas, uma delas é se há relação entre os fatores de risco ambientais e a expressão fenotípica, resultando nos diferentes subtipos do TDAH. Objetivo O objetivo do presente estudo é investigar a associação entre complicações perinatais (complicações ocorridas nos períodos pré, peri e pós-natal imediato - CPPs) e TDAH do subtipo desatento (TDAH-D). Método Participaram desse estudo, crianças e adolescentes entre 6 e 17 anos, provenientes de doze escolas estaduais e de um ambulatório especializado em TDAH de Porto Alegre. Após a realização de extensa avaliação diagnóstica, foram incluídas 124 crianças e adolescentes com o diagnóstico de TDAH-D e 124 controles sem o transtorno, pareados por idade e sexo. Informações sobre complicações ocorridas durante os períodos pré, peri e pós-natal imediato, assim como sobre potencias confundidores, foram coletadas diretamente com as mães biológicas dos sujeitos. Resultados A análise de regressão logística condicional mostrou que, para as crianças e adolescentes cujas mães apresentaram maior número de complicações perinatais, o risco de TDAH-D foi significativamente mais elevado (p = 0.005; OR= 1.25; IC95%: 1.1 – 1.5). Conclusões Em um estudo de caso-controle, foi possível expandir para o TDAH predominantemente desatento os achados prévios que sugeriam a associação entre fatores perinatais e TDAH sem um subtipo específico. / Introduction Attention-deficit/hyperactivity disorder (ADHD) affects between 3% and 10% of school aged children, leading to impaired individual, academic and social functioning in childhood and adolescence. Despite of that, the etiology of ADHD remains unclear. The high heritability points to a large genetic contribution to the etiology of ADHD. However, the development of the disorder will also depend of an interaction between genetic and environmental risk factors. Many questions remain to be answered, such as the association between the ADHD phenotypic heterogeneity and the environmental risk factors, leading to different subtypes of the disorder. Objective The objective of the present study is to investigate the association between pre-, peri-, and early postnatal complications (PDPC) and ADHD predominantly inattentive type (ADHD-I). Method: Children and adolescents between 6 and 17 years old from 12 public schools, and from an ADHD outpatient program both in Porto Alegre were assessed. After an extensive diagnostic evaluation, 124 ADHD-I cases and 124 non-ADHD controls, matched by sex and age, were included in the study. Informations about prenatal, delivery and early postnatal complications, as well as potential confounders were obtained by direct interview with biological mothers. Results: Conditional logistic regression analysis showed that children and adolescents whose mothers presented more PDPC had a significant higher risk for ADHD-I (p = 0.005; OR= 1.25; CI95%: 1.1 – 1.5). Conclusions: In a case-control study, we expanded to ADHD-I previous findings suggesting the association between perinatal factors and broadly defined ADHD.

Introdução O transtorno de déficit de atenção/hiperatividade (TDAH) afeta entre 3 e 10% das crianças em idade escolar, ocasionando prejuízos no funcionamento individual, acadêmico e social na infância e adolescência. Apesar disso, sua etiologia ainda não é totalmente conhecida. A alta herdabilidade do TDAH leva a crer que fatores genéticos exerçam papel fundamental na predisposição para o transtorno. Entretanto, a ocorrência da patologia vai depender ainda da interação de genes com fatores de risco ambientais. Restam muitas questões a serem esclarecidas, uma delas é se há relação entre os fatores de risco ambientais e a expressão fenotípica, resultando nos diferentes subtipos do TDAH. Objetivo O objetivo do presente estudo é investigar a associação entre complicações perinatais (complicações ocorridas nos períodos pré, peri e pós-natal imediato - CPPs) e TDAH do subtipo desatento (TDAH-D). Método Participaram desse estudo, crianças e adolescentes entre 6 e 17 anos, provenientes de doze escolas estaduais e de um ambulatório especializado em TDAH de Porto Alegre. Após a realização de extensa avaliação diagnóstica, foram incluídas 124 crianças e adolescentes com o diagnóstico de TDAH-D e 124 controles sem o transtorno, pareados por idade e sexo. Informações sobre complicações ocorridas durante os períodos pré, peri e pós-natal imediato, assim como sobre potencias confundidores, foram coletadas diretamente com as mães biológicas dos sujeitos. Resultados A análise de regressão logística condicional mostrou que, para as crianças e adolescentes cujas mães apresentaram maior número de complicações perinatais, o risco de TDAH-D foi significativamente mais elevado (p = 0.005; OR= 1.25; IC95%: 1.1 – 1.5). Conclusões Em um estudo de caso-controle, foi possível expandir para o TDAH predominantemente desatento os achados prévios que sugeriam a associação entre fatores perinatais e TDAH sem um subtipo específico. / Introduction Attention-deficit/hyperactivity disorder (ADHD) affects between 3% and 10% of school aged children, leading to impaired individual, academic and social functioning in childhood and adolescence. Despite of that, the etiology of ADHD remains unclear. The high heritability points to a large genetic contribution to the etiology of ADHD. However, the development of the disorder will also depend of an interaction between genetic and environmental risk factors. Many questions remain to be answered, such as the association between the ADHD phenotypic heterogeneity and the environmental risk factors, leading to different subtypes of the disorder. Objective The objective of the present study is to investigate the association between pre-, peri-, and early postnatal complications (PDPC) and ADHD predominantly inattentive type (ADHD-I). Method: Children and adolescents between 6 and 17 years old from 12 public schools, and from an ADHD outpatient program both in Porto Alegre were assessed. After an extensive diagnostic evaluation, 124 ADHD-I cases and 124 non-ADHD controls, matched by sex and age, were included in the study. Informations about prenatal, delivery and early postnatal complications, as well as potential confounders were obtained by direct interview with biological mothers. Results: Conditional logistic regression analysis showed that children and adolescents whose mothers presented more PDPC had a significant higher risk for ADHD-I (p = 0.005; OR= 1.25; CI95%: 1.1 – 1.5). Conclusions: In a case-control study, we expanded to ADHD-I previous findings suggesting the association between perinatal factors and broadly defined ADHD.

Introdução O transtorno de déficit de atenção/hiperatividade (TDAH) afeta entre 3 e 10% das crianças em idade escolar, ocasionando prejuízos no funcionamento individual, acadêmico e social na infância e adolescência. Apesar disso, sua etiologia ainda não é totalmente conhecida. A alta herdabilidade do TDAH leva a crer que fatores genéticos exerçam papel fundamental na predisposição para o transtorno. Entretanto, a ocorrência da patologia vai depender ainda da interação de genes com fatores de risco ambientais. Restam muitas questões a serem esclarecidas, uma delas é se há relação entre os fatores de risco ambientais e a expressão fenotípica, resultando nos diferentes subtipos do TDAH. Objetivo O objetivo do presente estudo é investigar a associação entre complicações perinatais (complicações ocorridas nos períodos pré, peri e pós-natal imediato - CPPs) e TDAH do subtipo desatento (TDAH-D). Método Participaram desse estudo, crianças e adolescentes entre 6 e 17 anos, provenientes de doze escolas estaduais e de um ambulatório especializado em TDAH de Porto Alegre. Após a realização de extensa avaliação diagnóstica, foram incluídas 124 crianças e adolescentes com o diagnóstico de TDAH-D e 124 controles sem o transtorno, pareados por idade e sexo. Informações sobre complicações ocorridas durante os períodos pré, peri e pós-natal imediato, assim como sobre potencias confundidores, foram coletadas diretamente com as mães biológicas dos sujeitos. Resultados A análise de regressão logística condicional mostrou que, para as crianças e adolescentes cujas mães apresentaram maior número de complicações perinatais, o risco de TDAH-D foi significativamente mais elevado (p = 0.005; OR= 1.25; IC95%: 1.1 – 1.5). Conclusões Em um estudo de caso-controle, foi possível expandir para o TDAH predominantemente desatento os achados prévios que sugeriam a associação entre fatores perinatais e TDAH sem um subtipo específico. / Introduction Attention-deficit/hyperactivity disorder (ADHD) affects between 3% and 10% of school aged children, leading to impaired individual, academic and social functioning in childhood and adolescence. Despite of that, the etiology of ADHD remains unclear. The high heritability points to a large genetic contribution to the etiology of ADHD. However, the development of the disorder will also depend of an interaction between genetic and environmental risk factors. Many questions remain to be answered, such as the association between the ADHD phenotypic heterogeneity and the environmental risk factors, leading to different subtypes of the disorder. Objective The objective of the present study is to investigate the association between pre-, peri-, and early postnatal complications (PDPC) and ADHD predominantly inattentive type (ADHD-I). Method: Children and adolescents between 6 and 17 years old from 12 public schools, and from an ADHD outpatient program both in Porto Alegre were assessed. After an extensive diagnostic evaluation, 124 ADHD-I cases and 124 non-ADHD controls, matched by sex and age, were included in the study. Informations about prenatal, delivery and early postnatal complications, as well as potential confounders were obtained by direct interview with biological mothers. Results: Conditional logistic regression analysis showed that children and adolescents whose mothers presented more PDPC had a significant higher risk for ADHD-I (p = 0.005; OR= 1.25; CI95%: 1.1 – 1.5). Conclusions: In a case-control study, we expanded to ADHD-I previous findings suggesting the association between perinatal factors and broadly defined ADHD.

The purpose of this study was to examine the perceptions of Black teachers regarding their decision to teach and the satisfaction with their work experiences in predominantly White K-12 schools. A total of 118 teachers who were identified as Black and as employees of a predominantly White school were invited to complete a survey via email. A total of 56 did in fact respond. Of that 56, only 51 respondents provided enough usable data (which is defined as a survey completed in full). The data, which came from a Perceptions Survey, meant to report levels of job satisfaction as it relates to perceptions of work experiences. The primary research question was: What are the perceptions of Black teachers regarding their satisfaction with their work experiences in predominantly White K-12 schools? The subsequent sub-question was: How do those work experiences impact Black teachers’ decision to continue teaching, be promoted from teaching, or recommend a career in teaching to other Black people? The independent or predictor variables were: spirituality, cultural acceptance, interracial relationships, intra-racial relationships, mentoring, and advancement opportunities. The dependent variable was: job satisfaction. A bivariate correlation analysis was used to determine if the predictor variables should be grouped as components using their variance scores. The variance scores did indeed indicate the need to group the predictor variables as components. Those components were named as relationships, oppression, and mindset. The component named oppression had a significant correlation with job satisfaction. Overall the findings indicated that a large percent of Black teachers in predominantly White schools are not satisfied with their job. Further research about the job satisfaction of Black teachers is recommended because of the growing need to recruit and keep Black teachers in our schools.