Background The potential dire consequences of iron deficiency (ID) and iron deficiency anaemia (IDA) on childhood development are of major public health concern. Many factors contribute to anaemia, ID being only one progressive factor. The prevalence of ID and IDA must be accurately determined before iron intervention strategies can be safely prescribed. There is continued uncertainty regarding the optimal approach to identifying and measuring ID, as indicators have different roles, explore different aspects of iron metabolism and cannot be directly compared. Furthermore, inflammation and infection have a confounding effect on the commonly applied indicator and acute phase reactant, serum ferritin (SF). In the public health setting, a suitable method to assess iron status in developing countries has to be inexpensive, standardised, established, easy to measure and its applications specific to identifying ID. Aim We conducted secondary analysis of screening data from three independent iron intervention studies to critically evaluate the indicators used to determine iron status in 6-11-year-old primary school children from three South African provinces. Study design and methods A cross-sectional descriptive analysis was performed on the screening data collected in 2009 and 2010 during iron intervention studies in KwaZulu-Natal (n=736), Northern Cape (n= 1045), and North West (n=546). The three distinct study sites were analysed independently and collectively. Children’s haemoglobin (Hb), SF, transferrin receptor (TfR), zinc protoporphyrin (ZPP), and C-reactive protein (CRP) concentrations were measured and body iron calculated. ID prevalence was compared using different methods (namely the single indicators SF, TfR and ZPP, body iron and the multiple criteria model), and the influence of inflammation on SF was considered. Literature suggests that the multiple criteria model provides a more complete assessment of iron status. The performance of single and body iron indicators were compared to the multiple criteria model (by assessing sensitivity, specificity and predictive values). Results Significant positive correlations between CRP (indicator of inflammation) and SF existed in all study sites and the combined sample (p < 0.01). The mean SF concentration was substantially higher in subjects with inflammation than those without. A different SF cut-off to identify ID was applied to subjects with inflammation. The percentage of ID subjects varied using different indicators (4.2 – 26.5% in KwaZulu-Natal; 4.1 – 13.4% in Northern Cape; 7.0 – 24.4% in North West; and 5.4 – 15.2% in the combined sample). The sensitivity, specificity and predictive values of alternate ID indicators varied within and between study sites, compared to the multiple criteria model. Conclusion Simply using Hb as an ID indicator is inaccurate. The vast differences between percentages identified as ID by different indicators is reason for concern. No consistent agreement appeared between single ID indicators, body iron and the multiple criteria model for ID identification after correcting for inflammation in primary school children. The global view of the multiple criteria model as the gold standard for estimating ID is debatable and potentially impractical at a public health level. Current evidence cautions against overestimating the prevalence of ID, as there is more associated harm than deficiency underestimation. This critical analysis has confirmed a need for research to identify a suitable, accurate and precise alternative to Hb as a tool in the South African public health setting. Furthermore, the impact of inflammation on iron status indicators, in particular SF, should be assessed in context to clearly set parameters for its use in nationally-representative nutrition surveys, the cornerstone of iron intervention strategies. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2015

Background The potential dire consequences of iron deficiency (ID) and iron deficiency anaemia (IDA) on childhood development are of major public health concern. Many factors contribute to anaemia, ID being only one progressive factor. The prevalence of ID and IDA must be accurately determined before iron intervention strategies can be safely prescribed. There is continued uncertainty regarding the optimal approach to identifying and measuring ID, as indicators have different roles, explore different aspects of iron metabolism and cannot be directly compared. Furthermore, inflammation and infection have a confounding effect on the commonly applied indicator and acute phase reactant, serum ferritin (SF). In the public health setting, a suitable method to assess iron status in developing countries has to be inexpensive, standardised, established, easy to measure and its applications specific to identifying ID. Aim We conducted secondary analysis of screening data from three independent iron intervention studies to critically evaluate the indicators used to determine iron status in 6-11-year-old primary school children from three South African provinces. Study design and methods A cross-sectional descriptive analysis was performed on the screening data collected in 2009 and 2010 during iron intervention studies in KwaZulu-Natal (n=736), Northern Cape (n= 1045), and North West (n=546). The three distinct study sites were analysed independently and collectively. Children’s haemoglobin (Hb), SF, transferrin receptor (TfR), zinc protoporphyrin (ZPP), and C-reactive protein (CRP) concentrations were measured and body iron calculated. ID prevalence was compared using different methods (namely the single indicators SF, TfR and ZPP, body iron and the multiple criteria model), and the influence of inflammation on SF was considered. Literature suggests that the multiple criteria model provides a more complete assessment of iron status. The performance of single and body iron indicators were compared to the multiple criteria model (by assessing sensitivity, specificity and predictive values). Results Significant positive correlations between CRP (indicator of inflammation) and SF existed in all study sites and the combined sample (p < 0.01). The mean SF concentration was substantially higher in subjects with inflammation than those without. A different SF cut-off to identify ID was applied to subjects with inflammation. The percentage of ID subjects varied using different indicators (4.2 – 26.5% in KwaZulu-Natal; 4.1 – 13.4% in Northern Cape; 7.0 – 24.4% in North West; and 5.4 – 15.2% in the combined sample). The sensitivity, specificity and predictive values of alternate ID indicators varied within and between study sites, compared to the multiple criteria model. Conclusion Simply using Hb as an ID indicator is inaccurate. The vast differences between percentages identified as ID by different indicators is reason for concern. No consistent agreement appeared between single ID indicators, body iron and the multiple criteria model for ID identification after correcting for inflammation in primary school children. The global view of the multiple criteria model as the gold standard for estimating ID is debatable and potentially impractical at a public health level. Current evidence cautions against overestimating the prevalence of ID, as there is more associated harm than deficiency underestimation. This critical analysis has confirmed a need for research to identify a suitable, accurate and precise alternative to Hb as a tool in the South African public health setting. Furthermore, the impact of inflammation on iron status indicators, in particular SF, should be assessed in context to clearly set parameters for its use in nationally-representative nutrition surveys, the cornerstone of iron intervention strategies. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2015

This diploma thesis engage in the manipulation aimed at primary school children, especially manipulation of commercial and its effect on the child recipient. The theoretical part of thesis defines terms manipulation, media and advertisement, as well as media education in the current curriculum, in the general educational program and in the textbooks for 1st primary schools. The empirical part of thesis is divided into the methodical unit and experimental unit. The methodical unit describes the implemented project for advertisement and defense against media manipulation. Observations took place during the project, the results of this observation are described in the experimental unit. It is included questionnaire survey and its analysis. The last part of this thesis is concept of methodics, which outlines strategies to help prevent the possible manipulation.

Thesis (M. Tech. Dept. of Hospitality, Tourism and PR Management)--Vaal University of Technology, 2009. / Background: Approximately 45% of South Africans are overweight, including 20% of children under six years of age. Snack foods are now targeted in the food industry, globally, as an obesity prevention initiative, focusing on children to ensure the adoption of a healthy lifestyle from an early age. Objectives: The purpose of this study was to determine the nutritional status and snack consumption patterns of children (n=290) 9 to 13 years old in the Vaal Region at two purposively selected primary schools in order to develop a healthy snack food item that will address obesity in children from a very young age. Methods: A baseline survey included a pre-tested questionnaire, administered by trained fieldworkers to determine snack food consumption patterns. Anthropometric measurements included weight and height. A snack food item was developed to meet certain criteria identified from the literature and baseline survey. The methods included: snack food development and preparation, chemical analyses to determine actual content, microbiological tests to determine shelf life and sensory analyses to determine acceptability. Study design: Cross-sectional analytical study. Data analyses: Data of the questionnnaires were captured and analysed for descriptive statistics (frequencies, means and standard deviations). The anthropometric data were captured and analysed using the World Health Organisation (WHO) standards for 2007. Results: The results showed that the children in the sample knew the meaning of healthy snacks, although the majority (66.8%) consumed unhealthy snacks, especially from school tuck shops. The top ten snack foods most commonly consumed daily were: coffee (48.3%), tea (46.1%), crispy chips (39.1%), fruit juice (38.0%), chicken (35.1%), fried potato chips (33.6%), carbonated drinks (26.9%), biscuits (26.2%), toffees (26.2%) and yoghurt (25.8%). The majority (56.8%) of the respondents indicated that they receive between R2 and R5 per week for tuck shop money, besides their monthly pocket money (64.6%). Most of the respondents (45.4%) spend their pocket money on snack food items and these are mainly consumed while watching television (36.9%) and when bored (29.5%). The anthropometric results indicated that 11.7% of the group were underweight, 12.1% of the group were stunted; in addition 20% were at risk of underweight, and 23.4% at risk of being stunted. A significantly higher percentage of girls (16.81) were stunted compared with the boys (5.0%). Also 7.6% of the group were overweight. More girls were overweight compared with boys. A snack food item was developed to address obesity in this region. The criteria met were that it was affordable, at cost of R0.55 per 30g portion, was low in fat and had high-density nutritional value, with at least 20% of the DRI for protein and iron, had a shelf life of 28 days and was generally acceptable to the majority of the respondents. Conclusion and recommendations: This study showed that obesity is becoming a problem amongst children in the Vaal Region. Although primary school children knew healthy snack foods, their behaviour indicated a large consumption of unhealthy snack foods. A low-fat, low-energy, low-cost and acceptable snack food item was successfully developed to address the obesity problem in the region. Further research is recommended where this snack food item is implemented in an intervention study to measure its impact on the nutritional status of obese primary school children. / National Research Foundation

Thesis (M. Tech. (Food Service Management, Dept. of Hospitality and Tourism))--Vaal Univrsity of Technology. / Inadequate food intake and unhygienic practices are usually associated with poor nutrition practices. Malnutrition stems from poor quality and quantity of foods, but is also contributed to by factors of inadequate maternal and child health care, lack of education and information and insufficient health services. The first phase of this study was to assess the nutritional status and nutritional knowledge of primary school children within a peri-urban community, through the implementation of a situational analysis. Validated 24-hour (hr) recall, food frequency (FFQ), nutrition knowledge and health questionnaires were used to conduct the situational analysis of this community. Parents (n=52) representative of 400 (13.0 percent) children voluntarily agreed to participate and 45 children completed the baseline survey. Results indicated a community faced with poverty as unemployment (60.9 percent) was high, education levels amongst the parents ranging between primary (33.3 percent) and secondary school (54.9 percent). The dietary patterns of the children revealed a carbohydrate-based diet with very few (n=2) consuming a variety of fruit and vegetables. Some nutrition knowledge amongst the children was evident, with a mean 60.2 percent in correct answers for the true/false questions. The children within the community were at risk of becoming stunted, with small numbers having deficiencies in iron. Therefore, it was decided to implement a nutrition education programme (NEP) in the second phase of the study to address malnutrition amongst primary school children. The objectives of the second phase were 1) to implement a NEP amongst the primary school children to assess the impact on nutrition knowledge and dietary practice, and 2) to determine the retention of knowledge after nine months and whether any correlation occurred between knowledge and dietary practices. The school environment was chosen to ensure attendance and create a suitable learning environment to which the children were already accustomed. Two groups, namely experimental (n=82) and control (n=91), were assigned for this study. The control group received no form of nutrition education during the intervention period. The experimental group received nine 45 minute lessons over a period of nine weeks. The nutrition education tools (NETs) were made up of a text and activity book, supplemented by a card and board game. Pre- and post-nutrition intervention knowledge and 24-hr recall questionnaires were completed to assess differences in nutrition knowledge and dietary practices between the two groups. The intervention made a significant impact on the nutrition knowledge of the experimental group, with a 13 percent improvement between pre and post results. Topics which required more emphasis included the importance of variety in the diet, the functions and sources of certain nutrients, and the classification of certain food groups and the daily serving requirements. In the long-term evaluation, nutrition knowledge was retained and related to topics of the inclusion of milk and fat on a daily basis, the serving size of starch, dairy products and fruit and vegetables, and the classification of low-fat snack items. Retention of knowledge was poor for the source of vitamin C. A few changes were made in the dietary choices of the children after the intervention, with the inclusion of more carbohydrates and one fruit. During the long-term evaluation, the children included more protein sources, but carbohydrates remained dominant within the Top 20 list. The energy distribution in the long term changed towards more energy being supplied from protein (15.6 percent) and fat (34.4 percent), compared with post results of 13.7 and 25.8 percent respectively. The multivariate analysis revealed a significant correlation between the protein intake of the Top 20 list and the question relating to the number of eggs (p=0.00) to be consumed daily, as well as the link between vitamin C (p=0.00) and fruit and vegetable intake. A limitation is that a small number of children (n=27) could not complete the post test, with another 34 children not present to complete the long-term evaluation. The children had very little control of the dietary patterns as their mothers were primarily responsible for food procurement, preparation and feeding. A recommendation is to commence the intervention in the beginning of the year and to consider a co-ordinated approach with parents to encourage dietary changes. / Vaal University of Technology and SANPAD

Bakgrund: Enligt tidigare forskning utgör sociala medier en hälsopåverkan på äldre barn och ungdomar utifrån bland annat nedsatt välbefinnande, låg självkänsla, beroende och internetmobbning. Det saknas i nuläget forskning kring om lågstadiebarn använder sociala medier och vilka negativa och positiva aspekter som i sådana fall finns med användningen. Syfte: Syftet var att belysa skolsköterskors erfarenheter av lågstadiebarns användning av sociala medier. Metod: En empirisk kvalitativ design tillämpades. Sex skolsköterskor i två städer i sydvästra Sverige deltog. Semistrukturerade intervjuer utfördes och analyserades med kvalitativ innehållsanalys. Resultat: Analysarbetet ledde fram till tre huvudkategorier: Barnen befinner sig i ett digitaliserat samhälle, Användningen kan innebära en risk för yngre barn och Vikten av begränsning. Skolsköterskorna erfarenhet var att sociala medier kan påverka barnen genom att bland annat leda till stress, beroende, fysisk inaktivitet och sömnbrist. Barn som blir utsatta för mobbning beskrevs kunna nås dygnet runt via sociala medier. Användningen upplevdes även kunna vara utvecklande och lärorik. Slutsats: Skolsköterskorna upplevde att lågstadiebarn använder sig av sociala medier trots att de ej uppnått aktuella åldersgränser. Användningen beskrevs öka med åldern och förekom främst i hemmet. Mer forskning krävs för att belysa lågstadiebarns användning av sociala medier och dess påverkan för ett fortsatt hälsofrämjande arbete. / Background: Previous research on social media constitutes a health impact on children and adolescents based on reduced well-being, low self-esteem, addiction and internet bullying. There is currently no research on primary school children’s use of social media and negative and positive aspects. Aim: The aim was to highlight school nurses' experiences of the use of social media by primary school children. Method: An empirical qualitative design was applied. Six school nurses in two cities in southwest Sweden participated. Semi-structured interviews were conducted and analyzed with a qualitative content analysis. Results: The analysis led to three main categories: Children in a digitized society, The use could lead to risks and Importance of limitation. School nurses considered that social media affect the children by conduce to stress, addiction, physical inactivity and sleep deprivation. Also, children who were exposed to bullying could be reached 24 hours a day. Social media could also be developing and educational. Conclusion: The school nurses experienced that primary school children use social media despite current age limits. The use increased with age and occurred mainly in the homes. More researched is needed about the social media use by primary school children and its impact to continue health promotion.

Thesis (MNutr)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Introduction and Objectives: Schools can serve as a supportive environment for the promotion of healthy eating in order to prevent childhood overweight and obesity and the development of noncommunicable diseases such as cardiovascular diseases, type 2 diabetes mellitus, fatty liver disease, muscoskeletal disorders and some cancers. Tuck shops at schools often offer unhealthy items that are energy dense and high in fat and/or sugar with a low content of vitamins, minerals and dietary fibre. The availability of unhealthy items in tuck shops prevents learners from making healthy food choices, since children tend to choose unhealthy foods when given a choice. In addition to unhealthy items offered by tuck shops, learners also bring unhealthy items to school in their lunchboxes. The aim of the study was to investigate the influence of a nutritionally-regulated tuck shop on primary school learners’ perceptions, attitudes and behaviour towards healthy eating in a Bloemfontein, Afrikaans medium, co-education primary school, and compare it to learners of a school with a conventional tuck shop. Methods: In a cross-sectional survey with an analytical component, grade 2 to 7 learners in a school with a nutritionally-regulated tuck shop (n=116) and a school with a conventional tuck shop (n=141) completed a questionnaire. Six learners per grade also took part in focus group discussions. Questions related to lunchbox contents and perceptions, attitudes and behaviour towards the tuck shop and healthy eating. Nutritional information of the items available for purchase at each of the school tuck shops was collected. Results: The lunchboxes of learners in the school with a nutritionally-regulated tuck shop contained significantly (p<0.05) more healthy items (fruit, water and muffins), as well as significantly more unhealthy items (sweets and chips). The items offered by the nutritionally-regulated tuck shop contained approximately half the kilojoules compared to items offered by the conventional tuck shop. Learners in the school with a nutritionally-regulated tuck shop liked certain fruits and vegetables significantly (p<0.05) more than learners in the school with a conventional tuck shop. Statistical significant differences (p<0.05) between different grades and gender showed that grade 2 learners in both schools had a less positive attitude towards certain fruit and vegetables compared to the older learners, while girls in both schools were more positive towards certain fruits and vegetables compared to boys. Younger learners had a more positive attitude towards their nutritionally-regulated tuck shop than older learners. In both schools learners had similar perceptions regarding the particular school’s tuck shop and healthy eating. Conclusion: The hypothesis that learners in a school with a nutritionally-regulated tuck shop have positive attitudes, perceptions and behaviour towards healthy eating was rejected. The availability of healthier items in a school tuck shop had a positive influence on certain behaviours and attitudes of learners, but the potential value of controlling the type of items available for purchase at schools might be counteracted by lunchbox contents, certain fixed eating patterns, perceptions of learners and previous exposure to a conventional tuck shop. Recommendations include a multi-pronged approach such as the Health Promoting Schools concept. / AFRIKAANSE OPSOMMING: Inleiding en doelwitte: Skole bied ‘n omgewing waar goeie eetgewoontes bevorder kan word ten einde oorgewig en vetsug in kinders te voorkom, asook die ontwikkeling van nie-oordraagbare siektes soos kardiovaskulêre siektes, tipe-2 diabetes mellitus, lewervervetting sindroom, ortopediese komplikasies en sekere soorte kanker. Snoepies in skole voorsien meestal ongesonde items met ‘n hoë energie, vet- en/of suikerinhoud en wat laag is in vitamiene, minerale en dieetvesel. Die beskikbaarheid van ongesonde items in snoepies verhoed dat leerders gesonde voelselkeuses uitoefen, omdat kinders geneig is om voorkeur aan ongesonde kos te gee as hulle 'n keuse gebied word. Benewens die ongesonde items wat snoepies aanbied, neem leerders boonop ongesonde kos in hul kosblikke skooltoe. Die doel van die studie was om by 'n Afrikaans dubbelmedium laerskool in Bloemfontein die invloed van ‘n voedingkundig-gereguleerde snoepie op leerders se persepsies, houdings en gedrag teenoor gesonde eetgewoontes te ondersoek en te vergelyk met leerders in 'n skool met 'n konvensionele snoepie. Metodes: In ‘n deursnit-opname met ‘n analitiese komponent, het graad 2 tot 7 leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie (n=116) en ‘n skool met ‘n konvensionele snoepie (n=141), ‘n vraelys ingevul. Ses leerders in elke graad in elk van die skole het ook aan fokusgroepbesprekings deelgeneem. Vrae het oor die inhoud van kosblikke, asook persepsies, houding en gedrag teenoor die snoepie en gesonde eetgewoontes, gehandel. Voedingsinligting rakende die items wat in elk van die skole se snoepies verkoop word, is ook ingesamel. Resultate: Die kosblikke van leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie het statisties beduidend (p<0.05) meer gesonde items bevat (vrugte, water en muffins), maar ook beduidend meer ongesonde items (lekkergoed en aartappelskyfies). Voedsel-items wat in die voedingkundig-gereguleerde snoepie beskikbaar was, het omtrent die helfte minder energie bevat as voedsel-items wat in die konvensionele snoepie beskikbaar was. Leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie het beduidend (p<0.05) meer van sekere groente en vrugte gehou as leerders in ‘n skool met ‘n konvensionele snoepie. Statisties beduidende (p<0.05) verskille tussen verskillende grade en die houding van verskillende geslagte dui daarop dat graad 2 leerders in albei skole minder positief gevoel het oor sekere groente en vrugte as ouer leerders, terwyl meisies in albei skole ‘n meer positiewe houding teenoor sekere groente en vrugte getoon het as seuns. Jonger leerders het ‘n meer positiewe houding teenoor hulle voedingkundig-gereguleerde snoepie getoon as ouer leerders. In albei skole het leerders soortgelyke persepsies rondom hul onderskeie skole se snoepies en gesonde eetgewoontes openbaar. Gevolgtrekking: Die hipotese dat leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie positiewe persepsies, houding en gedrag teenoor gesonde eetgewoontes toon is nie aanvaar nie. Die beskikbaarheid van gesonder items in ‘n skoolsnoepie het 'n positiewe invloed op sekere eetgewoontes en houdings van die leerders, maar die potensiële waarde daarvan om die tipes voedsel wat by skole te koop aangebied word te reguleer mag egter teengewerk word deur kosblikke se inhoud asook sekere vaste eetpatrone, persepsies van leerders en vorige blootstelling aan ‘n konvensionele snoepie. ‘n Veelvoudige benadering soos die konsep van ‘n Gesondheidbevorderingskool word aanbeveel.

The task of the thesis was to create a water-environmental game collection for children of primary school-age, which was subsequently verified in practice. Content analysis method has been used to create analytical parts. The analytical part of the thesis contains findings (information) about importance of swimming for children of early school-age, stages of swimming and description of swimming styles and techniques. Last, but not least, there is also a water-environmental game collection for swimmers and non-swimmers. The thesis also contains information about swimming equipment as well, as basic safety points which must be observe during the swimming lesson. The analytical part of the thesis is based on the processing of the synthetic part of the thesis, whose task was to verify the game collection in practice. The synthetic part describes the success or failure of games whether they are beneficial to children or not, as well as a description of non-swimmers' lessons in one of the swimming styles. The main benefit of this thesis is a collection of games for children that can be used by other teachers in practice.

No description available.

Listening and reading comprehension form an important part of the educational needs of the child. Learning and development are dynamic processes and educators must take cognisance of the continually changing needs of the environment. The relationship between and development of listening and reading comprehension is complex and interlinked. Theoretical and developmental strategies need to be explored to help us understand assessment and teaching procedures. This study aimed to compare listening and reading comprehension using two assessment tools - the Sentence Verification Technique and the Performance Test: Listening and Reading Comprehension English First Language (HSRC). Three groups, standard 2, 3, and 4 students, were tested on both tests and reading and listening scores were compared in each test. Then the two tests were compared. Some qualitative analyses were carried out. The HSRC test showed listening and reading to be similar in all three groups, while listening was significantly better than reading on the SVT test. These differences may be related to the fact that the subjects were able to reread in the SVT 'reading test. A developmental trend was clear in both tests in that the scores in both reading and listening showed increases with each group. The results between the two tests were similar in the listening mode but showed differences in the reading mode. This implies that they cannot be directly compared but that both still play valuable, but different diagnostic roles. The results led to a discussion of the clinical and future research implications. / Dissertation (MCommunication Pathology)--University of Pretoria, 2012. / Speech-Language Pathology and Audiology / Unrestricted