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Low socioeconomic families must make many difficult decisions when purchasing foods for their family. As a result, many low-income families base their diets on less expensive, nutrient-poor convenience foods. The purpose of this pilot study was to determine the impact of a virtual grocery shopping tour on the ability of low-income Delaware County adults to understand and use the Nutrition Facts Panel. Twenty-one low-income adults participated in the virtual grocery tour that focused on how to use the Nutrition Facts Panel to select healthier food items. Results indicated participants’ confidence in their ability to “use the Nutrition Facts Panel” (7.0 ± 3.5 vs. 9.2 ± 1.8; t=2.53, p=0.021) and to identify a low sodium breakfast cereal (t=3.375; p=0.003) increased after the intervention. However, there was no increase in the participants’ confidence to choose healthy items at the grocery store (t=1.34; p=0.196) or in their ability to identify if a cereal was “high” in fiber (t=1.714; p=0.104), “high” in iron (t=0.438; p=0.667), or a “good” source (e.g., 10-19% DV) of calcium (t=0.438; t=0.667). Future efforts should focus on a narrower curriculum so as not to overwhelm participants. / Department of Family and Consumer Sciences

Bakalauro darbe, analizuojama 11- 15 metų netaisyklingos laikysenos vaikų, liemens raumenų ištvermės ir stuburo paslankumo kaita, taikant stuburo stabilizavimo pratimus. Tyrimo tikslas: įvertinti stuburo stabilizavimo pratimų įtaką liemens raumenų ištvermei ir stuburo paslankumui 11- 15 metų netaisyklingos laikysenos vaikams. Tyrimui atskleisti buvo iškelti šie uždaviniai: išanalizuoti laikysenos formavimosi, jos sutrikimų ir korekcijos ypatumus remiantis mokslinės literatūros analize; taikant S. McGill statinės liemens raumenų ištvermės testus įvertinti ir palyginti liemens raumenų ištvermės kaitą kontrolinei ir eksperimentinei grupei; taikant stuburo paslankumo testus įvertinti ir palyginti stuburo paslankumo kaitą kontrolinei ir eksperimentinei grupei. Tyrime dalyvavo 11 – 15 metų vaikai, besigydantys Palangos vaikų reabilitacijos sanatorijoje „Palangos Gintaras“ ir turintys laikysenos sutrikimų. Buvo sudarytos dvi grupės vienodos pagal vaikų skaičių (kontrolinė ir eksperimentinė). Eksperimento pagalba buvo siekiama išsiaiškinti stuburo stabilizavimo pratimų poveikį tiriamųjų liemens raumenų ištvermei ir stuburo paslankumui. Eksperimentinei grupei papildomai buvo taikoma stuburo stabilizavimo pratimų programa. Tyrimas vyko nuo 2013 12 09 iki 2014 02 28. Tyrimo rezultatai atskleidė stuburo stabilizavimo pratimų poveikį, kuris buvo matomas išanalizavus tiriamųjų testo rezultatus. Eksperimentinės grupės tiriamųjų, kuriai buvo taikomi stuburo stabilizavimo pratimai, nugaros... [toliau žr. visą tekstą] / This study analyzed the change trunk muscles endurance and spinal flexibility of children with poor posture using spinal stabilization exercises. The aim of the research was: to evaluate spinal stabilization exercise’s effect for trunk muscles endurance and spine flexibility of 11 – 15 year old children with poor posture. For carrying out the research the following objectives were pursued: To analyze the posture formation, its problems and the correction peculiarities referring to scientific literature; to assess and compare trunk muscles endurance changes in control and experimental groups using S. McGill static trunk muscle endurance test; to assess and compare the changes in spinal flexibility of both control and experimental groups using spinal flexibility tests. 11 - 15-year-old children with poor posture from Children’s Rehabilitation Sanatorium “Palangos Gintaras” took part in the research. There were two identical groups – experimental and control. With the help of this experiment it was aimed to clear out the effect of spinal stabilization exercises for the trunk muscles endurance and spinal flexibility. An additional stabilization exercise program was applied to the experimental group. The investigation was going from the 9 December, 2013 to 28 February, 2014. The results of the research revealed the impact of the experiment on the children. It was clear after analyzing the data. The experimental group which experienced the spinal stabilization exercises, endurance... [to full text]

The purpose of this study was to describe the literacy-related characteristics of the family and home environment that contribute to the development of siblings who are good readers from rural, low income status families.The case study research method was used in order to gather comprehensive and in-depth information about each informant that reflected the reality of the literacy influences. The case study further aided in the investigation of the complex social unit of the family, which consisted of multiple characteristics that influenced literacy attainment. Each case was analyzed in and of itself, and then a cross case analysis was conducted.Five family-related characteristics that influenced the literacy acquisition and attainment of the siblings emerged from the data analysis. The family value for books and literacy materials, evident through the abundance of materials placed in prominent places within the homes and through the careful storage of literacy materials, was evident in each family. Both families were characterized by an enjoyment for reading and writing, evidenced by the number of books each sibling read, trips to the library, reading aloud in the home, and child created written products. Family literacy practices such as discussions about books, a homework routine, regular trips to the library, and members of the family reading to each other were characteristics present in each of the case studies. Another characteristic evident in each of the families was their value for education. Parents expected the siblings to attend college. The siblings also expected that their graduation from college would improve their socioeconomic status. Each case study was also characterized by the presence of support systems that aided in the literacy attainment of the siblings.The siblings all had a love for books and literacy materials, as well as being persistent, responsible, and accountable in their efforts to attain literacy success. The children were intrinsically motivated to be successful, not only in school, but in life. Support and encouragement for literacy development through the home and school contexts were provided by the parents. Family support systems were also fundamental to the literacy attainment of the siblings. / Department of Elementary Education

The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students’ expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers upon entering kindergarten. The participants in this study were kindergarten students at an elementary school in the Midwest. The students in the control group received their normal vocabulary instruction from the district’s adopted reading series. The experimental group students received instruction from the evidence-based direct instruction vocabulary lessons found in Judy Montgomery’s The Bridge of Vocabulary. Data was collected before and after the intervention took place using the Peabody Picture Vocabulary Test, Fourth Edition and the Expressive Vocabulary Test, Second Edition, and was analyzed using an ANOVA to compare growth. Analysis showed that students who received the vocabulary intervention made significantly greater growth in both expressive and receptive vocabulary development than students who received vocabulary instruction from the adopted reading series. More specifically, the students from poverty who received the intervention made significantly greater vocabulary development than the students from poverty who did not receive the intervention. / Department of Elementary Education

The research seeks to suggest the use of negotiations as a managerial task of the school principal with learners to eliminate or at least limit unrest practices like violence, intimidation of learners by principals and intimidation of principals by learners, suspicions, vandalism, strike actions and class boycotts which destroy and negate the culture of learning and teaching services. All these destructive practices, lead to poor production of matric results in schools in South Africa in general and in the North West Province in particular. The purpose of this study therefore was to determine by means of a review of literature and an empirical investigation, the nature of negotiations in schools and the skills needed by practising principals in the discharge of their management tasks. The empirical study was also aimed at determining the most important and the least important of the negotiation skills. Chapter 1 deals with the statement of the problem, aims of the research and the methods employed in achieving the purpose of the study. This includes a discussion of the population and sample used for the empirical research and an outline of the chapters. The second Chapter highlights on the nature of negotiation in general and in schools in particular. Explanation of the concept negotiation was given and terms closely related to negotiation were defined and all shown to be different from negotiation. Models of negotiation were identified, causes for negotiation were mentioned, effects of negotiation on school performance were discussed a:; well as approaches and attitudes to the use of negotiation in schools. In Chapter 3, the focus was on the context of negotiation and skills needed in successful negotiation in schools. The negotiation climate, elements of negotiation and legal aspects or basis of negotiation were discussed under the context of negotiation. Listening, timing, empathy, trust, questions, needs, patience, politeness, as well as other skills like stamina, tolerance, confidence were discussed as negotiation skills. Negotiation style and strategies were treated under skills needed in successful negotiation. The empirical research design, administrative procedures, population and the systematic sampling as well as statistical techniques were discussed in Chapter 4. The duly completed questionnaires returned by principals as respondents were empirically analysed and interpreted in this chapter. The last chapter, Chapter 5, throws light on the summary of all the chapters, research findings and recommendations based on the research findings derived from the previous chapters as well as a final remark. It was found that all the respondents recognize that listening is essential to any relationship and therefore listening was the most important negotiation skill practised by principals. Again, it was revealed from the empirical study that most principals do not succeed in building trust with learners by making wild promises. Principals therefore seldomly make wild promises to learners as a negotiation skill. Finally based on the research, a negotiation skill training programme for principals was recommended for future research. / Thesis (MEd)--PU for CHE, 1999

The research seeks to suggest the use of negotiations as a managerial task of the school principal with learners to eliminate or at least limit unrest practices like violence, intimidation of learners by principals and intimidation of principals by learners, suspicions, vandalism, strike actions and class boycotts which destroy and negate the culture of learning and teaching services. All these destructive practices, lead to poor production of matric results in schools in South Africa in general and in the North West Province in particular. The purpose of this study therefore was to determine by means of a review of literature and an empirical investigation, the nature of negotiations in schools and the skills needed by practising principals in the discharge of their management tasks. The empirical study was also aimed at determining the most important and the least important of the negotiation skills. Chapter 1 deals with the statement of the problem, aims of the research and the methods employed in achieving the purpose of the study. This includes a discussion of the population and sample used for the empirical research and an outline of the chapters. The second Chapter highlights on the nature of negotiation in general and in schools in particular. Explanation of the concept negotiation was given and terms closely related to negotiation were defined and all shown to be different from negotiation. Models of negotiation were identified, causes for negotiation were mentioned, effects of negotiation on school performance were discussed a:; well as approaches and attitudes to the use of negotiation in schools. In Chapter 3, the focus was on the context of negotiation and skills needed in successful negotiation in schools. The negotiation climate, elements of negotiation and legal aspects or basis of negotiation were discussed under the context of negotiation. Listening, timing, empathy, trust, questions, needs, patience, politeness, as well as other skills like stamina, tolerance, confidence were discussed as negotiation skills. Negotiation style and strategies were treated under skills needed in successful negotiation. The empirical research design, administrative procedures, population and the systematic sampling as well as statistical techniques were discussed in Chapter 4. The duly completed questionnaires returned by principals as respondents were empirically analysed and interpreted in this chapter. The last chapter, Chapter 5, throws light on the summary of all the chapters, research findings and recommendations based on the research findings derived from the previous chapters as well as a final remark. It was found that all the respondents recognize that listening is essential to any relationship and therefore listening was the most important negotiation skill practised by principals. Again, it was revealed from the empirical study that most principals do not succeed in building trust with learners by making wild promises. Principals therefore seldomly make wild promises to learners as a negotiation skill. Finally based on the research, a negotiation skill training programme for principals was recommended for future research. / Thesis (MEd)--PU for CHE, 1999

The thesis aimed to investigate the current situation of food security and initiatives by main actors in Dhaka, Bangladesh, with urban poor in focus. A qualitative study with the actors of food security and the urban poor is the basis of this research’s result complementing with previous studies on this topic. Income of the urban poor in Bangladesh is very low compare to the food price which is one of the main reasons why urban poor are not food secure in Dhaka city. There are many organizations working on income generating approaches in urban Dhaka but the work is too small to have an impact on the current situation of food security. Lack of social safety net is another reason identified for food insecurity in urban Dhaka. The government is provided low priced rice and wheat to the urban poor yet again this only covers 1 percent of the urban slums. Due to lack of resource sustainable development is not included in in the process of ensuring food security in urban Dhaka.

The main aim of this study is to investigate the poverty situation and outline a strategy for poverty alleviation in the rural area of Mashau. Mashau is one of the villages in the Limpopo province of South Africa and it forms part of the 70% of the country's most poor people who are in the rural areas. Chapter 1 of this study presupposed by way of a central theoretical argument that community based job creation projects that ensure the participation of all stakeholders, community members, government, traditional leaders, non-government and faith-based organizations and business people, can be a useful poverty alleviation strategy in general and also in Mashau. This should be implemented in line with the human centred approach. Each of the four objectives (1.3) comes under scrutiny in Chapters 2-5 respectively. The quest to investigate and assess the poverty situation at Mashau and to come up with a relevant strategy required a broader understanding of the economic and demographic context of the entire Republic of South Africa. That is why Chapter 2 of this study mainly focused on identifying the core variables that are used to measure levels of poverty in South Africa, whilst Chapter 3 focused on current strategic initiatives for poverty alleviation on the part of the government. Chapter 4 paid attention to the scale, manifestations and causes of poverty in Mashau. It became clear that the majority of people in Mashau are unemployed, lack the basics of life and are unable to access services. They depend mainly on government social grants and natural resources (small-scale farming) for subsistence. Although South African policies and frameworks for poverty alleviation are among the best in the world, they have failed the country's people regarding implementation. Mashau village is one of many examples of this neglect. The government has succeeded in building a small number of RDP houses and providing other services at a very low pace. But further than that, the Mashau people cannot experience and enjoy the beauty of South African economic policies and strategies for poverty alleviation. Chapter 5 suggests a relevant strategy for poverty alleviation at Mashau. The strategy proposed affirms the central theoretical argument outlined in Chapter 1. It may be concluded that the suggested strategy can only succeed if the implementation plan or program is put in place together with monitoring and evaluating systems. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2006.

The social environment we live in today is exceptionally informal. In the past the type of language the learners used, as well as their spelling ability, gave an indication of the type of education they had received. In present times, it often occurs that people are judged according to their spelling ability to determine whether the specific person is suitable for a certain career. People only realise the importance of writing and spelling correctly once they have completed their studies and started working (often this is too late).This leads to distress and problem situations in universities and schools because learners cannot read and spell. Because of globalization, young people today regard English as the global language. This opens doors for them and the use of English is becoming easier. The result is that Afrikaans is also becoming more informal and this is expressed in the learners' writing and spelling ability. Learners' spelling therefore is atrocious. Decline in language and spelling usage is the result of little (or no) education in spelling in general and also because learners give so little attention to reading lately. Research indicates that students and learners experience the "no rules" of poor spelling (also due to SMS language) as a freeing experience and they do not realise the seriousness of speaking, writing and reading standard Afrikaans. The youth regard this era we live in as "cool" and they believe that it protects them against the embarrassment of poor spelling. A finger is often pointed at educators because learners can no longer read and spell. Educators complain that learners have a "couldn't care less" attitude towards correct spelling. Learners use a telegram style for writing, and poor spelling increasingly occurs in creative writing. They ruin their writing skills with bad spelling. Learners no longer have a general knowledge of spelling words and in this way their poor spelling skills are further weakened. "Upsetting spelling problems" originate because learners are not made aware of the phonemes of sounds from an early age and educators are ignorant of how to develop these awareness skills in learners. In the light of these statements one would expect that educators would have received the necessary guidance concerning spelling methods and strategies for teaching and educating spelling. However, the opposite is true as indicated in the literature, namely that educators often have to depend on their own experience to develop several aspects, for instance to develop phonemic awareness in learners so as to ensure success in spelling. Educators discuss learners, their own successes, etcetera but they never discuss the methods they use. The young and inexperienced educator must depend on book-knowledge, personal initiatives, trial and error as well as spontaneous methods to teach spelling. In this study, attention is focused on the link between phoneme awareness and the spelling ability of learners, especially in the Foundation Phase. To achieve the aim of this study the spelling ability of a group of Grade 3 learners was studied using various tests over a certain period of time. The results showed that learners who have no or very little phonemic awareness also do not possess the necessary spelling skills. This study indicates the importance of phonemic awareness as determinant for good spelling. Consequently a definite link exists between phonemic awareness and spelling. From the empirical study that was conducted it became very clear that the level of phonemic awareness and spelling achievement is determined by the education process and the involvement of the educator. Valid theoretical principles were discussed to highlight the necessity of this aspect. Language gatekeepers and educators, especially in the Foundation Phase, thus have an enormous task to develop phoneme awareness from an early age in learners so that they can become aware of the importance of correct spelling. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.