The concept of food deserts, as a measure of low-income neighborhoods with limited access to affordable and healthy produce, can be helpful as a tool to quantify and compare food vulnerabilities, as many recent studies have demonstrated. However, the term masks the role that systems of racism and capitalism have played in producing food vulnerabilities. To explore this gap in the literature, this dissertation addresses two central research questions. The first central research question asks, what are the influential demographic and spatial patterns that have shaped supermarket access in low-income neighborhoods across Atlanta from 1980 to 2010? This study addresses this question using geo-spatial and quantitative analytical methods. The second research question asks, how have the movement of capital, the influence of urban political regimes, and community-based organizations shaped food environments in historically black neighborhoods in Atlanta from 1980 to 2010? These relationships are explored through a qualitative analysis of community redevelopment plans for two case study neighborhoods. The study reveals several findings. First, race, poverty, and population density spatially overlap with shifts in Atlanta's supermarket locations. Atlanta has a clear racial and income dividing line that splits the city into higher-income and majority white neighborhoods to the north and low-income/poor and majority black neighborhoods to the south, which has intensified over the thirty-year study period. Second, racial segregation and the concentration of poverty reinforce the vulnerability experienced by low-income neighborhoods, and produces limited access to supermarkets and other neighborhood retail outlets. Third, even though neighborhood redevelopment plans contained resident's concerns about limited supermarket access, the plans' visions often required both the public sector and private investment. Fourth, the concept of food deserts is too limited. Instead, a new conceptual understanding is needed to identify processes and structures that have produced whole communities of people that have been food deserted.

Microfinance is perceived to be one of the poverty alleviation mechanisms in poor countries today. This study was set out to find out what impact microfinance has on the livelihoods of women in Kakondo sub-county, Rakai district in Uganda. The reason why the focus was put on women was to find out whether these women can manage to sustain their livelihoods on a long term perspective through the process of acquiring microfinance credit. In order to find out what impact microfinance has, a group of women from the same borrowing group (all BRAC microfinance borrowers) were interviewed. As speculated, the results from the study showed that microfinance credit does really play a key role in helping the poor cope with poverty however, as microcredit on its own does not alleviate poverty, which also brings us to the fact that these women can improve their livelihoods however sustainability on a long term perspective is doubtful.

Research focusing on the academic and social experiences of academically gifted, poor, African American male college students has been limited. Recent findings on college persistence stress the role of institutions of higher education in providing educational opportunities. However, research on academically gifted, poor, African American males indicates that this student population has had limited access to these opportunities. Academically gifted, poor, African American males in higher education encounter social and institutional factors that guide the directionality of their educational experience, particularly in engineering disciplines. This study explores perceptions of academically gifted, poor, African American male undergraduate students engineering as a major disciplines in order to identify factors that contribute to academic and social development. Based on participants' responses, seven categories emerge to identify aspects of the participants' experiences in college: (a) self-perceptions, (b) financial obstacles, (c) engineering as a major, (d) family influence and support, (e) peer relationships, (f) relationships with faculty, and (g) the students' perceptions of the institution. Based on the findings, it was concluded that institutions of higher education must understand the various factors (e.g., peer and faculty support, institutional congruence) that influence the academic and social integration of academically gifted, poor, African American male students. Specifically, these institutions must recognize the importance of family involvement, mentoring, and increased financial support for academically gifted, poor, African American male students.

<p>The overall objectives of this thesis were to assess the theory and evaluate the development roles of MFIs in Uganda and Bangladesh. The study in particular focussed on MFIs impact on poverty reduction, empowering women, promoting health, as well as promoting children's education in Uganda and Bangladesh. The study preferred the selected countries because Bangladesh is internationally considered as the best practice for microfinance, whilst Uganda is assumed to be well-positioned in terms of microfinance as compared to other developing countries in Africa. The question that guided this empirical investigation was whether MFIs empower women, reduce poverrty, promote children's education as well as health among its beneficiaries in Uganda and whether Bangladesh has important lessons of experience for Uganda.</p>

Thesis (MEd) -- University of South Australia, 1993

Thesis (Ph.D.(Environmental Economics)) -- University of Pretoria, 2007. / Includes bibliographical references.

Thesis (M.S.S. (Security studies) -- University of Pretoria, 2007.

Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, the School of Social Service Administration, June 1999. / Includes bibliographical references. Also available on the Internet.