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Thesis (M.A.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 75-81). / vii, 81 leaves, bound ill. 29 cm

Thesis (M.P.H.M. (Primary Health Care Management))--Mahidol University, 2008. / LICL has E-Thesis 0038 ; please contact computer services.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

This research topic presents a discussion on psychosocial deprivation and how it impacts on learners academic performance. It is a case study guided by the following questions: To what extent does psychosocial deprivation influence scholastic performance of grade seven learners? How can the school counteract the effects of psychosocial deprivation? What forms of assistance do parents and teachers need in order to work together to benefit the learners? This is a quantitative study underpinned by the ecosystemic perspective as well as the social constructivist theory. The sample size consisted of seventy learners taken from a primary school which was later reduced to twenty eight learners. The findings of the study were lack of motivation, absenteeism, learning disabilities, difficulties learning English as a second language, stressful family life, poverty and the like were some of the factors that affect learners and eventually results in their poor academic performance. The learners’ environment or neighbourhood is seen as one of the many social contexts that shape children’s cognitive, social and emotional development. However the neighborhood context does not simply “imprint” itself on children, but can be mediated or moderated by other social contexts, in particular the family. Learners who struggle with schoolwork without receiving effective intervention often drop out of school and, as a consequence, have increasingly dire employment prospects. Many learners are invisible strugglers, falling through the cracks and being written off as not needing the extra effort and intervention that educators can provide. Schools, educators and education policy makers must strive to level the playing field by counteracting or minimizing the impact of socio-economic factors on learner’s academic performance by doing the following: Supplying educational materials timeously. Preparing syllabi suited to the age, level and language of learners. Provide ongoing learner support with the help of guidance counselors and social workers. Provide nutritious programmes to supplement those with inadequate diets. Parents and teachers should work together to promote teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

In 2001, the percentage of fourth grade students who were overweight (26%) in Wells County, Indiana was twice the national average (13%). A Robert Wood Johnson Local Initiative Funding Partners grant was submitted and received to provide this community with resources to help combat unhealthy lifestyles. The purpose of this study was to examine differences in body mass index, food choices and nutrition knowledge and attitudes of fourth grade students in Wells County to determine if the prevalence of overweight had been reduced, and provide insight into children's food choices and nutrition knowledge. Of the 1,347 fourth grade students who completed the SPAN questionnaire over the four years, 23 percent were overweight. Over the four years, the prevalence of overweight did not increase to higher levels, providing modest support for the impact of Operation Wellness on students' weight. The students in this rural community ate fewer meals, snacked more frequently, did not eat enough fruits or vegetables, and ate too many high-fat/high-sugar foods compared to recommended standards. Students from the Southern Wells School District were significantly more aware of the relationship between diet, weight, and health than students in the other two school districts. / Department of Family and Consumer Sciences

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1979 H68 / Master of Science

Call number: LD2668 .T4 1955 C33 / Master of Science