Thesis (Ph. D.)--University of Delaware, 2006. / Principal faculty advisor: Christine L. Heyrman, Dept. of History. Includes bibliographical references.

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Wang, Yajun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 124-128). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Chapter Chapter 1 --- Introduction --- p.1 / Why Unmarried Women? / Location: Guangzhou / Literature Review / Methodology / Structure of the Thesis / Chapter Chapter 2 --- Love: Abortion and Romantic Relationships --- p.28 / Varied Experiences of Abortion / "Stupid, Stupider, Stupidest" / A Happy Ending / Conclusion: Why Are Men Central to the Abortion Experience? / Chapter Chapter 3 --- Lies: Concealing about One´ةs Abortion Experience --- p.44 / What Is A Lie? / Lying to the Family / Lying to Men / Conclusion: Resistance and Accommodation in Lying / Chapter Chapter 4 --- Loss: Bodily Experiences and Verbal Strategies --- p.61 / Perceptions towards Fetus Life / Verbal Strategies / The Lessons Women Learn / Conclusion: Negotiation with the Meaning of Abortion / Chapter Chapter 5 --- Peasant Workers' Version of the Story --- p.95 / "Location: Houjie, Dongguan" / Informants / Peasant Workers and Love Adventures / Peasant Workers and Birth Planning Policy / Peasant Workers and Arranged Marriage / Conclusion: Not A Different Story / Chapter Chapter 6 --- Conclusion --- p.114 / The Ideal Life for Women / "Defiant Love, Obedient Abortion" / The Value of this Study / Appendix --- p.122 / Bibliography --- p.124

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Many thousands of people with varying degrees of preparation teach English as a second or foreign language to many millions of people around the world. Some of these teachers are novice, volunteer teachers, who have not received any professional-level training. These novice teachers help to meet the demand for English teachers by often teaching for little remuneration or in non-ideal teaching conditions. These teachers can benefit from receiving training in how to teach English as a foreign language. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a program that is being created to provide training to these novice teachers on a wide variety of topics, including teaching various age groups. Research has shown that children learn language differently from adults. It is therefore important that teachers be aware of the cognitive, social, and emotional development of children and the teaching techniques that help children acquire language. Additionally, important differences exist between very young children (aged 3-7) and children (aged 7-11) that affect how they learn and how they should be taught. In addition to novice, untrained teachers, people who have been trained to teach English to adults may work abroad teaching English to children. They can benefit from additional training in educating children. In sum, training in the distinctive language learning needs of children will help all these teachers and their students to be more successful.

Yes / Many children caring for ill or disabled family members remain ‘hidden’ and ‘invisible’ in our communities. This study is the first to explore patterns of change, over time and throughout austerity, for children with caregiving roles to better understand how their lives differ from those of their non-caregiving peers. A survey of 2154 children, aged 9–18 years in the general population, and a further 21 children, aged 8–18 years and known to be young carers from the same English unitary authority, was conducted to gain an in-depth understanding of children’s perceptions and experiences of what they do to help at home. This study shows that children with caregiving roles remain a distinctive group who assume more domestic and caring responsibilities than their peers, and who also perform many of these activities more frequently than young caregivers in 2001. Approximately 19% of the respondents in the general population showed signs of being in a caring role, double the percentage identified by the author in 2001, 72% of whom were from Black and Minority Ethnic backgrounds. Indicating over time higher levels of unmet needs among parents and other family members who are ill or disabled, these findings have important implications for professional policy, planning and practice across adult and children’s services.

INTRODUCTION/BACKGROUND UNICEF introduced a community infant and young child feeding (cIYCF) training and counselling package in 2010, which was implemented in Zimbabwe for community counsellors (CCs) in rural districts. The training package is generic for programming and capacity development on community-based IYCF counselling skills. The implementation includes a set of 15 pre/post-test questions on different aspects of IYCF practices. No analysis of the training pre- and post-tests for the package has been documented in literature. The main aim of the research was therefore to analyse training records on the training in Zimbabwe and identify specific IYCF practices that might require additional attention. The mini-dissertation presents recommendations for the Ministry of Health and Child Care/Welfare Zimbabwe for possible follow up. METHODS The study used a quasi-experimental design. We retrieved pre- and post-test training records on the 15 questions from 19 districts where training had been conducted from the Zimbabwe National Nutrition Department of the Ministry of Health and Child Care/Welfare. Fifteen districts were included for the educational material case-study experience presented in manuscript 1, while 13 districts satisfied the inclusion criteria for the in-depth analysis in manuscript 2. SPSS (version 17.1) was used to do a t-test mean comparison of the proportions of CCs giving correct responses before and after training. ANOVA was used to compare changes in proportions of correct responses from pre- to post-training by district and province. Post hoc analysis was done to determine where differences lay. A p value of < 0.05 was accepted for statistical significance. Graphical trends of proportions of CCs giving correct responses pre- and post-training for individual questions by district were generated and presented in manuscript 2. RESULTS The training package is valuable in taking IYCF training to community level. In manuscript 1, a total of 966 CCs evaluated the training. Ninety-one per cent of CCs evaluated all the training components on average as good, while 0.2% evaluated them as unsatisfactory. In manuscript 2, we used 88% of the retrieved data for analysis. ANOVA results of the percentage change in CCs giving correct responses pre- to post-test by district were not significant (p>.05) for all the questions except question 8 on milk production and the baby’s suckling stimulus. The mean comparison t-test of proportions (pre- and post-test) was significant for all 15 questions (p<.05). Three different trends were observed in the proportions of CCs giving correct responses to different questions. CONCLUSION Our results demonstrate the value of analysing the records of the pre- and post-training test training package to inform follow-up on aspects needing additional attention. The different trends in proportions of CCs giving correct responses have implications for the knowledge base on specific IYCF practices in the communities served by the CCs. We recommend analysis of similar training records where such training is planned or has taken place to inform the implementation process. For Zimbabwe we recommend follow-up of the CCs with training to address the issues raised in our findings. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2015

INTRODUCTION/BACKGROUND UNICEF introduced a community infant and young child feeding (cIYCF) training and counselling package in 2010, which was implemented in Zimbabwe for community counsellors (CCs) in rural districts. The training package is generic for programming and capacity development on community-based IYCF counselling skills. The implementation includes a set of 15 pre/post-test questions on different aspects of IYCF practices. No analysis of the training pre- and post-tests for the package has been documented in literature. The main aim of the research was therefore to analyse training records on the training in Zimbabwe and identify specific IYCF practices that might require additional attention. The mini-dissertation presents recommendations for the Ministry of Health and Child Care/Welfare Zimbabwe for possible follow up. METHODS The study used a quasi-experimental design. We retrieved pre- and post-test training records on the 15 questions from 19 districts where training had been conducted from the Zimbabwe National Nutrition Department of the Ministry of Health and Child Care/Welfare. Fifteen districts were included for the educational material case-study experience presented in manuscript 1, while 13 districts satisfied the inclusion criteria for the in-depth analysis in manuscript 2. SPSS (version 17.1) was used to do a t-test mean comparison of the proportions of CCs giving correct responses before and after training. ANOVA was used to compare changes in proportions of correct responses from pre- to post-training by district and province. Post hoc analysis was done to determine where differences lay. A p value of < 0.05 was accepted for statistical significance. Graphical trends of proportions of CCs giving correct responses pre- and post-training for individual questions by district were generated and presented in manuscript 2. RESULTS The training package is valuable in taking IYCF training to community level. In manuscript 1, a total of 966 CCs evaluated the training. Ninety-one per cent of CCs evaluated all the training components on average as good, while 0.2% evaluated them as unsatisfactory. In manuscript 2, we used 88% of the retrieved data for analysis. ANOVA results of the percentage change in CCs giving correct responses pre- to post-test by district were not significant (p>.05) for all the questions except question 8 on milk production and the baby’s suckling stimulus. The mean comparison t-test of proportions (pre- and post-test) was significant for all 15 questions (p<.05). Three different trends were observed in the proportions of CCs giving correct responses to different questions. CONCLUSION Our results demonstrate the value of analysing the records of the pre- and post-training test training package to inform follow-up on aspects needing additional attention. The different trends in proportions of CCs giving correct responses have implications for the knowledge base on specific IYCF practices in the communities served by the CCs. We recommend analysis of similar training records where such training is planned or has taken place to inform the implementation process. For Zimbabwe we recommend follow-up of the CCs with training to address the issues raised in our findings. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2015

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Children living in risk environments can experience traumatic events that could affect their future life. Providing these children with the necessary strategies to cope with adversity and to develop in an optimal way is needed in order to avoid trauma or being damaged for the rest of their lives. Because of this reason, a systematic literature review was performed with the aim to examine how resilience is defined and implemented in studies focusing on young children at risk. The search was done through five electronic databases and conducted during the spring semester of 2016. During the research process, inclusion and exclusion criteria were taken into account and different search words were used for each database. According to the inclusion/exclusion criteria a title/abstract screening was performed. Thereafter, for the articles which were not excluded a full text review screening was conducted, which led to the inclusion of 14 articles in total. Articles were analysed using a data extraction tool (protocol). All the articles were about resilience, aimed at children between 0 and 12 years old. Eight out of the fourteen were studies that evaluated the resilience degree in young children, while seven were aimed at developing resilience with specially designed intervention programmes. A range of definitions of the term resilience were found, showing that resilience can be understood as a process or as ability. On this basis, studies focused on resilience were found to be mainly of two kinds: related to observation or intervention, using different methodologies and tools to measure or develop resilience in children. The outcomes found were in line with previous research, showing the great importance of supportive relationships, developing within a certain environment and having a positive self-perception as facts that can influence the development of resilience.