Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil

2008 ◽  
Author(s):  
Walderes Lima de Brito ◽  
Newton Camelo de Castro ◽  
Carlos Roberto Bortolon
Keyword(s):  
Art Education ◽  
Child Labor ◽  
Low Income ◽  
Fund Raising ◽  
First Year ◽  
Socially Responsible ◽  
The Sustainable Development ◽  
Functional Illiteracy ◽  
Low Income Families ◽  
Striving Readers

A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.

Breast-feeding in Manila, Philippines preliminary results from a longitudinal study

1985 ◽  
Vol 17 (S9) ◽  
pp. 137-146 ◽  
Author(s):  
Mayling Simpson-Hebert ◽  
Lorna P. Makil
Keyword(s):  
Longitudinal Study ◽  
Breast Feeding ◽  
Low Income ◽  
Post Partum ◽  
Maternity Hospital ◽  
Cultural Factors ◽  
Bottle Feeding ◽  
Early Termination ◽  
First Year ◽  
Low Income Families

SummaryLongitudinal data collected over a 2-year period (1982–84) on 152 first and second parity mothers who were delivered in a charity maternity hospital in Manila, Philippines, indicate the reasons for never brest-feeding and for early termination of brest-feeding. Socio-Cultural factors and beliefs are more important than physiological problems in minating breast-feeding.Proper bottle-feeding is too costly for most low-income families. Bottle-fed babies have a higher incidence of diarrhoea. Mothers who change from breast- to bottle-feeding in the first 6 months are 1·7 times as likely to become pregnant in the first year post-partum as mothers Who brest-feed for 7 or more months.

Making It Through the First Year of College: The Role of Students' Economic Resources, Employment, and Living Arrangements

2007 ◽  
Vol 80 (3) ◽  
pp. 261-285 ◽  
Author(s):  
Robert Bozick
Keyword(s):  
Low Income ◽  
Living Arrangements ◽  
Economic Resources ◽  
First Year ◽  
Work Experiences ◽  
First Year College ◽  
First Year Of College ◽  
Low Income Families ◽  
First Year College Students ◽  
At Home

Using data from the Beginning Postsecondary Students Longitudinal Study of 1996, this article explores the effect of economic resources on the paid work experiences and living arrangements of first-year college students. Students from low-income families are more likely to work for school-related expenses and to live at home during the first year of college—cost-saving strategies that, in some cases, impede their chances of continuing into the second year. Students who work more than 20 hours a week and who live at home are more likely to leave school during the first year than are those who work 20 hours a week or less and who reside on campus. Employment and living arrangements both play a strong role in shaping the transition to college, beyond background characteristics and academic preparation.

scholarly journals Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

2017 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Tamara Chansa-Kabali
Keyword(s):  
Early Literacy ◽  
Low Income ◽  
Parental Education ◽  
First Grade ◽  
Literacy Skills ◽  
Home Literacy ◽  
First Year ◽  
Literacy Outcomes ◽  
Low Income Families ◽  
Teaching Letters

Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data − parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children’s early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents’ greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes.

Bank social responsibility and the use of money

2016 ◽  
Vol 12 (3) ◽  
pp. 535-544
Author(s):  
Gilciney Ferreira ◽  
Cecilia Queirós Mattoso
Keyword(s):  
Social Responsibility ◽  
Low Income ◽  
Financial Institution ◽  
Financial Education ◽  
Corporate Image ◽  
Socially Responsible ◽  
Content Type ◽  
Brazilian Government ◽  
Low Income Families ◽  
The Impact

Purpose The purpose of the present research is first to assess the financial education’s effectiveness, examining how a specific communication regarding the use of money could help new consumers from low-income families avoid insolvency. The second is to analyse the impact of this corporate social responsibility (CSR) activity on a Brazilian bank’s image. Design/methodology/approach The research used a qualitative methodology based on in-depth interviews using three advertising films, which served as an enhanced element to prompt students to evaluate the discourse of sensible use of money and credit and the bank’s image. Findings The results showed that the students are very receptive to the ideas shown by the bank advertising films. Nevertheless, the interviewees showed a certain degree of suspicion toward the initiative and intentions of the bank. The perceived corporate image was clearly ambiguous, with the financial institution showing its advertising film about the careful use of money in complete contrast to actual bank branch practices in which employees offer and encourage young students from low-income families to get loans and credit cards. The bank became more socially responsible merely to cut costs and as a consequence did not improve its image. Practical implications For CSR in banks to be real and have a positive impact on society, the authors suggest that the bank enter into a cooperation or sponsorship agreement with the federal government or any public sector institution or non-governmental organizations. The form, the arguments and the language of the bank’s financial education campaign examined in this article seemed to be capable of serving social purposes or benefiting society. Social implications Educating consumers in the conscious use of money reduces delinquency rates and increases banks’ profits while, at the same time, benefiting society economically. The bank’s positive experience in terms of financial education could help the Brazilian government and other institutions with the same purpose. The advertising campaign provides some insights for the Brazilian government financial education program to which it has given high priority (BCB, 2015). Originality/value The article expands studies on CSR in developing countries and of attitudes toward it in the emerging middle class, two issues that have received scant attention. The study reinforces Carroll and Shabana’s view (2010) that companies are becoming more socially responsible merely to cut costs and Porter and Kramer’s call that to be really strategic the action must not appear to be mitigating the very harm it has caused.

scholarly journals The Achievement of University Access: Conversion Factors, Capabilities and Choices

2019 ◽  
Vol 7 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Melanie Walker
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Low Income ◽  
Qualitative Interviews ◽  
First Year ◽  
Conversion Factors ◽  
Her Family ◽  
University Access ◽  
Low Income Families

In the light both of persistent inequality of education opportunities for low income families and a wide equality gap in South Africa, this article explores students’ university access by applying Amartya Sen’s capability approach to a South African case study. The article demonstrates empirically that access is more than an individual project, shaped both by objective conditions and subjective biographies, that is by general conversion factors and a person’s social and personal options. Key conversion factors are material (income) and social (family, community, school, information), which produce an interlocking system of opportunity. Access thus requires more than formal opportunity to enable social mobility for all. The case study comprises qualitative interviews with diverse students in their first year at one university; illustrative narratives are selected to show different pathways, conversion factors and choices. Agency and self-efficacy emerge as especially important for making choices but also for constructing a higher education pathway where none exists for that person and her family. The article suggests that higher education has the potential to advance social mobility provided that it moves in the direction of expanding the capabilities of all students to have the choice of higher education.

Conflicting Constructions of Childhood and Children in Education History

2019 ◽  
pp. 427-444
Author(s):  
Barbara Beatty
Keyword(s):  
Public Schools ◽  
Child Labor ◽  
Low Income ◽  
Compulsory Education ◽  
Education History ◽  
Economic Competition ◽  
Income Disparities ◽  
Nineteenth Century United States ◽  
Low Income Families ◽  
Constructions Of Childhood

Child labor and compulsory education were entwined in the context of conflicting social constructions of childhood. As public schools spread in the nineteenth-century United States, a modern construction of childhood as a time to go to school evolved for protected middle-class children. At the same time, with industrialization, migration, emancipation, and population growth, increasing numbers of poor and working-class children were constructed as child laborers. Anti–child labor campaigns proceeded piecemeal, not always in concert with compulsory education laws. With the transition from agricultural to industrial societies, constructions of childhood varied internationally, by culture, region, race, gender, class, caste, and politics. Worldwide, children from low-income families were less protected and less able to attend school. Driven in part by global economic competition, income disparities, testing, and other variables, a postmodern reconstruction of childhood has been emerging, in which pressured children work hard at school and emotionally at home. Yet with persistent child labor in many parts of the world, other children experience different kinds of pressure and difficulties becoming and performing as students.

scholarly journals Educational Practices for Diminishing the Dropout Risk of the First-Year College Students from an Agronomic University in Romania. Preliminary Considerations

2019 ◽  
Vol 11 (1) ◽  
pp. 204
Author(s):  
Mihai Stanciu ◽  
Carmen-Mihaela Creţu ◽  
Carmen-Olguța Brezuleanu ◽  
Florin Lipşa ◽  
Elena Seghedin ◽  
...  
Keyword(s):  
Low Income ◽  
Assessment Process ◽  
First Year ◽  
Social Emotional Development ◽  
First Year Students ◽  
Low Income Families ◽  
University Dropout ◽  
Efficient Learning ◽  
Teaching Learning ◽  
The University

Communication drills a strategic direction of the management of the Faculty of Agriculture, within the University of Agricultural Sciences and Veterinary Medicine, to support the first-year students that are exposed to the risk of university dropout, belonging, in particular, to the disadvantaged groups. The target group was formed in the university year 2017-2018 out of a number of 150 students, who met the criteria of the project.Among these, 77 students (48 %) got grades of 7 or below 7 at the Baccalaureate;  77 (51,3 %) belong to monoparental , low income families or with parents who work abroad; 83 (55,3 %) come from the countryside; 10 (6%) are orphans of one parent or both parents; 2 (0,13) have been in foster care, orphanages or similar institutions. Moreover, older research (Stanciu &al, 2011) showed that the main problem the first-year students have to face in their effort to fit into the academic work is the lack of skills of efficient learning (almost 78%).The courses of action for diminishing university dropout were the following: the awareness of the age and individual peculiarities of the students; the emphasis of the teaching-learning-assessment process on the student; the initiation and the running of social-emotional development programmes; the individualized counseling of the students for facing the accommodation problems which may occur during the first years of the bachelor studies; the familiarization with the efficient learning techniques which may break new grounds toward lifelong learning; the learning of efficient communication techniques; the involvement in volunteering actions; the development of a partnership between the family, the university, the community and the economic entities.

How We Fail Our Children Part II—Young Children from Poor and Low-Income Families

2020 ◽  
pp. 119-141
Author(s):  
Maxine Eichner
Keyword(s):  
United States ◽  
Young Children ◽  
Low Income ◽  
Family Policy ◽  
Free Market ◽  
The United States ◽  
First Year ◽  
Trade Off ◽  
Material Support ◽  
Low Income Families

Free-market family policy puts most American families in a difficult position when it comes to the trade-off between earning income to support a family and making sure young children get the caretaking that suits them best, but it clearly puts poor and low-income families in the toughest positions. This chapter considers the extent to which poor and low-income US families can privately provide the conditions that help young children thrive: adequate material support, a parent at home for up to the first year, good daycare and prekindergarten after that, and time with a nurturing parent. It also compares the likelihood that young children will receive this support in the United States under free-market family policy and in countries with pro-family policy.

scholarly journals Disparities in Children's Use of Oral Health Services

2005 ◽  
Vol 120 (4) ◽  
pp. 455-462 ◽  
Author(s):  
Dana C. Hughes ◽  
Karen G. Duderstadt ◽  
Mah-J Soobader ◽  
Paul W. Newacheck
Keyword(s):  
Low Income ◽  
Dental Care ◽  
First Year ◽  
Income Disparities ◽  
Intermediate Time ◽  
Interview Survey ◽  
Low Income Families ◽  
Dental Needs ◽  
Poor Children ◽  
Unadjusted Analysis

Objectives. We sought to determine if the recent expansions in Medicaid and the State Children's Health Insurance Program (SCHIP) have resulted in a narrowing of income disparities over time with the use of dental care in children 2 to 17 years of age. Methods. Six years of data from the National Health Interview Survey were utilized. A trend analysis was conducted using 1983 as a baseline, which predates the expansions, and 2001–2002, the endpoint, which postdates implementation of the expansions. In addition, we examined two intermediate time points (1989 and 1997–1998). We conducted unadjusted and adjusted analyses using logistic regression. Results. Overall, use of ambulatory dental care has increased dramatically for children over the past two decades. In 1983, more than one in three children (38.5%) had no dental care within the previous 12 months. By 2001–2002, about one-quarter of children (26.3%) were reported to have no dental care within the year, a reduction of 12.2% from 1983 ( p<0.001). Frequency of unmet dental care remained unchanged between 1997–1998 (the first year this measure was available) and 2001–2002. A reduction in income disparities for use of dental care was found in our unadjusted analysis but this difference became statistically insignificant in the adjusted analysis. No changes in income disparities occurred for unmet dental needs in either the unadjusted or adjusted analyses. Conclusions. A substantial overall improvement in dental care use has occurred among all income groups, including poor and near poor children. This “keeping up” with their higher-income counterparts represents an important public health accomplishment for children in low-income families. Nevertheless, additional efforts are needed to close remaining disparities in access to dental care.

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