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Relevant bibliographies by topics / Educational deprivation

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Academic literature on the topic 'Educational deprivation'

Author: Grafiati

Published: 10 March 2023

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Journal articles on the topic "Educational deprivation"

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Popoola, Olufemi Adebola, and Adetola Adeoti. "Child Welfare Deprivation in Rural Nigeria: A Counting Approach." Child Development Research 2016 (September 28, 2016): 1–9. http://dx.doi.org/10.1155/2016/6805485.

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The study applies the counting approach to explain the deprivation concept among children under 5 years of age using the 2008 DHS data. Five dimensions of deprivation were used: safe drinking water, sanitation, housing, health, and nutrition largely recognized in the SDGs. In all, a total of 13561 children were sampled. About half of the children were males with a mean age of 28.27 months old. The assessment of dimensional deprivation showed that children are most deprived in sanitation, health, and access to safe drinking water while they were least deprived in nutrition. The situation is also marked with regional disparities with northern regions reporting higher deprivation rates than the southern regions but this rate was significantly higher in the sanitation dimension across regions. Considering deprivation counts, 33.9% of children suffer from more than three deprivations and approximately 85.2% from at least two deprivations. Child deprivation should be tackled using a holistic approach through social protection programmes to resolve children’s problems in an integrated manner which would in this case be more efficient and effective in safeguarding children’s rights to survival and development. Identifying the children suffering from single and multiple deprivations can help to target the interventions.

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Huo, Zenghui, Mei Zhang, and Junhui Han. "Heterogeneity of Capability Deprivation and Subjective Sense of Gain: Analysis of Factor Mixture Models Based on 892 Rural Households in Six Provinces." International Journal of Environmental Research and Public Health 19, no. 7 (April 3, 2022): 4294. http://dx.doi.org/10.3390/ijerph19074294.

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Background: The capability approach conceptualizes poverty as capability deprivation. Given that functionings and opportunities as key factors are diverse, the combination of a varied lack of functionings and opportunities will lead to different deprivation patterns. Therefore, we sought to investigate the association between the category of capacity deprivation and the subjective acquisition of rural households. Methods: Data were collected from the micro survey of 892 households in six provinces. The overall sense of acquisition was measured by self-assessment of life satisfaction and the relative sense of gain was measured by self-assessment of social status and communication confidence. Capability deprivation was assessed through evaluation functionings and opportunities for a better life, such as education, social security, medical and health services, living conditions and spiritual and cultural activities. The factor mixture models were used to investigate the group categories of capability deprivation and ordered probit regression was used to estimate the associations between the categories of capability deprivation and sense of gain. Results: There were mild, moderate and severe differences among the deprivation items reflecting functionings and opportunities. In addition, capability deprivation was grouped into four classes: double deprivation of functionings and opportunities, severe deprivation of opportunities, functionings deprivation and non-poverty. There was a significant negative relationship between deprivation classes and the subjective sense of gain. Conclusion: The deprivation from some social participation functions and services led to a reduced sense of acquisition. However, serious deprivations from educational opportunities and social participation opportunities were the main reason for the lower sense of gain. Eliminating the unequal educational opportunities and social participation opportunities for people is imperative to improving the subjective sense of gain.

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Nickens, Caitlin, and Barbara E. C. Knollmann-Ritschel. "Educational Case: Nutrient Deprivation and Anemia." Academic Pathology 6 (January 1, 2019): 237428951988873. http://dx.doi.org/10.1177/2374289519888733.

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The following fictional case is intended as a learning tool within the Pathology Competencies for Medical Education (PCME), a set of national standards for teaching pathology. These are divided into three basic competencies: Disease Mechanisms and Processes, Organ System Pathology, and Diagnostic Medicine and Therapeutic Pathology. For additional information, and a full list of learning objectives for all three competencies, see http://journals.sagepub.com/doi/10.1177/2374289517715040 .1

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Kar, Jyotirmayee, and Jyostnamayee Kar. "Educational Deprivation of Girls in Orissa." Asian Journal of Women's Studies 8, no. 4 (January 2002): 116–43. http://dx.doi.org/10.1080/12259276.2002.11665939.

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Khalid, Usman, Aeliya Zaidi, Adrian Cheang, Szabolcs Horvath, Laszlo Szabo, Mohamed A. Ilham, and Michael R. Stephens. "‘Educational’ Deprivation is Associated with PD Peritonitis." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 38, no. 4 (July 2018): 251–56. http://dx.doi.org/10.3747/pdi.2017.00098.

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BackgroundSocioeconomic deprivation is an important factor in determining poor health and is associated with a higher prevalence of many chronic diseases, including renal failure, and often poorer outcomes for patients with such conditions. The aim of this study was to investigate the effect of deprivation on peritonitis episodes following peritoneal dialysis (PD)-catheter insertion.MethodsThe Welsh Index of Multiple Deprivation (WIMD) was used to assess the influence of socioeconomic deprivation on outcomes following 233 consecutive first PD-catheter insertions from a single institution in the United Kingdom, performed between 2010 and 2015. The primary outcome measure was the presence of peritonitis episodes.ResultsPeritoneal dialysis catheters were inserted in 243 patients, of which data were available for 233. Fifty-four patients experienced at least 1 episode of peritonitis. Overall, more patients in the most deprived group (vs least deprived) experienced peritonitis, although this was not statistically significant. When analyzing the severity of the peritonitis, within the ‘Education’ domain of the WIMD, significantly more patients from the most deprived group (compared with the least deprived group) experienced ‘2 or more peritonitis’ episodes ( p = 0.04) and were hospitalized for antibiotics ( p = 0.02).ConclusionThis study has shown that patients who live in more ‘educationally’ deprived areas are more likely to have multiple episodes of peritonitis requiring hospital admission following PD-catheter insertions.

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Nieuwenhuis, Jaap, Tom Kleinepier, Heleen Janssen, and Maarten van Ham. "Neighbourhood deprivation and the Big Five personality traits: associations with adolescent problem behaviour and educational attainment." Journal of Housing and the Built Environment 36, no. 3 (August 4, 2021): 943–63. http://dx.doi.org/10.1007/s10901-021-09876-3.

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AbstractWe studied the relation between cumulative exposure to neighbourhood deprivation and adolescents’ Big Five personality traits, and the moderating role of personality in the relation between neighbourhood deprivation and the development of problem behaviour and educational attainment. We studied 5365 British adolescents from ages 10 to 16, with neighbourhood information from birth onwards. Extraversion, agreeableness, emotional stability, and openness to experience moderated the relation between deprivation and problem behaviour. For educational attainment, only extraversion was a moderator. This means that higher values on personality traits were related to weaker relations between neighbourhood deprivation and problem behaviour and educational attainment. The results showed the importance of taking into account adolescents’ personality when assessing developmental outcomes in relation to neighbourhood deprivation.

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Bonnet, Jean-Baptiste, and Ariane Sultan. "Social Deprivation, Healthcare Access and Diabetic Foot Ulcer: A Narrative Review." Journal of Clinical Medicine 11, no. 18 (September 15, 2022): 5431. http://dx.doi.org/10.3390/jcm11185431.

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The diabetic foot ulcer (DFU) is a common and serious complication of diabetes. There is also a strong relationship between the environment of the person living with a DFU and the prognosis of the wound. Financial insecurity seems to have a major impact, but this effect can be moderated by social protection systems. Socioeconomic and socio-educational deprivations seem to have a more complex relationship with DFU risk and prognosis. The area of residence is a common scale of analysis for DFU as it highlights the effect of access to care. Yet it is important to understand other levels of analysis because some may lead to over-interpretation of the dynamics between social deprivation and DFU. Social deprivation and DFU are both complex and multifactorial notions. Thus, the strength and characteristics of the correlation between the risk and prognosis of DFU and social deprivation greatly depend not only on the way social deprivation is calculated, but also on the way questions about the social deprivation−DFU relationship are framed. This review examines this complex relationship between DFU and social deprivation at the individual level by considering the social context in which the person lives and his or her access to healthcare.

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Köthemann, Dennis. "How Educational Systems Shape the Relationship between Social Origin and Educational Deprivation." Comparative Sociology 19, no. 2 (June 5, 2020): 279–303. http://dx.doi.org/10.1163/15691330-bja10013.

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Abstract This paper addresses how features of educational systems influence the association between social background and educational disadvantage up to the end of secondary school. Boudon’s ideas about the primary effects are brought together with preschool participation and the secondary effects are argued to be strongly related to the stratification of the educational system. The analyses are based on around 35,000 respondents from 29 countries provided by PIAAC. Two-step estimations combining logistic regression models within educational systems (first step) with estimated dependent variable models between educational systems (second step) are applied. The results suggest that a higher preschool participation rate is associated with a lower dependency of educational deprivation (low achievement) on social background in the early years after finishing secondary school.

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Paz, Jorge. "Universal Child Allowance and Educational Deprivation in Argentina." Población & Sociedad 27, no. 1 (June 1, 2020): 59–88. http://dx.doi.org/10.19137/pys-2020-270103.

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Rafique, Nayar, and Idrees Khawaja. "COST OF EDUCATIONAL DEPRIVATION: A CASE OF PAKISTAN." International Journal of Economics and Financial Issues 10, no. 5 (September 1, 2020): 187–202. http://dx.doi.org/10.32479/ijefi.10335.

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Dissertations / Theses on the topic "Educational deprivation"

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Beckett, Celia Mary. "The relationship between severe early deprivation and educational outcome at age 11." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429376.

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Eshuchi, Joshua Caleb Amunga [Verfasser]. "The Millennium Development Goals and educational justice: a critical realist analysis of capability deprivation in Kenyan education policy / Joshua Caleb Amunga Eshuchi." Bielefeld : Universitätsbibliothek Bielefeld, 2014. http://d-nb.info/1074999061/34.

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Kestler, Jessica. "How Does Pre-Sleep Usage of LED Screen Technology Affect Sleeping Behavior and Academic Achievement?" University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799309504311.

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FINETTI, SIMONA. "LA POVERTA' EDUCATIVA: UN'ANALISI IN PROSPETTIVA PEDAGOGICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/118473.

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Il sintagma “povertà educativa”, introdotto in Italia da Save the Children nel 2014 e successivamente tradotto dalla stessa onlus come “educational poverty” in ambito internazionale, ha avuto un certo successo sul piano politico e istituzionale nel contesto italiano, contribuendo a catalizzare l’attenzione sulle povertà dei minori e, in particolare, su quelle immateriali. Negli anni è stato utilizzato per designare un complesso insieme di fenomeni, tuttavia dal punto di vista pedagogico è mancata una disamina critica che ne facesse emergere i significati latenti. Pur provenendo dall’ambito delle discipline economico-sociali, il costrutto di “povertà educativa” interpella in modo inequivoco la riflessione pedagogica, riferendosi evidentemente a dimensioni squisitamente pertinenti al mondo dell’educazione. La presente ricerca ne ha ricostruito le origini e ha cercato di delineare direzioni di senso utili alla definizione dello spettro delle diverse “povertà educative” e di possibili modi per prevenirle e contrastarle. Le fonti selezionate attingono a letteratura internazionale aggiornata a dicembre 2021. Ulteriore fonte sono le voci di adolescenti, raccolte durante un esercizio di ricerca qualitativa ispirato al movimento Student Voice e condotto con un approccio di derivazione fenomenologica.
The phrase “povertà educativa”, introduced in Italy by Save the Children Italia in 2014 and later translated internationally as “educational poverty” by the same organization, has been successful in Italy both politically and socially, contributing to drawing attention to child poverty and, in particular, to financing prevention projects and enforcement actions against non-material child poverty. Over the years it has been used to denote a complex set of phenomena, however a critical pedagogical examination was missing in order to bring out some of its implicit meanings. Even if it originated from the fields of economics and social sciences, the idea of an “educational” poverty unequivocally challenges the pedagogical reflection, clearly referring to dimensions that are uniquely relevant to the world of education, both in its formal and informal implications. The present research reconstructed its origins and tried to outline meaningful directions for defining both the spectrum of different "educational poverties" and possible ways of preventing and contrasting them. The selected sources were drawn from an international literature updated in December 2021. Furthermore, adolescent voices were collected during a qualitative research exercise inspired by the Student Voice movement and conducted with a phenomenological derivation approach.

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Flannigan-Wheeler, Nadine. "The deprivation and application of standards in distance education program evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23132.pdf.

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Lee, Donna Golden. "An experimental examination of children's sleep quality and improvements resulting from a parent education intervention." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/LEE_DONNA_18.pdf.

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Conceição, Willian Lazaretti da. "Lazer e adolescentes em privação de liberdade : um diálogo possível?" Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2630.

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The present study aims for a more consistent approach of the existing debates concerning leisure and the adolescents who committed infractions and are fulfilling socio-educational measures in confinement at Fundação CASA. This is a study of qualitative nature trying to understand the educational processes derived from leisure while a social practice, that should be considered a right for everyone. Five confined youths fulfilling socio-educational measure were enrolled in this study, along all the year of 2011. Data were collected from documentary analyses, observation of participants, semi-structured interviews, and image recordings. In order to build the results, we performed a content analysis in which we could identify three major instances: a) leisure concept; b) leisure activities; c) educational processes. The leisure activities instance (b) was evaluated under three perspectives: before privation, while fulfilling confinement measure, and while fulfilling disciplinary action. The educational processes instance was analyzed under two spots: that resulting from leisure activities in deprivation of liberty, and that derived from institutionalization. Our study makes evident that the adolescents understand leisure experiences as a source of pleasure and playfulness, even when they are mandatory, and that the fulfillment of disciplinary action restricting the participation in activities appears as a possibility for reflection, since it comes associated to dialogues, assuming that dialogues subsidize every educational process, regardless the context where people are inserted.
A presente investigação busca um aprofundamento das discussões existentes em relação ao lazer e aos adolescentes que cometeram ato infracional e cumprem medida socioeducativa de internação na Fundação CASA. Trata-se de estudo de natureza qualitativa e buscou compreender os processos educativos decorrentes da prática social do lazer, entendida como um direito de todos. Participaram deste estudo, cinco jovens que cumpriam medida socioeducativa de internação, ao longo do ano de 2011. Os dados foram coletados utilizando-se as técnicas de análise documental, observação participante, entrevistas semi-estruturadas e registros de imagens. Para a construção dos resultados, foi utilizada a análise de conteúdo, sendo possível identificar três grandes focos de análise: a) concepção de lazer; b) atividades de lazer; c) processos educativos. O foco atividades de lazer (b) foi analisado em três perspectivas: antes da privação, durante o cumprimento da medida de internação e durante o cumprimento de sanção disciplinar. O foco processos educativos foi analisado em dois eixos: os que são decorrentes das atividades de lazer em privação de liberdade e os que decorrem da institucionalização. O estudo evidencia que os adolescentes compreendem vivências de lazer como as que geram prazer e momentos de ludicidade, mesmo quando são obrigatórias, e o cumprimento de sanção disciplinar e restrição em participar de atividades, pode se constituir em possibilidade de reflexão desde que aliada ao diálogo, uma vez que, este subsidia todos os processos educativos, independente do espaço em que as pessoas estejam inseridas.

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Bailey, Wayne Derrick. "Social deprivation and widening participation : the continuing power of local culture." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/24267/.

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This thesis explores why a group of young people with level 3 qualifications, living within traditionally working-class communities, choose not to participate in HE. It discusses their expectations, motivations and aspirations and the social, cultural and personal factors that contribute to their decision making. The findings are drawn from a set of semi-structured interviews with 36 sixth form students. The research adapts a Bourdieuian framework and utilises a three-level methodology. Though the analysis considers the subjective points of view of the participants, with respect to their non-participation, it also pays attention to factors which appeared to have shaped and moulded decisions. Participants’ decisions appeared to be shaped by their place of study, their friends and family and, most importantly, by their parent(s) and this impacted on their aspirations and how motivated they were to participate in HE. The importance of academic-related support is evidenced throughout. It seemed to instil a sense of belonging and solidarity and was motivational. Without a guarantee of similar support, participants were not prepared to participate in HE. A particularly complex attitude to debt was also highlighted. Not incurring debt appeared to be a cultural rule, particularly when there was no guaranteed financial and employment related benefit to participation. This thesis argues that similar outlooks, backgrounds, interests, lifestyles and opportunities resulted in the adoption of shared practices, common patterns of reactions and accepted ways of doing things when it came to HE participation. This thesis helps us to understand why a particular group of young people has not been influenced in the same way as some others by the change in attitude towards HE. More specifically, it enhances our understanding of the complex, yet subtle influences that can lead young people to choose not to participate in HE.

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Padovani, Andréa Sandoval. "Vozes aprisionadas: sentidos e significados da internação para adolescentes autores de atos infracional." reponame:Repositório Institucional da UFBA, 2013. http://www.repositorio.ufba.br/ri/handle/ri/12254.

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Este trabalho teve como objetivo compreender e analisar os sentidos e significados da internação para os adolescentes autores de ato infracional, delineando a trajetória dos adolescentes no envolvimento em ato(s) infracional(is) e sua relação com os aspectos da medida socioeducativa de internação, bem como sua percepção e seus sentimentos em relação a estas medidas enquanto socioeducativas e/ou punitivas. Utilizou-se, como aporte teórico, a Psicologia Histórico-Cultural, que concebe a construção social da pessoa em uma relação dialética e historicamente situada. A técnica do fotovoz e a entrevista narrativa foram os instrumentos utilizados para a coleta de dados, com a participação de seis adolescentes, autores de ato infracional, que cumpriam medida socioeducativa de internação (MSEI). Os adolescentes receberam, individualmente, máquinas fotográficas descartáveis e foram instruídos a fotografar o que significava a medida socioeducativa de internação. Após a revelação das fotos, foram realizados encontros para que os adolescentes pudessem falar sobre as imagens. Nestes encontros os jovens também contaram suas trajetórias até o momento da internação. A análise dos dados pautou-se no discurso dos sujeitos sobre as fotografias e sobre suas histórias de vida. A apresentação dos resultados apresenta-se em sete grandes áreas temáticas, subdivididas em categorias que se dividem em imagens e falas que: 1) fazem alusão a como as pessoas julgam as unidades de privação de liberdade e os adolescentes autores de ato infracional; 2) remetem a MSEI ao seu caráter punitivo (pagar pelo que fez) e ao seu caráter prisional (grades, muros, guaritas); 3) referem-se ao sentido de proteção; 4) remetem aos momentos de reflexão sobre os erros e sobre si mesmo (autoconhecimento); 5) mencionam as relações e interações estabelecidas na internação (regras de convivência e os espaços físicos de convivência religiosa, familiar e de lazer, eventos comemorativos e relações/interações estabelecidas com profissionais); 6) fazem referência a oportunidades de aprendizagem e profissionalização, e as expectativas em relação ao futuro. A análise destes dados permitiu perceber que a medida socioeducativa de internação tem significados tanto punitivos quanto socioeducativos e que, no caso da unidade pesquisada, os aspectos socioeducativos se sobressaem, proporcionando aos adolescentes o desenvolvimento de expectativas positivas em relação ao futuro em liberdade. A instituição de privação de liberdade, e suas nuances, garante a estes jovens o acesso aos direitos antes não vivenciados, além de oportunizar a reflexão sobre suas trajetórias e vislumbrar uma vida distante da vivência infracional. Os resultados indicam que é possível o envolvimento desses jovens com a escola e a profissionalização e apontam, assim, a necessidade urgente de se pensar Políticas Públicas que visem à formação de crianças e adolescentes, de modo a evitar seu envolvimento infracional, através da garantia de direitos. This study had the purpose to understand and analyze the senses and meanings of deprivation of liberty for adolescents authors of criminal offenses, outlining the trajectory of the adolescents’ involvement with criminal offense (s) and their relationship with the social-educational measure of deprivation of liberty, as well as their perception and feelings regarding these measures as being social-educational and/or punitive. The theoretical approach of Cultural-Historical Psychology was used, inasmuch as it conceives the construction of subjectivity as the result of a dialectic relationship between the subject and his/her social-historical context. The photo voice technique and narrative interview were instruments used for data collection. The participants were six adolescents, authors of criminal offenses, who were under social-educational measures of deprivation of liberty in a facility located in Salvador, State of Bahia. Data analysis was based on the subjects' discourses about the photographs and their life histories. Results are presented according to seven major areas, subdivided into categories assorted into images and speeches, which: 1) allude to how people judge the units of deprivation of liberty and adolescents authors of criminal offenses; 2) relate to MSEL in its punitive aspect (pay for what one did) and to its prison aspect (railings, walls, watchtowers); 3) refer to the sense of protection; 4) refer moments of reflection regarding mistakes they made and regarding themselves (self-knowledge); 5) mention the relationships and interactions established during the period of deprivation of liberty, as the rules of coexistence and the physical spaces of religious, family and leisure conviviality, celebratory events and relationships / interactions established with professionals; 6) refer to opportunities, involving learning and professionalization, and their expectations about the future. Analysis of these data enabled the understanding that the participants have both punitive and social-educational meanings regarding the social-educational measure of deprivation of liberty, in a way that social and educational aspects stand out, providing them development of positive expectations about their future in freedom. The institution of deprivation of liberty, and its nuances, ensures that these youngsters have access to rights not previously experienced, and may allow them to reflect on their careers and envision a life detached from the infraction experience. Results indicate the urgent necessity to think about Policies for the assistance of children and adolescents, in order to prevent their involvement in crime by ensuring rights and the possibility of drawing up plans for their lives away from violence and crime; in addition to policies aimed at monitoring the adolescents who served in the social-educational system, so the expectations created within the social-educational facilities are not lost in face of an uncertain future, which is far from what was experienced and perceived by these subjects during the period they were in the social-educational facility.
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Richter, Maria Ann. "Estimated effects of perceived sleep deprivation on psychological well-being during college." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1740.

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This study examined the effects of perceived sleep deprivation on psychological well-being using multiple linear regression techniques on a longitudinal, multi-institutional sample of students at four-year universities and colleges. Using a College Outcomes model as a theoretical foundation, this study examined perceived sleep deprivation's influence on psychological well-being at the end of four academic years, while controlling for institutional and student background characteristics that are theoretically associated with psychological well-being. Pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS) created findings suggesting sleep deprivation is positively related to total psychological well-being and the six subscales composing the complete measure (self-acceptance, autonomy, environmental mastery, positive relationships with others, purpose in life, and personal growth). This study contributes to college outcome models by supporting the claims for the importance of healthy, habitual sleep in relation to student's ability to achieve overall psychological well-being, as well as the six subscales of the total model. This study has implications for higher education and public health policy, including practical applications for those involved with higher education, including students, staff, faculty, and administrators.

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Books on the topic "Educational deprivation"

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Rafferty, Yvonne. Learning in limbo: The educational deprivation of homeless children. Long Island City, N.Y. (24-16 Bridge Plaza South, Long Island City 11101): Advocates for Children of New York, 1989.

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Hugh, Maguiness, and Paisley College. Local Government Centre., eds. Educational opportunity: Thechallenge of under-achievement and social deprivation. Paisley: Local Government Centre, Paisley College, 1992.

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Berezhnova, L. N. Preduprezhdenie deprivat︠s︡ii v obrazovatelʹnom prot︠s︡esse: Monografii︠a︡. Sankt-Peterburg: Izd-vo RGPU im. A.I. Gert︠s︡ena, 2000.

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Berezhnova, L. N. Deprivat︠s︡ii︠a︡ v obrazovatelʹnom prot︠s︡esse: Monografii︠a︡. Sankt-Peterburg: Izd-vo RGPU im. A.I. Gert︠s︡ena, 1999.

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Venkatanarayana, M. Educational deprivation of children in Andhra Pradesh: Levels and trends, disparities, and associative factors. Thiruvananthapuram: Centre for Development Studies, 2004.

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Nambissan, Geetha B. Educational deprivation and primary school provision: A study of providers in the city of Calcutta. Brighton: Institute of Development Studies, 2003.

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Quader, Dil Afroze. Learning in deprivation. Dhaka, Bangladesh: University Press, 1993.

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P, Varma Ved, ed. How and why children fail. London: J. Kingsley, 1993.

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Institute of Development Studies (Jaipur, India), ed. Changing index of deprivation and education development index in Rajasthan: District-wise appraisal (1981-91). Jaipur: Institute of Development Studies, 2000.

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Kratz, Laura E. Movement and fundamental motor skills for sensory deprived children. Springfield, Ill., U.S.A: Thomas, 1987.

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Book chapters on the topic "Educational deprivation"

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Angioloni, Simone, Allison J. Ames, and Glenn C. W. Ames. "Food Insecurity, Nutritional Programs, and Educational Achievement." In Handbook of Famine, Starvation, and Nutrient Deprivation, 1–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40007-5_25-1.

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Angioloni, Simone, Allison J. Ames, and Glenn C. W. Ames. "Food Insecurity, Nutritional Programs, and Educational Achievement." In Handbook of Famine, Starvation, and Nutrient Deprivation, 257–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-55387-0_25.

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Sánchez-Restrepo, Harvey, and Jorge Louçã. "Educational Deprivation in Latin America: Structural Inequality Beyond Borders." In Advances in Intelligent Systems and Computing, 92–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8_14.

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Sánchez-Restrepo, Harvey, and Jorge Louçã. "Inequality in Learning Outcomes: Unveiling Educational Deprivation Through Complex Network Analysis." In Complex Networks and Their Applications VIII, 325–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36683-4_27.

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Sanchez-Restrepo, Harvey, and Jorge Louça. "A Complex Network Approach to Structural Inequality of Educational Deprivation in a Latin American Country." In Complex Networks XI, 349–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40943-2_29.

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Torikova, Elena F., Aleksandr V. Torikov, Natalia V. Lazareva, Liliy V. Semenova, and Victor A. Fursov. "Identification of the Aspects of Educational Deprivation of Students and Teachers of Higher Education Institutions in the Conditions of Distance Learning." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 87–94. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9069-3_10.

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Sánchez-Restrepo, Harvey, and Jorge Louçã. "Topological Properties of Inequality and Deprivation in an Educational System: Unveiling the Key-Drivers Through Complex Network Analysis." In Human Systems Engineering and Design II, 469–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27928-8_71.

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Sumil-Laanemaa, Merle, Luule Sakkeus, Allan Puur, and Lauri Leppik. "Socio-demographic Risk Factors Related to Material Deprivation Among Older Persons in Europe: A Comparative Analysis Based on SHARE Data." In International Perspectives on Aging, 31–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51406-8_3.

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AbstractMaterial deprivation is a key aspect of social exclusion, and the domain of economic exclusion, for the older population. In this chapter we utilised cross-sectional data from Wave 5 (2013) of the Survey of Health and Retirement in Europe (SHARE) and logistic regression analysis to assess the variation in material deprivation of the population aged 50+ across four geographic clusters of welfare regimes in Europe. We used the SHARE-based Material Deprivation Index (MDI) to assess the associations between material deprivation and socio-demographic factors (age, gender, education, economic activity status, household type, number of children, residential area, chronic diseases and limitations of daily activities, and origin). We observed a pronounced variation in material deprivation among the older population across welfare clusters, with high levels of MDI in the Eastern and Southern clusters. Living alone, having a large number of children, low education, activity limitations, and being of immigrant origin significantly increase the risk of material deprivation in older age in all clusters. The study also identified subgroups of older persons that have an increased risk of material deprivation in some but not all clusters, such as those aged 80+ and rural residents in the Southern and Eastern clusters.

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Datta, Soumyendra Kishore, and Krishna Singh. "Child Deprivation in Indian Context: Concern About Health- and Education-Related Issues." In India Studies in Business and Economics, 213–28. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6104-2_11.

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Kale, Raosaheb K. "Ambedkar’s Passion for Education—Overcoming Historical Deprivation and Ensuring Provision for the Deprived." In Mapping Identity-Induced Marginalisation in India, 139–54. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3128-4_8.

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Conference papers on the topic "Educational deprivation"

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Milis, George, Matthew Bates, Maria Saridaki, Gaetana Ariu, Shirley Parsonage, Terry Yarnall, and David Brown. "ADDRESSING EARLY SCHOOL LEAVING AND DISENGAGEMENT FROM EDUCATION THROUGH SERIOUS GAMES' CO-DESIGN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-101.

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The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. The Code RED project (http://www.codered-project.eu) has been developed in response to the high levels of early school leaving, drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. In taking actions towards achieving its goals, the project has been experimenting with a (serious) games' co-design methodology [1] through a dedicated co-design workshops' series, run within 2014 in the UK, Greece, Italy and Cyprus. The objective of the workshops was to engage young people in an interactive (participatory) process of designing and implementing digital educational games' prototypes, aiming at paving the way towards adopting these paradigms in the education and skills' acquisition process, thus maximising the benefit of participants. During the four organised workshops, around 30 young students and 10 trainers (including researchers and facilitators) walked through the pre-defined co-design process, trying to maintain the facilitation at the level 6 of the Hart's ladder [2]. Participants had the opportunity to work as a team, exchange experiences, share roles and responsibilities in the team, see examples of digital (educational) games/products developed by others so as to establish expectations, learn how to deconstruct the rules of games, create and discuss their own game ideas using low-tech prototyping tools (e.g. LEGO models, pack of playing cards, paper, digital means of taking notes, etc.), and finally implement prototypes of their game ideas, using game authoring software such as "Stencyl" (http://www.stencyl.com) and ARIS (https://arisgames.org/). The experimenting offered the opportunity to researchers to collect some very interesting observations, analyse them across the four involved countries and extract useful knowledge towards expanding already available education and employability curriculums from previous projects (e.g. the GOET project, http://goet-project.eu/). References: [1] Bates, M., Brown, D., Cranton, W. and Lewis, J. (2010). Facilitating a games design project with children: a comparison of approaches. Proceedings of the 4th European Conference on Games-Based Learning (ECGBL), October 2010, Copenhagen, Denmark, pp.429-437. [2] Hart, R. (1992). Children's participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre

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Volkova, Olga, Anastasia Bembena, and Yuliya Artyomova. "RISKS OF SOCIO-PSYCHOLOGICAL ADAPTATION OF DISABLED WHEELCHAIR USER IN NEW DISTANCE LEARNING ENVIRONMENTS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-090.

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The article proves the necessity of study possible risks of socio-psychological adaptation of disabled user wheelchair in a new distance learning environments. A few decades ago, disabled user wheelchair had limited opportunities both for geographical movement and for getting higher professional education. In a new distance learning environments above mentioned category of people has an opportunity to get a wide range of professions due to higher educational institutions which provide great opportunities for distance learning. However, getting education in a distance form gives rise to risks of serious violations in the socio-psychological adaptation of disabled user wheelchair. The article presents the results of joint research and practical work of Laboratory of Social Projects of Belgorod State University, Department of Internal and Personnel Policy of Belgorod region and Non-governmental Public Organization of Social Initiatives "Vera". The project was being implemented in Belgorod region (Western region of Russia) from February until August 2018. The study identified the following risks of socio-psychological adaptation of disabled user wheelchair: (1) exacerbation of socio-psychological state of loneliness; (2) lack of professional skills to work together and achieve a collectively significant result; (3) emotional deprivation and socio-psychological isolation in a labor collective. In the process of implementation of the program there were established the most effective interactive methods of distance learning disabled user wheelchair directed to permanent interaction and dialogue. They are as follows: (1) Method of distance work in permanent pairs and pairs of replacement part. Permanent pairs consist of two students working together during the academic year. A pair of replacement part implies a dynamic pair in which there can be a change of partners once a semester. A variable pair means that a work in it can last until one of the students expresses a desire to change a partner. (2) Method of mass network interaction in solving practical professional problems (case-study). For this purpose, a group is created by random selection in a computer program. (3) Method of visualization. It means recording, that is, off-line-communication in real time and on-line-communication as a video dialogue. It takes place in real time and allows for "live" interaction both students and teachers in a learning process.

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Feng, Ruiqi, Lin Zhang, Qiongwei Ye, and Yashi Cai. "Sleep Deprivation Affects Memory and Attention." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.088.

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Ibrahim, Marzia, and Anusha Sharma. "The National Coalition on the Education Emergency - Building Macro-Resilience in Response to the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7438.

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The pandemic has caused the near collapse of the already weak Indian public education system. Prolonged school closures along with caste, gender, and economic marginalisation are forcing children to endure malnutrition, physical and mental health challenges, child labour, and early marriages, in addition to learning deprivation. The system’s response has not reached the grassroots. NGOs across the country provide services at the ground level, but national-level coordination is insufficient. This paper studies the National Coalition on the Education Emergency (NCEE), established by individuals and groups from across India, as a case of building macro-resilience, emphasising principles of equity, universal access, humane education, decentralised decision-making, and public investment. Through a critical examination of the work done by the NCEE on curating curricular resources (OERs), conducting and compiling research studies, developing policy tracking tools, networking with partners and collaborators, creating larger awareness, social mobilisation, advocacy and interacting with governments to inform their programs and policies, the paper will discuss challenges in the Indian education system and the attempts to address them within a federal state structure. It looks at why an integrated nationwide response to the crisis is necessary.

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Wen, Ruojian, Xiaoqing Chen, Dan Huang, Minjie Chen, and Yuwei Liu. "Sleep Deprivation Increased Dopamine D2 Receptor Expression through Downregulation of miR-9." In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.122.

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Barnard, Zenia, and Derek Van der Merwe. "Bridging the Digital Divide: Case Study of the Distribution of Tablets to First Years at the University of Johannesburg." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2162.

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The digital divide between those more and those less technologically skilled is a reality and has been for many years. This divide is especially prominent in developing countries such as South Africa and in societies that suffer from socio-economic disadvantage. There are many reasons for the continued presence of this divide and these are briefly described in this paper. The negative consequences that flow from this divide, is also briefly discussed. It is not only social and economic deprivation, though, that contribute to the divide. A project at the University of Johannesburg (UJ) to provide tablets to first year students is discussed in some detail. The challenges that arose from the implementation of this initiative make it apparent that factors such as psychology and managerial efficiencies also contribute in no small measure to a perpetuation of the divide. A multi-disciplinary approach to the eventual bridging of the divide is proposed. Such an approach takes account of the need to recognize and develop a host of solutions as necessary preconditions for sustainable technological advancement in developing countries.

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Zhou, Shang-Ming, Ronan A. Lyons, and Mike B. Gravenor. "Construction of parsimonious Takagi-Sugeno fuzzy rule based model in characterising impacts of child health, socioeconomic deprivations on educational outcomes." In 2010 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE). IEEE, 2010. http://dx.doi.org/10.1109/fuzzy.2010.5583937.

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Hudiyanto, Reza, and Nur Hadi. "Avoiding Local Culture Deprivation in Historical Landscape by Involving Special Interest Community in Foothill Villages of East Java." In Proceedings of the 1st International Conference on Social Knowledge Sciences and Education (ICSKSE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icskse-18.2019.22.

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Vargová, Mária, and Zlata Sojková. "Viackriteriálna analýza socioekonomických determinantov potravinovej dostatočnosti v regiónoch V4." In XXV. mezinárodní kolokvium o regionálních vědách. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0068-2022-30.

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The research's goal is to evaluate the level of food security in 37 Visegrad group regions at the NUTS-2 level in terms of the impact of socio-economic indicators. We evaluate thirteen variables that cover six socio-economic areas: poverty and social exclusion, employment, education, economic accounts, health, and research and development. The data were acquired from Eurostat for period of years 2019-2020. We evaluate NUTS-2 regions’ level of food security by aggregating thirteen indicators into one complex index using I-distance method. According to the level of potential food insecurity risk, the regions are divided into five similar groups using k-means method of cluster analysis. We discovered that the most significant differences between groups of regions exist in the terms of severe material deprivation, gross domestic product, as well as the share of government R&D expenditure, unemployment rate, and infant mortality. According to the findings, 54 percent of V4 regions are at minimal risk of food insecurity, 35 percent are moderately at risk, and 11 percent are at risk of food insecurity. The V4 capitals' NUTS-2 regions are the least vulnerable to food insecurity. On the contrary, eastern, and southern Hungarian regions, as well as Eastern Slovakia, are the most vulnerable.

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Luben, RN, SA Hayat, NJ Wareham, PD Pharoah, and KT Khaw. "RF30 Residential area deprivation predicts subsequent hospital admission in a british population independently of social class and education status: the EPIC-norfolk cohort." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.145.

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Reports on the topic "Educational deprivation"

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Kenny, Caroline. Parental Alcohol Misuse and Children. Parliamentary Office of Science and Technology, February 2018. http://dx.doi.org/10.58248/pn570.

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Parental Alcohol Misuse (PAM) can negatively affect children’s physical and mental health, and other outcomes including educational attainment and behaviour. Effects can be acute when experienced in conjunction with other adverse experiences such as domestic abuse, marital conflict, and deprivation. PAM is a common feature in child protection and care proceedings, and places a considerable burden on social services.

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Rohwerder, Brigitte, and Carolina Szyp. The Risks and Outcomes of Getting Help for Marginalised People: Navigating Access to Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.007.

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Crises exacerbate existing inequalities and vulnerabilities for marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Many of them face multiple and intersecting inequalities, especially people who are forcibly displaced. Social assistance seeks to alleviate crisis impacts by protecting vulnerable people and averting them from deprivation, but the same structures and systems that make some people more exposed (and excluded) generally can exclude them from social assistance in crises and further undermine their situation. There is substantial literature that already discusses the benefits and opportunities of social assistance generally. The added value of this paper is in examining the risks of navigating access to social assistance in crises for these marginalised people, and the positive and negative outcomes of accessing or not accessing this assistance. The existing evidence suggests that social assistance can improve marginalised people’s food security, help households meet their basic needs, reduce stress and household tensions, reduce gender-based violence, improve health, education, and wellbeing, and reduce negative coping mechanisms. However, it can also disrupt their social support mechanisms and expose them to violence and further risks. Such risks – some of which also apply to those who are excluded from social assistance, and which do not apply to all marginalised people all the time similarly – include neglect, discrimination, sexual exploitation and abuse, increased household and community tensions, gender-based violence, stigma, theft, and accessibility issues.

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Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper, and Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.039.

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Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label young people as “vaccine hesitant,” we found that there were differences based on social location and place. We found the greatest vaccine refusal among older youth (15+ years old), which in the context of this study were from minoritised communities who have experienced deprivation across the life course. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.

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