Guyana s Hinterland Community-Based School Feeding Program (SFP) began in 2007 with the objective of building more community participation in schools and improving children s human development ...outcomes, such as student enrollment and attendance, nutritional status and learning outcomes. In addition, the program supports improvement of schools organization of primary level in Regions 1, 7, 8 and 9. In order to participate in the program, schools and their associated communities are required to submit school feeding proposals, undergo training in basic financial bookkeeping, food hygiene and nutritious meal preparation, using locally produced foods whenever possible. Communities must also ensure school kitchens meet the requirements and guidelines of the Ministry of Health, ensuring an adequate safe-water supply. To evaluate the program, the Government of Guyana and the World Bank collected survey data from schools, students, teachers and parents in three rounds 2007, 2008 and 2009 in Regions 1 and 7. This report shows the findings and impacts of SFP using all survey rounds. Regions 1 and 7 are characterized by high poverty levels and agricultural labor intensity. Both factors highlight the potential of organizing SFP around local producers, so that a regular supply of low-cost food can be guaranteed to the local schools and children living in precarious conditions. Seventeen of the sixty-four schools participating in the impact evaluation are in Region 7, and the rest are in Region 1. Randomization for the selection of comparison groups was not achieved, due to the participation rules. However, sample selection correction methods were used to correct for observable and unobservable biases.
In a way I didn’t choose you. I told them I wanted a Reader who wouldn’t normally read PhD theses. I didn’t want someone who was so immured in the process that they would be unwilling to accept my ...thesis-script. Those readers will come, I can’t stop that, but not yet, and I am already discussing with my Supervisors who those readers might be.
You’s Analysis Dobson, Tom
Naming the Unnamable
Book Chapter
To free you from the attic, I had to lock him in there. I don’t feel good about it, but I had no choice. And when I let him out, he will probably delete scene three anyway. Not that I will stoop to ...his level: he can have his scenes one and two.
In the old days Leeds was an industrial town. No one who lived there was out of the sight of the wool mills by the river. Then one year people found less expensive ways of making wool and most of the ...mills closed. For the men and women who worked there, there was little other work to do and poverty and desperation beckoned.
The closure of the school day is seen as a gift by many educators and students alike after spending five to six hours of one’s day in a particular educational context. Whether considering that school ...day as fun, or a day like many others, or a day to be forgotten, the school day always comes to an end. In this chapter two stories are presented that focus around the last few minutes of the school day and the way out of school. Charles and Luke close the school day with a transgression to the economies of gift and sender-message-receiver. They are able to double – open up what we close and offer us impossible gifts and impossible messages for us to engage with.
Don’t be too quick to judge. The boy might be talking about his work, just like we are talking about mine now. And some lecturers use Facebook as a way of communicating with their students.
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