what impact this had on their academic performance. Further discussions shall link the analysis with various theories whilst providing concrete examples. The likes of academic self-concept make reference to a person’s “perception of self with respect to achievement in school”. (Meshkat & Hosseini, 2015, p. 1) “Much research has validated the assumption that high self-esteem is associated with educational
of different countries migrate to other countries and a lot of people seek refugee status. A refugee is defined as: a person who owing to well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or owing to such fear, is unwilling to avail himself of the protection of
in Ireland and their impact on the attainment of a successful transition?’ Aims and Objectives Aim: The aim of this paper is to explore the theory and impact of social and academic factors on the child’s ability to have a ‘smooth as possible’ transition between primary and secondary school. Objectives: • To explore the theory of human development and the social and academic influences which impact on transition. • To examine the experiences and perceptions of children and parents of the transition
rooted in Bronfenbrenner’s social ecology theory. At a foundational level, MST takes an equifinal approach that addresses the transactional nature of the systems at play—microsystem, exosystem, macrosystem, mesosystem, and chronosystem—in externalizing disorders. MST utilizes a variety of interventions stemming from various theories—structural formulations, strategic formulations, social learning theory and cognitive-behavioral theory. These theories are incorporated into Bronfenbrenner’s social ecology
Narratives of Long-Term Street Children in Moshi, Tanzania There is an estimated 100 million street children worldwide (Office of UN High Commissioner for Human Rights, OHCHR, 2011) with a further estimate of 600 street children in Mwanza alone, Tanzania’s second largest city (Lockhart, 2002). Some attempts have been made to monitor the increase in numbers. For example, estimation of numbers sky rocketed from 200 – 300 street children in 1991 in Dar es Salaam to 3,500 in 1995 (Bamurange, 1998). These