This document discusses a study examining the relationship between maternal education, child care practices, and child malnutrition in India. It presents a conceptual framework showing how maternal education can improve child nutritional status through better health care knowledge and practices. A two-way ANOVA analysis is used to analyze the interaction effects of maternal education levels and an index of child care practices on child weight-for-height Z-scores. The results suggest that while maternal education has a significant main effect, there is no significant interaction between education levels and child care practices on child nutritional status.
Ageing is an important physiological phenomenon faced by all living individuals that is multifactorial and complex. The causation is still a matter of controversy. There is a lack of consensus regarding the appropriate age of ageing, though most of the countries uses chronological ages.
This presentation is regarding active ageing that builds up framework that will help the elderly mass to live a disease free active life with active participation and security in life.
This presentation also describes the different challenges faced by the elderly population for active ageing.
Government of India has been working for the aged population and there has been a number of policies and programmes that are solely dedicated to the elderly masses that has been also described here.
Rehabilitation restores normal or near-normal function after illness, injury, addiction, or imprisonment, through retraining and medical treatment.
Rehabilitation is crucial in comprehensive care, ideally starting at the moment a patient enters the healthcare system, with programs available in specialized hospital units or independent community centers.
Ageing is an important physiological phenomenon faced by all living individuals that is multifactorial and complex. The causation is still a matter of controversy. There is a lack of consensus regarding the appropriate age of ageing, though most of the countries uses chronological ages.
This presentation is regarding active ageing that builds up framework that will help the elderly mass to live a disease free active life with active participation and security in life.
This presentation also describes the different challenges faced by the elderly population for active ageing.
Government of India has been working for the aged population and there has been a number of policies and programmes that are solely dedicated to the elderly masses that has been also described here.
Rehabilitation restores normal or near-normal function after illness, injury, addiction, or imprisonment, through retraining and medical treatment.
Rehabilitation is crucial in comprehensive care, ideally starting at the moment a patient enters the healthcare system, with programs available in specialized hospital units or independent community centers.
CBR is a strategy within general community development for the rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities
Geriatric Rehabiltation- A detailed go throughSusan Jose
Here we, Dr. Kiran (PT), and I, present a detailed overview of geriatric rehabilitation along with the dosage. Age related changes in posture its associated neurophysiology and compensations adapted by the elderly are also decribed in easy to learn way. The pathomechanics of fractures have been illustarted in easy to learn method too.
Am Papri Das, M. Sc (N) Community Health Nursing faculty with more than 23 yrs of experience working as Vice-Principal at Peerless College of Nursing. Power point presentation on topic "Community Based Rehabilitation" It will be of great help to Nursing student in graduate and post graduate level. as possible in the interest of the students. Hope the topic will be beneficial to the students folk.
The rehabilitation team conventionally includes the physiatrist, rehabilitation nurse, physical and occupational therapist, speech pathologist, rehabilitation psychologist, and social worker or case manager, with availability of other services such as nutrition and respiratory therapy.
CBR vs IBR-CBR subject. Download [15.00 KB]. Author Amisha Angle Posted on December 2, 2016. Leave a Reply Cancel reply.Community Based Rehabilitation: With CBR, the locus of control should be with the community.
Dr. Colin Depp of the UCSD Stein Institute on Aging presents on overview of our aging population and why elder abuse will rise during a powerful presentation at the June 7 Glenner Symposium on Elder Abuse and Neglect Training for health care professionals.
In this ppt i can covered some topics like What is Education ?, Education Today, Challenges in Present Education System, What we have to do:, IMPORTANCE OF EDUCATION IN LIFE, SIGNIFICANCE OF EDUCATION, ENSURE A PRODUCTIVE FUTURE, SPREAD AWARENESS, BOLSTERS CONFIDENCE and add some best animations, sounds and effects. I hope this ppt helpful for you.
CBR is a strategy within general community development for the rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities
Geriatric Rehabiltation- A detailed go throughSusan Jose
Here we, Dr. Kiran (PT), and I, present a detailed overview of geriatric rehabilitation along with the dosage. Age related changes in posture its associated neurophysiology and compensations adapted by the elderly are also decribed in easy to learn way. The pathomechanics of fractures have been illustarted in easy to learn method too.
Am Papri Das, M. Sc (N) Community Health Nursing faculty with more than 23 yrs of experience working as Vice-Principal at Peerless College of Nursing. Power point presentation on topic "Community Based Rehabilitation" It will be of great help to Nursing student in graduate and post graduate level. as possible in the interest of the students. Hope the topic will be beneficial to the students folk.
The rehabilitation team conventionally includes the physiatrist, rehabilitation nurse, physical and occupational therapist, speech pathologist, rehabilitation psychologist, and social worker or case manager, with availability of other services such as nutrition and respiratory therapy.
CBR vs IBR-CBR subject. Download [15.00 KB]. Author Amisha Angle Posted on December 2, 2016. Leave a Reply Cancel reply.Community Based Rehabilitation: With CBR, the locus of control should be with the community.
Dr. Colin Depp of the UCSD Stein Institute on Aging presents on overview of our aging population and why elder abuse will rise during a powerful presentation at the June 7 Glenner Symposium on Elder Abuse and Neglect Training for health care professionals.
In this ppt i can covered some topics like What is Education ?, Education Today, Challenges in Present Education System, What we have to do:, IMPORTANCE OF EDUCATION IN LIFE, SIGNIFICANCE OF EDUCATION, ENSURE A PRODUCTIVE FUTURE, SPREAD AWARENESS, BOLSTERS CONFIDENCE and add some best animations, sounds and effects. I hope this ppt helpful for you.
The purpose of this paper is to share The Committee for Hispanic Children and Families, Inc.’s (CHCF) assessment of the financial and business practices and unmet needs of Latina family child care providers working in low-income communities in New York City. The assessment is based on the results of telephone calls, a questionnaire, review of provider grant applications, home visits and on a composite of CHCF’s thirty years of experience working in the field of ear-ly care and education, including its membership in New York City’s Child Care Resource and Referral Consortium.
This paper, firstly, will provide a background on the child care market; secondly, this paper will describe the assessment process and its findings; and, lastly, it will detail the recommendations to further promote the goal of collaborating with child care providers to become financially in-dependent--keeping with CHCF’s guiding principle “that the most effective way to serve Latino families is by building upon their existing strengths and fostering self-sufficiency.” Ultimately, CHCF will illustrate the potential power of investment in this community-based strategy.
Maternal, Newborn and Child Health: A Global PerspectiveMichelle Avelino
Presentation of Jacqueline F. Kitong, M.D., MPH, technical officer for Maternal and Child Health and Nutrition, World Health Organization at the PhilHealth Maternal, Newborn and Child Health Summit
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
Obesity is quickly becoming one of the most common chronic.docxhopeaustin33688
Obesity is quickly becoming one of the most common chronic diseases among children. These rates have increased at an alarming rate and is a major public health problem because of related physical and psychological comorbidities, including type II diabetes, insulin resistance, metabolic syndrome, cardiovascular disease and mental health disorders. Dramatic increase in the number of overweight and obese children in recent years.
Studies indicate that children's lives may be shortened as a result of this alarming health problem. Estimates state that for any degree of overweight/obesity, younger adults (20-30 years of age) may have greater years of life lost due to obesity than older adults. Childhood obesity has been determined to be an independent risk factor for adult overweight/obesity.
To combat childhood obesity, there is a great need for public health interventions as well as education parents regarding childhood obesity and its consequences. Parents differ on causation of obesity, and differ in focus on nutrition and physical exercise. Many parents in the research do not see obesity as a barrier to physical activity. The parents need to recognize their child as overweight. Prevention is the most effective method for dealing with this growing health concern. The evidence reviewed, confirmed that family-centered interventions were associated with short-term reduction in obesity and improved medical parameters. The goal should be to involve community resources and provider referrals. Nurse Practitioners have a unique role in being the best facilitators to deliver health messages and are able to educate parents and increase awareness about the causes and consequences of childhood obesity.
Parents of young children need to interact with their child's primary healthcare provider for health advice and preventive health information during regularly scheduled physical examinations. It is up to the parents of these young children to combat intervention strategies such as:
a combination of nutritional and activity information, a cognitive-behavioral aspect to the intervention parent-directed activities
limiting sedentary child behaviors, provide positive approaches with children by parents and practitioners (e.g., emphasize positive rewards for healthy behaviors, encourage self-efficacy)
Future research is required to identify moderators and mediators to produce enduring changes in weight status of children.
The Objective was to determine in children who are at risk for becoming overweight or obese, does education with parental involvement on exercise and nutrition compared to individual education with the child alone decrease the risk of developing obesity and the health problems associated with obesity?
(P) In overweight, obese, or at risk young children (2-18years of age) Is family centered education/treatment interventions
(C) versus control or comparison interventions
(O) more effective in decreasing childhood obesity and compli.
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
I provided background information and research on child nutrition, and I related it to child development theories and application to research, teaching, and working with children. This research paper encompasses human growth and development by sharing how a child's ecological system impacts their wellbeing, such as food programs, school, or family.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
2. Child Malnutrition
• Causes:
Inadequate food, health, lack of sanitation facilities,
high fertility rates, ignorance about child-care
practices and lack of access to health services.
Poor water, sanitation and hygiene account for 16
per cent of deaths of children under 5 globally WHO
(2005).
Understanding the causes and context of
malnutrition is important in devising strategies that
generate better child health and nutritional
outcomes.
Maternal Education & Child Care 2
3. Importance of Mother’s Education
• Caldwell (1979): Education of women played an
important role in determining child survival even
after controlling for other socioeconomic
characteristics.
• Mother’s education can enhance child survival :
Implementation of health knowledge, an increased
capability to interact in the modern world and
greater control over health choices for her children.
Maternal Education & Child Care 3
4. Issue
• Policy and program formulation:
How various determinants of child malnutrition
contribute independently and interact with each other in
determining the final outcomes.
Formal education of the mother may increase the care
practices through knowledge.
Educated mothers are also time constrained due to their
participation in labor markets and illiterate care-givers
may have time but may have indigenous (or primitive)
child survival practices.
Understanding the interaction of such related variables
has been a policy and programmatic challenge since such
interactions are usually cultural and context specific.
Maternal Education & Child Care 4
5. Method: Two-way ANOVA
• Verify impact of maternal education and child-care on
children’s nutritional status as measured by height for age
(HAZ) and weight for height (WHZ) Z-scores, using a two-
way ANOVA approach.
• Advantage: Permits verification of “interaction
effect”, simultaneous assessment of the effects of two
(or more) independent variables on a single dependent
variable and the possible combined effects of the
independent variables on the dependent variable.
• Current Context: Effect of one factor (for
example, maternal education) depends on the level of the
second factor (child-care).
Maternal Education & Child Care 5
7. Conceptual Framework
• Better educated women:
Knowledgeable about health care
If exposed to new information, assimilate this improved knowledge
into better care practices than women with lesser education; become
aware of health services (such as health center facilities and
availability of doctors) and generate additional nutritional
knowledge (such as immunization of children against diseases, taking
appropriate actions on incidence of infant diarrhea, feeding the child
during sickness and breastfeeding during early childhood).
Such good care practices can, in turn, improve the nutritional status
of children.
Better health care practices are especially relevant for less educated
mothers, for mothers with more dependents and for children from
households with limited resources, poor housing conditions and lack
of access to hygiene and sanitation services.
Maternal Education & Child Care 7
9. Conceptual and measurement issues
on child-care
• Child survival, nutrition and health = f(household
food security, a healthy environment, available
health services, care provided to women and
children).
• Care = ‘the provision in the household and the
community of time, attention and support to meet
the physical, mental, and social needs of the
growing child and other household members’.
Maternal Education & Child Care 9
10. Conceptual and measurement issues
on child-care
Care (Engle et al., 1999):
1. Care for pregnant and lactating women
2. Breastfeeding and complementary feeding of
young children
3. Food preparation and food storage behaviors
4. Hygiene behaviors
5. Care for children during illness
Maternal Education & Child Care 10
11. Conceptual and measurement issues
on child-care
Resources for care:
1. Education, knowledge, and beliefs
2. Health and nutritional status of the care-giver
3. Mental health, lack of stress, and self-
confidence of the care-giver
4. Control of resources and intrahousehold
allocation
5. Workload and time constraints
6. Social support from family members and the
community.
Maternal Education & Child Care 11
12. Measurement issues
• Care = time spent (quantity of care) and the nature of the activities undertaken
(quality of care).
• ‘time spent on care’ method: Time spent in specific activities with children (such as
bathing, feeding, etc.) along with other activities of the household. Most of the
studies do not find any significant association between child-care time and nutritional
status; may not be a good indicator of nutritional status.
• ‘quality of care’ approach: Determines how specific practices lead to better nutritional
outcomes for children; classified into caregiver and psychosocial care practices –
former affects child’s nutrient intake through psychomotor capabilities (such as use of
finger foods, spoon handling ability, etc.) and appetite (Engle et al., 1999).
• Additionally, the care-giver’s ability to feed responsively may include encouraging the
child to eat, offering additional foods, responding to poor appetite and using a
positive style of interaction with the child.
• Some studies in developing countries have also found a strong association between
specific feeding behaviors (such as location of feeding, organization of feeding event)
with mothers’ educational status (Guldan et al., 1993). Psychosocial care, on the other
hand, refers to the provision of affection and warmth, responsiveness to the child
and the encouragement of autonomy and exploration (Engle et al., 1999). Culture
plays a central role in psychosocial care.
Maternal Education & Child Care 12
13. Empirical Analysis
• Interface of maternal education, child care and child
• The two-way ANOVA: Determines if there are overall
differences in weight for height Z-scores (ZWH) between
different educational levels of the mother, between
varying levels of child-care and whether there is an
interaction effect of educational level and child-care on
improving child nutritional status .
• The interaction effect can be thought of as saying that the
effect of one factor (e.g. educational level) depends on
the level of the second factor (e.g. child-care). For
example, it may be the case that higher educated women
provide better child-care than lower educated women.
Maternal Education & Child Care 13
14. Analysis
• Educational level effect:
• H0: mean weight for height Z-scores do not differ by
educational levels of the mother.
• H1: mean weight for height Z-scores differ by
educational levels of the mother.
Maternal Education & Child Care 14
15. Analysis
• Care effect:
• H0 : mean weight for height Z-scores do not differ by
care levels by the mother.
• H01: mean weight for height Z-scores differ by care
levels by the mother.
Maternal Education & Child Care 15
16. Analysis
• Interaction effect:
• H0 : there is no interaction between educational
levels and care levels.
• H1: there is an interaction between educational
levels and care levels.
Maternal Education & Child Care 16
17. Data Description
• Dependent variable: weight for height Z-
scores, which is a measure of short-term child
nutritional status.
• Define a transformation such that:
ZWHNEW = 1 if ZWH ≥ -2 (normal Z scores) and = 0
if ZWH < -2 (low Z scores).
Value of 1 indicates no wasting, while a value of 0
indicates wasting.
Maternal Education & Child Care 17
18. Data Description
• Education of the spouse (EDUCSPOUS):
A categorical variable, the value of which ranges
from 1 to 7.
Measures the education level of the spouse (or
mother) in number of years. (In the case of female-
headed households in the two-way ANOVA analysis,
we separate out females who are heads of the
household and thus are not the spouse of a male-
headed household.) For example, the variable
attains a value of 5 if the spouse completed
secondary education.
Higher values indicate more number of years in
schooling.
Maternal Education & Child Care 18
19. Data Description
• Child-care index (CARE):
F(variables related to child-feeding practices (such as
breastfeeding and feeding the child during sickness) and
preventive health seeking behavior (whether the child was
immunized).
The index ranged on a continuous scale from -1 to +1, with -1
denoting poor child-care practices and +1 denoting good care
practices.
For age groups where a particular practice (such as
breastfeeding for children above 24 months of age and
compulsory immunization to children below 9 months) is not
likely to improve the growth of children, the component was
assigned a value of 0 implying a neutral effect. The index was
made age specific for each age group.
Maternal Education & Child Care 19
20. Table 7.1 Prevalence of stunting by
mothers’ educational level
ZHANEW
Low Normal Total
No education 41 50 91
Adult literacy 1 6 7
EDUCSPOUS
Std 1–4 14 19 33
Std 5–8 24 29 53
Total 80 104 184 =n
Maternal Education & Child Care 20
21. Prevalence of stunting by mother’s
education level
No marked differences in the prevalence of stunting
between non-educated and educated women.
For example, for mothers with no education, the
prevalence of stunting is 51.3 per cent relative to the
presence of normal children of 48.1 per cent.
For some level of educational attainment of the mother
(std 5–8) which in this sample is the highest educational
attainment, the prevalence of stunting is 30 per cent
relative to no prevalence (or normal children) of only 27.9
per cent. The p value is 0.457 and, as the significance
level is greater than 0.1, the null hypothesis cannot be
rejected at the 10 per cent level. Thus, we can conclude
that there is no significant difference in prevalence of
stunting between educated and non-educated mothers.
Maternal Education & Child Care 21
22. Table 7.2 Prevalence of wasting by
mothers’ educational level
ZWHNEW
Low Normal Total
No education 15 84 99
78.90% 47.50%
Adult literacy 2 5 7
10.50% 2.80%
EDUCSPOUS
Std 1–4 0 35 35
0.00% 19.80%
Std 5–8 2 53 55
10.50% 29.90%
Total 19 177 196=n
Maternal Education & Child Care 22
23. Prevalence of wasting by mothers’
educational level
Significant differences in the prevalence of wasting between
non-educated and educated women. For mothers with no
education, the prevalence of wasting is almost 79 per cent
compared to non-prevalence (47.5 per cent). Thus, it would
appear that short-term nutritional status is significantly
influenced by mothers’ educational level.
As educational level increases, there is much less prevalence of
wasting. P value from the Pearson chi-square statistic is 0.006
and since it is less than 0.1, the null hypothesis that there is no
difference between wasting among uneducated and educated
mothers can be rejected.
Educational level matters for short-term nutritional status. In
the next section, we investigate the role of mothers’ education
and child-care on weight for height Z-scores using a two-way
ANOVA approach.
Maternal Education & Child Care 23
24. Two-way ANOVA results
• Three different statistical tests:
1. Main effect of educational level of the spouse.
2. Main effect of care levels by terciles of care.
3. Interaction effects between educational level of the
spouse and care levels.
Maternal Education & Child Care 24
25. Definition of main effect
• This is the effect of one independent variable on the
dependent variable across the levels of the other
independent variable.
• Issue:
• Verify if there is a difference in the mean weight for height
Z-scores by the educational levels of the mother averaging
over the child-care levels. In other words, ignoring the
effect of child-care levels, do weight for height Z-scores
differ between educated and non-educated mothers?
• Verify if there is a difference in weight for height Z-scores
by child-care terciles ignoring the educational levels of the
mother. One way to understand the main effect is to
examine the marginal means.
Maternal Education & Child Care 25
26. Table 7.3 Effect of mothers’ education on
ZWHNEW
EDUCSPOUS Mean
No education 0.844
Adult literacy training 0.75
Std 1–4 1
Std 5–8 0.961
Maternal Education & Child Care 26
27. Effect of mothers’ education on ZWHNEW
• Mean performance on weight for height Z-
scores is greater for mothers with some
educational level relative to mothers with no
education.
• Do the marginal means differ?
Maternal Education & Child Care 27
28. Table 7.4 Effect of child-care on ZWHNEW
NCARE Mean
1 0.842
2 0.974
3 0.884
Maternal Education & Child Care 28
29. Effect of child-care on ZWHNEW
Mean weight for height Z-scores is highest for
mothers in the medium care tercile (0.974) followed
by the upper care tercile.
As care behavior improves (such as breastfeeding
children below 2 years of age), nutritional status of
children improves after controlling for educational
level of the mother.
• Issue: If the marginal means among the various
child-care terciles differ
• Ans: Calculate the sum of squares.
Maternal Education & Child Care 29
31. Between Sum of Squares
• SSB = Squares of mothers’ educational level
SS (EDUCSPOUS) + Sum of squares of terciles
of child-care SS (NCARE) + Sum of squares of
the interaction SS (interaction).
Maternal Education & Child Care 31
32. Sum of Square of the Interaction Term
Maternal Education & Child Care 32
34. Two-way ANOVA model
• The left-hand side of equation (7.5) is the total sum of
squares, while the right hand side consists of SSB and SSW.
• The first three terms on the right hand are the sum of
squares of factor A, factor B and the interaction term, while
the last expression denotes the sum of squares of the error
term or the sum of squares within.
• After dividing the relevant expressions by the degrees of
freedom, we obtain the mean square expressions.
• The corresponding F ratios are obtained by dividing the
mean square of factor A, factor B and the interaction term
(A*B) by the mean square error.
Maternal Education & Child Care 34
35. Table 7.5 ANOVA table for an a*b factorial
experiment
Source SS df MS
Factor A SS(A) (a-1) MS(A) =SS(A)/(a 1)
Factor B SS(B) (b-1) MS(B) = SS(B)/(b 1)
MS(AB) = SS(AB)/(a -1)(b -
Interaction AB SS(AB) (a-1)(b-1)
1)
Error SSW (N-ab) SSW/(N -ab)
Total (corrected) TSS (N-1)
Maternal Education & Child Care 35
36. ANOVA Results
• Main effect of mothers’ education on weight for
height Z-score: F-value = 4.085 (p-value = 0.008)
• Reject null hypothesis that mean weight for
height Z-scores do not differ by educational
levels of the mother. Thus, education of the
mother has a significant influence on weight for
height Z-scores.
• Inference: There is a significant difference in the
mean weight for height Z-scores between
educated and non-educated mothers ignoring
the impact of child-care.
Maternal Education & Child Care 36
37. ANOVA Results
• Main effect of child-care terciles on weight
for height Z-score: F-value = 3.056 (p = 0.049)
• Reject the null hypothesis that the mean
weight for height Z-scores do not differ by
care levels of the mother and thus child-care
levels have a significant impact on weight for
height Z-scores after ignoring the impact of
mothers’ education.
Maternal Education & Child Care 37
38. Table 7.6 Tests of between subject effects:
dependent variable ZWHNEW
Type III sum of
Source df Mean square F P value
squares
SSB 2.187 10 0.218 2.691 0.003
Intercept 64.330 1 64.330 798.914 0.000
EDUCSPOUS 0.987 3 0.329 4.085 0.008
NCARE 0.492 2 0.246 3.056 0.049
EDUCSPOUS*NCARE 0.708 6 0.118 1.468 0.202
SSW 14.971 185 0.081
TSS 17.158 195
R squared = 0.132 (adjusted R squared = 0.085).
Maternal Education & Child Care 38
39. Interaction effect and post-hoc tests
• Issue: There are more than two means; which means (if any) are
significantly different.
• Four educational levels of the mother and three child-care levels.
• Table 7.6: Overall interaction effect (EDUCSPOUS*NCARE) is not
significant.
• Still there may be significant differences among the means of
mothers’ educational levels and child-care, i.e., there may be
differences among combinations of education levels and child-
care terciles.
• Post-hoc tests are used when the researcher is exploring
differences among group means, otherwise the likelihood of type
1 errors increases.
• Illustration with reference to educational level of the mother and
childcare terciles.
Maternal Education & Child Care 39
40. Results
• Mothers with more education relative to mothers with no
education practice greater child-care.
• The simple post-hoc analysis compares a given pair of means. If
they are significantly different (p < 0.05), different letters are
placed next to these means to indicate that they are significantly
different.
• For the same level of child-care, higher education among mothers
(elementary schooling) improves short-term nutritional status as
measured by weight for height Z-scores.
• For a given level of education (no education or some elementary
schooling), mothers in the second child-care tercile perform better
than ones in the highest care tercile = Impact of positive child-care
practices improves short-term nutritional status for households in
the lower socioeconomic terciles compared to the upper
socioeconomic terciles.
Maternal Education & Child Care 40
41. Table 7.7 Multiple comparison test
EDUCSPOUS
No education Std 1–4
NCARE
2 0.929 a 1.00 b
3 0.735 c 1.00 d
Maternal Education & Child Care 41