The Experts below are selected from a list of 417 Experts worldwide ranked by ideXlab platform
Mncedisi C. Maphalala - One of the best experts on this subject based on the ideXlab platform.
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Developmental Experiences of OVC in Child-Headed Households and the Impact on Cognition and Learning
Mediterranean Journal of Social Sciences, 2014Co-Authors: Mncedisi C. Maphalala, Emily GangaAbstract:In this phenomenological descriptive case study the researchers investigated the ecological encounters of orphaned and vulnerable Children (OVC) in child-headed households (CHHs) and the impact on cognition and learning. The qualitative enquiry is based on Bronfenbrenner’s ecological systems theory. The triangulated data was collected through participant observations, open-ended questionnaires, interviews and focus group discussions. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one education officer and one social welfare officer, comprising a total sample of 34. Tesch’s qualitative model of data analysis was used to group the findings into themes, each differentiating into sub-categories. The findings revealed most OVC to suffer from loneliness, feelings of inferiority, stress, anxiety, low self-esteem, lack of concentration in class and heightened negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children’s voiced responses expressed great despondence. Orphanhood was found to be a Psychological Deterrent to cognition and learning. The local community, education administrators, policy makers, children’s rights advocates together with the children’s representatives need to map out life-lines to promote the cognitive learning of double OVC residing in CHHs. DOI: 10.5901/mjss.2014.v5n3p312
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Helping Orphaned and Vulnerable Children to Manage Cognition and Learning Crises through Policy: The Case of Zimbabwe
Mediterranean Journal of Social Sciences, 2014Co-Authors: Emily Ganga, Mncedisi C. MaphalalaAbstract:This qualitative enquiry tried to find out ways in which policy could further assist orphans and vulnerable children to manage their cognition and learning crises. It is based on the policy issues of the Zimbabwe National HIV and AIDS Strategic Plan (ZNASP, 2006-2010), the National Action Plan for Orphan and Vulnerable Children (NAP for OVC 2006-2010), the Zimbabwe Education Act (Chapter 25:04) and the Zimbabwe Millennium Development Goals (2004). The triangulated data were collected through participant observations, open-ended questionnaires, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare Officer, making a total sample of 34. The findings confirmed that even though some OVC reported occasional receipt of aid through donors and the government’s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky enough to remain beneficiaries up to the end of their secondary schooling. Orphanhood was found to be a Psychological Deterrent to cognition and learning. Therefore the local community, education administrators, policy makers, and children’s rights advocates together with the children’s representatives should map out life lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. DOI: 10.5901/mjss.2014.v5n1p439
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Double Orphanhood: A Psychosocial Barrier to Assimilation of Learning Schemes in Child-Headed Households
Mediterranean Journal of Social Sciences, 2013Co-Authors: Emily Ganga, Mncedisi C. MaphalalaAbstract:‘Orphanhood’ is among the many undesirable phenomena within developing countries which seem to be precipitated by escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. This case study investigated double orphanhood and its effects on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Zimbabwe. The qualitative enquiry is hinged on constructivist views in Erikson’s psychosocial development theory. The triangulated data was collected through participant observations, an open-ended questionnaire, interviews, and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their environment. The phenomenon affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. Older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government’s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky enough to remain beneficiaries up to the end of their secondary schooling. Orphanhood was found to be a Psychological Deterrent to cognition and learning. DOI: 10.5901/mjss.2013.v4n13p499
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Cognitive Learning: A Life-line Challenge for Orphans and Vulnerable Children in Child-headed Households
Journal of Social Sciences, 2013Co-Authors: Emily Ganga, Mncedisi C. MaphalalaAbstract:Orphaned children suffer mental stresses and anxieties and these manifest in the manner they learn and socialise at school and in the community. The phenomenological descriptive case study investigated the learning limitations of orphans and vulnerable children (OVC) and how various stakeholders could mitigate and support the learning of these OVC living within child-headed households (CHHs) in the Chimanimani District of Zimbabwe. Observation and focus group discussion were used for data collection. Six heads of CHHs, two local community members, two teachers, a school headmaster and one childrens' rights advocate participated in the study. Data collected indicates that OVC lived under difficult physical and psychosocial circumstances, going through life without proper parental guidance. They encountered situations that militated against effective formal and informal cognitive learning. Orphanhood is a Psychological Deterrent to learning; the study therefore recommends that the local community, education administrators, policy makers and child advocates should map out life-lines ideal for enhancing the cognitive learning of OVC residing as "siblings" in CHHs.
Emily Ganga - One of the best experts on this subject based on the ideXlab platform.
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Developmental Experiences of OVC in Child-Headed Households and the Impact on Cognition and Learning
Mediterranean Journal of Social Sciences, 2014Co-Authors: Mncedisi C. Maphalala, Emily GangaAbstract:In this phenomenological descriptive case study the researchers investigated the ecological encounters of orphaned and vulnerable Children (OVC) in child-headed households (CHHs) and the impact on cognition and learning. The qualitative enquiry is based on Bronfenbrenner’s ecological systems theory. The triangulated data was collected through participant observations, open-ended questionnaires, interviews and focus group discussions. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one education officer and one social welfare officer, comprising a total sample of 34. Tesch’s qualitative model of data analysis was used to group the findings into themes, each differentiating into sub-categories. The findings revealed most OVC to suffer from loneliness, feelings of inferiority, stress, anxiety, low self-esteem, lack of concentration in class and heightened negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children’s voiced responses expressed great despondence. Orphanhood was found to be a Psychological Deterrent to cognition and learning. The local community, education administrators, policy makers, children’s rights advocates together with the children’s representatives need to map out life-lines to promote the cognitive learning of double OVC residing in CHHs. DOI: 10.5901/mjss.2014.v5n3p312
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Helping Orphaned and Vulnerable Children to Manage Cognition and Learning Crises through Policy: The Case of Zimbabwe
Mediterranean Journal of Social Sciences, 2014Co-Authors: Emily Ganga, Mncedisi C. MaphalalaAbstract:This qualitative enquiry tried to find out ways in which policy could further assist orphans and vulnerable children to manage their cognition and learning crises. It is based on the policy issues of the Zimbabwe National HIV and AIDS Strategic Plan (ZNASP, 2006-2010), the National Action Plan for Orphan and Vulnerable Children (NAP for OVC 2006-2010), the Zimbabwe Education Act (Chapter 25:04) and the Zimbabwe Millennium Development Goals (2004). The triangulated data were collected through participant observations, open-ended questionnaires, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare Officer, making a total sample of 34. The findings confirmed that even though some OVC reported occasional receipt of aid through donors and the government’s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky enough to remain beneficiaries up to the end of their secondary schooling. Orphanhood was found to be a Psychological Deterrent to cognition and learning. Therefore the local community, education administrators, policy makers, and children’s rights advocates together with the children’s representatives should map out life lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. DOI: 10.5901/mjss.2014.v5n1p439
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Double Orphanhood: A Psychosocial Barrier to Assimilation of Learning Schemes in Child-Headed Households
Mediterranean Journal of Social Sciences, 2013Co-Authors: Emily Ganga, Mncedisi C. MaphalalaAbstract:‘Orphanhood’ is among the many undesirable phenomena within developing countries which seem to be precipitated by escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. This case study investigated double orphanhood and its effects on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Zimbabwe. The qualitative enquiry is hinged on constructivist views in Erikson’s psychosocial development theory. The triangulated data was collected through participant observations, an open-ended questionnaire, interviews, and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their environment. The phenomenon affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. Older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government’s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky enough to remain beneficiaries up to the end of their secondary schooling. Orphanhood was found to be a Psychological Deterrent to cognition and learning. DOI: 10.5901/mjss.2013.v4n13p499
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Cognitive Learning: A Life-line Challenge for Orphans and Vulnerable Children in Child-headed Households
Journal of Social Sciences, 2013Co-Authors: Emily Ganga, Mncedisi C. MaphalalaAbstract:Orphaned children suffer mental stresses and anxieties and these manifest in the manner they learn and socialise at school and in the community. The phenomenological descriptive case study investigated the learning limitations of orphans and vulnerable children (OVC) and how various stakeholders could mitigate and support the learning of these OVC living within child-headed households (CHHs) in the Chimanimani District of Zimbabwe. Observation and focus group discussion were used for data collection. Six heads of CHHs, two local community members, two teachers, a school headmaster and one childrens' rights advocate participated in the study. Data collected indicates that OVC lived under difficult physical and psychosocial circumstances, going through life without proper parental guidance. They encountered situations that militated against effective formal and informal cognitive learning. Orphanhood is a Psychological Deterrent to learning; the study therefore recommends that the local community, education administrators, policy makers and child advocates should map out life-lines ideal for enhancing the cognitive learning of OVC residing as "siblings" in CHHs.
Feyaerts Jozefien - One of the best experts on this subject based on the ideXlab platform.
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Joseph-Jonas Dumonts gevangenisontwerpen : 'architecture parlante' in neo-Tudorstijl
'Uitgeverij Verloren BV', 2017Co-Authors: Feyaerts JozefienAbstract:Introducing the strictly cellular regime after being appointed General Inspector of Prisons in Belgium in 1830, Edouard Ducpétiaux soon initiated an extensive building campaign of cellular prisons. Until his death in 1859, Joseph-Jonas Dumont was Belgium’s preeminent prison architect. Inspired by Anglo-Saxon trends, he adopted the Tudor revival style for the prison gatehouse in most of his designs. This idiom proved to be particularly suitable for effectuating the nineteenth-century concept of ‘style’ as a medium of meaning(s). Not only the formal and functional resemblance with Tudor gatehouses and city gates, but also the military features and general heaviness of the decorum evoked the appropriate connotations of custody, authority and dimness to act as a (physical but especially Psychological) Deterrent for the potential criminal, while at the same time demonstrating the architect’s artistic creativit
Jozefien Feyaerts - One of the best experts on this subject based on the ideXlab platform.
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Joseph-Jonas Dumonts gevangenisontwerpen : 'architecture parlante' in neo-Tudorstijl
2017Co-Authors: Jozefien FeyaertsAbstract:Introducing the strictly cellular regime after being appointed General Inspector of Prisons in Belgium in 1830, Edouard Ducpetiaux soon initiated an extensive building campaign of cellular prisons. Until his death in 1859, Joseph-Jonas Dumont was Belgium’s preeminent prison architect. Inspired by Anglo-Saxon trends, he adopted the Tudor revival style for the prison gatehouse in most of his designs. This idiom proved to be particularly suitable for effectuating the nineteenth-century concept of ‘style’ as a medium of meaning(s). Not only the formal and functional resemblance with Tudor gatehouses and city gates, but also the military features and general heaviness of the decorum evoked the appropriate connotations of custody, authority and dimness to act as a (physical but especially Psychological) Deterrent for the potential criminal, while at the same time demonstrating the architect’s artistic creativity
James F. Broder - One of the best experts on this subject based on the ideXlab platform.
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Chapter 5 – Security Lighting
Effective Physical Security, 2017Co-Authors: Joseph Nelson, Philip P. Purpura, Lawrence J. Fennelly, Gerard Honey, James F. BroderAbstract:In this chapter, the concept of lighting as it relates to crime and crime prevention is discussed. The two major purposes of lighting, to create a Psychological Deterrent to intrusion and to aid in detection, are put to the test involving natural and constructed light. From a business perspective, lighting can be justified because it improves sales by making a business and merchandise more attractive, promotes safety and prevents lawsuits, improves employee morale and productivity, and enhances the value of real estate. From a security perspective, two major purposes of lighting are to create a Psychological Deterrent to intrusion and to enable detection. Good lighting is considered such an effective crime control method that the law, in many locales, requires buildings to maintain adequate lighting.
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Security Lighting for Schools
The Handbook for School Safety and Security, 2014Co-Authors: Philip P. Purpura, Lawrence J. Fennelly, Gerard Honey, James F. BroderAbstract:Abstract In this chapter, the concept of lighting as it relates to crime and crime prevention in schools is discussed. The two major purposes of lighting, to create a Psychological Deterrent to intrusion and to aid in detection, are put to the test involving natural and constructed light. This chapter starts with return on investment (ROI). Administrators are starting to realize that by putting in new, improved cost-effective lights at a reduction in energy cost is the way to go.