Thesis--Wisconsin. / Includes bibliographical references (leaves 61-62).

Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 64-66).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 270-273).

Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

No description available.

Vandalism is a problem for many communities across Scotland negatively affecting the lives of people who live in them. Whilst there has been recent research into the broad phenomena of anti-social behaviour, there has been little recent research into the specific phenomena of vandalism. In particular, little is understood about why vandalism often persistently re-occurs year in year out in particular locations. Wider research into crime and place suggests that, opportunities to commit crime, levels of relative deprivation, and the capacity or belief that a community can work together (collective efficacy) may be relevant factors. Other theories suggest some areas may act as crime attractors or be more criminogenic than others. There is a strong need for a better understanding of why certain places experience persistent vandalism and others do not. This thesis seeks to redress that gap by suggesting that to understand the nature of vandalism it is best understood as a crime of place rather than property. By drawing on theoretical and methodological approaches from both criminology and geography the thesis explores whether some areas experience high and low concentrations of vandalism year on year; if patterns change over time and whether areas with differing levels of vandalism share characteristics. Exploring issues related to crime and place presents specific methodological challenges. In criminology there has been much debate about whether it is best to consider crime and place processes at the micro or macro level. This thesis contributes to this debate by contending that it is necessary to employ a multi-method approach which integrates both micro and macro levels of investigation to properly understand crime and place. The results presented here are based on secondary analysis of six years of recorded crime data on vandalism supplied by Lothian and Borders police covering the period 1 April 2004 to 31 March 2010 for a case study area within Edinburgh with a broad mix of socio-demographic contexts. The thesis investigates the value of taking an Exploratory Spatial Data Analysis approach combining GIS based Crime Mapping and LISA (Local Indicators of Spatial Autocorrelation) analysis with Group Trajectory Analysis. This is complimented by data acquired from holding focus groups with Police Officers responsible for neighbourhood policing who used shaded maps to aid discussion of characteristics of areas with high and low vandalism. Findings suggest there are distinct High, Low and Drifting areas of vandalism with particular characteristics influenced by crime attractors, routine activities, relative deprivation and collective efficacy. By using an innovative multi-method ESDA quantitative and qualitative approach, important insights into the nature of vandalism as a place crime are gained; using a multi-spatial and temporal approach was found to be crucial. Findings are somewhat confined as they relate to a single case study area and a small number of focus groups were undertaken only with police Officers and not other community actors which may limit generalisabily. These concerns are discussed along with recommendations for future policy on vandalism and theoretical and methodological approaches for researching crime and place.

No description available.

Šiuolaikinis miestas — tik nauja ilgus amžius augusio žmogaus noro išreikšti save per simbolinius piešinius rezultatas. Tačiau šiuolaikinio graffiti sprogimas yra su niekuo nepalyginamas. Taigi nepaisant to, kad daugelis iš mūsų gyvename informacinėje bei ganėtinai tolerantiškoje visuomenėje, kur egzistuoja neribojamai dideli meninės raiškos būdai, galimybių ir variacijų skaičius, graffiti, kaip meno kryptis, kūrinio statusas ar vieta (padėtis), taip ir liko neišspręstas bendrajame kultūriniame kontekste ir ligi šiol traktuojamas kaip neigiamumas ar net nihilistinio požiūrio išraiška į visuomeninius kriterijus bei normas. Šio darbo tikslas — atskleisti mokyklos bendruomenės narių požiūrį į graffiti. Tyrimo metodai: teorinis ― darbo tema aktualios literatūros sisteminė analizė; empiriniai ― IX klasių moksleivių anketinė apklausa, padėjusi išsiaiškinti jų žinias ir požiūrį į graffiti; pedagogų anketinė apklausa, padėjusi išsiaiškinti jų žinias ir požiūrį į graffiti; moksleivių tėvų anketinė apklausa, padėjusi išsiaiškinti jų žinias ir požiūrį į graffiti. Matematinės statistikos metodai: chi kvadrato kriterijaus taikymas, kontingencijos koeficientas (C), procentinė duomenų analizė. Tyrimo metu paaiškėjo, kad daugiausia apie graffiti žino, jį priima ir vertina mokiniai. Vadinasi, tai patvirtina, faktą, jog subkultūra yra jaunimo pasaulėžiūros atspindys. Ar graffiti – meno rūšis ar vandalizmo aktas, vienareikšmiškai atsakyti negalima. Tai priklauso nuo visuomenės išprusimo... [toliau žr. visą tekstą] / SUMMARY A modern city is just a new result of a person’s wish to express himself in symbolic paintings that has been growinf for long ages. But the explosure of modern graffiti cannot be compared with anything. So, in spite of that most of us live in the information and however tolerant society where unlimited big ways of artistic expression, a number of possibilities and variations exist, graffiti as an art tendency, the status place (position) of a piece of art has not been solved in the general cultural context and it has still been treated as negative expression or even a nihilistic attidude towards criteria or norms of the society. The purpose of this work is to reveal the attitude of the members of the school community towards graffiti. Methods of the research: theoretic ― systematic analysis of the literature actual about the theme of the work; empiric ― questionnaire of the pupils of the IX class that helped to find out their knowledge and attitude towards graffiti; Questionnaire of the pedagogues that helped to find out their knowledge and attitude towards graffiti; Questionnaire of the pupils’ parents that helped to find out their knowledge and attitude towards graffiti. Methods of mathematical statistics: application of the criterion of chi square, coefficient of contingency (C), per cent analysis of the data. Within the research, it became clear that graffiti is mostly known, accepted and appreciated by the pupils. Also the fact can be confirmed that subculture... [to full text]

School vandalism is a serious problem in South Africa, particularly, as it places a heavy burden on education budgets. It could also cause learning to collapse, since it infringes on the right of learners to be taught in clean, well kept school buildings, and to develop their full potential. It is generally accepted that cared for school facilities, adequate furniture and equipment, as well as clean ablution facilities, are conducive to a healthy learning environment. The aim of this research was to determine whether vandalism at schools in Nelson Mandela Metropole (NMM) has an influence on learners’ scholastic achievement. Against the background of the literature review, this investigation endeavours to report on the nature and extent of vandalism at a sample of South African schools, as well as preventative measures that be introduced to combat such vandalism. The research comprised of a study of relevant literature, followed by a qualitative research design. The literature study covered aspects regarding the nature, extent and consequences of vandalism at schools. The sample group consisted of learners, teachers and parents from four secondary schools in the western region of the Uitenhage District. The respondents completed questionnaires regarding their viewpoints on the role that the school, the parents, the community, the police and the media could play in curbing acts of vandalism at schools. The respective principals and some members of staff were also interviewed. The research revealed that both teachers and learners were of the opinion that preventative measures need to be put in place to combat the scourge of vandalism at schools. However, such programmes should be implemented in collaboration with the community, the parents, the South African Police Services and the media. In conclusion some recommendations were made to combat the scourge of vandalism at schools and these may be of value to all schools in South Africa that experience similar problems.