A Conceptual Stress-Coping Model of Factors Influencing Marketplace Engagement of Visually Impaired Consumers

2012 ◽  
Vol 46 (3) ◽  
pp. 485-505 ◽  
Author(s):  
GEORGE BALABANIS ◽  
VINCENT WAYNE MITCHELL ◽  
IAN BRUCE ◽  
PETRA RIEFLER
Keyword(s):  
Visually Impaired ◽  
Stress Coping ◽  
Factors Influencing ◽  
Coping Model

scholarly journals A stress-coping model of mental illness stigma: II. Emotional stress responses, coping behavior and outcome

2009 ◽  
Vol 110 (1-3) ◽  
pp. 65-71 ◽  
Author(s):  
Nicolas Rüsch ◽  
Patrick W. Corrigan ◽  
Karina Powell ◽  
Anita Rajah ◽  
Manfred Olschewski ◽  
...  
Keyword(s):  
Mental Illness ◽  
Emotional Stress ◽  
Stress Responses ◽  
Coping Behavior ◽  
Mental Illness Stigma ◽  
Stress Coping ◽  
Coping Model

scholarly journals Spatial orientation and cognitive load as factors influencing learning amongst blind learners in the Life Sciences

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Mbulaheni O. Maguvhe ◽  
Msongelwa J. Gumede ◽  
William J. Fraser ◽  
Henoch Schoeman
Keyword(s):  
Cognitive Load ◽  
Spatial Orientation ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Life Sciences ◽  
Secondary Analysis ◽  
Blind And Visually Impaired ◽  
Factors Influencing ◽  
Tactile Stimuli ◽  
Auditory Functions

Little research is done in South Africa on factors influencing cognitive load during teaching and learning. It challenges our social accountability towards learners with special education needs as the principles of equity and equality are not always achieved in this field of specialisation. This article reports on a secondary analysis conducted on the results of two recent investigations by Maguvhe (2005) and Gumede (2010) that focused on the teaching of Life Sciences to blind and visually impaired learners. The purpose of the secondary analysis was to determine from the original results how the principles of cognitive load, modality and spatial orientation are accounted for when Life Sciences is taught to blind and visually impaired learners. The secondary analysis confirmed that blind learners very seldom participate in investigations, experiments and activities, and when they do, such interactions remain basic, elementary and confirmatory. Because teaching occurs mainly by means of narratives, the possibilities remain high that cognitive load might decrease the auditory functions in the absence of other visual and tactile stimuli. Tactile stimulation depends heavily on factors such as specialised resources, well-trained teachers, Braille trainers, readers and writers, and a sound understanding of a holistic methodology that can optimise the tactile senses of blind and visually impaired learners.

A Stress-Coping Model

1980 ◽  
Vol 3 (1) ◽  
pp. 9-24 ◽  
Author(s):  
W. Scott Diane ◽  
T. Oberst Marilyn ◽  
Mary Jo Dropkin
Keyword(s):  
Stress Coping ◽  
Coping Model
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