In dieser Arbeit wird ein Konzept für das betriebliche Gesundheitsmanagement an einem Fachkrankenhaus für Neurologie und Psychiatrie erstellt. Hierbei werden zunächst allgemeine Grundlagen sowie die Entwicklung und Teilbereiche des betrieblichen Gesundheitsmanagements dargestellt. Darauf basierend wird anschließend am praktischen Beispiel eines Fachkrankenhauses für Neurologie und Psychiatrie mit Hilfe einer Mitarbeiterbefragung sowie einer Literaturrecherche ein organisatorisches und inhaltliches Konzept für das betriebliche Gesundheitsmanagement entworfen. Inhaltlich umfasst dieses die alters- und berufsgruppenspezifisch bedarfsorientierte Entwicklung von Maßnahmen und Angeboten an zwei Gesundheitstagen jährlich, sowie die dauerhafte Etablierung verschiedener Angebote zur Förderung der Gesundheit und Prävention von Erkrankungen der Mitarbeiter. Weiterhin werden die notwendigen organisatorischen Determinanten erarbeitet, die zur Einführung, Weiterentwicklung und Überprüfung der Wirksamkeit des BGM erforderlich sind. Im abschließenden Fazit erfolgen eine aktuelle Bewertung der Konzeption und ein Ausblick in die Zukunft.

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Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms encourage reflection and communication among the members of the classroom community, or supports learning with understanding, it becomes what I term a productive discourse community. The purpose of this study is to find out what a teacher does to create and maintain a productive discourse community where students can reason and learn with understanding. To accomplish this purpose, this research asks the following question: In what ways does the teacher in the study direct mathematical discourse in order to facilitate understanding? To answer this research question, data was gathered from eight class periods. The classroom discourse was analyzed and six discourse generating tools were found to be used by the teacher: (1) using lower-order questions to engage students, (2) persisting in eliciting students' reasoning, (3) encouraging as many student participations as possible, (4) encouraging students to analyze and evaluate each other's comments, (5) encouraging students to share as many strategies as possible and (6) using a focusing discourse pattern. There were also three social norms found to be established in the classroom at the time of the data collection. These norms are: all students are expected to (a) participate (b) share their reasoning when called upon, and (c) listen to, analyze, and evaluate each other's comments. Through further analysis, it was found that the six discourse generating tools reinforced the social norms, while the social norms supported the six discourse generating tools. Thus creating an environment where reflection and communication occurred in a way that promoted learning mathematics with understanding.

The impacts and influences of globalised digitalisation has increased its presence within the political structures of both international economic and international security regimes, and the rise of e-governance systems and digital security technology has probed IR scholarship to study this policy shift from traditional forms of governance to digital ones. Less considered here is how digitalisation has been extended to the international humanitarian governance regime. Digital tools are increasingly being produced and employed within international humanitarian interventions. However, despite the rapid mobilisation of these digital technologies, humanitarian crises and their corresponding interventions are becoming more frequent and more prolonged and the assumed benefits of these well-intending digital tools are failing to improve the lives of their beneficiaries. While evaluations of these interventions are not lacking, the preoccupation of material, quantitative assessments of humanitarian missions erroneously neglect the perspectives and experiences of their intended beneficiaries. In this regard, the paper seeks to problematize the methods in which humanitarian practitioners produce and implement their digital aid in a critical study into the political and normative structures which shape the design of digitised humanitarian governance. Post Colonial theory is recalled as a central, anchoring framework from which its concepts of racialisation, hegemonic identity reconstruction, and exploitation will be theory-tested via public policy analysis to the research’s case study. Here, the ‘neutrality’ of humanitarian governance is debunked, and hidden lineages of coloniality within the UNHCR’s mandate in the Rohingya refugee emergency are brought to the fore.

What is considered as right and wrong, and how to treat each other influences the daily life in the kindergarten. Consequently, this study aims to make moral values of children visible, which in fact also is what so called peer culture implies. The aim is also to highlight in what way the kindergarten affects children´s perspective in moral values. That, in turn, also means what impact the peer culture has on moral development. Previous research shows that children´s democratic participation in the kindergarten gives the children an opportunity to influence their daily life.  In effect, this means that we together with the children read a picture book that lead the children to further discussions. Eight children from two preschools in Halland participated. The collected data is analyzed trough symbolic interactionism. That interprets further how the children discussed the subject together. The children talked about friendship related questions. The result indicates that moral values can vary between peer cultures in kindergartens. Furthermore, this indicates how a peer culture is impacted by the environment. / Vad som anses rätt och fel, och hur man ska behandla varandra genomsyrardet dagliga livet i förskolan. Syftet med denna studie är att synliggöra barnsmoraliska arbete och på vilka sätt förskolan påverkar barnens perspektiv imoraliska värderingar, och därmed även kamratkulturens betydelse förmoralisk utveckling. Tidigare forskning visar också hur barns demokratiskadeltagande i förskolan bidrar till deras moraliska utveckling, bland annat i såmening att de får lära sig att ta ansvar för sina egna beslut i vardagen.Den här studien bygger på kvalitativa metoder genom att vi använder en såkallad kommunikativ kedja för att undersöka barns moraliska utveckling.Detta innebär att vi tillsammans med en grupp förskolebarn läst en bilderboksom sedan låg till grund för barnens diskussioner. Totalt deltog åtta barn fråntvå förskolor i Halland. Den empiriska data som samlades in analyseradesgenom symbolisk interaktionism. Barnen samtalade kring vänskapsrelateradefrågor. Resultatet tyder på att moraliska värderingar kan variera mellan olikakamratkulturer i förskolan genom omgivningens påverkan påkamratkulturen.

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This research paper has examined the validity of the Forensic Assessment Interview Technique (FAINT). FAINT is a specific interview process - accepted and in current use - integrating the works of this researcher with the works of John Reid, Richard Arther, and Avinoam Sapir. The FAINT technique involves the evaluation of nonverbal behavior, projective analysis of unwitting verbal cues, and statement analysis. The fundamental hypothesis of FAINT is that truthful and deceptive criminal suspects differ demonstrably in their nonverbal, verbal and written communication, when asked to respond to a structured format of interview questions. FAINT maintains that these differences are observable and can be quantified to allow forensic interviewers to make accurate determinations of a suspect's involvement in a crime. This research has examined the validity of the technique as measured by a traditional, unweighted 3 point scale and a weighted scoring system (an issue being researched in this paper) comparatively used for determining truth or deception. This dissertation reports the results of both scoring systems, as well as a comparison between them and the historically used Behavioral Analysis Interview (BAI) that was developed by John E. Reid. / Criminology / MA (Criminology)

字彙學習是語文能力重要的一環，許多教學也都是以提升孩童單字量之目的設計的，其中，故事閱讀活動就被推崇為是能以提供豐富情境的方式來增進孩童語文能力的有效策略。本研究主旨在探討繪本共讀對EFL國小學童字彙學習的影響，主要的研究方向有：(1) 圖文標指與引導問答教學對學童運用繪本學習字彙的影響; (2)不同教學引導方式對學生字彙保留量的影響; (3)不同教學引導方式對不同程度學生所產生的影響。 受試者為五十四位台北縣五年級國小學童，其字彙測驗成績則為資料分析來源。本研究主要發現有下列幾點。第一，圖文標指和引導問答教學對國小學童運用繪本學習字彙皆有助益。第二，圖文標指和引導問答教學對學童字彙保留量都有正面的影響。第三，英語學習高成就學生在運用繪本學習字彙上收穫比低成就學生多，其中，圖文標指教學對高成就以及低成就學生皆有助益；此外，總括來說，引導問答教學對高成就學生的字彙學習幫助最大。 最後，本文提供了教學者以及日後研究者相關建議，並期盼研究結果能帶給台灣英語老師一些字彙教學上的參考。 / Vocabulary plays an important role in children’s emergent literacy. Many instructions were developed to build children’s word knowledge. Among them, storybook reading is promoted to be an effective strategy that enhances children’s literacy by providing rich contexts. The purpose of the present study aims to examine the effects of the techniques of labeling (L) and labeling plus questioning (L+Q) for vocabulary teaching with storybook reading in EFL elementary school. The study is mainly concerned with three aspects: (1) the effects of L and L+Q on student’s vocabulary learning during shared storybook reading; (2) student’s retention of learned vocabulary affected by the two techniques; (3) the influence of the two techniques on students with diverse English proficiency. Participants were 54 fifth-grade elementary school students in Taipei County, and the data analysis was based on their performance of the Picture Vocabulary Test (PVT). The findings of the study are as follows. First, L and L+Q techniques were both beneficial for student’s receptive vocabulary learning during shared storybook reading. Second, both L and L+Q techniques were effective in retaining student’s word knowledge. Third, overall performance of students with high English proficiency (HEP) in PVT improved more significantly than that of students with low English proficiency (LEP). Besides, L technique was helpful for HEP and LEP’s receptive vocabulary learning, but not for HEP’s word retention. Moreover, HEP were most influenced by L+Q technique in vocabulary learning during shared storybook reading. Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis.

Each year, an estimated 318,000 defendants who do not comprehend the Miranda warnings waive their rights and provide incriminating evidence without the protection of counsel (Rogers, 2008), which make Miranda-related competencies one of the most pervasive pretrial issues. A wide range of issues could potentially affect an individual's capacity to provide a knowing and intelligent waiver. Previous Miranda research has focused narrowly on the effects of cognitive and developmental factors. The current study added to the Miranda literature by examining the impact of two highly prevalent conditions found in correctional populations, attention deficits and substance abuse. Adult defendants in custody (N = 118) were evaluated within 36 hours of arrest in order to assess both chronic psychological disorders and situational variables. Results indicate that attention deficits have a significant impact on defendants' ability to provide a knowing Miranda waiver, whereas substance use profoundly affected their reasoning about Miranda waiver decisions. This study represents the first systematic investigation of the effect of transient mental states on Miranda-related abilities with criminal defendants. Important implications for forensic practice are addressed.