Although auditors engage in considerable social interaction (Gibbins & Mason, 1988; Solomon, 1987), little is known about how social interaction influences an auditor's moral reasoning process. In order to address this gap, this study used an experiment to examine the effect of social influence on 288 auditors' moral reasoning on realistic moral dilemmas. The results of this study indicate that social interaction influences the moral reasoning of auditors. Auditors' level of prescriptive reasoning appears to increase after engaging in discussion of a realistic moral dilemma, particularly for those which discuss dilemmas with others at high levels of moral development, while auditors' level of deliberative reasoning appears to decrease after engaging in discussion of a realistic moral dilemma. At a practical level, these findings suggest that auditors should be encouraged to prescriptively discuss moral dilemmas with others of high levels of moral development as this tends to result in the use of more principled moral reasoning. In contrast, auditors should avoid deliberative discussion of moral dilemmas, as this tends to result in the use of less principled moral reasoning than would be used in the absence of discussion.

School Psychologists spend a disproportionate amount of time assessing students despite a stated desire to be recognized as performing a broader role. One approach to ameliorating this discrepancy is by facilitating the professional identity development of individual School Psychologists, since those with a strong professional identity are likely to advocate and elicit change. To this end, it is necessary to look beyond the narrow confines of the profession for models of professional identity development. An existing network development model that has identity-building potential is explored, and two existing professional networking mechanisms, one from the field of Veterinary Medicine and the other from School Psychology, are examined. The resulting School Psychology Professional Identity Development (SPPID) Framework provides a basis for a future professional collaboration mechanism that specifically assists school psychologists in professional identity building and eliciting change. Limitations and future directions for research are also discussed. / Psychological Studies in Education

Thesis (MEd (Human Resources Studies))--University of South Australia, 1991

No description available.

No description available.

No description available.

No description available.

The thesis consists of the critical essay and the creative project. The critical essay is an investigation into the nature of narrative suspense, its operation, and the techniques by which an author can develop it. Narrative suspense requires that readers care for characters and feel uncertain about events. An author can use a number of story-telling techniques to make the most of this emotion and uncertainty. Readers may embark on a variety of activities including imagining outcomes and piecing together clues, and these too can be utilised by the author to build suspense. Following the examination of the subject, I explore the development of the drafts of Frantic with particular emphasis on how my research into suspense changed my approach to characterisation, structure, and the process of writing. The creative project is the manuscript Frantic, a crime thriller set in present-day Sydney. When Paramedic Sophie Phillips’ husband Chris is shot and their baby kidnapped, Detective Ella Marconi struggles to solve the case. Evidence suggests the act may be revenge by a bereaved father for Sophie’s failure to save a mother and her newborn, and equally that senior constable Chris may have been involved in the police corruption that increasingly appears rife. Distraught Sophie knows what she believes, and when the police fail to find her son she takes matters into her own hands.

No description available.

The thesis consists of the critical essay and the creative project. The critical essay is an investigation into the nature of narrative suspense, its operation, and the techniques by which an author can develop it. Narrative suspense requires that readers care for characters and feel uncertain about events. An author can use a number of story-telling techniques to make the most of this emotion and uncertainty. Readers may embark on a variety of activities including imagining outcomes and piecing together clues, and these too can be utilised by the author to build suspense. Following the examination of the subject, I explore the development of the drafts of Frantic with particular emphasis on how my research into suspense changed my approach to characterisation, structure, and the process of writing. The creative project is the manuscript Frantic, a crime thriller set in present-day Sydney. When Paramedic Sophie Phillips’ husband Chris is shot and their baby kidnapped, Detective Ella Marconi struggles to solve the case. Evidence suggests the act may be revenge by a bereaved father for Sophie’s failure to save a mother and her newborn, and equally that senior constable Chris may have been involved in the police corruption that increasingly appears rife. Distraught Sophie knows what she believes, and when the police fail to find her son she takes matters into her own hands.