The phenomenon of serial murder is a crime characterised by a paucity of scientific information and an excess of popularised fictional material, contributing to the existence of inaccurate perceptions of serial murder. Although serial murder has been committed since the fourteenth century it only gained notoriety with the intense media coverage of the Jack the Ripper case in 1888. One of the most important reasons for society’s morbid fascination with this phenomenon is because of the view of it as a “motiveless crime”. Available literature shows that research undertaken to determine the origin and the motivation behind serial homicide generally focuses on singular aspects of serial murder. In most cases the research is directed by theories of the psychoanalytic school, most notably that of Sigmund Freud. Another research approach is to develop models and methods for classifying serial killers. Despite the value of these models and the research that has been done the information they can provide is limited. In most cases the research and the models focus on singular aspects associated with the development of serial murderers, for example, the internal conflicts experienced by the child. The goal of this study is to determine which internal and external factors influence the personality development of the serial murderer. The research therefore focuses on how these factors were internalised and expressed behaviourally by the individual. To achieve this the psychosocial perspective, which consisted of three psychological theories, was used to determine the role of both internal and external influences in the personality development of the individual. The method of research deemed most suitable to undertake the study is the qualitative approach, and more specifically the explanatory case study method. The data for the research was obtained by using a semi-structured interview and relevant documentation concerning each of the two case studies. Seven research questions were formulated to find answers to the personality development of the serial murderer and his behaviour. The questions were also formulated to ensure the validity of the data and to substantiate the findings based on the psychosocial perspective. The psychosocial perspective was used to analyse the two case studies and to compile a detailed explanation for the personality development and the personality structure of each of the serial murderers. The three psychological theories were combined in such a way that it could show the influence of internal and external factors on the personality development. This included the influence of the family atmosphere as well as behaviour and personality types that developed. In conclusion the extent to which answers were obtained regarding the seven research questions and the extent to which the aim of the research has been achieved is highlighted. Finally recommendations are made concerning future research and possible areas on which researchers should focus. / Dissertation (MA (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Missing children is one of the horrors that we are confronted with in today's society. The case study method, a feminist co-search methodology, is used to give a missing child's mother the opportunity to tell and re-tell the painful story. During this co-search process the following aspects of doing ethics and pastoral care and counselling with the mother are constantly negotiated. The term "missing child" is defined and the relevance between the distinction of "missing children" and "run-away children" is discussed. Furthermore, this study explores the many diverse practices of narrative pastoral care and counselling with parents of missing children within an economically disadvantaged community. The conceptualisations regarding loss, hope and meaning-making and how these are utilised in the life of a missing child's mother is discussed. / Practical Theology / M.Th.

中信兄弟棒球隊為中華職棒元老球隊之一，為了能夠更瞭解球隊管理與粉絲經營的詳細情形，本研究採用質性研究方法，以深度訪談的方式與中信兄弟行銷企劃部球隊顧問張樹人先生進行約九十分鐘的訪談，並將訪談所得之結果與二手相關資料之蒐集，透過策略行銷4C分析模型架構的分析，整理如以下三點： 1. 中信兄弟隊現階段是將組織內大部分的運作功能，外包給其他公司合作，以簽訂合作契約的方式來進行。短期能即時發揮綜效，但中長期而言，中信兄弟隊必須還是要擁有自己的營運團隊，否則會仰人鼻息受到箝制。 2. 中信兄弟隊對於台灣職棒圈而言，是相當具有代表性的一支球隊。擁有近三十年的成軍歷史，奪下史上最多半季冠軍和二次三連霸的創舉，在台灣棒壇可說是史無前例；此外在易主之後，更具備相當豐沛的資源可供運用，不僅有資金可以簽下自由球員、與球員談薪資，在主場方面也擁有台中洲際棒球場，並將重心放在推廣區域經濟上。 3. 中信兄弟隊在營運管理方面遇到一些問題，如：與前東家兄弟大飯店之間的權利義務關係尚未完全釐清；供應商贊助的部分則是有中信兄弟自己堅持的想法，導致與供應商之間的關係有待努力；在主場認養上起步較晚，如何能夠順利趕上其他球隊的進度並且成功帶動區域經濟，是一項很重要的課題。 / Brothers Baseball Club is one of the Chinese Professional Baseball League (CPBL) veteran teams. In order to better understand the detailed cases about team management and how to attract baseball fans, this study used qualitative research methods to design interview outlines, and conducted a ninety-minute interview with Edward Chang, the consultant of Brothers Baseball Club Marketing Planning Department. Based on the results obtained from interviews and the relevant second-hand information used are summarized as follows: 1. Brothers Baseball Club outsourced most of the operational function sectors and signed cooperation contracts with these companies. In fact, short-term synergies can be immediately evaluated; however, when it comes to long term scenarios, Brothers Baseball Club must cultivate their own operational teams; otherwise they would lose their competitive advantages and be threatened by other competitors. 2. Established more than thirty years, Brothers Baseball Club won the most Season Championship Titles and owned the record of two-time Third Consecutive in Taiwan CPBL series; these accomplishments are unique and honorable in Taiwan baseball history. Moreover, abundant resources can be manipulated by the Club such as salary policies and free agents competition. Also, Brothers Baseball Club manages Taichung Intercontinental Baseball Stadium as its home court, and would focus on the promotion of the regional economy. 3. Brothers Baseball Club encountered in several operating issues, such as: the rights and obligations between the former owner, the Brother Hotel, has not been fully clarified; Supplier sponsorship is an another problem Brothers Baseball Club needs to solve, resulting in misunderstandings with suppliers; Home court adoption is a late start, how to catch up with the smooth progress of the other three teams and how to achieve regional economic success are both very important issues.

Missing children is one of the horrors that we are confronted with in today's society. The case study method, a feminist co-search methodology, is used to give a missing child's mother the opportunity to tell and re-tell the painful story. During this co-search process the following aspects of doing ethics and pastoral care and counselling with the mother are constantly negotiated. The term "missing child" is defined and the relevance between the distinction of "missing children" and "run-away children" is discussed. Furthermore, this study explores the many diverse practices of narrative pastoral care and counselling with parents of missing children within an economically disadvantaged community. The conceptualisations regarding loss, hope and meaning-making and how these are utilised in the life of a missing child's mother is discussed. / Philosophy, Practical and Systematic Theology / M.Th.

No description available.

В современном мире, благодаря процессам активного роста культурных контактов и взаимодействий между разными народами и странами, все большую актуальность приобретают проблемы взаимопонимания и взаимоуважения. Умение построения межкультурных коммуникаций, основанных на знании культурных ценностей и традиций других народов, становится актуальным навыком. Внедрение в конце XX века в отечественную систему образования преподавания такого предмета, как межкультурная коммуникация, было обоснованным и своевременным шагом. Этот предмет дает возможность изучить и понять, что такое культура, коммуникация, раскрывает особенности межкультурного взаимодействия и важность навыков общения с представителями других культур, как на обыденном, так и на профессиональном уровне. В связи с этим, в большинство образовательных программ высших учебных заведений включен ряд навыков и компетенций, связанных с межкультурной коммуникацией, которыми должны обладать будущие выпускники. Например, «владение навыками социокультурной и межкультурной коммуникации, обеспечивающими адекватность социальных и профессиональных контактов, готовность преодолевать влияние стереотипов и осуществлять межкультурный диалог в общей и профессиональной сферах общения, формирования коммуникативной и межкультурной компетенции обучающихся» [44]. Данная работа посвящена исследованию вопроса актуальности обучения навыкам межкультурной коммуникации с представителями восточных культур. Для Российской Федерации этот вопрос особенно важен, так как на протяжении многих лет наше государство поддерживает дружественные отношения и сотрудничает со странами Востока. В качестве примера в данной работе рассматриваются добрососедские, дружественные отношения стратегического партнерства с Китаем, показана важность навыков межкультурной коммуникации, основанных на знании языка, культуры, традиций, этических и моральных норм китайского народа, без которых невозможно построение эффективного межкультурного взаимодействия. Наличие межкультурного компонента в процессе образования делает актуальным поиск новых педагогических и методических решений при обучении навыкам межкультурной коммуникации с представителями других культур. В данной работе рассмотрено применение современной, инновационной методики – метода сase study, при обучении навыкам межкультурной коммуникации. / In the modern world, due to the processes of active growth of cultural contacts and interactions between different peoples and countries, the problems of mutual understanding and mutual respect are becoming increasingly important. The ability to build intercultural communications based on knowledge of the cultural values and traditions of other nations is becoming an actual skill. The introduction of such a subject as intercultural communication into the domestic education system at the end of the 20th century was a reasonable and timely step. This subject provides an opportunity to study and understand what culture, communication is, reveals the features of intercultural interaction and the importance of communication skills with representatives of other cultures, both at the everyday and at the professional level. In this regard, most educational programs of higher educational institutions include a number of skills and competencies related to intercultural communication that future graduates should possess. For example, “possession of sociocultural and intercultural communication skills that ensure the adequacy of social and professional contacts, the willingness to overcome the influence of stereotypes and carry out intercultural dialogue in the general and professional spheres of communication, the formation of communicative and intercultural competence of students” [44]. This work is devoted to the study of the relevance of teaching the skills of intercultural communication with representatives of Eastern cultures. For the Russian Federation, this issue is especially important, since for many years our state has maintained friendly relations and cooperated with the countries of the East. As an example, this paper considers good-neighbourly, friendly relations of strategic partnership with China, shows the importance of intercultural communication skills based on knowledge of the language, culture, traditions, ethical and moral norms of the Chinese people, without which it is impossible to build effective intercultural interaction. The presence of an intercultural component in the education process makes it relevant to search for new pedagogical and methodological solutions in teaching the skills of intercultural communication with representatives of other cultures. This paper considers the use of a modern, innovative methodology - the case study method, when teaching intercultural communication skills.

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

Seit Beschluss der Kultusministerkonferenz 1996 werden alle neugeordneten Ausbildungsberufe nach dem Lernfeldkonzept gestaltet, welches theoretische und praktische Ausbildungsinhalte verknüpft, um umfassende berufliche Handlungskompetenz zu fördern. Gleichzeitig stellt didaktische Fallarbeit eine bedeutsame Methode für berufsbildenden Unterricht im Lernfeld dar. Bezugnehmend werden Einsatz, Umsetzung sowie Potenziale im Berufsfeld Ernährung und Hauswirtschaft, speziell Gastgewerbe, untersucht. Mittels teil-strukturierter, leitfadengestützter, gastgewerblich unterrichtender Lehrpersonenbefragung wird qualitativ erforscht, inwieweit didaktische Fallarbeit bereits im handlungsorientierten Unterricht eingesetzt wird, um bewusst eine Stärkung des Theorie-Praxis-Bezuges zu erzielen. Die Befragten sind sich einig, dass didaktische Fallarbeit bewusst zur Stärkung des Theorie-Praxis-Bezuges beiträgt. Aus ihrer Sicht bietet diese Methode größtes Potenzial innerhalb beruflicher Bildung. Die Forschungsergebnisse leisten einen grundlegenden Beitrag für die Berufsfelddidaktik Ernährung und Hauswirtschaft. Sie zeigen praktische Umsetzungsmöglichkeiten auf. In der Diskussion werden Optimierungsbedarfe und Handlungsempfehlungen abgeleitet sowie weiterführende Forschungsbedarfe vorgestellt, um zukünftig evidenzbasierten, qualitativ hochwertigen und schülerorientierten Unterricht sichern zu können.:Abbildungsverzeichnis I Tabellenverzeichnis II 1 Einleitung 1 2 Gastgewerbe innerhalb beruflicher Bildung – eine theoretische Annäherung 2 2.1 Fakten und Impulse aus dem Gastgewerbe 2 2.2 Berufsfeld(-didaktik) in Ernährung und Hauswirtschaft 4 2.3 Lernfeldkonzept 5 2.4 Didaktische Fallarbeit 6 2.4.1 Begriffliche Einordung 7 2.4.2. Historische Entwicklung 8 2.4.3. Merkmale 8 2.4.4 Varianten 9 2.4.5 Chancen und Grenzen 10 2.5 Herleitung Forschungsfrage, Hypothesen und Zielsetzung 12 3 Empirische Untersuchung zum Einsatz didaktischer Fallarbeit in gastgewerblichen Ausbildungsberufen 14 3.1 Methodenauswahl 14 3.2 Untersuchungsdurchführung 15 3.2.1 Festlegung des Materials 15 3.2.2 Analyse der Entstehungssituation 16 3.2.3 Formale Charakteristika des Materials 16 3.2.4 Theoriegeleitete Festlegung der Strukturierungsdimension 17 3.3 Gütekriterien qualitativer Forschung 18 3.4 Ergebnisse 19 3.4.1 Kategorie 1: Einsatz didaktischer Fallarbeit 22 3.4.2 Kategorie 2: Erfahrungen mit didaktischer Fallarbeit 23 3.4.3 Kategorie 3: Stärkung des Theorie-Praxis-Bezuges 24 3.4.4 Kategorie 4: Unterrichtsphasen 26 3.4.5 Kategorie 5: Prozessarbeit 27 3.4.6 Kategorie 6: Potenzial 27 3.4.7 Zusammenfassung der Ergebnisse 28 3.5 Beantwortung der Forschungsfrage und Verifizierung der Hypothesen 29 4 Diskussion - Optimierungspotenziale und Handlungsempfehlungen 30 5 Schlussfolgerung 33 Literaturverzeichnis III Anhangsverzeichnis VII