The TAT protocols of 30 sexually abused female children and 30 female children with no documented history of abuse were analyzed using the Scoring Scheme for the TAT and Other Verbal Projective Techniques (Fine, 1955). No significant differences were found between groups on mean number of negative feelings portraited in the TAT stories. Similarly, no significant differences were found between groups on mean number of unfavorable outcomes to TAT stories. However, when specific feelings were considered, subjects in the sexual abuse group showed a significantly higher incidence of reference to guilt and sexuality. These results were independent of age, race, and intelligence.

No description available.

published_or_final_version / Psychology / Master / Master of Philosophy

No description available.

The purpose of this study is to investigate the prevalence of two significant impression management strategies, thematic and reading ease manipulation, across a range of distinct corporate communications and explore the determinants of such practices. While previous studies have examined thematic and reading ease manipulation, these have viewed such impression management techniques in isolation. This research is the first to simultaneously examine the prevalence of these impression management strategies across such a range of corporate communications. In particular, no previous studies have looked at the thematic and reading ease manipulation of standalone CSR reports or compared the various sections/disclosures included within the same annual report. Of significance are the inclusion of several additional themes, namely Activity; Optimism; Certainty; Realism and Commonality, advancing the scope of thematic manipulation research from the limited positive and negative themes. It is important to examine a range of correspondence because no one form of correspondence is the same. Financial notes are heavily regulated and audited and thus should be less susceptible to manipulation. CSR disclosures have little to no regulation or audit process and as such are very susceptible to manipulation. Likewise, the two distinct reports service different audiences, who can be expected to have different expertise. This research discovers what firm characteristics are determinates of the readability and thematic content in particular specific disclosure types, industries and country of listing. Financial performance tests reveal that there is evidence of manipulation of readability to obfuscate the disclosures of poor performing companies while the themes of these poorly performing company’s disclosures closely mirror those that are performing well. In addition to the traditional performance based tests, a novel new test that combines the traditional thematic positivity variable and readability shows that positive disclosures are significantly more readable than negative ones, strengthening the obfuscation hypothesis. This research also motivates the need of a purpose built reading ease formula based on corporate disclosures that outputs a result that allows the comparison of disclosures. Indeed a very basic example of such a formula is developed as a starting point for additional research.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:23:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2001-06-29Bitstream added on 2014-06-13T19:09:23Z : No. of bitstreams: 1 santil_flp_me_prud.pdf: 4036603 bytes, checksum: 212395c30206225f7c0be2a244b8545e (MD5) / Esta dissertação propõe uma metodologia para elaboração de um protótipo de Atlas Eletrônico para Unidades de Conservação voltado à educação ambiental. Com o intuito de agir como agente formal e/ou informal nesse processo de educação, este protótipo apresenta um desenvolvimento pautado pela análise da informação (processo de comunicação cartográfica); por um roteiro para a elaboração de um atlas; nas entrevistas e questionários aplicados aos informantes-chave; nas visitas à área de estudo e a outras Unidades de Conservação e, principalmente, aos usuários deste sistema: alunos de 6a, 7a e 8a séries. Foi realizado, então, um estudo de caso no Parque Estadual Morro do Diabo, localizado no oeste do estado de São Paulo e distante 12km da cidade-sede, Teodoro Sampaio, para a implementação deste protótipo. As etapas de trabalho desta dissertação seguiram os níveis de abstração utilizados no desenvolvimento de sistemas de software. Assim, definiram-se o propósito, as habilidades cognitivas desse usuário e o conteúdo a ser abordado. Com base nesse conhecimento, foram desenvolvidos os modelos explicativo do atlas e conceitual do sistema. Finalmente, a implementação e a visualização do protótipo foram realizadas nos aplicativos Arc/info, versão 7.1.2, e Arcview 3.0, respectivamente. O protótipo desenvolvido não foi avaliado, muito embora não esteja numa “apresentação amigável”, mas apresenta vantagens quanto a representação dinâmica do fenômeno geográfico, favorece a interação professor e aluno nas discussões de alguns temas e na disponibilidade de geração de novos mapas, além de favorecer às atividades cognitivas desses usuários. / This dissertation proposes a methodology to elaborate a prototype of Electronic Atlas for Units of Preservation, focused on the environmental education. Aiming to act as a formal and/or informal agent in this education process, this prototype presents a development guided by the analysis of the information (process of cartographic communication), a checklist for an atlas elaboration, the interviews and questionnaires given to the key-informers; the visits to the study area and to other Units of Preservation and, mostly, to the users of this system: students of 6th, 7th and 8th grades. Therefore, a case study was performed in the Morro do Diabo Park, located in the west of the state of São Paulo and 12km far from the headquarters, the city of Teodoro Sampaio, in order to implement this prototype. The working stages of this dissertation followed the abstraction levels used in the software system development. This way, the purpose, the cognitive abilities of this user and the content to be dealt with, were defined. Based in this knowledge, the models were developed, both the atlas explanatory and the system conceptual ones. Finally, the implementation and the visualization of the prototype were performed in the applicatives: Arc/info, version 7.1.2, and Arcview 3.0, respectively. The developed prototype has not been evaluated yet; however, despite the fact it is not in a friendly presentation, it introduces advantages regarding dynamic representation of the geographical phenomenon, favors the teacher - student interaction in the discussions of some themes and in the availability of generating new maps, besides favoring the cognitive activities of these users.

Changes in the profile of adolescent boys' and young mens' mental health and behaviour has ocurred over the last twenty years, with increases in rates of suicide, parasuicide and conduct disorders. Factors contributing to these changes are unclear but have been theorised by academics within the fields of social psychology, clinical psychology and sociology to be linked to a contemporary 'crisis' in masculinity. This study explored the multiple ways in which five adolescent boys talked about their experiences which had led to their admission to an adolescent unit. The study set up a theoretical framework for researching the ways in which the boys constructed their accounts. It used a combination of narrative, thematic and discourse analytic methods, focusing on tensions within the boys' narratives and how they drew on wider cultural discourses. The main findings suggest that the boys talked about their distress and emotions in multiple and diverse ways which may not be immediately apparent. The positionings they took up within their accounts appeared constrained by influences from cultural discourses, power relations of their immediate and wider social contexts and their life-histories. The research highlights the need for clinicians to be sensitive to issues of gender subjectivities and culture in their work and in the future development of services for young men. Limitations of the study are discussed.

Uit die tematologiese indeks blyk dat Oberholzer besonder waarde heg aan: Die ontologiese-antropologiese denkweg; die fenomenologiese werkwyse; die verhouding tussen onties en ontologies; opvoeding as lewensopvatlike gemoeidheid; wetenskap as bewussynsaangeleentheid; pedagogiek se relatiewe outonomie; die leefwêreldlike begronding van die Pedagogiek; behoorlikheidseise, waardes en norme; die menswording van die kind; die sin van pedagogiese kategorieë en kriteria; die pedagogiese essensies: gesag, geborgenheid, ontmoeting, openheid, steungewing, noodbelewing en volwassenheid as opvoedingsdoel.</p Die besondere persoonsindeks toon aan dat Oberholzer afkeurend staan teenoor skrywers wat naturaliste is, -isme denke as wetenskap beskou, pedagogiek as 'n toegepaste wetenskap sien, wat verabsoluteer of 'n karikatuur probeer maak van die fenomenologiese benadering, nie die grense van opvoeding raaksien nie, beweer dat opvoeding nie slegs moontlik is in die verhoudinge van volwassenes tot nie-volwassenes nie, wat nie die sin van die opvoeding ook as 'n besondere lewensopvatlike aangeleentheid raaksien nie, in 'n Cartesiaanse dualisme verval en blind is vir die feit dat outentieke pedagogiekdenke kategoriale denke is. Oberholzer staan goedkeurend teenoor skrywers wat die menslikheid van die mens nie misken nie; fenomenologie as ontologie bedryf; wetenskap ter wille van wetenskap beoefen; die aksiologies-etiese beklemtoon; die lewensopvatting sien as belemmerend by die opvoedkunde; maar noodwendig by die opvoeding; soek na pedagogiese begronding in die ontologies-antropologiese; die kindheid van die kind raaksien, wetenskaplike denke as kategorieë-aanwending sien; opvoeding sien as dialogiese aangeleentheid; pedagogiek sien as outonome wetenskap met toepassingsmoontlikheid; die ontologies-antropologiese denkweg volg; die idee van die paedagogica perennis nie bedreig nie. Uit die ondersoek na die besondere hoofaksente in die Oberholzerse pedagogiekdenke, blyk die beïnvloeding deur Heidegger, maar ook Oberholzer se insig in die betekenis van die kategoriee onties en ontologies vir 'n outentieke pedagogiekdenke. Vir Oberholzer behels wetenskapsbeoefening die denkende soeke na die ontiese; die openbaring van die oersynsgegewene wat ontologies verantwoordbaar is. Pedagogiekdenke is 'n besondere vorm van struktuurdenke en strukture het ontiese status. Pedagogiekdenke vereis kategoriee wat deursigtelikmakende middele en ontologiese gefundeerde ontwerpe vir die denke is. Oberholzer beklemtoon deurgaans dat die mens nie vasgevang kan word in 'n oorsaak-gevolg skema nie, maar dat dit essensieël gaan om die grande van menswees. Hy gebruik die Langeveldse "self-iemand-wees" uitspraak om die ontologiese gefundeerdheid van die pedagogiese aan te dui. Omdat hierdie uitspraak 'n suiwer ontologiese uitspraak is waarop alle menswetenskappe wat waarde heg aan 'n ontologiese gefundeerdheid, gegrond is, verontologiseer Oberholzer nie die pedagogiese nie, maar vestig die aandag op die ontologiese gefundeerdheid daarvan. Oberholzer soek vanuit pedagogiekperspektief in die ontologies-antropologiese synsfeer na die pedagogics relevante. Oberholzer as besondere kampvegter vir 'n outonome pedagogiek op grand van ontologiese begryping wat slegs langs fenomenologiese weg moontlik is, wil nie verontologiseer nie. Die pedagogiese gebeure is suiwer antropologiese gebeure, dus is 'n verantropologisering van die pedagogiese gebeure nie moontlik nie. Wie sê dat die mens wese is wat opvoed, dui 'n synsmodus van menswees aan en is verontologisering van die pedagogiese ook nie moontlik nie. Oberholzer toon ook die verband aan tussen lewensopvatting en opvoeding. Hy stel dit duidelik dat deskriptiewe waarderinge as wetenskapsbeoefening en preskriptiewe waarderinge as lewensopvatlike aangeleentheid ter wille van die wetenskapsbeoefening geskei moet word. Opvoeding, volgens Oberholzer, as universele verskynsel se praktykwording, is 'n lewensopvatlik bepaalde aangeleentheid. Die universele word partikulier wanneer daar bepaalde waardes, soos vergestalt in die lewensopvatting, gekies word. Keuse van bepaalde waardes impliseer standpuntstelling en dan is daar van neutraliteit geen sprake nie. Oberholzer bevestig telkens die onmoontlikheid van 'n neutrale opvoeding, want lewensopvatting bepaal die opvoedingspraktyk en pedagogiese oogmerke is ideologiese aangeleenthede. Dit is duidelik dat Oberholzer 'n neutrale pedagogiek en 'n nie-neutrale opvoeding voorstaan. ENGLISH : From the thematic index it becomes evident that Oberholzer attaches much value to: the ontological-anthropological course of reflection; the phenomenological method; the relationship between ontic and ontological, upbringing as a matter of being involved in a view of life; science as a matter of conscious being; the relative autonomy of Pedagogics; grounding pedagogics in the life world; demands concerning propriety, values, norms; the child's becoming a human being; the meaning of pedagogic categories and criteria; the pedagogic essentials: authority, security, encounter, openness, support, experiencing need and adulthood as the goal of upbringing. An index of the authors referred to by Oberholzer shows that he disapproves of those authors who are naturalists; who regard absolutism in their reflection as science; in whose eyes pedagogics is an applied science, who are guilty of absolutism or of making a caricature of the phenomenological approach, who do not observe the limits of upbringing, who proclaim that the relationship between adults and children is not a prerequisite for upbringing, who do not regard the meaning of upbringing as a matter of a particular way of life, who are victims of a Cartesian dualism and who reject the fact that authentic pedagogic reflection implies categorical reflection. On the other hand Oberholzer approves of those authors who acknowledge the humaness of a human-being; who exercise phenomenology as ontology, who practise science for the sake of science, who emphasize the axiological-ethical, who regard view of life as a hindrance as far as pedagogics is concerned but essential for upbringing, who try to ground the pedagogical in the ontological-anthropological, who observes the essentials of the child's being a child, who regard scientific reflection as the application of categories; who regard upbringing as a matter of dialogue, who regard Pedagogics as an autonomous science having the possibility of being applied, who follow the ontological-anthropological course of reflection, whose viewpoints are not a threat to the idea of the paedagogica perennis. In an attempt to discover particular main accents in Oberholzer's pedagogic reflection the influence of Heidegger becomes evident but also Oberholzer's own insight regarding the significance of the categories ontic and ontological for authentic pedagogic reflection. Oberholzer regards the practising of a science as a reflective search for the on tic; as the revealing of that which is primordially given and ontologically accountable. Pedagogical reflection is a particular form of structure reflection and structureshave ontic status. Pedagogical reflection demands categories which are employed to make something lucid and are ontologically founded designs for reflection. Oberholzer emphasizes that a human being cannot be captured in a scheme of cause and effect, but it essentially concerns the foundation of being a human. He uses Langeveld's idea of being-a-person to prove that the pedagogical event is ontological founded. Because this is a purely ontological pronouncement on which all human sciences which attach value to an ontological foundation are based, Oberholzer does not deliver the pedagogical reflection to the ontological reflection but, instead, point out that it is ontologically founded. Oberholzer searches from a pedagogical point of view for that which is pedagogically relevant in the ontological-anthropological sphere. Oberholzer as an advocate of autonomous Pedagogics based on ontological understanding, which is only possible by implementing the phenomenological method, does not intend to ontologise. The pedagogic event is a purely anthropological event with the result that anthropologising the pedagogical event is not possible. Anybody who proclaims that a human being is somebody who brings up expresses a mode of being a human with the result that ontologising the pedagogical event is not possible. Oberholzer also shows the relationship between view of life and upbringing. He advocates a distinction between a descriptive appreciation as practising science and prescriptive appreciation as a matter concerning one's view of life. According to Oberholzer practical upbringing as an universal phenomenon is a matter inseperable from one's view of life. The universal becomes particular when a choice of certain values as manifested in a view of life is made. The choice of certain values implies that one adheres to a particular point of view - so that there is no question of being natural. Oberholzer confirms the impossibility of neutral upbringing because the view of life determines the practice of upbringing and pedagogical aims are ideological matters. It is clear that Oberholzer advocates neutral Pedagogics but a not-neutral upbringing. / Dissertation (MEd)--University of Pretoria, 1975. / Educational Psychology / unrestricted