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Latent murderousness: an exploration of the nature and quality of object relations in rage-type murderers

- Cartwright, Duncan James

  • Authors: Cartwright, Duncan James
  • Date: 2000
  • Subjects: Murder Murder -- Case studies Murderers -- Psychology Criminal psychology Violence Narcissism Aggressiveness Anger
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:2946 , http://hdl.handle.net/10962/d1002455
  • Description: In this dissertation I investigate the intrapsychic make-up of rage-type offenders and explore the psychodynamics of the act of murder itself The dissertation begins with a discussion on the defining features of the act of rage-type murder. I then consider the role of personality characteristics and psychopathology in individuals who have committed such offences. With the basic features of the offender and act itself outlined, the following section reviews key areas of debate regarding the psychodynamics of violence and the intrapsychic make-up of the rage-type murderer. I first explore the nature of aggression as debated in psychoanalysis and conclude that the views expressed are often unn,ecessarily polarized regarding the origins of aggression and suggest that the specifics of particular types of aggression require consideration in order to assess their intrapsychic nature. The specifics of rage and violence are discussed with this in mind. In the second chapter of this section I develop a number of intrapsychic dimensions to be used in understanding how different types of violence are constituted. Psychodynamic contributions towards understanding rage-type murder, as a specific form of violence, are then discussed. Following this review, a number of directive ~uestions are formulated regarding (1) the intrapsychic dimension of rage-type murder; (2) the pJ;esence of the borderline personality in such offender~ and its intrapsychic nature; and (3) the_ specific psychodynamics that lie behind what is argued to be a defensive act of murder. A multiple case study approach, using nine imprisoned rage-type offenders, is used to further explore the above issues. Court summary reports, the Thematic Apperception Test and the Psychoanalytic Research Interview comprised the research material, with particular emphasis placed on the interview material. The interview is approached from a psychoanalytic perspective and I develop some theoretical, technical and analytical guidelines to try to broaden Jhe use of psychoanalysis in the research domain. Findings of the research reveal a specific kind of defensive organization that is characterized by a constellation of object relations that I term the 'narcissistic exoskeleton'. I suggest that these findings best fit the description of a particular kind of borderline personality organization typified by apparent 'normality'. Other prominent aspects of the dimensions of violence observed in these cases include: (1) a poor representational capacity; (2) an interactional style characterized by uncontainable projective exchanges between victim and offender; (3) a collusive primary object relationship combined with the absence of an internalized 'third object'; (4) a 'two-faced' superego structure; (5) the internalization of traumatic experience that has become associated with a bad object system; (6) phantasies of restoring ideal good in external objects alongside conscious fantasies of annihilation. Within the context of these factors the intrapsychic events that lead to the act itself are discussed. It is found that a collapse of the 'narcissistic exoskeleton', the intrusion of the bad object system and the unbearable shame that this evokes in the offender are prominent features of what culminates in an act of explosive rage and projective identification. Some of the implications of my research are briefly discussed in the concluding chapter.
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  • Date Issued: 2000

Learning support materials (LSMs) and Curriculum 2005 (C2005): a research paper on the role of learning support materials in Curriculum 2005.

- Czerniewicz, Laura, Murray, Sarah R, Probyn, Margie J

  • Authors: Czerniewicz, Laura , Murray, Sarah R , Probyn, Margie J
  • Date: 2000
  • Language: English
  • Type: Report
  • Identifier: vital:7018 , http://hdl.handle.net/10962/d1007172
  • Description: The report examines the role of LSMs in bringing about the change envisaged in Curriculum 2005. It highlights three aspects of the new curriculum that are especially pertinent: resource-based learning, information literacy and lifelong learning. It argues that lifelong learning depends on information literacy, and this literacy can only be acquired through interaction with resources. The new curriculum thus requires resources. The report then examines the way in which LSMs are conceptualised in policy documents. It reveals a lack of clarity both with regard to the nature of LSMs and who is responsible for producing them. It proposes a framework for the description of LSMs, which distinguishes between resources (the ‘raw materials’) and LSMs (resources shaped to a pedagogical purpose). The question of access to resources is then considered. The report argues that access requires a minimum level of expenditure, and points to the fact that spending on LSMs has fallen dramatically over the past four years. To enable access, LSMs must be well-structured, well-prepared and appropriate. They must also reach schools on time and be well-managed when they get there. The report also considers access to libraries and computer technology, both of which are vital in resource-based learning. It reveals severe cutbacks in school and provincial library services, and disparities with regard to access to libraries and computer technology, in particular and to LSMs in general. In multilingual societies, language is a factor that determines access to LSMs. The report reveals that although policy advocates a multilingual approach, increasing numbers of School Governing Bodies are opting for education in English. This will influence publishing in all African languages. The report then turns to the situation in classrooms and finds wide disparities between teaching practices in well-resourced and under-resourced schools with the former being closer to the practices advocated by C2005 than the latter. The report suggests that change will not occur overnight. Resources construct practice and are necessary in order for real change to occur. Low levels of literacy, especially in rural schools are exacerbated by the fact that children are expected to read in an inadequately mastered second language. Consequently, teachers interpret textbooks that are often inaccessible to learners thus setting patterns of rote learning and dependency that persist throughout children’s schooling. Poor basic literacy is also a concern as it is fundamental to the development of more sophisticated literacies required by C2005. The report considers the teacher-textbook debate and challenges its polarity, arguing instead for a hand-in-hand approach: textbooks and other LSMs cannot on their own improve teaching; they must be accompanied by teacher development. It is this view which frames discussion of three important components of teacher competence: use of LSMs; design / production of LSMs; and evaluation of LSMs Research suggests that teachers mediate LSMs and adapt them to existing practice and that teachers do not always share the vision of materials writers nor understand their conceptual goals. They may not even use LSMs when they are available. Nevertheless, international research has shown that carefully designed LSMs can support curriculum change. While policy now requires that teachers produce some of their own LSMs, research reveals wide disparities in their ability to do so. For many the desire to produce their own LSMs does not translate into a practical competence. Some commentators believe that it is unrealistic to expect teachers to produce their own LSMs: they should rather make use of good quality textbooks (which provide the learning programme), and develop their own supplementary materials. However this highlights the importance of consistent, fair and competent book evaluation systems/ practices, an area which research has shown to be currently extremely problematic. In conclusion, the report re-emphasises the importance of resources and stresses their role in capacity building. Concern is expressed that policy documents do not always pay sufficient attention to this. The report also points to the need to increase efficiencies in the system and spend what funding there is wisely. Finally, it highlights the need for more systematic research on what happens in classrooms to inform curriculum planning and implementation.
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  • Date Issued: 2000

Lekoussa

- Betika (composer, performer), Ntoumba Minka (arranger, bass guitar)), Ernest Mvouama (synthesiser), Briskard Kouadio (accoustic guitar), Dallas, Briskard Kouadio (accoustic guitar), Kouaho (percussion), Donguy, Betuel, Ntoumba, Minka, Betika, Kouaho, Jean Gnanzou (chorus), Awa Diabate, Sanota Doumbie (chorus), Ernest Mvouama

Les Vielles Cabanes Ensorcelees

- Badou Boy and Pape Armand (composers), Straun Douglas

Libre Ego

- Didier Sourou Awadi aka DJ Awadi (performer, author), Amadou Barry aka Doug E. Tee, Duggy Tee (performer, author), Palm Tree Enter/Africa with P.B.S. Production

Ligeeya Woor

- Ndaye Marie Ndiaye (lead vocal), Ndickou Thione, Adji Soda Thioune, Lot Ndiaye (chorus), Tapha Faye (keyboard, arrangements), Papis Diouf (solo guitar), Badou Dieme (bass guitar), Jules Diop (drums), Papu Ndiaye (percussion), Dara Guisse (xalam), Habib Mbengue, Ousmane Ndiaye (additional percussion), Ndiago Ndour, Samassa Records

Ligueyante

- Musa Afia Ngum (writer, composer, arranger, lead vocal), Mbaye Gaye, Amie Cham (backing vocal), Sara Ba (flute), Bakery Cissokho (kora), Alioun Manneh (balafon), Pape Ndiaye Guewell (percussion), Malick Soce (xalam), Wole Rendall

Limanya

- Founy Faya (author, composer, lead vocal), Marcelin Yace (flute), Evan's Yace (guitar, arrangement), Jojo (bass), Kone Ibrahim, Founy Faya (percussion), Astride, Oliza, Hariton T Cheky (chorus), Showbiz

Lu Ko Jar

- Ajah Sy ( lead vocals, author, composer, chorus), Biram Ndeck Ndiaye, El Hadji Niang (arrangement), Lamine Faye (guitar), El Hadji Niang (bass), Bakane Seck (percussion), Marie Codou Pouye, Ajah Sy, Abdourahmane Diallo,Missala man, Aly Hachem, Mame Gor Mboup (chorus), El Hadji Niang, Aly Hachem, Ousmane Wade (keyboards), Kaounding Cissokho (kora), Barou Sall (Khalam), Studio 2000

Ma Cherie

- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000

Maam Daba

- Ma Sane, Do Sagna, Yade (vocals), Toto (guitar), Race, Magx Thiam (keyboards), Galass, Mbaye Joola (percussion), Beuz (drums), Studio 2000

Madame Siby

- Musa Afia Ngum (writer, composer, arranger, lead vocal), Mbaye Gaye, Amie Cham (backing vocal), Sara Ba (flute), Bakery Cissokho (kora), Alioun Manneh (balafon), Pape Ndiaye Guewell (percussion), Malick Soce (xalam), Wole Rendall

Making sense of ʺessenceʺ : a critical examination of the adequacy of the modern philosophical conception of ʺessenceʺ

- Ross, Allison

  • Authors: Ross, Allison
  • Date: 2000
  • Subjects: Essentialism (Philosophy)
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2720 , http://hdl.handle.net/10962/d1002850 , Essentialism (Philosophy)
  • Description: The idea that some sub-set of the properties of an object captures what it is to be that thing i.e. that it has an essence which is there to be discovered and about which we can be mistaken - is a commonsense assumption that we use all the time. However, philosophers of this century have regarded the realism about essence with skepticism, arguing that we impose essences on things by the way we define our concepts as opposed to discovering them. Essences are supposedly characteristics of our concepts rather than of objects in the world. This was the orthodox view until a group of philosophers of language developed the theory of direct reference. They claimed that proper names and certain other words refer non-connotatively which entails that the real properties of objects are crucial to the establishment of the reference of such terms. It can be shown that the properties involved in reference determination must be all and only the necessary properties of those objects. This discovery has been taken to mark the rehabilitation of the notion of essence, with an object’s essence being taken to be that set of properties which it must have in all possible worlds in which it exists. I will argue that the theory of direct reference is correct up to the point at which it assimilates the necessary properties of objects to their essences. I will show that the set of an object’s necessary properties cannot fulfill the role reserved for the concept of essence in metaphysical hypotheses concerning the nature of objects. I will go on to show that a sub-set of a thing’s necessary properties can fulfill this role and I will suggest that we identify the members of this sub-set by testing their ability to furnish the kinds of explanations we expect from essences. I will demonstrate how this can be done using the Aristotelian idea that the notion of essence is required in order to explain how it is that objects can persist through change.
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  • Date Issued: 2000

Mama Noukou

- Brighess (author, composer, lead singer, chorus, percussions), Turbo (chorus), Le Ziboua Stars (band), Cisky de Panza (chorus, guitar, arranger), Ras live I

Mama Noukou

- Brighess (author, composer, lead singer, chorus, percussions), Turbo (chorus), Le Ziboua Stars (band), Cisky de Panza (chorus, guitar, arranger), Ras live I

Management of political behaviour in organisations

- Pio, Riaan Johan

  • Authors: Pio, Riaan Johan
  • Date: 2000
  • Subjects: Organizational behavior , Corporate culture
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: vital:10839 , http://hdl.handle.net/10948/33 , Organizational behavior , Corporate culture
  • Description: In this research paper, the constructive management of political behaviour in organisations was investigated. A general overview of relevant aspects which specifically relate to the constructive management of political behaviour in the automotive industry was presented. The literature study included a discussion of the nature of political behaviour and guidelines for the management of political behaviour in organisations. The research methodology consisted of three phases: Phase 1: A literature study to determine guidelines to manage political behaviour in organisations constructively. Phase 2: An empirical study to determine the effectiveness of these guidelines in practice by means of a survey amongst role players in the automotive industry in South Africa. Phase 3: The findings from the literature study and empirical study were integrated into guidelines of how managers can manage political behaviour constructively. The study identified nine main strategies for managing political behaviour. They are: Open communication. Communication must be open to keep all parties informed and to prevent distrust. Reduction of uncertainty. This involves preventing employees being unsure of what the future holds. Awareness. The aim of awareness is for managers to be sensitive to and aware of situations that could elicit political behaviours. Furthermore, they must recognize political behaviour for what it is. Setting an example. Managers must set an exemplary example and not engage in political behaviour. An understanding of the reason/motivation for the formation of informal (political) groups or cliques. Having established the reason why political groups form will enable a manager to manage them more effectively. Confront political game players. Managers must address all forms of possible political behaviour in a serious manner. Understanding the organisation’s strategy, goals and action plans. All employees need to know exactly what direction the organization is moving in and what is in it for them. It is management’s task to ensure this open and clear communication, to prevent fears and political behaviour. Tie resource allocation and rewards to strategy. This can be achieved by ensuring that the criteria for the allocation of rewards is straight forward and understood by all. Reward systems must, furthermore, be directly linked to performance. There should also be transparency in decision-making. Isolate resource acquisition from internal operations. It is necessary to clearly specify the conditions and ground rules for the acquisition of resources to ensure that the process is transparent. The conclusion reached is that political behaviour in organizations can be managed constructively to build win-win relationships.
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  • Date Issued: 2000

Mancipera

- Rokia Traore (author, composer, arranger, interpreter, lead singer, guitar), Coco Mbassi, Rokia Traore (chorus), Noel Ekwabi (bass), Louis Winsberg (guitar), Toumani Diabate (kora), Mamah Diabate (N'Goni), Sidiki Camara (percussion), Label Bleu

Manore

- Musa Afia Ngum (writer, composer, arranger, lead vocal), Mbaye Gaye, Amie Cham (backing vocal), Sara Ba (flute), Bakery Cissokho (kora), Alioun Manneh (balafon), Pape Ndiaye Guewell (percussion), Malick Soce (xalam), Wole Rendall

Marie Sala

- Badou Boy (lead vocal, accoustic guitar, harmonica), Assane Thiam (Tama talking drum), Tapha Faye (piano), Mbaye Dieye Feye (Sabar and Percussions), Pathe Diassy (bass guitar), Fallilou Niang (drums), Ibou Cisse (piano), Badou Boy and Pape Armand (composers), Straun Douglas

Master of Education portfolio

- Morrison, Paula

  • Authors: Morrison, Paula
  • Date: 2000
  • Subjects: Environmental education -- South Africa -- Kwazulu Natal
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1671 , http://hdl.handle.net/10962/d1003554
  • Description: This report is the culmination of a six year process during which emerged the need to establish a meeting or indaba place for the collaborative 'People and Parks' partnership of the KwaZulu-Natal Nature Conservation Service (NCS) in Hluhluwe-Umfolozi Park (HUP) and stake-holder communities adjacent to the Park. Comprising two parts which compliment each other, the report has been developed to inform, guide and advise the NCS in the planning and development of an education centre in Hluhluwe-Umfolozi Park. Part I documents the processes of engagement and interaction between the NCS in HUP and neighbouring communities during this period, which led to the need for an education centre, whilst placing and contextualizing the process within historical, socio-political and organisational processes. This is taken further with a description of the research process and an analytical narrative of four key programmes. Part I concludes with a summary of the outcomes of the planning process which shows how through local community input and partiCipation, and through networking with other EE practitioners, a conceptual development plan for the Mambeni Education Centre emerged. The second part of this report (Part 2) is the conceptual development plan which has emerged out of the processes described in Part 1. This plan constitutes practical guidelines for the NCS on how to develop and manage the Mambeni Education Centre. More specifically the plan provides ideas about: what type of centre it should be and where it should be located; who the stake-holders are, their educational neees and ideas for possible programmes; the physical and logistical requirements; managemynt and staffing structures and a detailed business plan. The report intends to draw the reader into understanding the complex social and environmental issues that the collaborative partnership of 'People and Parks' are engaging with, so that the Mambeni Environmental Education Centre can playa [more] meaningful and responsive role in contributing to processes of social transformation. In sharing this environmental education re(search) story which represents a unique approach to centre development, it is hoped that the notion of environmental education centres might be viewed by environmental educators through a different set of lenses. Through having the participants' views represented, I wish the report to reflect the richness of the research process.
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  • Date Issued: 2000
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