Information management for investigation and prevention of white-collar crime     

Petter Gottschalk  Cathrine FilstadRune Glomseth  Hans Solli-Sæther 《International Journal of Information Management》2011,31(3):226-233

White-collar crime is financial crime committed by upper class members of society for personal or organizational gain. White-collar criminals are individuals who tend to be wealthy, highly educated, and socially connected, and they are typically employed by and in legitimate organizations. This article presents a stage of growth model for knowledge management systems to support investigation and prevention of white-collar crime in business organizations. The four stages are labelled investigator-to-technology, investigator-to-investigator, investigator-to-information and investigator-to-application, respectively.  相似文献   

What Can Teacher Educators Do About Teachers’ Non Verbal Behaviours? Some Guidelines From Research     

Richard Tisher  Hans Gerhard Klinzing 《Asia-Pacific Journal of Teacher Education》1985,13(2):1-8

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KILLER AND VICTIM ISSUES: ISSUE COMPETITION IN THE AGENDA-SETTING PROCESS OF GERMAN TELEVISION     

Hans-Bernd  Brosius; Mathias Hans  Kepplinger 《Int. Journal of Public Opinion Research》1995,7(3):211-231

The capacity of the mass media to cover issues as well as thecapacity of recipients to be concerned about issues is limited.The coverage on and the concern about new issues will consequentlyremove old issues from the agenda of both the mass media andthe general public. The present study investigates two modelsof this process of issue competition. The equal-displacementmodel assumes that a rise of one issue in the media by a givennumber of stories is matched by an equal fall in all other issuessumming up to a similar number of issues. The restructuringmodel assumes that unexpected, surprising or otherwise newsworthyevents create killer issues that move several other issues completelyoff the agenda and leave others untouched. A content analysisof all news shows of the two major TV stations in Germany and53 weekly surveys regarding 16 different issues covering thewhole year 1986 shows that—within the media agenda—therewere no killer issues affecting the coverage of the TV stations.In the public agenda, however, some killer issues could be identified.Coverage of these issues increased public concern about themand decreased concerns about other issues. Consequences of theseresults for agenda-setting theory and for politics are discussed.  相似文献   

Book review     

Peter Hilton  Hans Freudenthal  W. Dörfler 《Educational Studies in Mathematics》1982,13(2):223-232

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OPINION FORMATION IN MEDIATED CONFLICTS AND CRISES: A THEORY OF COGNITIVE-AFFECTIVE MEDIA EFFECTS   总被引：1，自引：0，他引：1  

Kepplinger  Hans Mathias; Brosius  Hans-Bernd; Staab  Joachim Friedrich 《Int. Journal of Public Opinion Research》1991,3(2):132-156

This paper analyzes opinion formation in the cases of threemediated conflicts using a complex model that evaluates therespondents' value systems, the coverage of the mass media used,the recipients' familiarity with specific events occurring inthe conflicts, and their positions on the issues. The modelpredicts that the recipients' long-term value systems influencetheir positions on the issue in two ways. Firstly, value systemshave a direct impact on the short-term positions on an issue.Secondly, value systems have an indirect impact on the positionsof issues by influencing the recipients' selection of news mediaand thus the type and amount of news information they are exposedto. The type and amount of news influences how knowledgeablethey are of the events related to the conflicts. The familiaritywith these events influences their positions on the issues.Value systems, media usage, familiarity and positions on theissues were measured in a survey. A parallel content analysisexamined the coverage of the conflicts in the German mass media(press, radio, television) during the six-month time frame priorto the survey. Both data sets were merged in order to give anestimate of the information each recipient was exposed to. Theresults of multiple regression analyses support the theoreticalmodel. Furthermore, this paper discusses the relevance of themodel for the analysis of opinion formation as well as the limitationsof the model.  相似文献   

A Changed School and Educational Culture: job orientation and teacher satisfaction at Gesamtschulen in the state of Hessen,West Germany—some international comparisons     

Hans‐Joachim Lissmann  Ralf Gigerich 《比较教育学》1990,26(2-3):277-281

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Book reviews     

J. K. Lindsey  Arthur W. Foshay  W. D. Halls  Sid Bourke  R. Murray Thomas  Michael J. McRory  J. Keith Watson  M. K. Raina  David Phillips  S. Anandalakshmy  Klaus Künzel  Hans Werner Heymann  Edmund King  Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399

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The ‘notice to remedy’ in tenured faculty terminations     

Hans A. Andrews 《Journal of Personnel Evaluation in Education》1988,2(1):59-64

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Book reviews     

Sauli Takala  Hans Pelgrum  B. R. S. Chivore  Richard M. Wolf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(1):87-93

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Learning conceptions of young students in the final year of primary education     

Ellen B. Klatter  Hans G. L. C. Lodewijks  Cor A. J. Aarnoutse 《Learning and Instruction》2001,11(6)

The purpose of this research was to describe young pupils' learning conceptions. In this study, a learning conception was defined as a cluster of interrelated beliefs about different aspects of learning. Firstly, 27 pupils, all in the final year of primary school, were interviewed to elicit learning-related issues as being relevant for six-graders. Secondly, a questionnaire, developed on the basis of the outcomes of the interviews, was used to determine the interrelatedness of pupils' beliefs about the selected aspects. The results showed the young pupils to have different beliefs about five aspects of learning: purpose of school; learning orientation; regulation; learning demands; and mental activities. In exploring group differences, three different learning conceptions could be distinguished: a restricted learning conception; a functional learning conception; and a developmental learning conception. The characteristics of these different learning conceptions may be indicative of how young pupils conceive learning-related aspects.  相似文献