Scopo del presente progetto di ricerca è indagare i lineamenti degli studi teatrali in Italia negli anni Novanta e Duemila. La tesi, tuttavia, configura piani di indagine più ampi, sia in senso temporale che geografico: prendendo in considerazione il rapporto fra la teatrologia italiana post-novecentesca e la sua tradizione disciplinare, da un lato, e, dall'altro, le esperienze nel medesimo campo di altre culture teatrali occidentali. La tesi si struttura in tre parti: nella prima vengono analizzati i processi di rifondazione (anni Sessanta e Settanta) e di consolidamento (anni Settanta e Ottanta) degli studi teatrali italiani; nella seconda si presentano i caratteri della teatrologia post-novecentesca (anni Novanta e Duemila); nella terza, essi vengono indagati attraverso la lente di uno specifico aspetto che si propone di assumere per descrivere il paradigma disciplinare a quest'altezza: quello del progetto di ricomposizione che sembra manifestarsi negli studi teatrali come messa in dialogo di alcune coppie di polarità oppositive tradizionalmente determinanti (teoria/storia, teoria/pratica, ecc.). Ciascuna delle parti si articola nella ricostruzione storica delle vicende occorse alla disciplina (tenendo conto anche dei loro rapporti con i coevi accadimenti in altri campi artistici, del sapere e socio-culturali) e nell'analisi della produzione scientifica di un determinato periodo. In ogni capitolo, infine, tali elementi vengono messi in relazione sia con le tendenze in atto sui più ampi scenari teatrologici internazionali, che con la tradizione di studio. Il progetto di ricerca si è sviluppato attraverso un'ampia ricognizione bibliografica della produzione scientifica del settore, all'interno di cui è stato dato ampio rilievo al ruolo di quegli ambienti di lavoro teatrologico coagulatisi intorno alle maggiori riviste del campo di studio; si è avvalso inoltre di un intenso programma di ricerca sul campo, che è consistito in una serie di incontri con alcuni dei protagonisti della rifondazione e dello sviluppo della nuova teatrologia italiana. / The purpose of this project is to investigate Italian Theater Studies in the Nineties and in the Two Thousand. The thesis, however, set up broader plans of research, both temporally and geographically: taking into account the relationship between Italian post-twentieth century Theatrology and its disciplinary tradition and, on the other side, with other Western experiences in the same field. The dissertation is divided into three parts: the first discusses the Italian Theatrology's “re-founding” process (in the Sixties and Seventies) and its following consolidation (between the Seventies and the Eighties), while the second one presents Italian post-twentieth century Theatrology's characters (in the 1990s and 2000s); in the third part, they are investigated through a specific point of view, taken to describe the disciplinary paradigm at this time: the “recomposition” project that seems to occur in Italian Theatre Studies since the mid-1980s, as putting in relationship some of important traditionally couples of opposing polarities (theory/history, theory/practice, etc.). Each part is developed both through reconstruction of the history of the discipline (including its relationship with other artistic, humanistic and socio-cultural events) and the analysis of the scholarly production of the time (theoretical approaches, historical practice, methodological debates, etc.). In each chapter, finally, those items are studied together with broader international theatrological trends, and the Italian disciplinary tradition. The research was developed through the investigation of the scholarly production of Theatre Studies, with a particular attention to the role of those working environments clustered around the major theatrological journals; it has also been supported by an intensive fieldwork program, which consisted of a series of meeting with some of the protagonists of the foundation and the developing of Italian new Theatrology.

La ricerca è costituita dal tentativo di realizzare una mappatura delle attività del Piccolo Teatro di Milano relative alle strategie di relazione con il pubblico, tanto in termini di formazione dello spettatore quanto di concezione dello stesso come elemento partecipe di una comunità. Sono stati presi in esame tre distinti nuclei, in parte sovrapponibili a tre fasi della storia del teatro milanese ed esemplificativi di differenti tipologie di azione. 1) Fondazione del Piccolo Teatro e il background progettuale che la precede, analizzata attraverso i contributi giornalistici di Paolo Grassi e Giorgio Strehler, in cui vengono esplicitate le linee guida che si concretizzeranno del progetto anche con largo anticipo rispetto al 1947; 2) Iniziative di contatto e creazione di un rapporto con il pubblico attuate negli anni Sessanta, considerate in parallelo con le grandi polemiche di stampo extra-teatrale che a partire dall'attività del Piccolo Teatro coinvolgono l'ambiente culturale e politico intorno al tema dell'autonomia artistica; 3) Sviluppo di una presenza digitale costituita dagli spazi promozionali/informativi (sito web), relazionali (social network) e didattico/divulgativi (archivio multimediale). / The aim of this research is to create a map of all the strategies of “Piccolo Teatro di Milano” related to theatre/audience relationship, about audience education and belonging of the spectator to the community. Three distinct units have been taken into examination, and these are partially superimposable on three historical periods of Piccolo Teatro's history, and are examples of different methods of action. 1) Foundation of “Piccolo Teatro di Milano”, and the planning background that precedes it, analyzed through the various newspaper articles by Paolo Grassi and Giorgio Strehler. In these articles, the major project guidelines are explained sooner than 1947; 2) Initiatives concerning the contact with a main audience, and creation of a connection with said audience, in the contemporary era of the Sixties. This has to be taken into consideration together with the great protest of an extra-theater context, that starting from the activity of the Piccolo Teatro, involve both the cultural and political milieu which surrounded the independence of artistic activity; 3) Development of a web activity, through social networks, websites and digital archives.

This study was concerned with corrective and preventive measures available to and used by industrial arts teachers to maintain and control student discipline in industrial arts laboratories.

No description available.

Research has shown that child abuse is a serious public health issue that may warrant child welfare agency intervention and removal of children from their homes. Placement with kin caregivers is considered the least restrictive placement option by social workers. It has been recognized that kin caregivers require some type of formal parental training to prepare them to care for relative children. A large city implemented the Caring for Our Own training program as prelicensing training to prepare relatives for roles as kin caregivers. Prior to this study, no research had assessed whether this training program adequately addressed caregivers' ability to adopt effective discipline practices in response to perceived child misbehavior. The purpose of the study was to examine how the Caring for Our Own prelicense training impacted kin caregivers' use of ineffective discipline practices, as measured by change in scores on the 3 subscales of the Parenting Scale. The theoretical framework for this study was based on Ajzen's theory of planned behavior. One-way repeated measures ANOVA revealed no statistically significant difference in kin caregivers' (n = 27) use of ineffective discipline practices as measured by the 3 subscales of the Parenting Scale over time. In light of this finding, the child welfare agency may create an evidence-based curriculum to assist in the development of competent kin caregivers. Social change to improve training and thus foster more effective responses from kin caregivers may occur within educational departments of child welfare agencies, through assessing and developing prelicensing kin caregiver training that allows for effective child behavior discipline management.

This thesis is based on a research study examining the extent to which cultural background and cultural factors are taken into account by Child Protection Workers investigating allegations of child maltreatment due to inappropriate or excessive punishment. Profiles of child discipline practices within a cultural and historical context were developed and qualitative and quantitative data was gathered through a survey questionnaire sent to all the metropolitan offices of Family and Children's Services. Data was also collected from ethnic leaders, some of their community members and from refugees. The data collected was examined in relation to Child Maltreatment Guidelines of Family & Children's Services and current Child Protection Laws in Western Australia, with a particular focus on practice implications for child protection workers.

Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a survey of four Sydney metropolitan schools, and drawing upon extant theory and research, a number of important theoretical perspectives were identified. The proposal that violence may be resolved through education is explored and perceptions about contemporary influences, including the impact of exposure to media violence, are challenged. The conceptualisation of peer abuse as a legislated child protection issue is initiated and discussed. The necessity for the development of resiliency as an individual attribute for victims is examined and the function of peers as formal advocates for victims is proposed. In summary, this portfolio presents a body of scholarly, professional work focused on addressing the issues of violence and bullying in schools through new perspectives and a comprehensive model for intervention that can readily be implemented by educators / Doctor of Education (Ed. D.)

Time-In, A Logical Consequence for Misbehaving Students, studied the effects of a primary school discipline program designed and implemented by a trainee school counsellor. The program delivered a series of logical consequences for students' misbehaviour and a formalized entry point for counselling intervention. The program was based on a critical incident technique that required teachers to issue infringement notices to misbehaving students who failed to respond to warnings or contravened existing rules regarding safe and responsible behaviour. Counselling and system responses (loss of privileges, parent notification, in school suspension, exclusion) occurred within an established formula dependent on the number of infringements accruing to the student. The school counsellor assumed full responsibility for the collection of infringements, monitoring of on-going student misbehaviour, parental contact and overall management functions of the host school's discipline program. Counselling sessions and mode of therapy were selected and employed to meet the specific needs of misbehaving students once extended misbehaviour patterns emerged. Data collected throughout the study's duration (one year) indicated a decline in the number of recurring offenders and a drop-off in the number of infringements received by those pupils who continued to transgress school policies regarding safe and responsible behaviour. Five hundred and forty-seven infringement notices were issued during the study which resulted in a total of 83 counselling sessions. Male students dominated all categories of misbehaviour and accounted for 86% of the infringements issued. Seventy-seven per cent of infringements issued were from class teacher to students in the class setting. Three questionnaires were administered at the end of the program to teachers, parents and students. Both parent and teacher questionnaire results supported Time-In procedures but almost half of the students responded negatively to the continuation of the program. Several hypotheses were posited for this outcome.

Widespread support for capital account liberalization in emerging markets has recently shifted to skepticism and even support for capital controls in certain circumstances. This sea-change in attitudes has been bolstered by the inconclusive macroeconomic evidence on the benefits of capital account liberalization. There are several compelling reasons why it is difficult to measure the aggregate impact of capital controls in very different countries. Instead, a new and more promising approach is more detailed microeconomic studies of how capital controls have generated specific distortions in individual countries. Several recent papers have used this approach and examined very different aspects of capital controls - from their impact on crony capitalism in Malaysia and on financing constraints in Chile, to their impact on US multinational behavior and the efficiency of stock market pricing. Each of these diverse studies finds a consistent result: capital controls have significant economic costs and lead to a misallocation of resources. This new microeconomic evidence suggests that capital controls are not just "sand", but rather "mud in the wheels" of market discipline

<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo / learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo / responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>