This study examines the attitudes towards disciplinary measures among managers and workers at the Bophelong psychiatric hospital, Mafikeng. This is based on the fact that undisciplined workforce may lead to disorder in the workplace and eventually to an organisation's failure to reach its objectives. From a population of four hundred workers and one hundred managers. a simple random sampling technique was used to select sixty workers and forty managers. Data was collected through a structured questionnaire made up of six different sections. The data collected was sorted, coded and analysed using SPSS. Frequency counts and mean deviations were used to describe the data. The results of the study show that 47 percent of the workers and 35 percent of managers are between 30 to 40 years old. About 69 percent of workers are female while 70 percent of the managers are male. The common educational level among workers is matric while managers had Diploma and BSc degree. In terms of attitude to disciplinary measures, seventy three percent of workers agree that disciplinary measures are legal at BPH as opposed to eight percent who disagree. Seventy five percent of managers agree that disciplinary measures are legal whilst twelve percent agreed. Sixty percent of workers disagreed that disciplinary measures are non sequential at BPH whilst thirteen percent agree. In terms of knowledge of disciplinary measures, sixty six percent of workers at BPH are aware of written warning and Employee Assistance Programmes as disciplinary techniques. Sixty five percent of workers at BPH are aware of the final written warning, verbal warning and counselling as disciplinary techniques. Sixty one percent of workers at BPH are least commonly aware of the Performance Management and Development System as a disciplinary technique. Results on implementation of disciplinary measures show that seventy percent of worker mostly had verbal warnings: sixty eight percent final written warning and sixty six percent salary deductions and written warnings as disciplinary measures used against them. Fifty six percent of workers least had withholding all privileges; fifty percent demotion and forty five percent withholding certain privileges as disciplinary measures used against them. Seventy percent of managers mostly had verbal warnings: sixty eight percent final written warnings and sixty six percent salary deduct ions and written warnings as disciplinary measures used against them. Fifty six percent of managers least had withholding all privileges; fifty percent demotions and forty five percent withholding certain privileges as disciplinary measures used against them. With respect to constraints to the implementation of disciplinary measures, forty percent of BPH workers cited head office taking too long, unions being too defensive whilst workers were resistant. Twenty six percent cited unqualified managers as one of the most common constraints towards the implementation of disciplinary measures. The study concludes by advocating the need to review and enforce discipline at the work place if service delivery has to improve. / Thesis (MBA) North-West University, Mafikeng Campus, 2011

Abstract Teacher's improper disciplining behaviors often become the focus in the news.In the past,a large part of people thought that teacher's imporoper disciplinary behavior is corporal punishment. But in fact teacher's disciplinary behavior is absolutely not only include these corporal punishments . Educational Basic Law has stipulated that teacher has no power to discipline student with corporal punishment.But we do not know whether the other kinds of disciplining behaviors are legal or not.So the thesis want to research that elementary school teacher's disciplinary behaviors and criminal liability. In the chapter two,the object of this thesis is elementary school trachers . i analyze the real situation of elementary school teacher's disciplinary and it's character in law .I try to classify the disciplinary behaviors . In the chapter three,i analyse the¡©The resource of teacher coach and discipline studenes¡ªof Ministry of Education .To diccuss student's rights in school and the conflict betwen the student's rights and teacher's disciplinary behaviors . In the chapter four,i analyse what kinds of teacher's disciplinary behaviors are criminal behaviors . In the chapter five, i try to find some legal reasons can be used to make teacher's disciplinary behaviors to be reasonable. In the chapter six,when teacher's disciplinary behaviors was affirmed as criminal behaviors.So teacher should bear what liability of criminal are base on a full liability ability person.Teachers contended that they do not know their disciplinary behaviors are illegal or they had no alternative in the matter.Teacher's criminal liability whether are considered not guilty or can be reduce penalty. In the Chapter seven, i drew some conclusions from above-listed chapter. To make some concrete suggestions of teacher's disciplinary behaviors . Demarcate the limit of the teacher's disciplinary behaviors.

Thesis (doctoral)--Universität Breslau, l941. / Includes bibliographical references (p. [viii]-x).

No description available.

The purpose of this study was to test a hypothesized collaboration model composed of four components: team member, context, collaboration process, and degree of collaboration. A descriptive design using a causal modeling approach was used to test the collaboration model. The research settings were the healthcare centers and welfare centers in five provinces of Korea. The sample consisted of 40 nurse teams and 40 social worker teams. Data were collected from each team member and leaders involved in the Korean Home Visiting Services. Psychometric properties of all measures were assessed at both individual and team levels. Psychometric properties of all but one subscale (Agreement of Disciplinary Logic) exhibited reliability and evidence of validity as team measures. First hypothesis, team member and context variables have a direct effect on the collaboration process, was rejected. However, some team member variables directly impacted the collaboration process. Second hypothesis, team member, context, and collaboration process variables have a direct effect on the degree of collaboration, was rejected. However, some team member, context, and collaboration process variables directly impacted the degree of collaboration. Based on the research findings, the hypothesized collaboration model was revised.This study presented some implications for further research and collaboration practice. Future research needs to determine the reciprocal influence of each construct variable, explore the roles of each leadership style, and identify intervening or extraneous variables affecting collaboration. For the collaboration practice, this research can help healthcare providers develop realistic and effective strategies to enhance their collaboration, which would lead them to not only assess the elderly holistically, but to also effectively plan and provide comprehensive care services to solve complex health problems of the elderly. Thus, the elderly can maintain and improve their health and well-being. There were some study limitations related to the methodology and study findings. Sample size and a convenient sampling and a lack of random selection and diversity of the sample prevented generalization of study findings. A small number of context variables may have been insufficient to investigate the impact of context on collaboration, and potential model and variable misspecification and/or measurement errors may have occurred.

Thesis (D.Ed.)--University of Delaware, 2006. / Principal faculty advisor: David J. Blacker, School of Education. Includes bibliographical references.

This thesis is an exploratory study of the relationship between Foucault's conception of disciplinary power and the philosophical ideas of ancient Greece as exemplified by Aristotle. Foucault claims that disciplinary power arose only in the 17th and 18th centuries. This thesis demonstrates that there are similarities and parallels between certain facets of Aristotle's ethical and political theory and Foucault's idea of disciplinary power--parallels and similarities sufficiently strong to weaken, if not contradict, Foucault's description of the historical origin of disciplinary power. / Master of Arts

No description available.

本研究旨在探討國中教師管教信念、管教目標與管教策略關係之研究。乃以台灣地區（不含離島）北、中、南、東四個區域的國中教師，共686人為研究對象，採用教師管教信念量表、管教目標量表、管教策略量表等研究工具，獲取所需資料，再以描述統計、皮爾森積差相關、卡方考驗、單因子變異數分析、多元迴歸分析等統計方法進行分析。結果發現： 1. 當前國中教師管教信念較傾向開放；在管教目標方面，最重視品德人際目標，其次為正向發展與獨立目標，最後是成就目標；而管教策略則傾向要求較少，反應較多。 2. 女性教師的管教信念比男性教師更傾向開放，且更常使用「反應」的管教策略；而不同專業背景、不同任教年資教師在管教信念以及「要求」和「反應」的管教策略則均無顯著差異存在。不過，不同人口變項（性別、專業背景、任教年資）教師的管教目標有顯著差異存在。 3. 任教於不同學校環境變項的教師，管教信念、管教目標、管教策略間有顯著差異存在。 4. 教師管教信念越傳統，較常使用「要求」的管教策略，而教師管教信念越開放，則較常使用「反應」的管教策略。此外，教師越重視「品德人際」及「正向發展與獨立」的管教目標，較常使用「反應」的管教策略。 5. 就「要求」策略來說，管教信念及師資班的專業背景，為預測教師「要求」策略的重要變項，預測力為15.2%；就「反應」策略來說，管教信念、「品德人際」以及「正向發展與獨立」的管教目標，為預測教師「反應」策略的重要變項，預測力為23.8%。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 關鍵詞：管教信念、管教目標、管教策略 / This study is focused on the relationship between Taiwan middle school Teachers’ disciplinary ideas and their goals and strategies. Subjects are 686 middle school teachers coming from different parts of Taiwan (not including other smaller islands).This study used the Teacher’s Discipline Idea Scale, Discipline Goal Scale and Discipline Strategy Scale as research tools to obtain the necessary data. The gathered data was interpreted with the use of descriptive statistics, Pearson’s Correlation, Chi-Square, One-way ANOVA, and Multiple Regression Analysis. Findings are as such: 1. Current middle school teachers have an open minded idea towards discipline. Regarding the disciplinary goals, our surveys showed that the most important factor was to promote “good moral conduct” ,the second was to promote “self-reliance and positive development”, and the last was to “develop a sense of accomplishment”. For the discipline strategies our results showed that , “demanding” was inclined to be fewer than the “responsive” strategy. 2. Female teachers’ idea on discipline was much more open than that of male teachers, e.g. female teachers tend to use “responsive strategies” more frequently than male teachers . There were no significant difference between teachers’ different professional background and academic years being teachers when their disciplinary strategies, such as “demand” and “responsive” were compared. However, there was a significant difference between different teachers’ demography (gender, professional background, academic tenure) with the teachers’ disciplinary goals. 3. Our result showed that teachers, who taught in different schools, displayed great differences in their disciplinary ideas, goals and strategies. 4. When a teacher’s idea on discipline is more traditional, the teacher tended to use a more “demanding” discipline strategy. While, a more open teacher, tended to have a more “responsive” discipline strategy. Teachers , who enforced much importance on “good moral conduct” and “self-reliance and positive development”, tended to use “responsive” discipline strategies. 5. The correlation analysis showed that the factors such as teachers disciplinary ideas and their academic backgrounds could explain at least 15.2% of their “demanding” disciplinary strategy. On the other hand, teachers, who emphasized “good moral conduct” disciplinary ideas could explained about 23.8% of teachers’ “responsive” strategy. From those findings, we have provided some insights and suggestions that would serves as reference for further future researches and studies. Keywords: Disciplinary Ideas, Disciplinary Goals, Disciplinary Strategies

Thesis advisor: James Bernauer / Michel Foucault's account of power does not foreclose the possibility of ethics; on the contrary, it provides a inescapable framework within which ethics becomes possible. A clear elaboration of both the general features common to all kinds of power relations (Chapter One), as well as the evolution of particular modes of modern power (discipline and biopower, Chapters Two and Three) demonstrates how power relations both frame and require other, ethical relations. Foucault's articulation of these ethical possibilties (Chapter Four) follows several trajectories--some rooted in contemporary politics, others in ancient ethical practices--that begin with "bodies and pleasures," and move through the communal practice of friendship, to caring for oneself and others as a critical attitude. At the core of these interconected ethical trajectories are the interwoven concepts of critique and freedom, which give Foucault the resources to articulate a provisional but sufficient justification of ethical norms and values, thus answering his most incisive and significant critics. Foucault is thus a critical theorist whose work calls us not to despair but to hope in an ongoing struggle for the good and the just. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.