The intent of this two-phase, sequential mixed methods study was to explore the effectiveness in disciplinary practices of adoptive parents with children who previously experienced dissolved or disrupted adoptions. The research question this study set out to answer was the following: What is the relationship, if any, between adoptive parents’ practices of discipline in adoptions following previous dissolved or disrupted adoptions and their child’s behavior, especially as it relates to improvement in behaviors? The design of the first and primary phase of the study was quantitative, a census, to gather data from the population. The data for this study were gathered through surveys completed by parents who have re-adopted a child who was previously involved in a dissolved or disrupted adoption. The participants primarily gained access to the survey by receiving an email with a link to the survey from the adoption agency or adoption service provider the family was associated with. The questions in the instrument that measured the frequency of negative behaviors in the first 90 days of placement, were subtracted case-wise from their matching counterparts in the most recent 90 days. For each survey completed, a mean difference for the entire scale of fifteen questions were determined and used as the continuous dependent variable in the statistical analysis. The independent variables included demographic information, history of the re-adopted child, and specific parental practices of discipline. ANOVA applied to parents’ perception of primary disciplinarian and an overall decrease in negative behaviors supported the existence of a significant relationship within the sample (p = 0.042). There was a significant decrease in negative behaviors when parents perceive both the mother and the father as the primary disciplinarians when compared to families where the mother alone was perceived to be responsible for discipline. Parents who had three or fewer biological children had the most significant decrease in overall behaviors between the time the child was adopted and the time the survey was taken, while parents who had four or more biological children had a slight increase in negative behaviors (p = 0.021). Children who experienced their dissolved or disrupted adoption at the age of eight or higher had a greater decrease in negative behaviors when compared with children who were seven or younger at the time their adoption ended in dissolution or disruption (p = 0.044). The following parental practices of discipline showed the greatest relationship with a decrease in the child’s negative behaviors when parents utilized the following practices of discipline in the first 90 days of placement: talking to the re-adopted child about their behavior (p = 0.000), yelling or raising of one’s voice (p = 0.008), utilizing between 7-9 types of discipline (p = 0.038). A qualitative research phase was conducted after completing the quantitative phase. The qualitative phase involved phone interviews with parental couples in order to assist in interpretation of quantitative data, elaborate on the actual practices of discipline utilized in the home, and provide greater substance and meaning to the quantitative phase. KEYWORDS: adoption, attachment, behavior, communication, corporal punishment, disruption, discipline, dissolution, failed adoption, foster care, lying, orphanage, parental discipline, parenting, physical aggression, punishment, raising voice, Reactive Attachment Disorder (RAD), re-adopted, re-home, time out, verbal aggression, yelling.

Le paiement – le remboursement du capital et le versement des intérêts – de la dette publique française est une problématique centrale en politique mais le sujet est moins fréquemment traité en droit. Pourtant, il soulève de nombreuses interrogations juridiques. D’abord, existe-t-il une telle obligation ? Si la réponse est affirmative, comment est-elle honorée ? Enfin, peut-elle être juridiquement remise en cause ? La formation de la dette publique au sens maastrichtien – étatique, locale et sociale – est valable dans la quasi-totalité des cas. Les administrations agissent sur la base de votes les autorisant à contracter des emprunts puis, elles respectent les règles du droit contractuel et du droit des marchés de capitaux. Alors, les paiements doivent être effectués. Pour l’instant, les personnes publiques françaises parviennent à s’exécuter. Toutefois, l’étude a permis de déceler des problèmes de type démocratique qui fragilisent le consentement à l’emprunt. Au stade de la formation de la dette publique, les politiques sont duplices donc les normes en découlant sont difficilement compréhensibles pour les citoyens. Au contraire, lors de l’exécution, les discours deviennent univoques. La priorité est accordée au paiement des dettes des administrations, quelles que soient la conjoncture économique et les autres prescriptions contenues dans la hiérarchie des normes. Les autres lectures possibles du droit ne sont que peu présentées. Ainsi, sans être pour autant « odieuse », la dette publique française est affaiblie à la fois par un manque de clarté et de pluralisme. / The payment – both the reimbursement of the capital and the disbursement of the interests – of the French public debt is a central political issue. It is seldomly studied in law despite the numerous legal interrogations that emerge from the subject. First of all, is there an obligation to pay? If so, how should it be honored? Could this constraint be legally questioned? The formation of the Maastrichtian public debt – including the State, the local governments and the Social security – is almost always completed correctly. The public persons act on behalf of an autorisation to borrow. Then they respect the contractual and financial rules. Therefore, the debtor has to proceed to the payments. For the moment, the French administrations manage to fulfill these obligations. However, the study has revealed democratic problems that weaken the consent to loan. When the public debt is formed, policies are deceptive, thus the norms based on them are hardly understandable for the citizens. During the execution, the discourses tend to become unequivocal. The payment of public debt is granted priority whatever the economic circumstances and the other prescriptions contained in the hierarchy of norms. The other possible interpretations of law are rarely exposed. Even though the French debt does not qualify as an “odious debt”, it is weakened both by a lack of clarity and of pluralism.

Thesis advisor: Lauri Johnson / This qualitative case study sought to understand perceptions of educators’ of color on the role of race in student discipline in a Massachusetts Public School District. Research has supported the racial disproportionality in school discipline for decades. Understanding the perceptions of educators of color regarding such disproportionality are evaluated with attention to Critical Race Theory (CRT). Such perceptions were uncovered through interviews during which members shared their personal backgrounds and experiences. Data collection also included a review of discipline data reported to the Department of Elementary and Secondary Education (DESE). My analysis focused on the role of teacher diversity and educator subjectivity in the discipline of students of color. Findings evidenced that educators of color believe in the importance of educator-student relationships and underscored that educators of color viewed their race as a valuable asset in their work with students involved in disciplinary actions. The results of this study indicated that by virtue of their race and cultural experiences, educators of color provide strong and influential role models for students. Recommendations include recording, disaggregating, and analyzing student discipline data with a focus on race and supporting the current effort to increase the number of culturally proficient educators of color in the District. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This thesis explores the disciplinary aspects of formal financial institutions, and in particular banks, upon population behavior. To that end, the political significance of banks is first traced throughout the European and American history of governmental concerns around the notion of financial inclusion, the proportion of the population embedded in the formal financial sector. Over the course of two centuries, governmental interests congeal in the importance of distributing formal, interested, institutional debts. Second, the more specific effects of financial inclusion are looked at in detail through the lens of the microfinance industry around the world, with a case study in contemporary Egypt-using both surveys and qualitative interviews. The main effect of these disciplinary institutions lies in their capacity to convert strong social ties into weaker ties, and thus to guarantee forms of sociability that are easier to govern for liberal, market-oriented state and business actors. Against modernization theory, banks are thus identified as the twin pillars of both civil society and the marketplace.

archives@tulane.edu / Black boys and girls are disproportionately excluded from classrooms, leading to worse school and justice system outcomes than children of other races. Minimal qualitative research has been conducted on gender specific analysis of disciplinary data, though there has be an increased interest in conducting both qualitative and quantitative research taking gender into account. This study seeks to identify gender specific patterns in office discipline referrals by teachers to better understand how teachers describe discipline worthy behaviors by student gender. A phenomenological qualitative analysis was conducted using one year of office discipline referral data from a U.S. southern urban K-4 public charter elementary school. The data were analyzed separately by gender, using both deductive and inductive coding. Findings suggest teachers perceive male and female students as intentionally behaving in ways which teachers have difficulty managing and which are perceived as disruptive to the classroom environment or disrespectful to the teacher. Girls were found to be referred more for disrespect and boys more for disrupting the class and leaving class without permission. Recommendations include more detailed reporting on all types of exclusionary discipline, including in-school suspensions, operationalization of discipline worthy behaviors and consequences and gaining student perspective on discipline practices. / 1 / Haley Peele

A. Introduction Plusieurs auteurs (Debarbieux et coll., 2000 ; Galand, 2004) plaident pour que les incivilités en milieu scolaire soient prises au sérieux. Cette problématique touche particulièrement le cours d'E.P. au secondaire . Plusieurs études centrées sur l'observation des incidents disciplinaires aux cours d'E.P. (Piéron, Emonts, 1988 ; Hardy, 1996) font apparaître l'ampleur du problème. Les techniques d'observation directe mises en œuvre par ces auteurs ne permettent toutefois pas d'objectiver précisément leurs origines. La prise en compte de l'avis des acteurs concernés par ces incidents s'avère dès lors incontournable. B. Echantillon Huit étudiants stagiaires de seconde licence en Education physique de l'Université catholique de Louvain ont été invités à participer à cette étude. Dix classes, issues de l'enseignement secondaire, ont été choisies pour y mener les observations. C. Méthodologie Une première étape de la recherche a consisté à relever l'ensemble des incidents disciplinaires apparus lors des séances encadrées par les stagiaires. Pour ce faire, une technique d'observation directe avec catégories prédéterminées (SOID ) fut mise en œuvre (Brunelle et coll., 1988 ; 1993). Pour chaque stagiaire, quatre heures d'observations furent systématiquement menées. Le chercheur a ensuite immédiatement sélectionné un incident disciplinaire significatif parmi les données d'observation. Une seconde étape a consisté à mener à bien trois études de cas. Les acteurs directement concernés par l'incident ont été confrontés à l'enregistrement vidéo de la séquence problématique. Deux entretiens d'autoconfrontation (Theureau, 2000) ont ainsi été conduits. Cette phase de verbalisation à posteriori aboutit à ce que Durand (2001) appelle « les données d'autoconfrontation ». Plusieurs questions ciblées ont aussi porté sur l'origine de l'incident et sur le mode de gestion privilégié par le stagiaire. D. Résultats Ce travail de recherche a permis de rendre compte de plusieurs dynamiques d'émergence et de gestion d'incidents disciplinaires au cours d'éducation physique. Dans une perspective essentiellement formatrice, ce travail intègre in fine une série de propositions qui constituent autant de pistes de réflexion et de guidance pouvant déboucher sur une réelle amélioration de la formation didactico-pédagogique initiale des futurs enseignants en éducation physique. E. Références

Thesis (Ph. D.)--Leland Stanford junior university, 1912. / Biography. "Published as no. 87 of the Psychological monographs." Bibliography: p. [243]-255. Also available in digital form on the Internet Archive Web site.

A 1997 survey of Canadians revealed that bullying occurs once in every seven minutes on the playground and once in every twenty-five minutes in the classroom (Craig and Peplar, 1997). It is my feeling that educators need to be positively proactive and pursue interventions in the classroom, that have the potential to improve relationships, discipline and respect in order to reduce this statistic. This study explored how the adults and students in an individual grade one classroom might build positive relationships in the classroom community. The study was based on the discipline policy of my school division, as stated in the “School Divisions Standard of Behavior” (2006) document and the ideas of Michelle Borba explained in “The Accentuating Respect and Defusing Disrespect Model” (Borba, 2007). Action research data, obtained from the participants, indicated that respect grounded in positive relationships and effective discipline can be introduced to students in an intense one month program, but requires an ongoing relationship between the child and the adult and life-long learning in order to be maintained. / October 2008

A considerable body of knowledge has emerged over recent decades revealing the developmental outcomes associated with the physical punishment of children. However, researchers have only just begun to investigate what children think about physical punishment. The present study explored children’s assessments of parents’ motives for using physical punishment, as well as its fairness, justness and outcomes. The findings indicate that while children think physical punishment can be effective, they do not think it is the best way to teach children or that it is necessary in order for them to learn. They also think it has negative emotional consequences for children and parents and that it is morally wrong. Surprisingly, there were few indications that children’s thinking about these dimensions changes with age. These findings have implications for parent education and raise interesting questions for future research. / February 2007

Title: The (De)Formation of African American Subjectivity in Toni Morrison¡¦s The Bluest Eye Institute of Foreign Languages and Literature, National Sun Yat-sen University Date: June 17, 2004 By: Kai-chung Cheng Advisor: Professor Shu-li Chang Abstract: This thesis aims to examine Toni Morrison¡¦s The Bluest Eye with Michel Foucault¡¦s concept of discipline, the notion of ownership, and the impotence of manhood to explore how Morrison textualizes the (de)formation of African American subjectivity. To begin with, I will justify the feasibility of setting up such a dialogue between Toni Morrison and Michel Foucault. Both the racial oppression Morrison textualizes and the disciplinary process Foucault contextualizes operate in such a subtle way that the subject is not aware of it and thus does not fight back. Therefore, Morrison and Foucault draw attention to how people are implicitly oppressed and disciplined in the construction of their docile subjectivity. In addition, Morrison emphasizes how she worries about the effect of ownership on the construction of African American subjectivity by pervading The Bluest Eye with African Americans¡¦ desire to own properties. Their craze to own properties indicates their desire to acquire something that they believe can be found in ownership. Morrison points out implicitly that what African Americans truly desire in their desperate pursuit of ownership is their own self. However, in Morrison¡¦s textualization, such a strategy employed by African Americans to own their self almost always ends up in failure. Based on such a failure, Morrison posits the success of owning a self, specifically an African American female self, requires one to continue in the struggles to achieve one¡¦s self identity and to build up a healthy and intimate relationship with one¡¦s community. Moreover, Morrison¡¦s portrayal of the dehumanization of African American men aims not to place blame on how brutal they are, but to arouse attention as well as pity to their suffering. It is impossible to construct a wholesome African American subjectivity without paying attention to the frustration African American males confront, for, feeling impotent in achieving their manhood, they turn to the oppression of African American females. Though Morrison projects African American females and males in different ways, she devotes her writing to both of them. To sum up the structure of my thesis: In Introduction, I will justify the feasibility of examining Morrison¡¦s The Bluest Eye with Foucault¡¦s discipline; in Chapter One, I will present how Foucault¡¦s concepts of gaze, norm, and Panopticism explain the reason why African Americans do not fight against the white value that oppresses them but adopt and practice it in their daily lives; in Chapter Two, I will focus on how the notion of ownership impinges upon their subjectivity and what Morrison puts forth to about how African Americans may begin to own their self; in Chapter Three, I will elaborate the significance of the process in which African American males are made impotent and dehumanized; in Conclusion, I will summarize the main arguments in previous chapters to conclude this thesis.