Thesis (doctoral)--Universität Greifswald, 1913. / Includes bibliographical references (p. [7]-9).

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 134-137.

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The aim of the diploma thesis is to introduce the way in which beginning teachers perceive and solve disciplinary problems. This work is divided into two parts. The first part deals with the theoretical knowledge that includes the characteristics of the child at primary school level, the personality of the beginning teacher and the teacher in general, discipline, imprisonment, educational problems and the theoretical idea of solving school problems. In the second part, we rely on the results of a mixed research survey, which was carried out through quantitative and qualitative research. Quantitative research seeks to find out what disciplinary problems are going on exactly where teachers face problems, who or what helps them most, about what types of children have preaching problems, and how teachers address the issue of religion. Qualitative research deals with specific issues and a subjective approach to their solution. The diploma thesis is based on the GAJU institutional project (GAJU 154/2016/S) "Preparing students and fresh graduates of PFU to solve educational problems of pupils."

This study explores and critically analyses the lived experiences of female inmates in six selected prisons in Cameroon. The study contributes to the available knowledge regarding prison conditions from the perspectives of female inmates– a subject which has been under researched globally and has received little attention from researchers in Cameroon. The Cameroon Penitentiary Regulation (CPR) professes to be gender neutral and, therefore, it ignores the special needs of female inmates. The central research question is: How do the national policies and laws on prison conditions in Cameroon relate to the lived and narrated experiences of female inmates? The study is informed by two major frameworks, namely, Foucault’s analytical framework from his seminal work Discipline and Punish (1977) and a feminist analytical framework, standpoint feminism, which fills the gap in Foucault’s thesis that is largely devoid of gender analysis. The study is qualitative, using in-depth interviews and observations. It involved a sample of 38 research participants, comprising 18 female inmates, 18 prison staff members and two NGO representatives. The findings reveal that both international and national ratified policies are merely “paperwork”, lacking effective implementation in the prisons selected for this study. There is a general lack of infrastructural facilities in prisons and this prevents classification as suggested by the CPR 1992 and ratified international instruments. In general, there was a lack of educational and other training facilities in all the prisons visited. The few educational facilities available were those supported by NGOs and FBOs, suggesting that, without their presence in prisons, prison conditions would have been even more appalling than the findings revealed. Torture and corporal punishment were meted out to female inmates, regardless of the regular visits by human rights organisations to prisons. There are no provisions made for conjugal visits in the prisons. Same-sex relationships exist in Cameroonian prisons, either because of sexual preference or as a substitute for heterosexual relationships. The reform of the dated CPR 1992 and the Cameroon Penal Code 1967 is essential. Such reform should take into consideration both the specific needs of female inmates and current debates on the imprisonment of women. / Sociology / D. Litt. et Phil. (Sociology)

This study explores and critically analyses the lived experiences of female inmates in six selected prisons in Cameroon. The study contributes to the available knowledge regarding prison conditions from the perspectives of female inmates– a subject which has been under researched globally and has received little attention from researchers in Cameroon. The Cameroon Penitentiary Regulation (CPR) professes to be gender neutral and, therefore, it ignores the special needs of female inmates. The central research question is: How do the national policies and laws on prison conditions in Cameroon relate to the lived and narrated experiences of female inmates? The study is informed by two major frameworks, namely, Foucault’s analytical framework from his seminal work Discipline and Punish (1977) and a feminist analytical framework, standpoint feminism, which fills the gap in Foucault’s thesis that is largely devoid of gender analysis. The study is qualitative, using in-depth interviews and observations. It involved a sample of 38 research participants, comprising 18 female inmates, 18 prison staff members and two NGO representatives. The findings reveal that both international and national ratified policies are merely “paperwork”, lacking effective implementation in the prisons selected for this study. There is a general lack of infrastructural facilities in prisons and this prevents classification as suggested by the CPR 1992 and ratified international instruments. In general, there was a lack of educational and other training facilities in all the prisons visited. The few educational facilities available were those supported by NGOs and FBOs, suggesting that, without their presence in prisons, prison conditions would have been even more appalling than the findings revealed. Torture and corporal punishment were meted out to female inmates, regardless of the regular visits by human rights organisations to prisons. There are no provisions made for conjugal visits in the prisons. Same-sex relationships exist in Cameroonian prisons, either because of sexual preference or as a substitute for heterosexual relationships. The reform of the dated CPR 1992 and the Cameroon Penal Code 1967 is essential. Such reform should take into consideration both the specific needs of female inmates and current debates on the imprisonment of women. / Sociology / D. Litt. et Phil. (Sociology)