Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 85-92). Also available via the Internet.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 352-398). Also available via the Internet.

Thesis--Catholic University of America. / Bibliography: p. 79-82.

No description available.

M.Ed. (Education Management) / Participation in extra-curricular activities ensures that pupils receive a balanced and comprehensive education. Involvement in sport and cultural activities definitely contributes to the formation of a positive self-concept and leadership development. Opportunities have to be created for scholars, by their coaches, to facilitate self-discovery whilst participating in sport and cultural activities. Extra-curricular activities also give rise to improved physical health, intellectual and spiri tual developmen t. It is essential for teachers to make certain sacrifices in order to enable scholars to achieve and develop in extra-curricular activities. In accordance with the policy of the organised teaching profession, a teacher is regarded as a professional person. Remuneration in exchange for a professional service comprises an all-inclusive package. Additional remuneration has never been recommended for teachers in respect of extracurricular activities as part of their broader job description. This rigid viewpoint is paradoxical if one bears in mind that teachers employed at schools for gifted children do,. in fact, receive additional remuneration for their involvement in these specialised'activities. As a result of rationalisation, larger classes make it more difficult for the teacher to participate in extra-curricular activities. Any sacrifices that are made by the teacher should be rewarded. Additional remuneration is also justified by the presence of the many risk factors that could be involved. Legal action could, for example, be instituted against a teacher who was guilty of negligence whilst coaching a particular activity. South Africa differs from many Western countries as far as the presentation of extra-curricular activities are concerned. These activities are usually supervised by teachers at the school. The teachers involved are expected to accept this additional responsibility without any extra remuneration.

published_or_final_version / Public Administration / Master / Master of Public Administration

Thesis (M.A.)--State University of New York at Binghamton, Department of Philosophy, 2006. / Includes bibliographical references.

Promptness of a reward and penalty system is critical to effectively serve the purpose of incentive provision or prevention from repeating a mistake for judiciary officials. Exactitude of the implementation, on the other hand, depends on whether the resultant verdict is over-crediting the reward or the penalty. As to the scrupulousness of verdicts, it can be evaluated through the consistency of the criteria and the compliance of procedural justice. The fundamental principle to establish a reward and penalty system for civil servants, through internal management activities in government agencies, is to reward those who have an outstanding performance on job duty, an excellent record of service, or a great contribution to the agency, and to punish those who abuse their power, infringe human rights, or have a moral misconduct. Judiciary officials are part of civil servants and their job duty is to assist the proceedings of judiciary cases. They are expected to comply with a higher moral standard than other civil servants. The reward and penalty system has long existed and practiced for centuries. Its importance to manage a vast body of civil servants is undeniable. Various sources of literature on personnel administration also show that a good system design will have a positive effect to improve job performance and increase morale. However, the number of rewarding case for judiciary officials is far less than that for other civil servants, and very few rewarding cases are proposed. Moreover, no accounting item of the prize for the rewarding cases is officially budgeted. As a result, all of the rewarding cases in the end are treated by giving over-time working salary. This thesis will discuss why the reward and penalty system is designed as a quota system in which the number of rewarding cases has a cap in proportional to the total number of personnel in the court, and whether this is the reason for applying stringent criteria to those whose job is transferred from other government agencies. This thesis is to study the promptness, exactitude, and scrupulousness of the reward and penalty system for judiciary officials based on the framework of five theoretical aspects, administrative theory, administrative organization, administrative privilege, administrative remedy, and administrative supervision. The difference of the actual practices in the court administrative system versus in other civil-servant agencies will be also discussed. International comparison with the judiciary system in the United States and China is provided, as well as suggestions for future research.

Thesis (Th. M.)--Westminster Theological Seminary, Philadelphia, 2001. / Includes bibliographical references (leaves 82-84).