Corporal punishment is a worldwide problem. The purpose withthis thesis is to promote a constructive discussion about the problem andconnect this to children’s rights. This gives the possibility to start adiscussion about suggestions and measures to reduce the problem. Thetheory is that corporal punishment is used as a disciplinary method tochange behavior. Children’s rights is regulated by conventions and nationallaws. The method is to conduct an analysis with interpretations andcommentaries of the research materials from South Africa and Sweden.The conclusion is that those who are positive to corporal punishment thinksit is an efficient working method, and it is about children’s safety. Thosewho are negative have experienced that alternative methods works. Asuggestion is to involve children in the work with children’s rights andeducate them in human and children’s rights with focus on obligations andresponsibility.

Within the UK, space heating accounts for 66% of the total domestic energy used. New heating controls may offer a means to reduce this figure and help meet the UK s target of reducing its greenhouse gas emissions by 2050. However these technologies will only save energy if occupants are able to use them effectively. Currently, little is known about how occupants interact with their heating systems, in particular how they use the heating within their home and the reasons behind why it is used a specific way. To investigate further, this thesis presents research which used both qualitative and quantitative methods over two separate studies to uncover why and how households heat their homes and how people use their heating system following the installation of new heating controls. The results identify key drivers which impact how people heat their homes and highlight numerous issues preventing them from using their heating how they wish to. A taxonomy of heating use is presented based on the factors influencing heating use in homes and how those factors impact the use and control of the heating system. Occupants use of new heating controls over a ten month period is presented. Manual interaction with controls is separated from programmed heating schedules showing increased manual use over winter and a reliance on heating schedules during shoulder months. The analysis of measured heating use showed similar findings to larger scale studies, however the demanded set-point temperatures were varied and occupants regularly changed heating schedules throughout winter, indicating some of this complexity may be lost by studies inferring heating use patterns from internal temperature measurements alone. The research presented within this thesis is novel, in developing heating characters based on the factors which influence occupants heating behaviours, by presenting measured heating use, which included measured set-point temperatures, heating schedules and heating use duration. The thesis also presented the complexity of heating use within homes uncovered through use of mixed methods.

Idag är skolan ofta föremål för debatt i massmedia. Ett vanligt förekommande ämne är den bristande ordningen i klassrummen och hur den leder till försämrade resultat. Den allmänna uppfattningen är att hårdare disciplin är lösningen.           Studiens syfte är därför att skildra hur fem förstelärare gör för att skapa ordning i sina klassrum. För att uppnå syftet utfördes kvalitativa intervjuer med utgångspunkt i en vinjett, vilken våra informanter fick ta del av. I analysen användes framför allt symbolisk interaktionism och ledarskapsteori som teoretiskt ramverk.           Resultatet visade att inga av informanterna var för metoder så som skrämsel, kvarsittning, utkastning eller andra former av bestraffningar. Samtliga informanter uppvisade ett demokratiskt ledarskap och menade istället att trygghetsskapande är den bästa metoden i skapandet av en god arbetsmiljö. Ordningsregler och tydliga ramar menar de ska skapa trygghet och förebygga eventuella beteendeproblem hos eleverna, medan samtal ska hjälpa eleverna att förstå vad de gjort, om de trots allt skulle uppträda opassande. Detta för att hindra att eleven beter sig likadant igen.           Vår förhoppning är att kunna bidra med tips och idéer till andra lärare om hur ordning kan skapas i klassrummet. / Today, school is often the subject of debate in the media. A common topic is the lack of order in the classroom and how it leads to poorer results. The general consensus is that tougher discipline is the solution.           The aim of this study is to describe how five “förstelärare” create order in their classrooms. To achieve the aim, qualitative interviews based on a vignette were conducted, which our informants were presented with. To analyze the results different theories like symbolic interactionism and leadership theory were used.           The results showed that none of the informants was positive to methods such as intimidation, detention, ejection or other forms of punishment. All informants reported a democratic leadership and instead argued for establishing of assurance as the best method, to create a good working environment. They mean that standards of conduct and clear instructions will provide assurance and prevent students’ behavior problems, while dialogs will help students to understand what they have done, so that they do not repeat their behavior.           Our hope is to give other teachers tips and ideas on how order can be created in the classroom.