Valstybinės vaiko teisių apsaugos ir įvaikinimo tarnybos 2011 metų veiklos ataskaitos duomenimis per 2009 metus tėvų globos neteko 2175 vaikai, 2010 metus – 2145, o per 2011 metus net 2305 vaikai. Dėl tėvų nesirūpinimo, nesidomėjimo vaiku, jo nepriežiūros, netinkamo auklėjimo (taip pat ir smurto apraiškų) 2009 metais tėvų globos neteko 1395, 2010 metais – 1443, o 2011 metais – 1704 vaikai. Akivaizdu, kad tėvų nesugebėjimas pasirūpinti vaiku (-ais), nesidomėjimas, nepriežiūra bei netinkamas jų auklėjimas - viena iš pagrindinių globos/rūpybos vaikams nustatymo ir vaiko atskyrimo nuo šeimos priežastis. Plačiai diskutuojama apie smurtinio (tiek fizinio, tiek psichologinio) pobūdžio bausmių ydingumą ir žalingą poveikį vaiko raidai, tačiau mažai dėmesio skiriama alternatyviesiems vaikų auklėjimo metodams. Bakalauro darbe atskleidžiami teoriniai auklėjimo ir disciplinavimo sampratos, Lietuvos Respublikos teisės aktų nuostatų, reguliuojančių šeiminius santykius ir elgesį su vaiku, vaikų drausminimo šeimoje metodų ir jų taikymo ypatumų aspektai. Suformuluota hipotezė, kad šeimose taikomi vaikų drausminimo metodai, orientuoti į momentinį netinkamo vaikų elgesio eliminavimą ir besąlygišką paklusnumą tėvų valdžiai. Tyrimo objektas - vaikų drausminimo šeimoje metodai ir jų taikymas kontroliuojant ir koreguojant netinkamą elgesį. Tyrimo tikslas - teoriškai ir empiriškai pagrįsti vaikų drausminimo šeimoje metodus ir jų taikymo ypatumus kontroliuojant ir koreguojant netinkamą elgesį... [toliau žr. visą tekstą] / According to the data of 2011 annual performance report of State Child Rights Protection and Adoption Service, in the year 2009 2175 children deprived of parental care while in the year 2010 this number equalled 2145 and in 2011 even 2305 children. Furthermore, in 2009 1395 children deprived of parental care due to child neglect, lack of interest in his/her interests and improper upbringing (including forms of violence) while in 2010 this number increased up to 1443 and in 2011 this number was 1704 children. It is obvious that parents' inability to take care of a child, loss of interest, neglect and improper upbringing are the main reasons for establishment of care/wardship for children and child’s separation from the family. Viciousness of punishment (physical and psychological) and its harmful effects on child's development is widely discussed but too little attention is being paid to alternative parenting methods. The bachelor’s thesis reveals theoretical concepts of parenting and discipline, the aspects of the provisions of the legislation of the Republic of Lithuania governing family relationships and behaviour with a child as well as child discipline techniques and the peculiarities of their usage. The hypothesis that families usually employ children discipline techniques that focus on the momentary elimination of children misbehaviour and unconditional obedience to parental authority was formed. The subject of the research is children discipline techniques in the... [to full text]

Establishing discipline in the contemporary classroom is a challenge to most educators. The real challenge lies in the implementation of discipline measures and procedures that uphold order in the classroom with understanding and compassion and more importantly, in the development of self-discipline in learners. The researcher adopted a qualitative approach to understand the phenomenon classroom discipline and to answer the research questions that sought to explore the meaning that is attached to the word “discipline” by individual educators, the challenges that educators are faced with in their classrooms, as well as the discipline strategies that they employ to establish discipline. A case study involving three high schools was conducted. Data was collected through interviews and observations. It has emerged in the findings that educators face a daily struggle in terms of establishing discipline in their classrooms; educators attach different meanings to the word “discipline” and the meaning that individual educators attach to “discipline” impacts on their choice of discipline strategies. Most of the discipline strategies employed by educators are control-oriented and thus hinge on rewards and punishment. The study also revealed that when these control-oriented strategies are employed to establish discipline, learners engage in various coping mechanisms, which ultimately render these strategies ineffective, and thus minimise any chance the child has to develop self-discipline. Essentially, learners who have been coerced usually show very little self-control when they are outside the influence of the controller. Recommendations based on findings and conclusions of this study are discussed and revolve mainly around the use of proactive discipline strategies that are geared to promote self-discipline and thus inner control. The recommendations outline proactive discipline strategies that could be employed by educators to establish discipline in their classrooms and suggest the creation of a good educator-learners relationship, the empowerment of learners to be in charge of their behaviour, responsibility training, inculcation of values, character development, modelling good behaviour, and strengthening of partnership with parents and other support structures in behaviour management. Benchmarking for best practices with other schools and conducting internal workshops for educators to share classroom discipline issues and solutions, as well as skills development programmes for training and development of educators are recommended. The study hopes to contribute to the existing body of knowledge and will be useful to educators by enabling them to find more constructive ways of building a culture of discipline among learners. It will also help educators develop personal systems of discipline tailored to their individual philosophies as well as to the needs and social realities of their schools and communities. / Dissertation (MEd (Education Management, Law and Policy Studies))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Yes / This article explores the use made of humour in three different private sector organisations. It draws on observations of managers working towards a management qualification and, from the jokes they exchange, it argues that studying humour may offer insights into sentiments not easily articulated in `serious¿ conversation. Humour¿s ambiguity enables contentious statements to be made without fear of recrimination. Equally, constructing jokes by juxtaposing two different frames of reference provides a glimpse of alternative (and shared) perceptions of `reality¿. This sensitivity to complexity makes humour a particularly appropriate vehicle for conveying ambitions, subversions, triumphs and failures and this article considers some of the `serious¿ messages underlying the jokes.

Submitted by Deborah Kelly Nascimento Pessoa (dknpessoa@yahoo.com.br) on 2017-09-12T18:58:42Z No. of bitstreams: 1 TESE_Deborah_Final.pdf: 1711762 bytes, checksum: 22167685e56930f0c955db37a6f1535e (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-09-15T18:04:44Z (GMT) No. of bitstreams: 1 TESE_Deborah_Final.pdf: 1711762 bytes, checksum: 22167685e56930f0c955db37a6f1535e (MD5) / Made available in DSpace on 2017-09-18T12:43:08Z (GMT). No. of bitstreams: 1 TESE_Deborah_Final.pdf: 1711762 bytes, checksum: 22167685e56930f0c955db37a6f1535e (MD5) Previous issue date: 2017-08-14 / This thesis aims to analyze how misbehavior happens in the organization backstage. The literature helps to define misbehavior as incompatible or counterproductive practices (ACKROYD; THOMPSON, 1999), “activities occurring with the workplace that according to the oficial structure, culture and rules of the organization, ‘should not happen’, and contain na element of challenge to the dominant modes of operating to dominant interest in the organization” (WATSON, 2003, p. 230), “misbehaviour is not just about employee resistance; it is about dealing with the pressures of work in a less opposing manner. Misbehaviour is about conflicts that cannot be exclusively attributable to the effort-bargain relationship between employer and employee” (RICHARDS, 2007, p. 35-36). To achieve the research objectives, we guide the study in the qualitative approach, studing a company that operates as bakery, cafe and restaurant. Ethnography was choosed as research strategy by allowing capture the minutiae of the researched context in an intense relationship of exchange with the study object. Inductive behavior to the fieldwork was adopted as research guidance, this fieldwork lasted approximately 10 months and produced 657 pages of field diary. The research analysis and theoretical construction was conducted according to the grounded theory approach, using Straus and Corbin (2008) as a guiding to the categorization process. The categories was organized according to the Gioia, Corley and Hamilton (2012) work. Numerous misbehavior actions was identified, for example: eating food products and raw materials in the company, non-compliance with working hours and safety standards, sabotage of sales, rude treatment of consumers, gossip, aggressive, snobbish or prejudice behavior against coworkers, theft of raw materials and confidential recipes, and so forth. As result, this study concludes indicating that misbehaviour is a kind of resistance that goes beyond organizational boundaries and the opposition relationship against management, misbehaviour is influenced by individual, organizational and social dimensions. / Esta tese tem como objetivo analisar como o misbehaviour acontece nos bastidores de uma organização. A literatura ajuda a definir misbehaviour como práticas incompatíveis ou contra produtivas (ACKROYD; THOMPSON, 1999), que ocorrem no ambiente de trabalho, mas que não deveriam acontecer, de acordo com a estrutura, cultura e regras oficiais da organização, que desafiam os modos dominantes de operação ou os interesses dominantes na organização (WATSON, 2003), que além de uma forma de resistência, envolve lidar com as pressões do trabalho de uma maneira menos oposta, de conflitos que não podem ser exclusivamente atribuíveis à relação entre empregado e empregador (RICHARDS, 2007). Para atingir aos objetivos da pesquisa, orientamos o estudo na abordagem qualitativa, em uma empresa do setor alimentício. A etnografia foi adotada como estratégia de pesquisa, por permitir captar as minúcias do contexto pesquisado, em uma relação intensa de troca com o objeto de estudo. Foi adotado o comportamento indutivo no campo como orientação no processo de pesquisa, em um trabalho de campo que durou dez meses, aproximadamente, e produziu 657 páginas de diário de campo. O processo de análise do material empírico e de construção teórica foi conduzido conforme a abordagem da teoria fundamentada, usando o trabalho de Straus e Corbin (2008) como norteador do processo de categorização. Para organizar o agrupamento de categorias foi utilizado o trabalho de Gioia, Corley e Hamilton (2012). Inúmeras ações de misbehaviour foram identificadas nos resultados, por exemplo: consumo de produtos e matéria primas na empresa, descumprimento de horário de trabalho e de normas de segurança, sabotagem nas vendas, tratamento grosseiro a clientes, fofoca, comportamento agressivo, esnobe ou preconceituoso com colegas de trabalho, furto de matérias-primas e de receitas confidenciais, dentre outras ações. Diante disso, o estudo conclui indicando que misbehaviour é uma forma de resistência que extrapola as fronteiras organizacionais e a relação de oposição contra o management, que é influenciado pelas dimensões individual, organizacional e social.

<p>The main sources of teacher stress stem from difficulty in maintaining classroom discipline, time pressures, workload demands, excessive change, being evaluated by others, challenging relationships with colleagues and poor working conditions. This study therefore highlights the significant relationship between occupational stressors and the stress experienced by teachers at high risk secondary schools in the Western Cape. Occupational stress is related to job satisfaction, job overload and job control. The coping strategies of teachers at high risk secondary schools are explored. The results indicate that there were no significant relationships between teacher stress and job satisfaction, job overload and job control at high risk secondary schools in the Western Cape. Job satisfaction however, showed an inverse, albeit not significant relationship to teacher stress. Furthermore, male and female teachers respond differently to these occupational stressors. Females were more prone to the experience of stress than males. The recommendations are based on the conclusions drawn from the study. In conclusion, occupational stress is considered a major source of stress for teachers, which needs to be addressed more vigorously at high risk secondary schools in the Western Cape.</p>

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

<p>The main sources of teacher stress stem from difficulty in maintaining classroom discipline, time pressures, workload demands, excessive change, being evaluated by others, challenging relationships with colleagues and poor working conditions. This study therefore highlights the significant relationship between occupational stressors and the stress experienced by teachers at high risk secondary schools in the Western Cape. Occupational stress is related to job satisfaction, job overload and job control. The coping strategies of teachers at high risk secondary schools are explored. The results indicate that there were no significant relationships between teacher stress and job satisfaction, job overload and job control at high risk secondary schools in the Western Cape. Job satisfaction however, showed an inverse, albeit not significant relationship to teacher stress. Furthermore, male and female teachers respond differently to these occupational stressors. Females were more prone to the experience of stress than males. The recommendations are based on the conclusions drawn from the study. In conclusion, occupational stress is considered a major source of stress for teachers, which needs to be addressed more vigorously at high risk secondary schools in the Western Cape.</p>

Syftet med vår studie är att undersöka om de privata angelägenheterna som utförs av de personer som innehar en chefsposition skiljer sig från de privata angelägenheter som utförs av medarbetarna. Vi vill ta reda på vad det är för privata angelägenheter de ägnar sig åt och om det är någon skillnad på vad de gör beroende på vilken position de har. För att tydliggöra vad som inte anses vara okej att ägna sig åt under arbetstid på denna arbetsplats vill vi därför ta reda på hur både medarbetarna och cheferna förhåller sig till organisationens personalpolicy. Vår teoretiska referensram består av två huvudsakliga områden. Det första inleds med en grundläggande redogörelse för organisatoriskt olydnad för att ge en bättre bild av vad privata angelägenheter är, och vilka former av både organisatoriskt olydnad och privata angelägenheter som finns. Vidare berörs också hur organisatorisk olydnad kan utvecklas samt olika attityder till förekomsten av denna olydnad. Den första delen av teorin avslutas med orsaker som kan ligga till grund för konflikt på arbetsplatsen. Den andra delen av teorin består av resonemang kring vad som kan ligga till grund för att de anställda ägnar sig åt privata angelägenheter under arbetstid. Orsaker kan exempelvis vara bristande autonomi och tillit, samt att den anställde behöver en paus. Sedan avslutas den teoretiska referensramen med åtta propositioner för situationer där anställda bör tillåtas använda internet för personligt bruk. Med denna uppbyggnad strävar vi efter att ge läsaren en god insikt i ämnet. Eftersom vi ville undersöka individernas handlingar utförde vi en kvalitativ undersökning med intervjuer. Vi intervjuade två grupper, en grupp medarbetare och en grupp med chefer. Vi valde två grupper för att i efterhand kunna jämföra om det är någon skillnad mellan vilka privata angelägenheter som förekommer i respektive grupp. Vi kom fram till att det förekommer samma typer av privata angelägenheter i båda grupperna. Båda grupperna ägnar sig åt att prata med kollegor samt att surfa privata ärenden på internet under arbetstid. Det som skilde sig var att det framkom att medarbetarna också ägnar sig åt att ringa privata samtal samt att skicka privata sms och mail vilket inte framkom under intervjuerna med cheferna. Cheferna hade en mycket generös inställning till utförandet av privata angelägenheter under arbetstid, de ansåg att det var helt okej att ägna sig åt detta så länge de anställda utförde arbete som behövdes för dagen. Vi kom också fram till att det inte fanns någon personalpolicy angående detta, men att de flesta trodde att en sådan fanns. Vi kunde därför inte besvara hur de anställda förhöll sig till den. Det fanns två anledningar till att respondenterna ägnade sig åt att prata med kollegor och surfa privata ärenden under arbetstid. De uppgav att det var för att de var i behov av en paus från sitt arbete samt att de menar att tala med kollegor främjar ett trevligt arbetsklimat.

L'objectif de nos recherches consiste à définir la notion d'extravagance en l'inscrivant dans le contexte qui en voit l'essor littéraire, de l'année 1623 (avec L'Histoire comique de Francion de Sorel) à 1666 (avec Le Misanthrope de Molière et Le Roman bourgeois de Furetière) ; il s'agit de montrer comment cette notion rend compte des enjeux socioculturels, littéraires et esthétiques du premier XVIIe siècle. Nos travaux s'inscrivent dans une perspective pluridisciplinaire : l'extravagance convoque à la fois le domaine de la médecine, l'histoire des traitements et de l'enfermement du fou, la question philosophique des rapports réversibles entre folie et sagesse, domaines que nous étudions en miroir des représentations littéraires de la déraison. Le trouble qui atteint l'extravagant perturbe son imagination en n'altérant que faiblement son entendement. Un savoir mal maîtrisé et des lectures nocives, qui sont souvent des romans, sont la cause de son délire : contrairement à l'idiot, son esprit n'est pas vide, mais interprète de manière erronée ce qu'il perçoit du monde. Ce trouble de l'esprit l'amène également à s'écarter du comportement prescrit dans l'espace social. Face au modèle de l'honnête homme, défini par les traités de civilité, l'extravagant est incapable de respecter les codes de la bienséance et de la politesse. Cette lecture nous permet de proposer une interprétation renouvelée des types comiques que l'on trouve dans les comédies et les histoires comiques des années 1620-1660, tels le capitan-matamore, le pédant, le provincial, etc... / The purpose of our research is to define extravagance by looking at this notion in context when it experienced its first literary successes, that is from 1623 (with L'Histoire comique de Francion by Sorel) to 1666 (Le Misanthrope by Molière and Le Roman bourgeois by Furetière). We therefore aim at showing how it illustrated sociocultural, literary and esthetical issues in the early seventeenth century. Our research is carried along pluridisciplinary lines: extravagance deals at the same time with medicine, the history of cures and the imprisonment of the insane and the philosophical question of reversible links between madness and wisdom, and this is why I am studying these fields while analysing literary representations of madness. The extravagant's disorder disturbs his imagination without really impairing his understanding. Uncontrolled knowledge and noxious readings, which are often novels, are responsible for his madness. Unlike the fool, his mind is not empty, but it blurs the way in which he perceives the world. Such mental confusion also makes him move away from accepted social behaviours. As opposed to the model of the honest man as defined by treatises of courtesy, the extravagant man cannot abide by proprieties and polite codes. This perspective leads me to formulate a new interpretation of the comic characters we can find in comedies and comic novels from the 1620-1660 era, such as the braggart, the pedant, the countryman, and so on...