<p>Vi har genomfört en kvalitativ studie i ämnet konflikthantering. Vi har valt att utforma den med hjälp av fem lärare som vi har intervjuat. Konflikter kan man inte undvika, varken i livet eller i skolan och där är det lärarens uppgift att hantera dem. Därför tycker vi att det är viktigt att belysa och förstå kunskapen om konflikthantering.</p><p>Förr hanterades inte konflikter och bråk i skolan som idag. Fram till 1958 var det fortfarande tillåtet att bestraffa elever med aga. Det var genom aga och skäll som man hanterade konflik¬terna istället för att som idag prata med eleverna. Skäll existerar fortfarande men framförallt hanterar lärarna konflikter med hjälp av att kom¬municera med eleverna. Idag är idealet att kommunicera väl; lyssna, tala och känna empati. I konfliktsituationer agerar läraren ofta medlare mellan eleverna.</p><p>För att ta reda på hur kunskapen om konflikthantering i skolan ser ut tar vi hjälp av begreppet tyst kunskap. Eftersom tyst kunskap har många olika tolkningar för vi en diskussion kring begreppet. Att vi använder oss av just detta begrepp beror på att tyst kunskap i alla olika tolk¬ningar ändå anses vara en praktisk kunskap. Så är, menar vi, även fallet med konflikthan¬teringen i skolan eftersom den är kopplad till lärarens vardagliga arbete. Därför kopplar vi samman kunskap om konflikthantering med tyst kunskap.</p><p>Vi har kommit fram till att hur lärare hanterar konflikter beror mycket på vilka ideal som råder just då. Lärarna i våra intervjuer inhämtar kunskapen om konflikthantering till största delen i sitt arbete och de anser alla att det är viktigt att aktivt förebygga konflikter för en fungerande undervisning och ett gott klassrumsklimat. Kunskapen om konflikthantering är situationsbunden och personlig men detta räcker inte för att vi ska kunna sluta oss till att det är tyst kunskap, detta beror helt på vilken definition man utgår ifrån. Vi vill poängtera att våra resultat inte på något sätt försöker vara generaliserande.</p> / <p>We have done a qualitative study about conflict-handling. The purpose of this study is to understand conflict-handling and prevention of conflicts in the classroom from a teacher’s perspective; how does teachers develop their knowledge of conflict-handling and is that knowledge tacit? How can teachers handle conflicts and quarrels in the classroom and how can they prevent them? Those are our questions at issue. To get information we interviewed five different teachers and studied relevant literature. We have chosen to restrict this study to conflicts between pupils or teachers and pupils, grade 4-6 in the Swedish school.</p><p>Conflicts or quarrels are things that can’t be avoided and it is the teacher’s job to handle them, this is called conflict-handling. In former times the conflict-handling in schools meant corporal punishment or telling the pupil off. Telling-off still exists in our schools today but the way conflicts are handled is now mostly by using communication and the teacher will in most cases become the mediator between the pupils.</p><p>To elucidate conflict-handling we chose to use the concept of tacit knowledge. This concept has many different interpretations but all of them are saying that tacit knowledge is practical. Therefore it is interesting for us to connect conflict-handling, which is a part of the teacher’s daily tasks, with tacit knowledge.</p><p>We have compared the interviews with each other and with the literature and found that the conflict-handling depends on what the current ideals are. The teachers in our interviews learn conflict-handling mostly in their work and they all think that it is important to actively prevent conflicts for a functioning education and a good atmosphere in the classroom. In the matter of deciding if conflict-handling is tacit knowledge or not it all comes down to which definition of tacit knowledge you rely on. The results we found are only specific for the teachers we interviewed and for our study.</p>

<p>The aim of this study is to investigate how the female author, Charlotte Brontë, describes the development of her female protagonist in Jane Eyre and to compare this to how the male author, Fyodor Dostoevsky, describes the development of his male protagonist in Crime and Punishment, inside the patriarchal 19th century.</p><p>My basic idea is that both characters in these two books have to reach their own unknown to find satisfaction and a new existence, and I want to investigate what the characters have to go through to find that existence. To help me in my exploration of Jane Eyre I make use of Gilbert and Gubars’ book The Madwoman in the Attic and in the case of Crime and Punishment, I make use of Pelikan Straus’ article ”“Why did I say ’Women!’?” Raskolnikov Reimagined”. Both authors discuss literature from a gender perspective, but without comparing female and male characters or authors with each other, which I believe is important for a more holistic understanding of gender issue.</p><p>The conclusion of this essay is that these books are describing the main characters’ evolution towards their personal unknown with the same tools, a double self, an important symbol, and in the end a love partner that embodies that unknown. Furthermore, I conclude that this development moves in opposing directions, whereby the female character gets in touch with a more traditional male disposition and the male character gets in touch with a more traditional female disposition. This mirrors the different position men and women are assigned in the patriarchal society. In conclusion, I suggest that all social roles are ultimately confining (irrespective of sex), and are attracted to the opposite pole, in order to discover what the individual does not have access to in the social sphere.</p>

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 178-192).

Deportation due to criminal activity is often viewed as a neutral administrative practice and has to date received little research attention. This study views the phenomenon as part of a broader field focused on regulating people’s mobility. It also looks at the balance between the state’s interest in deporting non-citizens who commit crime and the goal of protecting refugees. Deportation due to criminal activity is first discussed from five perspectives: as alien control, as punishment and the spatial separation of criminal “others”, as migratory movement and forcible repatriation, in relation to human rights and as a “second asylum hearing”, and as border practice. The study then examines deportation in district courts between 1973 and 2003, via a quantitative study of all convictions involving deportation. Deportation practice differs between persons who are and are not registered as residents. Residents are deported for more serious offences than others and increasingly often over time for crimes against the person and drug crime. The number of non-residents deported increases greatly from 1985, which cannot be explained by an increase in convictions or by legislative changes. The study finally examines the reasoning of courts on possible impediments to deportation when the person convicted had refugee or equivalent status. The court collected an opinion from the Swedish Immigration Board in 80 percent of such cases. The opinions are very brief, often identical for different individuals and seem to be based on general guidelines for different countries rather than the individual’s fear of persecution at sentencing time. In the other cases the court makes its own assessment of impediments to deportation, but the risks faced by those convicted are rarely discussed in the court judgements. In 17 cases, the individual was deported despite the Board’s opinion noting a risk of persecution.

Vi har genomfört en kvalitativ studie i ämnet konflikthantering. Vi har valt att utforma den med hjälp av fem lärare som vi har intervjuat. Konflikter kan man inte undvika, varken i livet eller i skolan och där är det lärarens uppgift att hantera dem. Därför tycker vi att det är viktigt att belysa och förstå kunskapen om konflikthantering. Förr hanterades inte konflikter och bråk i skolan som idag. Fram till 1958 var det fortfarande tillåtet att bestraffa elever med aga. Det var genom aga och skäll som man hanterade konflik¬terna istället för att som idag prata med eleverna. Skäll existerar fortfarande men framförallt hanterar lärarna konflikter med hjälp av att kom¬municera med eleverna. Idag är idealet att kommunicera väl; lyssna, tala och känna empati. I konfliktsituationer agerar läraren ofta medlare mellan eleverna. För att ta reda på hur kunskapen om konflikthantering i skolan ser ut tar vi hjälp av begreppet tyst kunskap. Eftersom tyst kunskap har många olika tolkningar för vi en diskussion kring begreppet. Att vi använder oss av just detta begrepp beror på att tyst kunskap i alla olika tolk¬ningar ändå anses vara en praktisk kunskap. Så är, menar vi, även fallet med konflikthan¬teringen i skolan eftersom den är kopplad till lärarens vardagliga arbete. Därför kopplar vi samman kunskap om konflikthantering med tyst kunskap. Vi har kommit fram till att hur lärare hanterar konflikter beror mycket på vilka ideal som råder just då. Lärarna i våra intervjuer inhämtar kunskapen om konflikthantering till största delen i sitt arbete och de anser alla att det är viktigt att aktivt förebygga konflikter för en fungerande undervisning och ett gott klassrumsklimat. Kunskapen om konflikthantering är situationsbunden och personlig men detta räcker inte för att vi ska kunna sluta oss till att det är tyst kunskap, detta beror helt på vilken definition man utgår ifrån. Vi vill poängtera att våra resultat inte på något sätt försöker vara generaliserande. / We have done a qualitative study about conflict-handling. The purpose of this study is to understand conflict-handling and prevention of conflicts in the classroom from a teacher’s perspective; how does teachers develop their knowledge of conflict-handling and is that knowledge tacit? How can teachers handle conflicts and quarrels in the classroom and how can they prevent them? Those are our questions at issue. To get information we interviewed five different teachers and studied relevant literature. We have chosen to restrict this study to conflicts between pupils or teachers and pupils, grade 4-6 in the Swedish school. Conflicts or quarrels are things that can’t be avoided and it is the teacher’s job to handle them, this is called conflict-handling. In former times the conflict-handling in schools meant corporal punishment or telling the pupil off. Telling-off still exists in our schools today but the way conflicts are handled is now mostly by using communication and the teacher will in most cases become the mediator between the pupils. To elucidate conflict-handling we chose to use the concept of tacit knowledge. This concept has many different interpretations but all of them are saying that tacit knowledge is practical. Therefore it is interesting for us to connect conflict-handling, which is a part of the teacher’s daily tasks, with tacit knowledge. We have compared the interviews with each other and with the literature and found that the conflict-handling depends on what the current ideals are. The teachers in our interviews learn conflict-handling mostly in their work and they all think that it is important to actively prevent conflicts for a functioning education and a good atmosphere in the classroom. In the matter of deciding if conflict-handling is tacit knowledge or not it all comes down to which definition of tacit knowledge you rely on. The results we found are only specific for the teachers we interviewed and for our study.

The aim of this study is to investigate how the female author, Charlotte Brontë, describes the development of her female protagonist in Jane Eyre and to compare this to how the male author, Fyodor Dostoevsky, describes the development of his male protagonist in Crime and Punishment, inside the patriarchal 19th century. My basic idea is that both characters in these two books have to reach their own unknown to find satisfaction and a new existence, and I want to investigate what the characters have to go through to find that existence. To help me in my exploration of Jane Eyre I make use of Gilbert and Gubars’ book The Madwoman in the Attic and in the case of Crime and Punishment, I make use of Pelikan Straus’ article ”“Why did I say ’Women!’?” Raskolnikov Reimagined”. Both authors discuss literature from a gender perspective, but without comparing female and male characters or authors with each other, which I believe is important for a more holistic understanding of gender issue. The conclusion of this essay is that these books are describing the main characters’ evolution towards their personal unknown with the same tools, a double self, an important symbol, and in the end a love partner that embodies that unknown. Furthermore, I conclude that this development moves in opposing directions, whereby the female character gets in touch with a more traditional male disposition and the male character gets in touch with a more traditional female disposition. This mirrors the different position men and women are assigned in the patriarchal society. In conclusion, I suggest that all social roles are ultimately confining (irrespective of sex), and are attracted to the opposite pole, in order to discover what the individual does not have access to in the social sphere.

Questo lavoro si pone come obiettivo la verifica del legame esistente tra esperienza di carcerazione e rischio di recidiva. Il punto di partenza è costituito dall'esame delle teorie della pena a partire dal contributo della sociologia. L'approdo teorico di questa analisi è la rilevazione delle ambivalenze e dei nodi irrisolti dell'agire punitivo, che trovano piena esplicazione nella forma di penalità per eccellenza dell'epoca moderna: il carcere. Di quest'ultimo vengono esaminati gli esiti criminogeni e le finalità che contrastano con gli obiettivi risocializzanti dell'agire punitivo. Da questa riflessione scaturisce la convinzione, comune a molti sociologi, che esista un legame tra carcere e recidiva. La ricerca empirica intende verificare l'esistenza di questo legame, attraverso la ricostruzione del punto di vista del soggetto deviante. Mediante la realizzazione di interviste in profondità a un gruppo di 18 tra detenuti (11) ed ex detenuti (7) si è cercato di comprendere se e in che modo l'esperienza detentiva incoraggi l'interiorizzazione di un sé deviante e la rappresentazione di un futuro irrimediabilmente compromesso in chiave criminale. Le nostre conclusioni possono essere riassunte in due punti principali: (1) vi è uno stretto legame tra carcerazione e recidiva (2) non vi sono differenze significative tra carcerati ed ex carcerati per quanto riguarda il modo in cui descrivono e interpretano le loro esperienze e il legame di queste con la recidiva. / This research aims to examine the association between incarceration and recidivism. The starting point is an exam of the main penal theories in a sociological perspective, which resulted in discovering and highlighting the ambivalence of the main penal practice of our time, imprisonment. We then examine the criminogenic outcome of imprisonment, which is a clear denial of its resocialization purposes. From this analysis we claim the existence of a direct association between imprisonment in a correctional institution and recidivism. The empirical research aims to verify this association, from the point of view of a representative sample of inmates and former inmates. To do this, we carried out 18 interviews with 11 inmates and 7 former inmates. Our goal was understanding whether and how imprisonment promotes the creation of a deviant personality and the representation of a future still stuck in crime. Our conclusions may be summarized in two main points: (1) there is a strong association between incarceration and recidivism and (2) there aren't noticeable differences between inmates and former inmates in terms of how they describe and read their experiences and their association with recidivism.

Augustine of Hippo argues that all suffering is the result of the punishment of sin. Misinterpretations of his meaning are common since isolated statements taken from his works do give misleading and contradictory impressions. This dissertation assembles a comprehensive account of Augustine’s understanding of the causes of suffering to show that these views are substantive and internally consistent. The argument of the dissertation proceeds by confronting and resolving the apparent problems with Augustine’s views on sin and punishment from within the broader framework of his anthropology and metaphysics. The chief difficulty is that Augustine gives two apparently irreconcilable accounts of suffering as punishment. In the first, suffering is viewed as self-inflicted because sin is inherently self-damaging. In the second, God inflicts suffering in response to sin. This dissertation argues that these views are united by Augustine’s concern with the theme of ‘order.’ The first account, it argues, is actually an expression of Augustine’s doctrine that evil is the privation of good; since good is for Augustine synonymous with order, we can then see why he views all affliction as the concrete experience of disorder brought about by sin. This context in turn allows us to see that, by invoking the notion of divinely inflicted punishment in both its retributive and remedial forms, Augustine wants to show that disorder itself is embraced by order, either because disorder itself must obey laws, or because what is disordered can be reordered. In either case, Augustine’s ideas of punishment may be seen as an expression of his conviction that order in the universe is unassailable. It is hoped that these observations contribute to a greater appreciation not only of Augustine’s theory of punishment, but also of the extent to which the theme of order is fundamental to his thought.

This paper is intended, first, to look at the deterrence versus compliance debate, and the various punishment principles that exist in securities regulation. Secondly, a brief overview of the experiences and complexities of securities regulation and sanctioning in Ontario and Canada will be presented. Third, I introduce and apply the “Responsive Regulation” model and the “enforcement pyramid” as posited by Ian Ayres and John Braithwaite to securities enforcement. I advocate for adoption of a three stage enforcement reform process that incorporates restorative justice through an enforcement pyramid and an “enforcement priority ladder”. The expert reports and statistics are used to develop the argument that the OSC is hindered in its enforcement mandate, ultimately, from a lack of sound enforcement guidelines. The end goal is to provide useful recommendations to the OSC and other Canadian securities regulators in achieving a more self-sustaining and investor focused securities regulatory environment.

This paper is intended, first, to look at the deterrence versus compliance debate, and the various punishment principles that exist in securities regulation. Secondly, a brief overview of the experiences and complexities of securities regulation and sanctioning in Ontario and Canada will be presented. Third, I introduce and apply the “Responsive Regulation” model and the “enforcement pyramid” as posited by Ian Ayres and John Braithwaite to securities enforcement. I advocate for adoption of a three stage enforcement reform process that incorporates restorative justice through an enforcement pyramid and an “enforcement priority ladder”. The expert reports and statistics are used to develop the argument that the OSC is hindered in its enforcement mandate, ultimately, from a lack of sound enforcement guidelines. The end goal is to provide useful recommendations to the OSC and other Canadian securities regulators in achieving a more self-sustaining and investor focused securities regulatory environment.