Thesis (M. Soc. Sc.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

A considerable body of knowledge has emerged over recent decades revealing the developmental outcomes associated with the physical punishment of children. However, researchers have only just begun to investigate what children think about physical punishment. The present study explored children’s assessments of parents’ motives for using physical punishment, as well as its fairness, justness and outcomes. The findings indicate that while children think physical punishment can be effective, they do not think it is the best way to teach children or that it is necessary in order for them to learn. They also think it has negative emotional consequences for children and parents and that it is morally wrong. Surprisingly, there were few indications that children’s thinking about these dimensions changes with age. These findings have implications for parent education and raise interesting questions for future research. / February 2007

This project analyzes the changing views on abortion and capital punishment and how opinions have changed over the past 35 years. This is an analysis of how different backgrounds and demographic factors affect people’s standpoints toward these two practices.

This thesis provides an ethical discussion about the merits of rehabilitation as well as retributivism within the modern American penal system.  By utilizing arguments by philosophers Ronald Dworkin and Immanuel Kant I conclude that under certain circumstances the seemingly dissimilar approaches of the rehabilitationist and the retributivist can co-exist.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xi, 90 p. : ill. Includes abstract. Includes bibliographical references (p. 86-90).

Thesis (Ph. D.)--Westfälische Wilhelms-Universität zu Münster, 1972. / Vita. Includes bibliographical references (p. 290-329).

Thesis (Th. M.)--Detroit Baptist Theological Seminary, 1999. / Abstract. Includes bibliographical references (leaves 100-112).

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This research has explored the attitudes of Abu Dhabi criminal justice professionals about the possibility of implementing Community Service Sanctions (CSS) in The United Arab Emirates (UAE). The study has examined three main areas including: Abu Dhabi criminal justice professionals’ perspectives about implementing CSS in the UAE; the crimes which CSS can be applied on and the affects that CSS can have on the United Arab Emirates (UAE) penal system. In order to achieve the study objectives and answer the study questions, an explorative approach was taken. The methodology was mixed of quantitative and qualitative approaches, including: questionnaires and interviews and focus group discussions. Questionnaires were distributed to six of Abu Dhabi police Departments. Interviews were conducted with 20 of Abu Dhabi police officers holding senior positions in order to have their views on the study themes. And focus group discussions were held with judges, prosecutors, police officers and social workers. Furthermore, the study also examined the FPC and concluded that it needs some changes with regards to the implementation of some of its articles. The study shows that there are some elements of CSS within the FPC which do not seem to be implemented. The study also suggests that the FPC need to be revised regularly in order to implement or amend measures available. The study also shows that Abu Dhabi criminal justice system professionals generally support the implementation of CSS in the UAE.

This thesis focuses on the shifting status of teachers in the United Kingdom which results from the findings of the European Court and Commission of Human Rights on cases involving corporal punishment. Teachers have traditionally held a right to administer corporal punishment to pupils with whom they stand "in loco parentis" and providing that it was moderate and reasonable, they have been provided with a defence against a charge of assault. The position began to alter when education became compulsory in the 1870's, but there was no effective legal remedy until 1949. At this time, Britain joined the Council of Europe and became a party to the European Convention on Human Rights, subsequently recognising the competence of its chief enforcement agencies, the European Court and Commission of Human Rights. A number of important decisions have been provided by these bodies regarding the use of corporal punishment in British schools which imply an unwillingness to endorse its use. Moreover, as the only Member- State, prior to 1987, which still employed this disciplinary sanction, Britain appeared to be clearly out of step with the rest of Western Europe. The Government moved some distance towards rectifying the problem by enacting the Education (No. 2) Act (1986). This statute contains a number of shortcomings, however, in that some categories of pupils are still liable to receive corporal punishment. What also remains unclear is the new status that teachers will occupy as a consequence of this legislative enactment. Indeed, the teacher's right to inflict physical punishment has now been severely fettered and whilst the notion of "in loco parentis" is not rendered defunct as an educational doctrine, there is a pressing need for redefinition of the concept. The thesis employed six methods of research: (a) a literature review examining the growth and development of the teaching profession; the historical relationship between teacher and pupil; judicial interpretation of the Common Law right to administer corporal punishment within the context of the "in loco parentis" doctrine; and the origins and workings of the European Court and Commission(b) monitoring and analysing the legal transcripts of British corporal punishment cases adjudicated by the European Court and examination of cases pending; (c) a review of European cases taken to Strasbourg pertaining to education; (d) fieldwork which involved in-depth focussed interviews with parties concerned with the educational, legal and political concerns of the litigation both in the United Kingdom and in Strasbourg; (e) examination and analysis of primary source information made available by the Council of Europe regarding the jurisprudence of the Court; and (f) related secondary source material, reflecting contemporary developments in education, especially those of a legislative nature precipitated by the Court's judgements. The legal arguments emerging from the United Kingdom corporal punishment cases centre on the issues of "the right to education", respect for parents' "philosophical convictions" and the "degrading" nature of physical chastisement. Observed from a broader perspective, the litigation also raises concerns about the very essence of the British educational and political systems, namely: the authority of the teacher; the concept of corporal punishment; and the doctrine of parliamentary sovereignty. Further, the human rights of pupils in the school system are highlighted and the limitations they may present to the teacher's authority, together with the interaction between British education law and the European Convention. Finally, the implications of the Strasbourg findings demand critical analysis, since, alternative sanctions to corporal punishment may ultimately require support, both legislative and financial, in order to be effective. Accordingly, the consequences for educationalists, politicians and administrators are far-reaching, necessarily precipitating a significant change to what can hitherto be considered a relatively "in stasis" profession.