Thesis (doctoral)--Universiẗat Hamburg, 2005. / Includes bibliographical references (p. 157-172).

by Arnold Barnett. / "March 1984." "July 1984." / Includes bibliographical references.

Thesis (M.A.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

Objetiva-se nesta pesquisa identificar os gap´s de competências do apenado para o ambiente produtivo. O Sistema Penitenciário Brasileiro e, por consequência, o Paranaense, são regidos pela Lei de Execução Penal, que trata das penas e seus regimes de cumprimento. A Gestão de Recursos Humanos utiliza a sistemática de descrição de cargos; recrutamento e seleção; indicadores de gestão; treinamento e desenvolvimento; avaliação de desempenho e recompensas. O ambiente produtivo no Sistema Penitenciário, denominado laborterapia, acontece nos três setores de atividade econômica, e promove disciplina, espiritualidade, dignidade, autoestima, cidadania, valores e liberdade. A formação profissional é promovida pelo Programa e Projetos Profissionais através do PDI – Cidadania/DEPEN. As competências possuem um conjunto de conhecimentos, habilidades e atitudes, requeridos pelo cargo e possuídos pelo apenado. A auditoria de competências busca verificar se as competências exigidas no cargo são apresentadas pelo apenado. E os gap´s de competências são as lacunas, as ausências de conhecimento, habilidades e atitudes, identificados na auditoria, do apenado. O delineamento metodológico classifica-se como método dedutivo, aplicado, qualitativo, exploratório-descritivo e estudo de caso. A conclusão é que os gap’s de competências do apenado são de ordem atitudinal, com déficit também nos conhecimentos e habilidades. Contudo, o programa de laborterapia traz a oportunidade do desenvolvimento pessoal, não apenas na aquisição de competências técnicas, hábitos laborativos e aptidões, mas também, para competências sociais e pessoais. / The objective in this research is to identify the convict's gaps skills for the production environment. The Brazilian Penitentiary System, and consequently the “Paranaense”, are governed by the Criminal Sentencing Act, which deals with penalties and their enforcement regimes. The Human Resource Management uses the system of job descriptions; recruitment and selection; management indicators; training and development; performance evaluation and rewards. The productive environment in the prison system is called work therapy, occurs in three sectors of economic activity, and promotes discipline, spirituality, dignity, self-esteem, citizenship, values and freedom. The training is sponsored by the Program and Professional Projects by “PDI - Citizenship/DEPEN”. The skills have a set of knowledge, ability and attitudes required for role and owned by the convicts. The skills auditing seeks to verify if the skills required in the job are presented by the convict. And the gaps in competence are the gaps, the absences of knowledge, skills and attitudes, identified in the convict’s auditing. The methodological delimitation is classified as deductive method, applied, qualitative, exploratory - descriptive and a case study. The conclusion is that the convict's skills gaps are attitudinal order, also with deficit in knowledge and ability. However, the program work therapy brings the opportunity for personal development, not only in the acquisition of technical skills, work habits and capability, but also for social and personal skills.

O trabalho está voltado à elaboração de uma teoria dos crimes omissivos, com o sentido de obter uma limitação de sua expansão. Para alcançar esse objetivo, são postas em discussão todas as concepções do crime omissivo, tanto no aspecto dogmático quanto de política criminal. Na primeira parte, estão apresentados os problemas práticos da omissão, sua evolução legislativa e sua importância. A partir daí, são discutidas as elaborações doutrinárias quanto à sua natureza, à sua estrutura e à sua punibilidade. Quanto à sua natureza, a omissão é analisada como forma de ação, como forma equiparada de ação e como forma correspondente de ação. Quanto à sua estrutura, a omissão é vista sob o enfoque de seu tratamento legal, que requer um aprofundamento da composição da norma e de seus elementos comunicativos. Quanto à sua punibilidade, são destacados seus aspectos contraditórios referentes à falta de simetria entre sua estrutura empírica e normativa, de um lado, e as consequências pelo descumprimento do dever, de outro lado. Na segunda parte, formata-se uma conclusão dogmática crítica de toda a discussão em torno da natureza, da estrutura e da punibilidade da omissão. Inicia-se sob uma crítica dos objetivos da dogmática e se projeta sobre todas as questões fundamentais que envolvem os crimes omissivos. São feitas assertivas sobre a tipicidade, a antijuridicidade e a culpabilidade da omissão, assim como sobre o concurso de pessoas e suas fases de execução. Para não sobrecarregar o texto, são tratados em anexo os temas relacionados ao concurso de crimes e aos delitos omissivos culposos. Tendo em vista que a segunda parte constitui uma conclusão de todo o desenvolvimento crítico da omissão, realizado na primeira parte, não foram enumerados tópicos conclusivos. O método empregado está baseado no princípio dialético construtivista de Holzcamp. / The work is aimed at developing a theory of omissive crimes, with a purpose to limit the expansion of punishment. To achieve this goal, are under discussion all conceptions of the omission, both in the dogmatic as criminal politics. The first section presents the practical problems of the omission, legislative developments and importance. Thereafter, we discuss the doctrinal elaborations as to its nature, its structure and its punishment. In terms of its nature, the omission is analyzed as a form of action, as a way of action and treated as a corresponding action. As for its structure, the omission is viewed from the standpoint of the legal treatment, which requires a deepening of the composition of standard and communicative elements. As for its punishment, contradictory aspects are highlighted regarding the lack of symmetry between empirical and normative structure on the one hand, and the consequences for the breach of duty, on the other. In the second part, formatting is a critical dogmatic conclusion of the whole discussion around the nature, structure and punishment of the omission. It starts from a critical to the dogmatic goals and projects on all fundamental issues involving those crimes. Assertions are made about the typical elements, the illegality and the means rea of omission as well as on the concourse of people and on the execution phases. To streamline the text, attached are treated issues relating to the accumulation of crimes and the reckless offenses. Since the second part is a conclusion of all the critical development of the omission, performed in the first part, were not included conclusive listed topics. The work follows the dialectical method of Holzkamp.

This dissertation is a social history of the Uganda Prisons Service in the late colonial and early post-colonial periods. Focusing particularly on prison officers, it advances four key arguments. Firstly, it argues that global visions of the prison were crucial in shaping the Service’s development, its institutional culture, and the professional identities of its personnel. From the late colonial period onwards, this vision was anchored on notions of penal welfarism, which positioned the prison as a centre of rehabilitation, staffed by professionals who possessed technical expertise. Secondly, the penal welfare model was combined with an emphasis on the prison’s role as a driver of economic development and a source of public revenue – features that were seen as compatible with penal modernity. Thirdly, this vision of the prison gave the Service a particular imaginative capital, which prison officers used as an important resource. It provided them with a common set of principles and norms through which to define their professional role. Senior officers adopted it with alacrity, pursuing further professionalization through engagement with transnational penal reform networks. Others summoned it as a source of claim-making, using it to call on the state to provide them with greater benefits and treat them as respectable public servants. Finally, visions of penal modernity and professionalism were contested throughout the periods under study, leading officers to engage in boundary work. Officers were regularly defining their role in relation to other spaces of incarceration, such as local government prisons and informal detention sites. With the take-over of Idi Amin in 1971 and the militarization of the state, prison officers’ professional identities were profoundly challenged, but also became particularly important, providing them with a conceptual boundary that at least partially demarcated them from Amin’s regime. Ultimately, the case of the Uganda Prisons Service reminds us of the importance of studying prisons beyond their coercive capacities, paying attention to how such institutions became the focal point of debates over modernity, authority, and professionalism. More broadly, this study challenges the narrative of failure that has dominated popular and scholarly portrayals of state institutions on the African continent, rejecting generic depictions of the postcolony as a site of chaos and disorder.

The present study argues that a series of programmatic additions were made to the oracles concerning the nations in Isa 13-23 during the late-exilic period by the same circle of writers who were responsible for Isa 40-55. These additions were made to create continuity between the ancient oracles against the nations from the Isaiah tradition and the future fate of the same nations as the late-exilic redactor(s) foresaw. The additions portray a two-sided vision concerning the nations. One group of passages (14:1-2; 14:32b; 16:1-4a; 18:7) depicts a positive turn for certain nations while the other group of passages (14:26-27; 19:16-17; 23:8-9, 11) continues to pronounce doom against the remaining nations. This double-sided vision is set out first in Isa 14 surrounding the famous taunt against the fallen tyrant. 14:1-2, before the taunt, paints the broad picture of the future return of the exiles and the attachment of the gentiles to the people of Israel. After the taunt and other sayings of YHWH against his enemies, 14:26-27 extends the sphere of the underlying theme of 14:4b-25a, namely YHWH's judgement against boastful and tyrannical power(s), to all nations and the whole earth. The two sides of this vision are then applied accordingly to the rest of the oracles concerning nations in chs 13-23. To the nations that have experienced similar disasters as the people of Israel, words of hope in line with 14:1-2 were given. To the nations that still possessed some prominence and reasons to be proud, words of doom in line with 14:26-27 were decreed. Only later in the post-exilic period, for whatever reason, be it changed international political climate or further spread of the Jewish diaspora, was the inclusive vision of 14:1-2 extended even to the nations that were not so favourably viewed by our late-exilic redactor (19:18-25; 23:15-18).

Bullying é o comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa ou grupo contra outra ou outros, com a intenção de ferir e humilhar, em uma relação desigual de poder. O bullying está associado a uma série de transtornos mentais, com repercussões importantes na vida adulta tanto das vítimas como dos agressores. O envolvimento com a prática de bullying na escola por crianças e adolescentes demonstra uma falha no processo de socialização, do desenvolvimento de empatia e de autocontrole, que uma disciplina parental apropriada deveria prover. Assim, torna-se importante compreender como as práticas utilizadas pelos pais para disciplinar estão associadas à prática de bullying na escola, de forma que intervenções mais abrangentes, além do âmbito escolar, possam ser implementadas. O presente estudo teve como objetivo verificar como práticas usualmente utilizadas pelos pais para disciplinar e controlar o comportamento de seus filhos estão associadas à prática de bullying por seus filhos, comparados com o grupo de adolescentes que não praticam bullying. Tanto práticas punitivas e assertivas, quanto práticas indutivas, positivas, foram investigadas. Especificamente, buscou-se verificar a associação entre o uso parental de punições corporais e agressão psicológica e a prática de bullying por seus filhos no ambiente escolar. Os participantes do estudo foram randomicamente selecionados a partir de uma amostra comunitária de 2.457 adolescentes que participaram do Projeto Transtornos de Ansiedade da Infância e Adolescência (PROTAIA), realizado em seis escolas públicas pertencentes à área de abrangência da Unidade Básica de Saúde Santa Cecília, do Hospital de Clínicas de Porto Alegre, realizado entre 2008 e 2009. Como critérios de inclusão do estudo atual, os adolescentes deveriam ter entre 10 e 15 anos, estarem ainda estudando nas escolas onde foram anteriormente avaliados e estarem presentes na escola no dia da coleta de dados. Uma versão brasileira para o Questionário de Bullying de Olweus foi utilizada para medir a frequência de bullying entre os alunos. O Dimensions of Discipline Inventory (DDI) – Child Report foi utilizado para avaliar a frequência de utilização de práticas parentais de disciplina punitivas e indutivas. Os instrumentos foram respondidos pelos adolescentes após a autorização dos pais. A associação entre prática de bullying e práticas parentais de disciplina foi verificada através de regressão logística. Dos 247 adolescentes avaliados, 98 (39,7%) praticavam bullying na escola uma ou mais vezes por semana, 107(43,3%) informaram terem sido fisicamente punidos no último ano e, destes, 38 (35,5%) referiram receber punições uma ou mais vezes por semana. A maior frequência de utilização de práticas punitivas, tanto pela mãe, quanto pelo pai, mostrou-se significativamente associada à prática de bullying por seus filhos. As mães que mais frequentemente utilizavam punição como disciplina apresentaram quatro vezes maior chance de ter um filho que pratica bullying na escola (OR= 4,36; IC95%= 1,87-10,16; p<0,001). Entre as diversas práticas de disciplina assertiva e punitiva, a agressão psicológica e as punições corporais foram as que apresentaram maior odds ratio; porém, a disciplina indutiva não apresentou associação. Os adolescentes que identificaram a figura paterna como não sendo o pai biológico apresentaram o dobro de chance de praticar bullying (OR=2,21; IC95%=1,25-3,91; p=0,009). O estudo demonstrou que práticas punitivas, usualmente utilizadas pelos pais com o objetivo de disciplinar e controlar o comportamento dos filhos, estão associadas à prática de bullying. Pesquisas que visem identificar por quais processos os diferentes membros da família influenciam o comportamento de bullying são necessárias. / Bullying is conceptualized as repeated behaviors performed by individuals with the intention of imposing psychological and physical harms to, or social isolation for, less powerful peers, through physical, verbal, and relational aggression for an extended period of time. It is associated with mental health problems and it has major consequences through the lifetime. Bullying perpetration at school reveals an impairment in both socialization process and development of empathy and self-control skills; characteristics that a good range of parental discipline should provide. Understanding how parental discipline practices are associated with bullying perpetration may furnish grounds for broader interventions involving families. The present study aimed to investigate the association between common parental discipline practices, either power assertive/punitive or inductive, and adolescent bullying perpetration, compared to students who were not classified as being bullies. Specifically, we looked for associations of corporal punishment and psychological aggression by parents with bullying at school. A random list of adolescents was created out of the database of 2,457 participants from the community screening phase of the PROTAIA Project (Childhood and Adolescence Anxiety disorders Project) , involving six schools of the catchment area of the Primary Care Unit of Hospital de Clínicas de Porto Alegre. The study was carried out between 2008 and 2009. In order to be eligible, participants should still be attending the same school where they were previously assessed, should be present at school on the day of the current data collection, and at an age between 10 to 15 years old. A Brazilian modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying behavior. The Dimensions of Discipline Inventory (DDI) – Child Report was used to assess the frequency of the parental discipline practices, either power assertive/punitive or inductive. Students completed the questionnaires after parental authorization through a dissent form approach. Associations between the independent variables and the outcome were tested using binary logistic regression. The final sample consisted of 247 students, from which 98 (39.7%) had bullied others at school at least once a week in the current year, and were classified as bullies. Nearly half (n=107; 43.3%) reported having been physically punished in the current year, whereas 38 (35.5%) reported parental corporal punishment at least once a week. The usage of power assertive/punitive discipline, either by the mother or by the father, was significantly associated with their children’s bullying behavior at school. Mothers who mostly used power assertion and punishment as discipline were 4.36 (CI95%: 1.87-10.16; p<.001) times more likely of having a child who bullied others at school. Inductive discipline was not overall associated with bullying (p>.05). Examining each specific parental method within the power assertive/punitive discipline scale, mild forms of corporal punishment, such as spanking, and psychological aggression, either by the mother or the father, had the highest odds ratios. Being disciplined by a father figure who was not the biological father had more than twice the odds (OR=2.21; IC95%=1.25-3.91; p=.009) of the adolescent being a bully. Our study showed that bullying perpetration is strongly associated with common punitive practices used by parents to control their children’s behavior. More research is needed to identify the precise mechanisms by which family member may influence children's bullying behavior.

Submitted by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-08T17:45:29Z No. of bitstreams: 1 Dissertação gisela resnitzky.pdf: 1864514 bytes, checksum: f682ccb6bdc88267020cba4394ff6b24 (MD5) / Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-08T17:46:33Z (GMT) No. of bitstreams: 1 Dissertação gisela resnitzky.pdf: 1864514 bytes, checksum: f682ccb6bdc88267020cba4394ff6b24 (MD5) / Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-08T17:48:43Z (GMT) No. of bitstreams: 1 Dissertação gisela resnitzky.pdf: 1864514 bytes, checksum: f682ccb6bdc88267020cba4394ff6b24 (MD5) / Made available in DSpace on 2016-09-08T17:49:45Z (GMT). No. of bitstreams: 1 Dissertação gisela resnitzky.pdf: 1864514 bytes, checksum: f682ccb6bdc88267020cba4394ff6b24 (MD5) Previous issue date: 2011 / This study aimed to describe how managers working for the Brazilian Federal Government reward and punish their subordinates, having as background Law number 8.112, that regulates laboral relations. The theoretical framework was based on international publications about rewards and punishments, on books about the subject, and on current legislation in Brazil. The method used was based on grounded theory, with adaptations. Civil servants which occupy or have occupied managing positions in Government were interviewed, in 5 Organs of Brazilian Direct Administration and 5 Organs of Brazilian Indirect Administration, all of them based in Rio de Janeiro, with the objective of building a model that expresses the existing reality. The use of performance appraisal has been distorted over time, not reflecting reality at work. The application of sanctions is avoided by managers. The result is the predominant use of informal rewards and sanctions. / A presente pesquisa teve por objetivo descrever como os gestores da Administração Pública Federal recompensam e punem os servidores sob sua subordinação, tendo como pano de fundo a Lei 8.112, que é o regime jurídico que rege as relações de trabalho dos servidores públicos federais. O arcabouço teórico fundamentou-se nos conhecimentos relativos a recompensas e punições existentes em publicações internacionais, em livros sobre o assunto, e na legislação vigente no Brasil. A pesquisa utilizou método baseado no grounded theory, com adaptações, sendo realizada por meio de entrevistas com servidores públicos ocupantes ou ex-ocupantes de cargos em comissão, em cinco órgãos da Administração Direta e em cinco orgãos da Administração Indireta, localizados no Rio de Janeiro, visando a construção de um modelo que demonstrasse a realidade existente. O estudo constatou que a utilização da avaliação de avaliação de desempenho como instrumento de recompensa e punição vem sendo sido desvirtuada ao longo do tempo, não refletindo a realidade laboral. A aplicação de sanções administrativas previstas em lei é evitada pelos gestores, fazendo com que tanto as recompensas, como as punições informais predominem na área pública.

This master's thesis focuses on the subject-matter of agreement on guilt and punishment. It became a part of Czech Criminal Procedure Code by the enactment of Act no. 193/2012 Coll. The plea bargaining, which is widely spread and used in common law countries, served as an inspiration. It should have primarily enhanced the efficiency and speed of the criminal proceedings. It is a type of diversion which is based on a negotiation between the prosecutor and the defendant. The defendant may plea guilty and require a milder punishment in reverse, comparing to a punishment which would have been imposed if a trial took place. The conducted agreement on guilt and punishment has to be subsequently approved by the judge in a form of the approval judgement. The thesis is divided into four chapters. The first one deals with other alternative ways, by which criminal cases may be solved. The influence and potential disruption of basic principles of the criminal procedure caused by the incorporation of agreement on guilt and punishment, is described as well. A short section is dedicated to previous legislative efforts of incorporation the agreement on guilt and punishment into the Czech legal system. The second chapter outlines the contemporary legal regulation of the agreement of guilt and punishment in the...