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Thesis (M.S.)--University of Wisconsin--Madison, 1962. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 39-42).

The thesis is devoted to the issues of alternative punishments, this means punishments replacing unconditional sentence of imprisonment in the Czech Republic. It is divided into two parts, the introduction and the conclusion. The first part discusses the theoretical concept of punishment; the basic theories of punishment are mentioned briefly. It deals especially with the functions of punishment, as defined by the famous Czech penologist Oto Novotny in his monograph About Punishment and Prison system. Novotny identifies 8 basic functions of punishment, which cannot be strictly separated in his interpretation and that form mutually linked complex, which leads to the only target - protecting society from crime. The second part, which can be considered centre of gravity of this thesis, describes the regulation of alternative punishments in the Czech legal order. The explanation is selectively focused on the conditional sentence of imprisonment, also on the conditional sentence of imprisonment with supervision, community service order, fine punishment, house arrest and a ban on attending sports, cultural and other social events. Equally important is the discussion of the Probation and Mediation Service, its anchorage in the Czech legal order and the rights and obligations of the Probation and Mediation...

In the history of crime and punishment the prisons of medieval London have generally been overlooked. This may have been because none of the prison records have survived for this period, yet there is enough information in civic and royal documents, and through archaeological evidence, to allow a reassessment of London's prisons in the later middle ages. This thesis begins with an analysis of the purpose of imprisonment, which was not merely custodial and was undoubtedly punitive in the medieval period. Having established that incarceration was employed for a variety of purposes the physicality of prison buildings and the conditions in which prisoners were kept are considered. This research suggests that the periodic complaints that London's medieval prisons, particularly Newgate, were ‘foul' with ‘noxious air' were the result of external, rather than internal, factors. Using both civic and royal sources the management of prisons and the abuses inflicted by some keepers have been analysed. This has revealed that there were very few differences in the way civic and royal prisons were administered; however, there were distinct advantages to being either the keeper or a prisoner of the Fleet prison. Because incarceration was not the only penalty available in the enforcement of law and order, this thesis also considers the offences that constituted a misdemeanour and the various punishments employed by the authorities. Incarceration did not necessarily entail enforced inactivity and the ways a prisoner might occupy his time, including writing, working or even planning an escape, are discussed. Lastly, an investigation is made into the causes and numbers of prison deaths in the medieval period.

The present study examined the relations between incentive, engagement and task value with reference to the Regulatory Engagement Theory (Higgins, 2006).With two incentive interventions (reward and utility), contribution of engagement on task value was tested through a mediation analysis. Significant results were obtained in the utility intervention group. Participants demonstrated higher task value and stronger engagement after intervention, a significant mediated effect also revealed that engagement explained the effects of intervention on task value. Results in the reward intervention group did not yield statistical significance but were in expected direction. The mediating effect of engagement in the relation between incentive and task value was generally supported, but the strength of effect varied upon the choice of incentives. Theoretical and practical implications were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Thesis (M.S.)--Eastern Illinois University, 1989. / Includes bibliographical references (leaves 56-60).

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Abstracted in Dissertation abstracts, v. 16 (1956) no. 11, p. 2225-2226. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 51).

A screening sample of 107 elementary school teachers completed a 16-item multiple-choice measure of knowledge of behavioral principles. Two subject groups, each consisting of 32 regular classroom teachers, were randomly selected for high and low knowledge groups based on scores on the knowledge measure. High and low knowledge group teachers were given random assignment to one of two clinical case descriptions. Both descriptions were of a 9-year old boy who is presented as being very aggressive, and who does not follow adult instructions. The two cases differed only in the type of background attributed to each. One is described as coming to the regular classroom as a result of 'mainstreaming', having been previously in a special class setting. The other case description makes no reference to mainstreaming or to previous placement. Teachers in all conditions evaluated the acceptability of four alternative classroom treatment strategies for children: Medication, Time Out from Reinforcement, Reinforcement of Incompatible Behavior, and Positive Practice. Teachers in the high and low knowledge groups read the assigned case description, and then rated the acceptability of the treatments in a 4 x 4 replicated Latin-square design using treatment acceptability measures developed by Kazdin (1980a). Following treatment ratings, subjects completed a questionnaire which, in part, asked subjects to rank order the described treatments on the basis of likelihood of each being used by the subject doing the rating. High knowledge group teachers rated treatments as more acceptable than did low knowledge group teachers on the primary dependent measure. Treatments were readily differentiated in terms of acceptability. Reinforcement was rated more acceptable than Time Out and Positive Practice, which did not differ from each other in terms of acceptability. Medication was rated lower in acceptability than the other treatments. Treatment acceptability ratings were not different for the two case descriptions. The results of the ranking of treatments on the Case and Treatment Questionnaire generally followed those of the rating procedure. The results of the analyses indicate that teachers do differentiate treatments in terms of acceptability using both the rating and ranking procedures. It is also apparent that the high knowledge group teachers tend to rate alternative classroom treatments as more acceptable than do the low knowledge group teachers. These findings are discussed, and implications for education and for future research are presented. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Η δημοτική εκπαίδευση αποτελεί τη βάση του εκπαιδευτικού συστήματος και ιδιαίτερο ενδιαφέρον έχει αποδοθεί και συνεχίζει να αποδίδεται σε αυτήν ακόμα και σήμερα ώστε να βελτιώνεται μέσω της αποφυγής λαθών του παρελθόντος . Ο εκπαιδευτικός από τη μεριά του είναι η καρδία της εκπαιδευτικής διαδικασίας και καλείται να υλοποιεί τους εκάστοτε εκπαιδευτικούς στόχους . Στην παρούσα μελέτη γίνεται μια προσπάθεια να παρουσιαστεί μια συνήθης σχολική πρακτική των εκπαιδευτικών , αυτή των ποινών, ως μέσο επιβολής της πειθαρχίας στην τάξη από την περίοδο της Τουρκοκρατίας ως και την περίοδο του Τρικούπη. Ο εκπαιδευτικός καλείται να επιβάλλει ποινές στους μαθητές του θεωρημένες υπό την έννοια της σχολικής εξουσίας και μέσα στο ευρύτερο κοινωνικό ,πολιτικό και εκπαιδευτικό πλαίσιο.Η ρύθμιση της συμπεριφοράς των μαθητών επιτυγχάνεται διαμέσω κανόνων , κανονισμών και μέτρων , προκαθορισμένων από τους αρμοδίους και με χαρακτηριστικά που πηγάζουν από τις συνθήκες της εκάστοτε εποχής. Στο πρώτο μέρος της μελέτης παρουσιάζεται το θεωρητικό πλαίσιο ανάλυσης: η βιβλιογραφική επισκόπηση καθώς και ο σκοπός και τα ερωτήματα της έρευνάς μας , η σχέση της πειθαρχίας με την κοινωνία και το σχολείο , η θέση της ποινής στο σχολείο ως μέσο επιβολής πειθαρχίας ενώ γίνεται αναφορά στη μακρά παράδοση των ποινών .Ακόμα παρουσιάζονται οι απόψεις εκείνων που αμφισβητούν την θέση της ποινής στο σχολείο και το πρώτο μέρος κλείνει με τις ιστορικές αναφορές που παρουσιάζουν τις εκάστοτε πολιτικές , κοινωνικο-οικονομικές και εκπαιδευτικές συνθήκες. Στη συνέχεια παρουσιάζεται η μεθοδολογία της έρευνας και η θεωρία περί εξουσίας. Ακολουθεί η παρουσίαση των ευρημάτων και η εργασία κλείνει με την ανάλυσή τους . / The educational system is based on the municipal education. It has been given special attention and is still to this day the foundation of the educational system and a security hatch that provides a foolproof method of error avoidance. The cornerstone of the system is the human element, the teacher, the heart and soul of the educational system and the one who gives and implements the education goals. The present research paper deals with the Turkish-based educational practice, which is based on a penalty doctrine as a method of achieving the educational goals. The era continues through the years of the newly established Greek State with Harilaos Trikoupis as a governor. The teacher is expected to impose punishment on the students under the authority given by the society inside the school premises and the general political and socio-cultural environment. Students’ behavior is set by a preset framework of rules and regulations, provided by the authorities with characteristics that derive from the current situation. In the first part of the research the theoretical framework is presented: the bibliographical aspects as well as the purpose and questions that arose from our research, the relationship between punishment the society and the educational system, and the role of the punishment inside the school premises as a way to express authority. The long punishment tradition is also reflected in the study. The study also documents the opposing side that disagrees with the use of punishment as an educational method and the first section finishes with the historical references that describe the current political, economical, social and educational aspects of the specific time period. In the next part, the methodology is analyzed and the theory that deals with authority. This is followed by the presentation of the findings and the research is concluded with the final analysis.