Promptness of a reward and penalty system is critical to effectively serve the purpose of incentive provision or prevention from repeating a mistake for judiciary officials. Exactitude of the implementation, on the other hand, depends on whether the resultant verdict is over-crediting the reward or the penalty. As to the scrupulousness of verdicts, it can be evaluated through the consistency of the criteria and the compliance of procedural justice. The fundamental principle to establish a reward and penalty system for civil servants, through internal management activities in government agencies, is to reward those who have an outstanding performance on job duty, an excellent record of service, or a great contribution to the agency, and to punish those who abuse their power, infringe human rights, or have a moral misconduct. Judiciary officials are part of civil servants and their job duty is to assist the proceedings of judiciary cases. They are expected to comply with a higher moral standard than other civil servants. The reward and penalty system has long existed and practiced for centuries. Its importance to manage a vast body of civil servants is undeniable. Various sources of literature on personnel administration also show that a good system design will have a positive effect to improve job performance and increase morale. However, the number of rewarding case for judiciary officials is far less than that for other civil servants, and very few rewarding cases are proposed. Moreover, no accounting item of the prize for the rewarding cases is officially budgeted. As a result, all of the rewarding cases in the end are treated by giving over-time working salary. This thesis will discuss why the reward and penalty system is designed as a quota system in which the number of rewarding cases has a cap in proportional to the total number of personnel in the court, and whether this is the reason for applying stringent criteria to those whose job is transferred from other government agencies. This thesis is to study the promptness, exactitude, and scrupulousness of the reward and penalty system for judiciary officials based on the framework of five theoretical aspects, administrative theory, administrative organization, administrative privilege, administrative remedy, and administrative supervision. The difference of the actual practices in the court administrative system versus in other civil-servant agencies will be also discussed. International comparison with the judiciary system in the United States and China is provided, as well as suggestions for future research.

Ruhr-Universiẗat, Diplomarbeit--Bochum, 2006.

published_or_final_version / Public Administration / Master / Master of Public Administration

No description available.

No description available.

The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay. Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it. All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.

A model of faculty advising suggests that the tasks performed by faculty advisors are explained by three conceptual constructs differing in levels of complexity and type of skill. The three constructs identify a routine set of tasks termed Providing Information and two complex sets of tasks termed Developing Academic and Educational Goals, and Providing Personal Support. However, no empirical data exist to support this model. To test the model, a sample consisting of 481 University of Vermont undergraduate students rated their advisors on the three sets of items. The data were subjected to confirmatory factor analyses using maximum likelihood procedures with the LISREL model. The existence of the three categories of advising tasks was confirmed. The nature and complexity of advising tasks must be addressed when assessing faculty advisor performance and designing development activities for advisors.

There is no abstract available for this dissertation.

The purposes of this study were to plan and conduct activities that teachers and their supervisor could complete which would result in changed teaching and supervising behavior. The major purpose was to find a better way to record observations about teaching and learning in order to secure descriptive data on teaching behavior. The data obtained were to be shared with teachers in supervisor-teaching conferences. If teachers were acquainted with the various categories of questions, they might use them to change their instructional behavior. When a teacher gives his students an opportunity to rate the teacher's lessons, skills, techniques, and his personality, the teacher might use this information to change his teaching behavior and his being.The researcher studied several other observation systems and instruments and then constructed a Classroom Observation instrument consisting of five major divisions, also a Student's Observation form for rating a teacher's instruction. Three men and three women teachers, grades 10-12, and five men and five women teachers, grades 7-9, participated in the project by planning and teaching two different 20 minute segments which were also audio taped. The observer completed his observation form during the live teaching, and the teacher completed his observation form on each segment from the audio tape. All male and female students completed a rating sheet on their teacher's efforts at the conclusion of a 20 minute research segment.The researcher and participants had a conference about each observation as soon as the teacher listened to the tape and completed his form. They also shared the supervisor's tally of students' ratings. Conferences were concerned chiefly with comparing the researcher and teacher forms and studying the continuum ratings by students on 14 items concerning the lesson, teacher's abilities, and teacher's personality.The thesis findings presented a brief pre-research case study of each teacher followed by the analyzed data on four tables included with each case study. The tables show researcher and teachers (R-T) agreements and differences of opinion for both observations on schedules titled Classroom Interaction, Students' Behavior/Conduct, Classroom Intellectual Level, and Students' Observations.Analysis and study of the data have produced the following conclusions. The Classroom Observation form developed for this research has proved to be far superior to the supervisor's observation record used before the research. It provides for continuum rating scale information from both the observer and teacher in three areas: lesson analysis, students' reactions to lessons, and categories of questions, none of which had been considered before. Neither had this supervisor had students rate their teacher on his teaching efforts or ability prior to this research. The Student's Observation form may hold the most significant promise for facilitating teacher change. Teaching strengths and weaknesses have been revealed by these forms, but teachers seemed most each case study. The tables show researcher and teacher (R-T) agree concerned about the students' ratings of their lessons, abilities, and personality. Several teachers had recitations, participation, and attitudinal problems revealed by these forms of which they were not aware before the research.The researcher found that teaching could be submitted to systematic inquiry which produced considerable information in areas that had never before been examined by the supervisor. Supervisor, teacher, and student observation forms produced much more "feedback" than could be discussed in a 20 to 30 minute conference following the observations. Supervisor/teacher conferences before research had taken from 5 to 15 minutes for discussing routine matters and recommendations.Teaching behaviors can be identified by this system and these forms, and when behaviors are revealed and known, they could be improved or modified if the teacher so chooses. Whether or not teaching behaviors improve, persist, or deteriorate depends chiefly upon the teacher.There is evidence that information which the teacher received in the first conference had its effects upon his plans for the second presentation. Several teachers planned for more student involvement in their second lessons than they had in the first research session. Often where a teacher had aimed at skill improvement in one observation, he aimed his second session at concept development or vice versa. Whereas 10 of the 16 teachers had 27 more agreements with the researcher for classroom interactivity in the second observation, 5 teachers had fewer agreements with him in that area, and one had no change. For the area of students' behavior/conduct, 7 teachers had 15 more agreements with the researcher for the second session, 8 had 21 fewer agreements with him, and one had no change. These eight teachers became more critical of their students’ reactions to their lessons after the first observation conference, and the researcher frequently rated students higher than the teacher did in the second observation.Several teachers who had tallied verbal responses in only two or three question categories in the first observation (often in the lower levels) over-reacted to their new knowledge of question categories and tallied from one and one-half to four times more responses for the second observation (many in the upper levels) than the researcher did.There is some evidence to indicate that male students responded and reacted differently from female students to instruction in English depending upon the content or subject being considered. Girls responded better to pastoral lyric poetry than boys; boys responded as well as or better than girls to a philosophical discussion of "Hell" stimulated by Milton's Paradise Lost. Boys responded better in a discussion on "jobs" than girls did. Girls responded better on a discussion of the novel Light in the Forest than boys did.A larger percentage of girls than boys were complimentary about their teachers' lessons, abilities, and personalities although a majority of boys in most classes were not uncomplimentary about these abilities and traits.Students of traditional content/method English teachers have as high regard for their teachers' lessons, skills, and personality as students of innovative content/method English teachers have for those factors in their teachers. Students' judgements of an English teacher's ability and effectiveness do not depend upon whether their teacher is male or female.Students respond as well, or better, to an English teacher who is firm and definite in classroom order and control as to a teacher who permits freedom in student movement and behavior. Students appear to believe that they are included in lesson planning and in choosing materials for discussion as they become increasingly involved in the learning situation. This supervisor believes that supervision and teaching can be improved through using this system and forms developed for classroom observations.

The purpose of this study was to investigate the degree of concurrence between teachers' judgments of the academic achievement of students and the results of standardized,norm-referenced achievement tests. Although this issue had been addressed before, results reported in the literature lacked a sensitivity to the informational needs of educational policy makers and were obfuscated by significant differences in research design and analytical techniques. This study attempted to address the potential moderating effect of teachers' pre-established notions of students' knowledge, academic subject area, grade level, and student gender on the agreement level between teachers' judgment of student achievement and test results, while focusing on the ever increasing use of test scores to make decisions regarding student readiness for promotion/graduation and overall school accountability.Approximately 670 teachers were asked to rate their students as "not ready to succeed at the next grade level without remedial assistance" (non-masters) or "ready to succeed without additional instruction or intervention" (masters). Ratings were obtained in both English/language arts and mathematics for 15,935 students in grades 1, 2, 3, 6, and 8. The sample utilized was representative of the demographics of the state of Indiana. While appropriate statistical tests of significance were performed when appropriate, this study focused on effect size as the final determinant of "educational significance."Analyses revealed no practical reason to believe that teachers' judgments were influenced by their initial ratings of students as masters or non-masters, student gender, grade level, or subject matter. On the average, teachers' mastery/non-mastery ratings were found to agree with "cutscores" established through discriminant analysis in about 78% of the cases. These results were seen as encouraging, in that test results could be used to support teacher judgment, which seemed unaffected by moderating variables, while not offering information completely redundant with pre-existing teacher knowledge of student achievement. / Department of Educational Psychology