The aim of this research study was to investigate the early childhood teachers&rsquo / perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo / How do early childhood teachers perceive their role in the development of self-discipline?&rdquo / was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.

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Självdisciplin har tidigare presenterats som en viktig förmåga vid exempelvis valprocesser, beslutsfattanden och påföljande utföranden. En relevant förmåga för studie- och yrkesvägledare då dessa funktioner inkluderas i vägledaruppdraget. Det primära syftet med den fenomenologiinspirerade studien var att belysa elevernas perspektiv och kartlägga unisona drag i manliga gymnasieelevers upplevelser av självdisciplin. De tio informanterna var i åldrarna 17–19 år och läste tredje alternativt andra året på högskoleförberedande program. De semistrukturerade intervjuerna varade i genomsnitt 35 minuter och meningskoncentrerades för fortsatt analys. Resultatet porträtterade självdisciplin som en prioritering av (1) nödvändiga ageranden för att nå (2) uppsatta mål med (3) positiva utfall. Graden av upplevd självdisciplin kan styras av (4) störande moment, (5) intressenivå, (6) vanor, (7) social påverkan och (8) främjande strategier. Fenomenet praktiseras i (9) utbildningssammanhang och upplevs ha en direkt inverkan på individers (10) framtida yrkeskarriärer. I diskussionsavsnittet behandlas resultatet i relation till vägledarnas uppdrag och tidigare forskning.

This research study examines the problematic issues associated with developing a programme of in-service training for teachers on the topic of self-discipline in preschool children in Thailand. The study is predicated on the notion that a lack of understanding of ways to enhance self-discipline amongst young children can lead to difficult and challenging behaviour issues in schools, which may also contribute to poor academic achievement and poor social skills later on in the education system. It is noted that training on the topic of promoting self-discipline for preschool children has rarely been provided for Thai teachers and that the in-service programmes that do exist tend to be focused on short courses that emphasise the acquisition of knowledge through direct instruction in the form of lectures and presentations. This study thus focuses on the development and subsequent analysis of the effectiveness of a teacher education programme using the Socialisation, Externalisation, Combination and Internalisation (SECI) Model of training and development, which was originally developed in Japan, in order to develop teacher knowledge and skills in relation to the promotion of preschoolers’ self-discipline in one school in Thailand. A mixed-methods approach was employed to collect both qualitative and quantitative data on the head teacher, deputy head teachers, preschool teachers and preschoolers. Three methods including semi-structured interviews, semi-structured observations and classroom observations were used to collect the quantitative data, while the quantitative data was collected by questionnaires and behaviour checklists. The study was conducted in one nursery school in Bangkok, as a case study. The sample consisted of one head teacher, three deputy head teachers, 24 preschool teachers and 527 preschoolers. A total of 24 preschool teachers participated in all sessions of the programme for 9 weeks, excluding pre- and post-test. The data gathering in the study was divided into three phases: (1) before the programme, (2) the programme implementation, and (3) after the programme. The programme was conducted on preschool teachers and then evaluated on both teachers’ and preschoolers’ outcomes. The research findings revealed that the programme was effective in enhancing both teachers’ knowledge and behaviour in promoting preschoolers’ self-discipline, which resulted in improved self-discipline amongst the preschoolers involved in the study. Moreover, the findings also indicated that the adapted SECI model used in the programme could be considered a successful mechanism for preschool teachers’ professional learning and practice. There are several recommendations for further research. Firstly, further research should be conducted in other phases and types of school to confirm whether the SECI model is suitable for the training and development of teachers in all phases of education in relation to developing children’s self-discipline. Secondly, it is recommended that studies are carried out to examine whether similar programmes can be applied to other school issues and challenges in all phases of education. In addition, it is suggested that the provision of teacher education programmes in Thailand in general should be expanded and that those programmes should make greater use of social learning approaches. Finally, it is recommended that follow-up studies should be implemented in order to examine further the crucial issues of the maintenance and enhancement teachers’ knowledge and skills in Thailand.

本文首先對於長久以來質疑司法權的民主正當性的看法 從古典民主理論 與修正民主理論兩者的基本差異進行分析 發現古典民主理論受到許多新 興理論的挑戰 其當初理論的許多基本假設其實與許多人類共同經驗有相 當大的認知差異 修正民主理論較能真正反應政治實際運作的景象 也為 現代多數政治學者所接受 只要司法違憲審查的權力能夠受到民主多數的 同意與其制度能夠受到多數民意隨時的改變司法違憲審查權也能獲得民主 正當性 本文以先進民主國家的美國憲政運作為對象 分別 從總統固有的 行政權 司法裁判權 國會的立法否決權以及獨立管制委員會幾個部份分析 結果發現權力分析理論在解釋與適用上可分別採取形式論的途徑與功能論 的途徑來進行為了了解我國憲政運作的實際情況 本文以大法官解釋為研 究對象 權力分析為研究理論透過形式論與功能論為兩個研究途徑分析近 五十年大法官所為四百二十多件解釋 相互交叉比對 所得到的二十一種關 係類型 經過分析發現 整體而言大法官所採取的解釋途徑是相當平均的 但是 差異是發生在與司法權相關的關係上 形式論解釋途徑的使用明顯超 過功能論 本文亦發現這種途徑的特性 往往使其被用於不同意見書中以反 對司法權介入某種憲政爭議上 這也適度的反證多數的司法院大法官對違 憲審查權的行使是較積極的 我國國會議員在具有特權及國會自律的保障 下 往往導致權力之濫用 然而國會自律功能極為不彰 對於民意代表的行 為幾乎束手無策而毫無拘束力 但是司法權基於該項原則卻自我設限而給 予迴避 因此本文的主張在政治哲學的價值導引下採取權力分立功能論的 解釋途徑 對於民意代表的特權及國會自律加以司法上的監督 以維護憲政 制度的良性運作 / The question to the judicial power is in the view to democratic legitimacy, the analysis from the basic difference between "classic democracy" and "reformed democracy theory". there are many challenges to the assumptions ofthe "classic democracy theory", which beyond human common experience. Most ofthe political scientist are able to accept "reformed democracy theory". If the power of judicial review is basis on people consent and changed by most of the people anytime, the power of judicial review is owned democratic legitimacyIn the functional approach of constitution explanation which should make thejudicial power into legislative discipline area.

While Facebook is primarily used as a means to communicate with friends, it may serve as a distractor from study. Laptops and tablets with Internet access are almost ubiquitous among primary, secondary and tertiary students in New Zealand. Research on the effects of Facebook use on students’ academic achievement appears inconclusive and there was no New Zealand based research to date. The aim of this study was to investigate the effects of Facebook use, self-discipline and parenting styles on academic achievement through an online study. High school (n = 106) and university students (n = 211) and their parents were recruited from a variety of locations around New Zealand. Facebook use only affected academic achievement for high school students and the strength of the relationship between Facebook use and academic outcomes was weak. Furthermore, the regression model found that overall Facebook use did not predict academic achievement. It is argued that Facebook use does not directly affect academic grades of students as it is an amalgamation of behaviours and/or the expression of traits (e.g., low self-discipline) that lead to non-task related activities. Self-discipline and parenting style, on the other hand, were the strongest predictors of academic achievement. High school and university students who were more able to manage distractions and procrastinating activities had higher grade point average (GPA) scores and overall pass rates. Students with authoritative parents were more likely to achieve high academic grades. In contrast, students whose parents had a permissive parenting style were at high risk of low academic achievement. Teaching students to delay an immediate reward in order to achieve a long-term goal is an important skill that needs to be socialised early in life as it is a pathway to better academic outcomes. While the study does not support the idea that Facebook has a direct effect on academic outcomes, further studies on other social networking sites are needed for replication.

Establishing discipline in the contemporary classroom is a challenge to most educators. The real challenge lies in the implementation of discipline measures and procedures that uphold order in the classroom with understanding and compassion and more importantly, in the development of self-discipline in learners. The researcher adopted a qualitative approach to understand the phenomenon classroom discipline and to answer the research questions that sought to explore the meaning that is attached to the word “discipline” by individual educators, the challenges that educators are faced with in their classrooms, as well as the discipline strategies that they employ to establish discipline. A case study involving three high schools was conducted. Data was collected through interviews and observations. It has emerged in the findings that educators face a daily struggle in terms of establishing discipline in their classrooms; educators attach different meanings to the word “discipline” and the meaning that individual educators attach to “discipline” impacts on their choice of discipline strategies. Most of the discipline strategies employed by educators are control-oriented and thus hinge on rewards and punishment. The study also revealed that when these control-oriented strategies are employed to establish discipline, learners engage in various coping mechanisms, which ultimately render these strategies ineffective, and thus minimise any chance the child has to develop self-discipline. Essentially, learners who have been coerced usually show very little self-control when they are outside the influence of the controller. Recommendations based on findings and conclusions of this study are discussed and revolve mainly around the use of proactive discipline strategies that are geared to promote self-discipline and thus inner control. The recommendations outline proactive discipline strategies that could be employed by educators to establish discipline in their classrooms and suggest the creation of a good educator-learners relationship, the empowerment of learners to be in charge of their behaviour, responsibility training, inculcation of values, character development, modelling good behaviour, and strengthening of partnership with parents and other support structures in behaviour management. Benchmarking for best practices with other schools and conducting internal workshops for educators to share classroom discipline issues and solutions, as well as skills development programmes for training and development of educators are recommended. The study hopes to contribute to the existing body of knowledge and will be useful to educators by enabling them to find more constructive ways of building a culture of discipline among learners. It will also help educators develop personal systems of discipline tailored to their individual philosophies as well as to the needs and social realities of their schools and communities. / Dissertation (MEd (Education Management, Law and Policy Studies))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

En kvantitativ enkätstudie genomfördes med syftet att undersöka om självdisciplin, yrkesrelaterad kognitiv self-efficacy och yrkesrelaterad social self-efficacy kan predicera motivation på arbetsplatsen. Därtill kontrollerades deltagarnas kön, ålder och utbildningsnivå. Deltagarna rekryterades genom kontaktpersoner på tre olika företag i södra Sverige. Totala deltagarantalet blev 40 personer. Studien innefattade två hypoteser som testades genom en multipel regression, korrelationsanalys samt en envägsanova. Hypotes 1 var följande: Social och kognitiv self-efficacy samt självdisciplin är prediktorer till motivation på arbetsplatsen. Hypotes 2 var: Det finns en korrelation mellan kön, ålder eller utbildningsnivå och motivation på arbetsplatsen. Regressionsanalysen visade ett signifikant resultat och att självdisciplin är en valid prediktor till motivation på arbetsplatsen. Ingen annan variabel visade ett signifikant resultat i de olika statistiska testerna. Detta diskuteras vidare då resultatet delvis stödjer tidigare forskning och teorier. Efter metodologiska övervägande och slutsatser kan resultatet inte generaliseras till övriga populationen (arbetare) i Sverige utan härleds endast till deltagarna som utgör urvalet i denna studie. / A quantitative survey was conducted with the purpose to investigate if selfdiscipline, occupational cognitive self-efficacy and occupational social selfefficacy can predict motivation at work. The participants age, gender and education level were also controlled. The participants were recruited through contacts at three different companies in southern Sweden. The number of participants were 40. The study had two hypothesis that was tested through a multiple regression, correlation analysis and a one-way anova. Hypothesis 1 was: Social and cognitive self-efficacy as well as self-discipline are predictors of motivation in the workplace. Hypothesis 2 was: There is a correlation between gender, age or level of education and motivation in the workplace. The regression analysis showed a significant result and self-discipline as a valid predictor to motivation at work. The other variables did not show a significant result. It leaded to a discussion due to that the result partly supports previous research and theories. After methodological considerations and conclusions, the result cannot be generalised to the population (company workers) in Sweden, it can only derive to the participants in the sample of this study.

abstract: It has become something of a scholarly truism that during the medieval period, gluttony was combatted simply by teaching and practicing abstinence. However, this dissertation presents a more nuanced view on the matter. Its aim is to examine the manner in which the moral discourse of dietary moderation in late medieval England captured subtle nuances of bodily behavior and was used to explore the complex relationship between the individual and society. The works examined foreground the difficulty of differentiating bodily needs from gluttonous desire. They show that moderation cannot be practiced by simply refraining from food and drink. By refiguring the idea of moderation, these works explore how the individual’s ability to exercise moral discretion and make better dietary choices can be improved. The introductory chapter provides an overview of how the idea of dietary moderation in late fourteenth- and fifteenth-century Middle English didactic literature was influenced by the monastic and ascetic tradition and how late medieval authors revisited the issue of moderation and encouraged readers to reevaluate their eating and drinking habits and pursue lifestyle changes. The second chapter focuses on Langland’s discussion in Piers Plowman of the importance of dietary moderation as a supplementary virtue of charity in terms of creating a sustainable community. The third chapter examines Chaucer’s critique of the rhetoric of moderation in the speech of the Pardoner and the Friar John in the Summoner’s Tale, who attempted to assert their clerical superiority and cover up their gluttony by preaching moderation. The fourth chapter discusses how late Middle English conduct literature, such as Lydgate’s Dietary, revaluates moderation as a social skill. The fifth chapter explores the issue of women’s capacity to control their appetite and achieve moderation in conduct books written for women. Collectively, the study illuminates how the idea of moderation adopted and challenged traditional models of self-discipline regarding eating and drinking in order to improve the laity’s discretion and capacity to assess its own appetite and develop a healthy lifestyle for the community. / Dissertation/Thesis / Doctoral Dissertation English 2018