Dissertations / Theses on the topic 'Disciplinary effect'
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1
Nguyen, Tu Cam. "The Disciplinary Effect of Subordinated Debt on Bank Risk Taking." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11983.
Full textAbstract:
x, 99 p.Using data for publicly listed commercial banks and bank holding companies around the world, I investigate the market discipline effect of subordinated debt on banking firm risk taking in the period 2002-2008. In addition, I examine whether this effect depends on national bank regulations and legal and institutional conditions. I provide evidence that subordinated debt has a mitigating effect on banking firm risk taking. Further, the results suggest a threshold level of national bank regulations and economic development above which subordinated debt mitigates risk taking. Overall, the evidence supports the efficacy of proposals calling for increased use of subordinated debt in banking firms.
Committee in charge: Wayne Mikkelson, Chairperson; Ekkehart Boehmer, Member; Diane Del Guercio, Member; Wesley Wilson, Outside Member
2
Lucas, Joseph William. "The Deterrent Effect of Disciplinary Segregation on Prison Inmate Misconduct." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1648.
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Although a widely used practice, it was previously unknown whether disciplinary segregation is actually effective at modifying prison behavior. This quantitative, retrospective observational study tested deterrence theory and explored the effectiveness of disciplinary segregation in deterring subsequent prison inmate misconduct among those subjected to it (N = 228). It compared a cohort of male inmates incarcerated by the Oregon Department of Corrections who had spent time in disciplinary segregation in 2011 and/or 2012 with a comparison cohort who had not spent any time in disciplinary segregation. Three models were tested, each with the outcome variable operationalized in a different way: overall total rule violations in 2013-2014, total major rule violations in 2013-2014, and total minor rule violations in 2013-2014. Multiple regression analysis was used to control for the influence of age, time spent on current sentence, risk score, prior major and minor rule violations, and time spent in disciplinary segregation. These analyses revealed that for each model, disciplinary segregation was not a significant predictor of subsequent prison inmate misconduct. The findings suggest that deterrence theory does not explain the relation between the experience of disciplinary segregation and subsequent prison misconduct among those subjected to it. The findings further suggest that disciplinary segregation neither decreases nor increases subsequent prison misconduct. These results indicate that disciplinary segregation should undergo a critical evaluation by prison administrators, which could lead to the practice of disciplinary segregation being exercised in a more judicious and informed manner, thus limiting its potentially negative effects and contributing to positive social change.
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DePuccio, Matthew J. "Examining How Primary Care Team Structures are Used and Their Effect on Cross-Disciplinary Relationships: A Qualitative Study." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6071.
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Team-based primary care is an innovative care delivery model that has the potential to improve access to comprehensive, coordinated, and high-quality patient care. It is understood that in order for primary care teams to work effectively, health care providers must work across disciplinary boundaries and develop strong relationships that enable them to coordinate their roles and expertise. This research investigated how health care providers make use of different team structures (i.e., tools) to manage their interdependent work, enabling them to deliver team-based primary care. This research also examined how team structures influence the intra-team relationships important for coordinating care. By exploring the different ways primary care teams enact team structures, this research identifies ways primary care teams use team structures differently to address the needs of patients and coordinate team-based care.
In-person interviews were conducted at 7 primary care clinics participating in a population health management program in a southeastern city in the United States. Research participants from various health care disciplines (e.g., medicine, nursing, social work) were asked to describe their experiences delivering team-based primary care. Interviews were recorded, transcribed, and analyzed. Data were analyzed using a constant comparative approach in order to investigate how different team structures were used to address the needs of patients and the challenges of delivering team-based primary care.
The data suggested that primary care teams enact structures in different ways. In some teams, huddles were used to anticipate the specific needs of patients and coordinating care, referrals occurred via warm handoffs with co-located providers, and protocols were used to facilitate collaborative problem-solving. In other clinics, huddles were focused on clinic operations, referrals were performed using traditional methods (e.g., phone calls), and protocols were used to guide task delegation. Participants in some clinics described how team huddles were used to leverage high-quality relationships by fostering respectful interactions between team members. More research is needed to determine whether the use of patient-focused huddles, warm handoffs, and protocols that initiate problem-solving is associated with better patient outcomes, particularly for patient populations with complex medical and non-medical needs.
4
El, Kaddouri Hamza. "Contribution à l'analyse de la transformation du système de gouvernance des universités à travers la mise en place de l'audit légal." Thesis, Orléans, 2016. http://www.theses.fr/2016ORLE0506.
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Les universités françaises ont fait l’objet d’un ensemble de réformes qui, dans l’esprit, visent à moderniser leur gestion et leur mode de gouvernance. Ces réformes se sont traduites par la mise en place d’un ensemble de mesures notamment l’adoption de la Loi Relative aux Universités (LRU) en 2007 qui permet auxdites universités d’accéder aux Responsabilités et Compétences Elargies (RCE). Ce passage s’est accompagné de l’obligation de certification des comptes des universités par un auditeur légal dont la mission d’audit vient s’ajouter à un ensemble complexe de mécanismes de gouvernance des universités déjà en place. En conséquence, le problème qui se pose est la question de l’utilité et de l’apport potentiel d’un contrôle externe supplémentaire au sein des universités.Cette thèse a pour objectif d’examiner les facteurs d’efficience et de légitimité de la de la transformation du système de gouvernance des universités par l’introduction de l’audit légal à travers deux objectifs : d’une part, explorer les perceptions qu’ont les membres des équipes dirigeantes du rôle de l’audit légal dans la gouvernance et son impact sur la latitude managériale des présidents des universités et d’autre part, mettre en évidence l’apport potentiel de l’audit légal au système de gouvernance en place.Pour répondre à ses objectifs, nous avons opté méthodologiquement pour une approche mixte combinant les études qualitative (46 entretiens) et quantitative (113 questionnaires exploitables) réalisées auprès des équipes dirigeantes des universités. Les résultats révèlent que l’audit légal, en tant que mécanisme de gouvernance, contribue en dynamique à réduire et à renforcer la latitude managériale des dirigeants des universités, et sa dimension cognitive semble être dominante aux yeux des équipes dirigeantes des universités. Cette étude met également en évidence certaines insuffisances du système de gouvernance des universités et montre le rôle de complémentarité joué par l’audit légal. En ce sens, cette recherche contribue à une approche intégrée de la gouvernance, en examinant la complémentarité des dimensions disciplinaire et cognitive de l’audit légal au sein d’un système de gouvernance.Cette thèse montre par conséquent la contribution de l’audit légal à l’amélioration de l’efficacité du système de gouvernance des universitésThe French Universities were submitted to a pool of reforms and measures that were aiming to modernize their management and governance process. These reforms are translated by the implementation of a set of measures, especially by the adoption of the « Loi Relative aux Universités LRU » in 2007 which allows Universities to have access to the « Expanded Responsibilities and Competencies » (Responsabilités et Compétences Elargies RCE). This transition to RCE states that it’s an obligation to certificate the accounts of the University by an external auditor, whose audit mission is in addition to the existing complex governance system. Consequently, the main question is the utility and the potential contribution of a supplementary external control within the Universities.The purpose of this research is to assess the efficiency and the legitimacy factors of the transformation process in the University’s governance system by introducing the legal audit through two main objectives: firstly, exploring the management team’s perceptions of the role that the legal audit has in the governance process and its impact on the president’s managerial latitude; and secondly, highlighting the potential contribution of the legal audit to the current governance system.In order to meet the objective of the research, we have chosen a mixed methods approach by combining a qualitative (46 interviews) with a quantitative study (113 questionnaires), realized with the help of the University’s management teams. The results reveal that legal audit, as a governance mechanism, is contributing simultaneously at diminishing and reinforcing the managerial latitude of a President in an University and that the cognitive dimension appears to be prevailing in the eyes of the University’s management teams. This study highlights also certain weaknesses of the governance system in the universities and underlines the complementarity role of the legal audit. Therefore, this thesis contributes to an integrated approach of the governance by examining the complementarity between the disciplinary and the cognitive dimensions of the legal audit.In conclusion, this research illustrates the contribution of the legal audit for improving the efficiency of the governance system in the French Universities
5
Kingsley, Danny Abigail, and danny kingsley@anu edu au. "The effect of scholarly communication practices on engagement with open access: An Australian study of three disciplines." The Australian National University. Centre for the Public Awareness of Science, 2009. http://thesis.anu.edu.au./public/adt-ANU20090713.173505.
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This dissertation addresses a specific aspect of the broad area of communication systems used among researchers. This research has undertaken to establish a broader view of the communication practices of scholars to understand the motivations behind their publication choices. Open access offers a solution to issues with the scholarly publication system such as delays in publication and restricted visibility of research due to high subscription costs. The principle of open access is to enable maximum access to findings from publicly funded research to maximise social returns on public investments. Despite the apparent benefits of open access, the uptake has been limited.
¶
This thesis research takes a holistic view of the researcher as a communicator to uncover the reasons why researchers are making the publishing decisions they are. In-depth interviews were conducted with 43 researchers in three disciplines at two institutions, the Australian National University and the University of New South Wales. The disciplines, Chemistry, Sociology and Computer Science, were known to have different publication practices, The questions asked about all aspects of researcher communication including researching, authoring, informal communication, article submission, refereeing, mentoring and data storage.
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The findings show that traditional arguments for open access are ineffective. The Reward function of scholarly publishing is central to managing academic careers and supports traditional publishing systems. While having work openly accessible increases an academics exposure and possibly therefore their citation counts, unless alternative internet-based forms of metrics are adopted, the open access option will not directly appeal to researchers.
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Information-seeking behaviour demonstrates how disciplinary differences affect researchers interaction with technology. The disciplines showed marked differences in almost all the areas explored, and the behavioural norms expressed in each discipline have direct bearing on the likelihood of members of that discipline embracing open access. The institutional/disciplinary divide means that researchers must publish in ways that run counter to their disciplinary norms in order to satisfy institutional and grant funding requirements.
¶
Until governments, and particularly university administrations, recognise the need to consider the discipline and the need to consider the individual and respond to these needs, and until there is a realisation that different disciplines may require radically different approaches, there will not be a large-scale adoption by individual researchers of the current open access tools. Either institutional repositories need to adapt dramatically to offer work practice benefits or the broader academic population will only use institutional repositories under duress, which is not the situation envisaged by open access advocates. The alternative is for communities to develop their own subject-based repositories, a development that again is likely to be highly dependent on communication norms in different disciplines.
6
Jarboe, Denise Eileen. "The Effect of Evaluating a Quality Improvement Initiative on Reducing Hospital Transfers of Nursing Home Residents." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/283.
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The Effect of a Quality Improvement Initiative on Reducing Hospital Transfers of Nursing Home Residents
by
Denise Eileen Jarboe
MSN, Walden University, 2010
BS, University of Maryland, 1981
Project Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Nursing Practice
Walden University
February 2015
Nursing homes (NH) in the 21st century provide skilled healthcare services for resident populations who are older, frailer, and often suffering from multiple incurable chronic medical conditions. Nurses practicing in this setting must be keen observers and effective communicators with the ability to recognize and report subtle changes in health status that may lead to an avoidable or unnecessary hospital transfer. The purpose of this DNP project was to evaluate the impact of a quality assurance performance improvement (QAPI) initiative implementing the INTERACTTM (interventions to reduce acute care transfers) SBAR (situation, background, assessment/appearance, recommendation) communication tool in a skilled NH setting. The Synergy Model, which posits that optimal patient outcomes are possible when nurse competency is matched or synergized with patient care needs, provided the conceptual framework for this project. To evaluate the effect of the program, resident hospital transfer events groups before and after SBAR utilization (n = 295) were analyzed using a dependent t test to determine if significant differences existed in the groups in overall number of transfers, clinical condition categories, and those leading to an inpatient hospitalization. Although analysis of the data did not demonstrate significant decreases in resident transfer events, the results did provide valuable baseline information for future studies. This project contributed to social change by evaluating communication among care providers in a skilled NH setting, establishing baseline information and identifying the need for future projects. This information is vital for determining which resident transfers to the hospital are avoidable and for developing future programs addressing this practice issue.
7
Vanek, Shaina H. "The effects of law and disciplinary systems on college student development /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1602.html.
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Thesis (M.S.)--Central Connecticut State University, 2000.Thesis advisor: Timothy Bakken. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Criminal Justice]." Includes bibliographical references (leaves 62-66).
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Teerlink, Elise Ann. "Impact of Peer Praise Notes Issued During Recess: Effects on Office Disciplinary Referrals." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5588.
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School recess can be a problematic setting due to inadequate safety, supervision, and structure. Peer praise notes (PPNs) is a school-wide positive behavior support strategy that was implemented during recess to address these concerns at a Title I elementary school. An ABAB reversal design across all students was employed to evaluate the effectiveness of PPNs. Overall changes in office disciplinary referrals (ODRs) in each phase of the design, an effect size that reflects a highly effective treatment, and a moderately strong and statistically significant negative correlation suggest that PPNs decreased ODRs. Results from social validity surveys completed by eight recess aides and 88 students indicated that participants had positive perceptions of PPNs improving student behavior and peer relations, communicating playground rules, extending supervision responsibilities, and offering structured activity to peer praisers. Students' perceptions were overall more positive than the recess aides' perceptions. Limitations, future research, and implications are addressed.
9
Summers, Bryce. "The effects of family structure and parenting style on school disciplinary incidents of high school seniors." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t018.pdf.
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Thesis (M.Ed.)--Wichita State University, Dept, of Counseling, Educational Psychology, and School Psychology."May 2006." Title from PDF title page (viewed on October 19, 2006). Includes bibliographic references (leaves 46-57).
10
Klinc, Rebecca. "The Effects of Uncertainties in Partially Distributed Agile Software Development Teams." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229937.
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Purpose: The purpose of this study is to identify how uncertainties affect a partially distributed team. To do this, the thesis goes into the details of the different types of uncertainties and how they are handled. Design/Methodology/Approach: This research uses a multiple case study with interviews and observations as data gathering methods. The two cases study are first analyzed separately and then a cross case analysis is conducted. Findings: This study showed that uncertainties are mostly correlated to threats and therefor focus lies on mitigating them. Using agile practices allows for a greater flexibility and makes uncertainties more manageable. Practical implications: This study shows the value of following agile principles. It also shows that when choosing to have a partially distributed team one needs to weigh the negative aspects with the positive ones. Originality/Value: This study combines research conducted on partially distributed teams and uncertainties.Syfte: Syftet med denna studie är att identifiera hur osäkerheter påverkar ett delvis distribuerat team. För att göra detta går uppsatsen in i detalj om olika typer av osäkerheter och hur de kan hanteras. Design/Metodologi/Ansats: Denna studie använder sig av fallstudier med intervjuer och observationer som datainsamlingsmetoder. Två fallstudier analyseras först separat och därefter genomförs en korsfallsanalys. Resultat: Denna studie visade att osäkerheter mestadels är korrelerade med hot och därför ligger fokus på att förhindra dem. Genom att använda agila metoder möjliggörs större flexibilitet och gör osäkerheter mer hanterbara. Praktisk betydelse: Denna studie visar värdet av att följa agila principer. Det visar också att när man väljer att ha ett delvis distribuerat team måste man väga de negativa aspekterna med de positiva. Orginalitet/Värde: Denna studie kombinerar forskning som utförs på delvis distribuerade team och osäkerheter.
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Stutz, Lindsay. "Race and Resources in the School Environment: The Effects of School Social Capital and Racial Minority Concentration on Disciplinary Problems." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239890792.
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Thesis (M.A.)--Kent State University, 2009.Title from PDF t.p. (viewed Jan. 12, 2010). Advisor: Dr. David A. Purcell. Keywords: School Social Capital; Social Capital; School-Level Data; Race; Problem Behavior; Disciplinary Problems. Includes bibliographical references (p. 41-52).
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Culler, Adam John. "Coupled Fluid-Thermal-Structural Modeling and Analysis of Hypersonic Flight Vehicle Structures." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280930589.
Full text
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Ferreira, Paloma. "The effects of the Vocabulary Think Chart strategy on seventh-grade students' scientific vocabulary knowledge: A mixed-method study." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5735.
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This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students' scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher's influence in the study, time of intervention, and number of participants.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education
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Pinheiro, Isabel Maria Chanoca. "A importância da disciplina de física e química do 3º ciclo do ensino básico na educação para o desenvolvimento sustentável." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15966.
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Neste relatório de atividade profissional, apresenta-se o desenvolvimento de um
projeto aplicado na Escola Básica Vale de Milhaços, que se relaciona com a unidade
didática: «Atmosfera e Mudança Global», pertencente ao programa da disciplina de Física
e Química. Esta unidade está destinada ao estudo do fenómeno do efeito de estufa para
o 3º ciclo do Ensino Básico. Utilizando o aquecimento global como tema organizador,
propõem-se uma abordagem didática, explorando conceitos relacionados, quer com a
influência da atividade humana na atmosfera e no clima, quer com a gestão sustentável
dos recursos. Conceitos como mudança climática, uso racional de recursos,
desenvolvimento energético e poluição são abordados, com os alunos de forma a
relacioná-los com o fenómeno desenvolvido neste trabalho.
Os problemas ambientais com dimensão global têm, desde os últimos tempos,
preocupado não apenas as comunidades científicas, mas também um número cada vez
maior dos seus cidadãos. A deterioração progressiva da qualidade do ar, da água e dos
solos, com evidentes implicações em todos os ecossistemas, é cada vez maior,
contribuindo para a perda da qualidade de vida das suas populações.
Este relatório discute a mudança climática e menciona os gases de efeito estufa
como principal causa do aquecimento global. Descreve os efeitos catastróficos que o
aquecimento global pode causar ao planeta, faz referência às metas de redução das suas
emissões de gases de efeito de estufa (GEE) e apresenta os mecanismos de
flexibilização estabelecidos no Protocolo de Quioto. O Mecanismo de Desenvolvimento
Limpo (MDL) é o único mecanismo de flexibilização que permite a participação de países
em desenvolvimento, para que estes reduzam as emissões de GEE por meio de projetos
que atinjam o desenvolvimento sustentável.
Deste modo, o presente trabalho é o relato de um percurso em que a reflexão e a
ação se completam e se legitimam mutuamente. Por um lado, fundamentámos e
interpretámos os resultados de uma intervenção direta, que efetuámos na escola, através
de um trabalho preparado e desenvolvido, (enquanto professora de Física e Química,
com a Agência Municipal de Energia e com os alunos da turma B, ao longo do seu 3º ciclo
de escolaridade) por outro lado, centrámos a nossa reflexão no domínio da
responsabilidade.Pretende-se, com este trabalho, informar, sensibilizar e consciencializar a
comunidade educativa/escolar para a necessidade de implementar medidas de redução
dos consumos de recursos, tais como: a energia, a água e os resíduos, visando a
consequente diminuição das emissões de dióxido de carbono (CO2), no Concelho do
Seixal. Procurámos também, incutir o sentido da responsabilidade individual, incentivando
desta forma toda a comunidade educativa a participar nas ações desenvolvidas na
escola; ABSTRACT: In this Professional activity report is presented the development of a Project
implemented in the Escola Básica Vale de Milhaços, which is related with the school
program unit: «Atmosphere and Global Change», belonging to the discipline program of
Physics and Chemistry. This unit is intended to the study of the phenomenon of
greenhouse effect for the third grade of the Portuguese Basic Education. Using global
warming as the aggregation theme we proposed a didactic approach, exploring related
concepts, either to the influence of human activity on the atmosphere and climate, either
with the sustainable management of resources. Concepts as climate change, reasonable
use of resources, energy development and pollution are addressed, with students in order
to relate them to the phenomenon developed in this work.
Environmental problems with global dimension have, since the last times,
concerned not only the scientific community but also an increasing number of its citizens.
The progressive deterioration of air quality, water and soil, with obvious implications in all
ecosystems, is increasing, contributing to the loss of quality of life of their populations
This report discusses climate change and mentions the greenhouse effect gases as
the main cause for global warming. Describes the catastrophic effects that global warming
could cause to the planet, makes reference to reduction targets for reducing their
emissions of greenhouse gases (GHG) and presents the flexibility mechanisms
established by the Kyoto Protocol. The Clean Development Mechanism (CDM) is the only
mechanism that allows the participation of developing countries so that they reduce the
GHG emissions through projects that achieve sustainable development.
Thus, the present work is an account of a journey in which the reflection and the
action complement and legitimize each other. On one hand, we based and interpreted the
results of a direct intervention, which we carried out in school, through a work prepared
and developed, (as teacher of Physics and Chemistry with the Agência Municipal de
Energia and the students of class B, during their 3rd cycle of scholarship) on the other hand, we have focused our thinking in the domain of responsibility. It is intended
with this work, inform, sensitize and raise awareness to the educational/school community
for the need to implement actions to reduce consumption of resources such as: energy,
water and waste, in order to thus reduce emissions carbon dioxide (CO2), in the Concelho
do Seixal. We tried also to instill a sense of individual responsibility, thus encouraging the
entire community to participate in educational activities developed in school.
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McKenney, Robyn Sullivan. "The effects of sustained, individualized technology professional development with a classroom teacher on the acquisition of content and technology skills of third grade students engaged in a multi-disciplinary study of the Arctic /." Online thesis, 2004. http://www.geocities.com/bobbyn18/FINALEDITION.doc.
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Thesis (M.S.)--Eastern Connecticut State University, 2004.Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.
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Falxa, Joana. "Le droit disciplinaire pénitentiaire : une approche européenne. Analyse des systèmes anglais, gallois, espagnol et français à la lumière du droit européen des droits de l'homme." Thesis, Pau, 2014. http://www.theses.fr/2014PAUU2009.
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La discipline, élément essentiel de la vie pénitentiaire, fut longtemps ignorée du droit. L’analyse comparée des systèmes anglo-gallois, espagnol et français en la matière permet cependant de constater la normativisation de la discipline pénitentiaire et un accroissement des garanties processuelles accordées au détenu, qui accède au statut de justiciable. Ce mouvement traduit une certaine recherche d’équité dans la procédure disciplinaire, qui est à mettre en relation avec le renforcement progressif des droits de l’homme en milieu fermé. Le droit européen des droits de l’homme, bien que timoré sous certains aspects processuels, n’est pas étranger à cette évolution et permet de dégager une idéologie pénitentiaire fixant des standards communs aux différents droits internes. L’examen des systèmes disciplinaires observés révèle néanmoins les difficultés auxquelles est confrontée l’entrée du droit dans le monde pénitentiaire. Le droit est en outre loin d’être le seul instrument de gestion employé en détention. La conjonction de ces divers facteurs incite à proposer un modèle disciplinaire global reflétant cette recherche d’équité dans le système disciplinaire pénitentiaireDiscipline is a key part of prison life which has long been ignored by the law. The comparative analysis of the English, Welsh, Spanish and French systems on this topic highlights however the prison discipline’s normativization and the increase of all the procedural safeguards for prisoners-litigants. This process reflects the search for a greater equity in prison adjudication, which could be connected to the progressive strengthening of Human Rights’ in prison. Although the European law on Human Rights is still timorous on some procedural aspects, it is part of this evolution, and it develops a global prison ideology by setting common standards for the different national laws in Europe. Nevertheless, the review of the different disciplinary systems enlightens the difficulties faced by the emergence of the rule of law in prison. Besides, the law is far from being the only mean for prison management. These factors’ convergence encourages to propose a new global disciplinary model, reflecting the search of a higher level of equity in the prison disciplinary system
17
Tsai, Yi-Lun, and 蔡宜侖. "The Effect of Teachers’ Demographic Characteristics on Teachers’ Disciplinary Team Attitude : A Meta-analysis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/00014276793443718467.
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碩士國立臺中教育大學
特殊教育學系碩士在職專班
98
The aim of this research attempted to provide an objective analysis on 19 studies with theme of teachers’ disciplinary team attitude via Meta-analysis. This research was applied and conduted the software of comprehensive meta-analysis by Hedges and Olkin’s (1985) . The variables of teachers’ demographic characteristics was covered gender, age, service seniority, qualifications, teaching classification, educational stage of teaching and professional background. Otherwise, the teachers’ disciplinary team attitude was covered professional knowledge, participative attitude, participation, satisfaction and needs. The results of the research yielded positive evidence as follows: 1.There was significant difference between different genders in satisfaction and needs of disciplinary. 2.There was significant difference between different qualifications in professional knowledge, participative attitude and participation of disciplinary. 3.There was no significant difference between teachers with different ages and teaching classification and the whole ones in the attitude of teachers’ disciplinary team. 4.Teachers that had no background in special education had less participation than the whole ones. . 5.The teachers who had been teaching for 11~20 years had better professional knowledge and participation than the whole ones. The teachers who had been teaching for more than 20 years had lower ability in professional knowledge and participation than the whole ones. In conclusion, the researcher was conducted the results based on Meta-analysis scrutinize, and some suggestions to education administrational institutes, school administrational units, general teachers and future studies were proposed.
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Cunningham, Wayne Kenneth. "The complaints and disciplinary process in New Zealand and the effect of complaints on doctors." 2005. http://hdl.handle.net/2292/3357.
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New Zealand society assumes that the medical complaints process enhances the delivery of medical care, although the literature suggests that complaints may impact negatively on doctors, and their ability to practice. This thesis examines the impact of the complaints process on doctors in New Zealand. It considers the practice of medicine from the viewpoints of the epistemology of medicine; the doctor-patient relationship; and the notion of professionalism. It presents the results of research methods investigating New Zealand doctors using focus groups; a cross sectional questionnaire based survey; and in-depth semi-structured interviews. Findings include: One in three doctors has received a complaint. The annual rate of complaint is 5.70%, 15% of complaints are upheld. Complaints impact negatively on the person of the doctor, the doctor-patient relationship, and doctors’ ability to practice. The purposes of a complaints system include: the maintenance of trust and professional standards; being a voice for patients; and learning from mistakes and errors. Doctors’ attitudes are consistent with notions of professionalism. Defensive medicine is an adverse outcome of the complaints process. Doctors suggest a Complaints Tribunal as a single point of entry into the complaints process. The current complaints process is not improving the delivery of medical care to New Zealand society. New Zealand doctors are aware of both the biomedical and bio-psychosocial paradigms underlying modern medicine, and the results confirm the importance of the self of the doctor and the doctor-patient relationship in medical practice. The emergence of defensive medicine indicates that doctors may respond to complaints by practicing in a way that is not in their patients’ best interests, but which serves to protect doctors themselves. Defensive medicine risks being unrecognised and becoming normalised into mainstream medical practice. The negative impact of complaints on doctors’ values and beliefs indicate an erosion of values based professionalism. This thesis suggests that an appropriate model for considering medical professionalism is as a state of relationship between doctors and society. Appropriate change to the complaints process may enhance the doctor-society relationship and ultimately enhance the delivery of medical care in New Zealand.
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Coleman, Derrell Anthony. "The affect [i.e. effect] of high school disciplinary alternative education programs on students with long-term multiple referrals." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099437.
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Judson, Cynthia Jeanne. "The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals." Thesis, 2007. http://hdl.handle.net/2152/3109.
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Judson, Cynthia Jeanne 1958. "The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals." 2007. http://hdl.handle.net/2152/13294.
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Kingsley, Danny. "The effect of scholarly communication practices on engagement with open access: An Australian study of three disciplines." Phd thesis, 2008. http://hdl.handle.net/1885/49304.
Full textAbstract:
This dissertation addresses a specific aspect of the broad area of communication systems used among researchers. This research has undertaken to establish a broader view of the communication practices of scholars to understand the motivations behind their publication choices. Open access offers a solution to issues with the scholarly publication system such as delays in publication and restricted visibility of research due to high subscription costs. The principle of open access is to enable maximum access to findings from publicly funded research to maximise social returns on public investments. Despite the apparent benefits of open access, the uptake has been limited. ¶ This thesis research takes a holistic view of the researcher as a communicator to uncover the reasons why researchers are making the publishing decisions they are. In-depth interviews were conducted with 43 researchers in three disciplines at two institutions, the Australian National University and the University of New South Wales. The disciplines, Chemistry, Sociology and Computer Science, were known to have different publication practices, The questions asked about all aspects of researcher communication including researching, authoring, informal communication, article submission, refereeing, mentoring and data storage. ¶ ...
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侯志明. "The Influential Effect on Policy Cognition of Zero Corporal Punishment and Disciplinary Behavior for Elementary School Teachers in Taipei City : The Case of Ming Hu Elementary School in Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/8nswty.
Full textAbstract:
碩士臺北市立教育大學
國民小學教師在職進修公民與社會教學碩士學位班
101
Abstract The purpose of this study is to understand the zero corporal punishment policy cognition and current discipline behavior for primary school teachers in Taipei city, and to explore the relationship between zero corporal punishment policy cognition and disciplinary behavior for teachers of different background. Through literature analysis and questionnaire, this study put the efforts on Ming Hu primary school teachers, supplementing with self-designed questionnaire “The survey questionnaire about the attitude toward zero corporal punishment policy and disciplinary behavior of Taipei Municipal Elementary school teachers” as a research tool. The official questionnaire was formed after expert validity examination and pre-test. By the SPSS statistics software, the main findings are as follows: 1. The distribution of Ming Hu Primary School Teachers is highly similar to Taipei primary school teachers and can be considered as the representative of Taipei primary school teachers. 2. Regardless of gender, age, years of service, and positions, the zero corporal punishment policy cognition of Taipei city teachers are significantly positive identified. 3. Regardless of gender, age, years of service, and positions, the disciplinary behavior of Taipei city teachers are also significantly positive identified. 4. The discipline behaviors between primary school teachers with various positions are significantly different. The discipline behavior of homeroom teachers is more positive than that of subject teachers. 5. Relationship between zero corporal punishment policy cognition and disciplinary behavior shows positive correlation for primary school teachers in Taipei City. In accordance with the findings, the recommendations are as follows: 1. Educational authorities should develop more specific and feasible measures to facilitate teachers’ basis for discipline. 2. School administration should promote policy contents actively, so as to be teachers’ powerful discipline support. 3. Teachers should enrich law knowledge, and enhance professional teaching knowledge of discipline. 4. Fourth future researchers can combine with qualitative research to construct more specific outcomes. Keywords: corporal punishment, zero corporal punishment policy, discipline, discipline behavior
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"Effects of middle schoolers' perceptions of school disciplinary practices on their behavioral choices." UNIVERSITY OF PHOENIX, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3304799.
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Putra, Bambang Arya Wija. "Cross disciplinary effects of text factors and language of recall on reading comprehension." Thesis, 2012. https://vuir.vu.edu.au/22303/.
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Reading theory provides a potentially powerful means of addressing English reading deficiencies and enhancing the reading performance of English as Foreign Language (EFL) students, including those studying at tertiary level in Indonesia. One influential psycholinguistically focused reading theory is the Schema Theory model of reading. Whilst there have been a range of research studies undertaken that draw on Schema Theory, including in the context of foreign/second language reading, to date no study has provided a complete understanding of both the main and the interaction effects of text structure and a rhetorically-oriented framework, both of which are identified as text factors that impact on L2 reading comprehension, comparing recall assessment in students’ native and target languages, and taking into consideration readers from across a range of different, discipline-specific backgrounds.
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Read, Michelle Fulks. "Faculty change for disciplinary literacies instruction : effects of cognitive modeling as an instructional strategies in online professional development." Thesis, 2014. http://hdl.handle.net/2152/24750.
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This mixed-methods case study centered on an online professional development (PD) event targeting university-level teacher educators and higher education discipline-specific instructors. The topic of the online PD was disciplinary literacy and the promoted use of metacognitive modeling via think-aloud as an instructional strategy for secondary students in various discipline areas. The study aimed to understand how the use of the same instructional strategy by the PD facilitators affected participants in terms of changes to (a) their knowledge about and attitudes towards reading instruction in the disciplines (e.g., mathematics, social studies, science, the arts); (b) their beliefs regarding learner-centered/non learner-centered classrooms; (c) their general teaching philosophies; and (d) their self-efficacy to use and teach the strategy to others. Specifically, it looked for any relationships between these changes, their intention to apply the same instructional
strategy in their own classes and/or teach their pre- and in-service teachers the strategy, and participant perceptions on the importance of the strategy to their learning. The online PD was accessible over a period of four weeks in the winter/spring of 2012. Ten participants from various institutions took part in this study by completing surveys, submitting metacognitive modeling samples pre- and post- PD, and participating in interviews.
All participants experienced change during this PD event through the acquisition of new knowledge, while many showed resultant changes to their attitudes and beliefs. Changes in knowledge were most evident in the pre- and post- metacognitive modeling samples the participants provided, with increased scores indicating improvement in their ability to use the instructional strategy. Most evidence of other change is found throughout their interviews. Overall, the participants rated and ranked the metacognitive modeling example videos provided by the PD facilitators as nearly integral to their learning.
The largest limitation of the study was the small number of participants. Discussion discerns the nature of teacher change, provides suggestions for future PD design/research, and asserts that the goal of PD, traditionally to result in changed teaching practices in the classroom, instead be to provide the knowledge and initial experience educators can use as a foundation to change in all areas.text
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Shin-Min, Huang, and 黃詩敏. "A Study of the Development Process and the Implementation Effects of School-Based Disciplinary Team Service Delivery Model." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/70880011449451594734.
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Helton, Scott J. "Individual factors and school effects on student disciplinary resiliency in DuPage High School District 88 : a case study /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3301147.
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Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0450. Adviser: Paul Thurston. Includes bibliographical references (leaves 213-221) Available on microfilm from Pro Quest Information and Learning.
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CHIEN, LIN HUNG, and 林弘杰. "A research on the effects of friendly campus implementation between teacher’s disciplinary behaviors of elementary schools in Yilan County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/48448418106029390882.
Full textAbstract:
碩士國立花蓮教育大學
學校行政碩士學位班
95
Abstract This study aimed to investigate the differences in and correlations between the disciplinary behaviors of teachers with different background variables and the effectiveness of friendly campus in elementary schools in Yilan County. Based on the research findings, substantial suggestions were proposed as a reference for education authorities and schools to solve problems and initiate education reforms in the future. In this study, document analysis and questionnaire survey were adopted. A total of 470 educators from 37 public elementary schools in Yilan County were selected as research samples. 438 copies of questionnaires were collected, and the response rate was 93.1%. Among these questionnaires, 431 copies were effective, and the valid response rate was 98.4%. The collected questionnaires were statistically processed on SPSS 10.5 by descriptive analysis, t-test, one-way ANOVA, and product-moment correlation. The research findings included: 1.The current “disciplinary behaviors” of elementary school teachers in Yilan County were in the “upper intermediate" level of compliance. 2.Elementary school teachers in Yilan County showed an upper intermediate level of approval of the “effectiveness of friendly campus”. 3.The “disciplinary attitudes” of elementary school teachers in Yilan County were more compliant with teacher’s disciplinary behaviors, and “disciplinary methods” were less compliant. 4.Teacher’s background variables, including "gender”, “service year”, “professional counseling background”, “education background”, and “performance in the evaluation of school affairs” had no significant effect on the overall “disciplinary behavior”. 5.Different “service positions” of teachers had significant effect only on “disciplinary range”, and teachers "taking administrative positions” scored higher than “specialized teachers” in disciplinary range. 6.Different “school scales” had significant effect on teacher’s disciplinary attitude, disciplinary method, and overall disciplinary behavior. Teachers working in schools having more than 25 classes scored higher than those working in schools having 13-24 classes in the aspects of disciplinary attitude, disciplinary method, and overall disciplinary behavior. No significant difference was observed in disciplinary range and disciplinary process. 7.In terms of “school location”, teachers working in downtown schools scored higher than those working in suburban ones in the aspects of disciplinary attitude and disciplinary method. 8.As to the implementation of friendly campus, the perspective of “gender equality education” was the most effective, while “strengthening the new system of student guidance” was the least effective. 9.Different “gender”, “service position”, “service year”, “education background”, and “performance in the evaluation of school affairs” had no significant effect on all the perspectives of “the effectiveness of friendly campus”. 10.Teachers working in schools having more than 25 classes scored higher in every perspective of the effectiveness of friendly campus than those in schools having 13-24 classes. 11.In the aspect of “zero corporal punishment”, it was indicated that teachers who have taken the credit program of counseling scored higher than those who have not. Besides, teachers working in schools having "fewer than 6 classes” scored higher than those working in schools having 13-24 classes in the aspect of “zero corporal punishment”. 12.A positive correlation existed between the “disciplinary behavior” of elementary school teachers in Yilan County and “effectiveness of friendly campus”, indicating that better “disciplinary behavior” would lead to higher "effectiveness of friendly campus”. According to the above research conclusions, substantial suggestions were proposed to education authorities, schools, and elementary school teachers.
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Masalila, Obonetse. "An investigation into the causes and effects of student disciplinary problems in community Junior Secondary schools of Botswana / Obonetse Masalila." Thesis, 2006. http://hdl.handle.net/10394/11475.
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The researcher intended to establish the types of student disciplinary problems in
Gaborone Community Junior Secondary Schools as well as ways of combating these
problems.
The opening chapter states the problem, purpose of study and also provides
background to the problem. Data was collected from teachers and the students using
questionnaires. All in all sixty (60) subjects were used to collect data. The other
chapter that has substantially enriched the project is chapter two. The third chapter
explains the methodology used in this research study. Chapter four is about data
presentation, analysis and interpretation and lastly the recommendations, which close
this study, arc provided to help the authorities.
The research shows that theft is a major student disciplinary problem in Community
Junior Secondary Schools. The other disciplinary problems arc destruction of school
property, disrespect to teachers, disruption of classes, drug abuse, insults, refusal to
take instructions and truancy. These problems result in low academic performance,
disruption of school programme, juvenile delinquency and limited or no future for
these teenagers. The research shows that the major cause of these problems is peer
pressure. The other factors that contribute to the disciplinary problems are poor
administrative policies, lack of teachers' commitment to their work, media influence
and collapse of extended family structure.(M. Ed.) North-West University, Mafikeng Campus, 2006
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Lin, Ying-Tso, and 林映佐. "The Effects of Positive Discipline-Based Programs on Teacher Classroom Management Abilities and Disciplinary Attitudes: An Action Study at a Junior High School in Hualien." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/us99ny.
Full textAbstract:
碩士慈濟大學
教育研究所
101
This study has the following 5 objectives: (a) to investigate the implementation of positive discipline in junior high schools and the level of teacher understanding of this policy; (b) to identify the problems that teachers encounter when implementing positive discipline in the instructional context; (c) to design positive discipline-based classroom management programs and activities; (d) to examine whether positive discipline-based programs enhance the classroom management abilities of teachers, change their disciplinary attitudes, and motivate students to learn spontaneously and perform positive behavior; and (e) to discuss development in classroom management and disciplinary attitudes when positive discipline-based programs and activities are implemented. Six teachers (of which 2 were also responsible for administration, 2 served as homeroom teachers, and 2 were full-time teachers) were recruited from a junior high school in Hualien, where the researchers worked to conduct a year-long action study. After interviewing with teachers, consulting references, and discussing with co-researchers, we designed and experimented with positive discipline-based action programs, conducting relevant interviews, investigations, field observations, and recording pertinent data. Following the implementation of these action programs, we explored the feasibility of positive discipline, and the results of this study can serve as a reference for educators. The findings led to the following 5 conclusions: (a) Before the interviews, the junior high school teachers possessed a low level of understanding of positive discipline and its relevant measures. However, they acquired copious knowledge in their interviews. (b) Many teachers mentioned in the interview that because of the drastic change in the teaching environment, implementing positive discipline would cause problems in classroom management and teaching; therefore, they hesitated to IV implement this system immediately. (c) Implementing positive discipline-based programs may empower teachers, enhancing their classroom management abilities and improving their teaching attitudes. (d) Implementing positive discipline-based programs can establish a positive and supportive teacher-student relationship and a friendly classroom. Such programs can also motivate students to learn spontaneously and perform positive behavior. (e) The process of implementing positive discipline-based programs provided the researchers with positive thinking and teaching capacity. Finally, based on these conclusions, we offer suggestions for implementing positive discipline-based programs, enhancing the classroom management abilities and improving the disciplinary attitudes of teachers, and advising future researchers.
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Cheng, Hsieh Ming, and 謝明昌. "The Research on implementation effects of zero physical punishment in the campus and the promulgation of positive disciplinary education policy in junior high schools of Kaohsiung County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/29859345526062017526.
Full textAbstract:
碩士國立臺灣師範大學
教育學系
96
Abstract This paper is a study with the themes on the implementation effects after the legislation of zero physical punishment in the campus and the promulgation of positive disciplinary education policy in Taiwan, and on the related problems created after implementation. The research area of this study covers the junior high schools of Kaohsiung County, and the research targets are the junior high school teachers of Kaohsiung County. The research approach of the study is quantitative research. Through literature review, the paper collects the various theoretical references about physical punishment and positive disciplinary education, such as the development pulses of physical punishment in the campus, the related researches about physical punishment, the topical discussions on positive psychology, the academic research papers, the related periodicals, the acts and regulations of education, the newspapers and magazines, and the public opinion of the society, all of which are taken as the theoretical background of human behaviors. After that, the paper develops the major research tool of this study, a questionnaire, to carry out the tests of the samples and analyze the results, forming the conclusions and suggestions for this study. According to the abovementioned research methods, the research results are shown as follows: 1. A majority of the teachers of the junior high schools of Kaohsiung County do not agree to the zero physical punishment policy in the campus. They think that appropriate physical punishment is still valuable to disciplinary education. 2. A majority of the teachers of Kaohsiung County think that physical punishment should be clearly defined before the effective implementation of zero physical punishment. 3. The zero physical punishment policy in the campus needs the aid of the associated measures if the teachers intend to keep achieving the old effects of disciplinary education for students. 4. A majority of the teachers of the junior high schools of Kaohsiung County agree to positive disciplinary education, and the implementation effects of this policy is also very good. 5. The increase of the knowledge and ability of the teachers’ disciplinary education as well as their higher agreement to positive disciplinary education policy can better practically implement the zero physical punishment policy. 6. The junior high schools of Kaohsiung County achieve good performance in the promotion of zero physical punishment in the campus. A majority of the teachers expressed that they had decreased physical punishment, and tried to avoid exercising physical punishment. 7. The imminent measures of the zero physical punishment policy in the campus are the decrease of the number of students of each class, and the formulation of a disciplinary education mechanism of students available for the participation of parents. 8. Starting from the moral education and living education of students, a friendly campus atmosphere can be modeled, achieving the effects of positive disciplinary education policy. Key Words：zero physical punishment in the campus,positive disciplinary education
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Lu, Chia-Hua, and 呂佳樺. "The Effects of Cross-Disciplinary Aesthetic Curriculum On Art Performance and Language Expression of the Junior High School Disabilities Students: Using Severe and Profoundly Intellectual Students as Examples." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dz2e4r.
Full textAbstract:
碩士臺北市立大學
視覺藝術學系碩士在職專班
107
The Researcher hope to use the cross-disciplinary aesthetic curriculum to encourage students to extend their motivation and interest in language learning, and elevate students' artistic performance and language expression skills. This reaserch use “case study” and “action research”. The research objects are two disabilities students of the junior high school from a special education class in a rural country in New Taipei City. This research implemented cross-disciplinary aesthetic curriculums and explored the artistic performance and language expression of the subjects. Art performance will analyze the performance of "media application proficiency", "color skill application", "space concept" and "specific picture". Language expression will analyze the situation of "speaking expression" and "body expression". Based on the theme of the same aesthetic elements, this reaserch implements thirteen sections of visual art and sixteen national languages, with a total of eight weeks of cross-disciplinary aesthetic curriculums. The effectiveness of artistic expression and oral expression will be qualitatively analyzed based on the performance of the eight-week visual arts and chinese courses and the performance of video and audio data. After receiving the cross-disciplinary aesthetic curriculu, the two subjects' findings are as follows: (1) Cross-disciplinary aesthetic curriculum helps to enhance the "media application" and "painting skills" of individual students. (2) Cross-disciplinary aesthetic curriculum helps to enhance the "language expression ability" of individual students. (3) Cross-disciplinary aesthetic curriculum helps to enhance the motivation of individual students in the "Visual Arts" and "Chinese" courses. According to the aforementioned findings, the research provided some aplications for the learning guidance and the futher researches was recommended. (1) The use of structured teaching methods can effectively carry out art teaching, and then gradually fade away according to the students' learning state, which can build students' self-confidence and observe their true ability. (2) Starting from the art field, in addition to combining the language field, it can also combine other fields and plan courses to stimulate students' motivation. (3) The use of recording and video recording equipment can fully record the classroom activities, which is convenient for researchers to check. (4) In addition to students with intellectual disabilities below the severity, students with intellectual disabilities or students with different barrier categories may be selected as subjects of study. (5) The research time can be extended to more than one semester, and it is possible to fully observe the small progress of students' learning. (6) Can participate in such a more objective role as the observer, and invite parents, psychologists or related professionals to provide advice.