Journal articles: 'Disciplinary effect'

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Yavorska, Olga. "Effect of the principle of proportionality in deciding whether to dismiss from position of judge." Slovo of the National School of Judges of Ukraine, no. 3(28) (December 19, 2019): 46–57. http://dx.doi.org/10.37566/2707-6849-2019-3(28)-4.

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The article deals with violations, which are often grounds for bringing disciplinary liability of judges, as well as the enforcement of them in the form of a petition for the dismissal from position of judge. A special place in the system of legal responsibility of a judge is taken by the institute of disciplinary responsibility, the essence of which lies in the possibility of applying by a specially authorized body to an individual bearer of judicial power - judges of legal sanctions, directly provided by law, for violations in the sphere of professional activity. The institute of disciplinary responsibility is considered, the purpose of which is to solve social problems in the interests of implementing and maintaining the necessary level of efficiency of the system of judicial protection as a necessary guarantee of the protection of rights, interests and freedoms of people. The analysis of grounds for disciplinary liability of a judge and types of disciplinary punishment has been carried out. The obligatory signs of disciplinary violations that are the cause of prosecution are analyzed. It is considered about the application of the principle of proportionality to disciplinary authorities in determining the type of collection. The practice of applying the principle of proportionality of disciplinary organs in case of imposition of penalties and violation of the question of ambiguity of such practice is analyzed. The article states that with qualitatively similar offenses committed by different judges, the disciplinary bodies chose one type of collection, but in different proportions. The method of determining the principle of proportionality in differentiating the choice of terms in this type of collection for actually such mistakes seems unclear. Moreover, the use of the same principle in choosing different types of charges for virtually identical disciplinary offenses is unclear, in particular, when the repeat offense is a feature. Key words: disciplinary responsibility of a judge, principle of proportionality, disciplinary offenses, penalties, dismissal from position of judge.

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Steinke, Pamela. "The Effect of Inmates' Accounts on Disciplinary Penalties." Journal of Social Psychology 132, no. 4 (August 1, 1992): 475–85. http://dx.doi.org/10.1080/00224545.1992.9924727.

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GUSELTSEVA, Marina. "Transdisciplinary Approach in Modern Psychology." Main Issues Of Pedagogy And Psychology 18, no. 2 (December 2, 2020): 11–22. http://dx.doi.org/10.24234/miopap.v18i2.375.

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The paper looks at key transformations of the contemporary situation requiring new methodological strategies in psychology, and evolution of science in the 20th century from interdisciplinary to trans-disciplinary. The latter takes the form of a strategy for analyzing complex and dynamic phenomena with the help of combined methods and contextual application of research optics borrowed from related disciplines. Methodologically trans-disciplinarily serves as the basis for the integration of cognitive practices and research techniques, development of the holistic outlook, with the expansion of intellectual capacity as its educational side-effect. Conceptually trans-disciplinarily is expressed in several interpretations. Piaget, one of the founders of the approach, viewed it as a higher and more complex stage of integration of knowledge than interdisciplinarity. Contemporary interpretations of trans-disciplinarily vary from emphasizing the fluidity of cognitive space to general principles of cognitive activity seeking mathematical expression. The trans-disciplinary start of contemporary science is characterized by the fact that each discipline is viewed as both a sovereign and open system; development of cognition takes place in the antinomies of tradition and innovation: changes and breakthroughs happen by means of borrowing experience from related disciplines while preserving own scientific identity. Key characteristics of trans-disciplinarily are cognitive movement through disciplines; transparence of disciplinary boundaries: the dissolution of dominant paradigms. Human life space in a transitive society, which is variable, multi-dimensional and complex, can only be understood on the basis of comparison and integration of knowledge within the framework of the transdisciplinary approach.

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Dai, Xu Dong, Zheng Shan Zhang, Xiang Hui Meng, Zhi Nan Zhang, and You Bai Xie. "Research on Multi-Disciplinary Behavior Coupling Model in IC Engine." Applied Mechanics and Materials 44-47 (December 2010): 2075–79. http://dx.doi.org/10.4028/www.scientific.net/amm.44-47.2075.

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The paper analyzes the coupling of multi-disciplinary behaviors, including system dynamical behavior, combustion behavior and tribological behavior, of the cylinder liner-piston-rod-crank system in IC engine. Based on the state equation method, multi-disciplinary behavior coupling model of the Cylinder-Piston-Rod-Crank system is constructed and a multi-disciplinary behavior coupling analysis method in IC engine is presented on the basis of the state equation. With the coupling analysis model, the coupling effect of multi-disciplinary behaviors can be considered in the two sequential state calculations. By means of state calculation in time domain, the coupling effect of multi-disciplinary behaviors on life performance of IC engine can be predicted.

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Chi, ShaoHui, Zuhao Wang, and Xiufeng Liu. "Investigating disciplinary context effect on student scientific inquiry competence." International Journal of Science Education 41, no. 18 (December 6, 2019): 2736–64. http://dx.doi.org/10.1080/09500693.2019.1697837.

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Lucas, Joseph W., and Matthew A. Jones. "An Analysis of the Deterrent Effects of Disciplinary Segregation on Institutional Rule Violation Rates." Criminal Justice Policy Review 30, no. 5 (March 22, 2017): 765–87. http://dx.doi.org/10.1177/0887403417699930.

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In light of the limited resources available in the criminal justice system, and given the financial costs and inmate mental health risks associated with disciplinary segregation, the practice warrants testing and evaluation. Limited research exists on the effect disciplinary segregation has on subsequent inmate misconduct in state prisons. Institutional violation rates for a cohort of male inmates incarcerated by the Oregon Department of Corrections were analyzed. Controlling for other factors, the results of this study indicate that disciplinary segregation was not a significant predictor of subsequent institutional misconduct. The findings also indicate that the experience of disciplinary segregation does not reduce subsequent prison inmate misconduct and therefore suggest that it may not be an effective institutional practice. These results signal that disciplinary segregation should be used in a more judicious and informed manner and that further research should be performed to determine whether disciplinary segregation has a general deterrent effect.

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Labrecque, Ryan M., Daniel P. Mears, and Paula Smith. "Gender and the Effect of Disciplinary Segregation on Prison Misconduct." Criminal Justice Policy Review 31, no. 8 (November 3, 2019): 1193–216. http://dx.doi.org/10.1177/0887403419884728.

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Scholars and policymakers have advanced different arguments for why restrictive housing may improve or worsen inmate behavior, yet few studies exist that assess the impact of this housing on such outcomes. This study draws upon prior theory and research to hypothesize that inmate adjustment will worsen after placement in disciplinary segregation among a 3-year admission cohort of inmates from a large Midwestern state department of corrections ( N = 40,979), and further that this effect will be more harmful to men. The results of our propensity score matching analyses reveal the use of disciplinary segregation is associated with a greater probability of misconduct among men and has no appreciable effect on women. These findings challenge the view that disciplinary segregation is an effective strategy for improving inmate behavior in prison. This work further highlights the need for continued research on the utility of restrictive housing.

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Gage, Nicholas A., Ahhyun Lee, Nicolette Grasley-Boy, and Heather Peshak George. "The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis." Journal of Positive Behavior Interventions 20, no. 4 (April 26, 2018): 217–26. http://dx.doi.org/10.1177/1098300718768204.

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This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score–matched comparison group of schools that never received SWPBIS training. Significant decreases in suspensions and disciplinary exclusions were found in schools implementing with fidelity compared with matched comparison schools. Schools implementing SWPBIS with higher fidelity had fewer out-of-school suspensions and disciplinary incidents than schools implementing with lower levels of fidelity, but both groups had significantly fewer suspensions and incidents than the comparison group. When converted to standard mean difference effect sizes, results indicated medium to large effects. These findings suggest that SWPBIS is an effective model for reducing disciplinary exclusions and disciplinary incidents and that implementing SWPBIS with fidelity can result in meaningful improvements on student behavioral outcomes in schools.

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Salerno, Laura M., and Kristen M. Zgoba. "Disciplinary Segregation and Its Effects on In-Prison Outcomes." Prison Journal 100, no. 1 (October 18, 2019): 74–97. http://dx.doi.org/10.1177/0032885519882326.

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The present study explored the effects of solitary confinement on in-prison outcomes among inmates housed in disciplinary segregation in a northeast state ( N = 398). The deterrent effects of segregation and program participation on future in-prison behaviors were examined. Differences among samples of inmates housed in disciplinary segregation before and after the enactment of policy revisions were also assessed. Findings from bivariate and multivariate analyses indicate most inmates did not have a new infraction; however, certain inmates were more likely to receive a future discipline. Furthermore, completing programming while in disciplinary segregation did not have an effect on future infractions or programming participation. The implications of the research findings are discussed.

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C., Beauty, and Thomas K.T. "Disciplinary Procedures, Employee Punctuality and Employee Performance at Ndola City Council (Zambia)." African Journal of Social Sciences and Humanities Research 4, no. 2 (May 3, 2021): 32–48. http://dx.doi.org/10.52589/ajsshr-lafoqgop.

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The purpose of the research was to assess the effect of disciplinary procedures on employee punctuality and performance at Ndola City Council. The research questions were: What is the relationship between disciplinary procedures, employee punctuality and performance? How have the institution’s disciplinary procedures influenced employees on their punctuality? In what ways have the institution’s disciplinary procedures influence employees’ performance? Four hypotheses, i.e., disciplinary procedures positively affect employee performance; disciplinary procedures positively affect employee punctuality; employee punctuality positively affects employee performance; disciplinary procedures and employee performance was moderated by employee punctuality were tested. The hypothesis, disciplinary procedures positively affect employee performance was supported. It was concluded that factors including organizational culture, public institutional entity, and delayed payment of employees’ motivational remunerations could possibly affect employee performance, hence punctuality not being a moderator. The main recommendation was that management should review issues related to organizational culture in relation to punctuality to improve performance.

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Yan, Xiang Tong. "Effect and Effect Principle Modeling of Microcomponent." Key Engineering Materials 480-481 (June 2011): 1095–98. http://dx.doi.org/10.4028/www.scientific.net/kem.480-481.1095.

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For the characteristic of cross-coupled multi-disciplinary research of microcomponent effect plays an important role in the MEMS system. The combination of different effects has the different component principle, then forms the different functional device, completes the different functions. Effect and effect principle modeling of microcomponent in conceptual design for microcomponent are introduced. The effect classification of microcomponent, formal description of effect, the relationship between effect and principle and function decomposing and the mapping between effect and function are described, and the effect model for microcomponent is established. The model is the basis of microcomponent conceptual design solution.

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Nguyen, Tu. "The disciplinary effect of subordinated debt on bank risk taking." Journal of Empirical Finance 23 (September 2013): 117–41. http://dx.doi.org/10.1016/j.jempfin.2013.05.005.

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Gullstrand, Joakim, and Helena Johansson. "The Disciplinary Effect of the Single Market on Swedish Firms." Open Economies Review 16, no. 4 (October 2005): 381–98. http://dx.doi.org/10.1007/s11079-005-4743-3.

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Sterlacchini, S., S. Frigerio, P. Giacomelli, and M. Brambilla. "Landslide risk analysis: a multi-disciplinary methodological approach." Natural Hazards and Earth System Sciences 7, no. 6 (November 13, 2007): 657–75. http://dx.doi.org/10.5194/nhess-7-657-2007.

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Abstract. This study describes an analysis carried out within the European community project "ALARM" (Assessment of Landslide Risk and Mitigation in Mountain Areas, 2004) on landslide risk assessment in the municipality of Corvara in Badia, Italy. This mountainous area, located in the central Dolomites (Italian Alps), poses a significant landslide hazard to several man-made and natural objects. Three parameters for determining risk were analysed as an aid to preparedness and mitigation planning: event occurrence probability, elements at risk, and the vulnerability of these elements. Initially, a landslide hazard scenario was defined; this step was followed by the identification of the potential vulnerable elements, by the estimation of the expected physical effects, due to the occurrence of a damaging phenomenon, and by the analysis of social and economic features of the area. Finally, a potential risk scenario was defined, where the relationships between the event, its physical effects, and its economic consequences were investigated. People and public administrators with training and experience in local landsliding and slope processes were involved in each step of the analysis. A "cause-effect" correlation was applied, derived from the "dose-response" equation initially used in the biological sciences and then adapted by economists for the assessment of environmental risks. The relationship was analysed from a physical point of view and the cause (the natural event) was correlated to the physical effects, i.e. the aesthetic, functional, and structural damage. An economic evaluation of direct and indirect damage was carried out considering the assets in the affected area (i.e., tourist flows, goods, transport and the effect on other social and economic activities). This study shows the importance of indirect damage, which is as significant as direct damage. The total amount of direct damage was estimated in 8 913 000 €; on the contrary, indirect damage ranged considerably from 2 840 000 to 9 350 000 €, depending on the selected temporal scenario and the expected closing time of the potentially affected structures. The multi-disciplinary approach discussed in this study may assist local decision makers in determining the nature and magnitude of the expected losses due to a dangerous event, which can be anticipated in a given study area, during a specified time period. Besides, a preventive knowledge of the prospective physical effects and economic consequences may help local decision makers to choose the best prevention and mitigation options and to decide how to allocate resources properly, so that potential benefits are maximised at an acceptable cost.

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Dhaouadi, Karima. "Effect of corporate governance on the firms’ structural capital." Corporate Board role duties and composition 7, no. 2 (2011): 25–39. http://dx.doi.org/10.22495/cbv7i2c1art3.

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The study seeks to understand how the firm‟s ownership structure and the board of directors‟ composition influence the structural capital. The latter is apprehended by three main levers: TMT compensation, innovation, and firm‟s reputation. By mobilizing several panel linear regressions on 274 American firms, the results show that the firms which heavily invest in structural capital are more successful and chaired by the younger and heterogeneous TMT. No disciplinary effect of the board on structural capital has been found. The results support the cognitive theory assumptions. The classic perspective failed to explain the structural capital phenomena. In order to enhance their structural capital, firms must pay a close attention to their board cognitive contribution and not to its disciplinary role.

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Dhaouadi, Karima. "Effect of corporate governance on the firms’ structural capital." Corporate Ownership and Control 9, no. 2 (2012): 67–75. http://dx.doi.org/10.22495/cocv9i2art5.

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The study seeks to understand how the firm’s ownership structure and the board of directors’ composition influence the structural capital. The latter is apprehended by two main levers: innovation ("R&D") and firm’s reputation. By mobilizing several panel linear regressions on 274 American firms, the results show that the firms which heavily invest in structural capital are more successful and chaired by the younger and heterogeneous TMT. No disciplinary effect of the board on structural capital has been found. The results support the cognitive theory assumptions. The classic perspective failed to explain the structural capital phenomena. In order to enhance their structural capital, firms must pay a close attention to their board cognitive contribution and not to its disciplinary role.

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Clark, Kyleigh. "The Effect of Mental Illness on Segregation Following Institutional Misconduct." Criminal Justice and Behavior 45, no. 9 (April 5, 2018): 1363–82. http://dx.doi.org/10.1177/0093854818766974.

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Recent anecdotal reports have suggested that disciplinary segregation in prison is disproportionately used against mentally ill inmates. To date, little research has examined this phenomenon empirically. This study analyzes the impact of a prediagnosed mental illness on the likelihood an inmate is sentenced to segregation following an institutional misconduct in state facilities. Findings suggest that inmates with a mental illness have a higher likelihood of being sentenced to segregation compared with inmates without a mental illness (odds ratio [OR] = 1.36), net of other factors. Further analyses indicate that mentally ill inmates are more likely to receive segregation compared with a range of other less serious disciplinary actions. Practical implications and directions for future research are explored.

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YÜNER, BERNA. "EXAMINING THE MEDIATOR EFFECT OF PERCEIVED DISCIPLINARY CLIMATE IN THE RELATIONS." International Journal of Education Technology and Scientific Researches 6, no. 14 (January 1, 2021): 171–99. http://dx.doi.org/10.35826/ijetsar.215.

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Chi, Ying-Chen, Chen-Long Wu, and Hsiang-Te Liu. "Effect of a multi-disciplinary active aging intervention among community elders." Medicine 100, no. 51 (December 23, 2021): e28314. http://dx.doi.org/10.1097/md.0000000000028314.

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Sung, Pei-Fen, and Meng-Li Yang. "Exploring Disciplinary Background Effect on Social Studies Teachers’ Knowledge and Pedagogy." Journal of Educational Research 106, no. 1 (January 2013): 77–88. http://dx.doi.org/10.1080/00220671.2012.658453.

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Weiss, Richard M. "Overcoming Resistance to Surveillance: A Genealogy of the EAP Discourse." Organization Studies 26, no. 7 (July 2005): 973–97. http://dx.doi.org/10.1177/0170840605054600.

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Through an examination of employee assistance programs we address Foucault’s contention that the pervasive surveillance characteristic of disciplinary control is facilitated by a discourse claiming therapeutic rather than punitive aims. By characterizing poor job performance as evidence of substance abuse or other ‘behavioral-medical’ illness, the EAP discourse endeavors to overcome the reluctance of supervisors to identify poor performers, for whom job loss is the frequent consequence of failure to improve. Following Foucault’s view that power effects occur without express intention to exercise power, we analyze the web of institutional and professional disciplinary mechanisms that effect heightened supervisory surveillance.

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Lesage, Cédric, Geraldine Hottegindre, and Charles Richard Baker. "Disciplinary practices in the French auditing profession." Accounting, Auditing & Accountability Journal 29, no. 1 (January 18, 2016): 11–42. http://dx.doi.org/10.1108/aaaj-12-2012-1169.

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Purpose – The purpose of this paper is to contribute to understand the role of the statutory auditing profession in France. The study is theoretically based on distinctions between a functionalist view of professions and a neo-weberian view. Prior research, conducted in Anglo-American countries has shown that the auditing profession has focussed primarily on protecting the private interests of the profession. Hence, there is a need to conduct research on this topic in a code law country where the state is expected to play a significant role in protecting the public interest. Design/methodology/approach – The methodology involves a content analysis of 148 disciplinary decisions issued against statutory auditors in France from 1989 to 2006. This analysis identified 21 types of violations grouped into public interest or private interest offences. Because visible offences are public and are more likely to threaten the reputation of the profession, these types of decisions are also studied with respect to their visibility. Findings – The results reveal that in a code law country such as France the auditing profession tends to defend both the public interest as well as its private interests. The results also support the “visibility” effect. Research limitations/implications – The written disciplinary decisions have been anonymized so that the names of the auditors and the clients cannot be identified. Originality/value – This paper differs from previous studies conducted in the Anglo-American context which show an emphasis on protecting the private interests of the auditing profession. Moreover, this study reveals the existence of “mixed” offences and underlines that a profession primarily focusses on these cases. Thus, the work reconciles in part the functionalist and neo-weberian perspectives. Lastly, this paper confirms the importance of the visibility effect.

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Toumi, Nadia, Ramzi Benkraiem, and Amal Hamrouni. "Board director disciplinary and cognitive influence on corporate value creation." Corporate Governance 16, no. 3 (June 6, 2016): 564–78. http://dx.doi.org/10.1108/cg-09-2015-0123.

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Purpose This paper aims to investigate board director disciplinary and cognitive influence on corporate value creation. Design/methodology/approach Fixed-effect regressions are used to check whether gender diversity, education, independence and size of the board of directors affect measures of corporate value creation. Findings The empirical results show that corporate value creation is positively influenced by the cross effect of the board independence and the presence of women. They also point out a positive impact of the cross effect of board independence and management education. They reveal that the board of directors contributes significantly to corporate value creation, particularly when there is a mix of independent, female and management-qualified directors. Originality/value The evidence presented and discussed in this paper should be of interest to managers and regulators. The methodological approach and the empirical results extend the existing literature. They enrich the limited empirical research devoted to this theme, especially in a continental European context, i.e. France. They shed light on the effect of board of directors’ disciplinary and cognitive influence on corporate value creation.

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Thompson, Greg, and Ian Cook. "Spinning in the NAPLAN Ether: ‘Postscript on the Control Societies’ and the Seduction of Education in Australia." Deleuze Studies 6, no. 4 (November 2012): 564–84. http://dx.doi.org/10.3366/dls.2012.0083.

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This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom.

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J. O. Aloka, Peter. "Group Polarization in Disciplinary Panel’s Decisions Among Teachers: An Analysis of Schools’ Affiliation Differences." Volume 36, Issue 3 36, no. 3 (September 30, 2021): 335–56. http://dx.doi.org/10.33824/pjpr.2021.36.3.19.

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The study examined group polarization in decision-making among teacher-members of disciplinary panels based on secondary school affiliations in Kenya. The pre-post with Nonequivalent Control Group design was used. A sample size comprised of 78 teacher-members of disciplinary panels in 10 secondary schools. Group polarization was measured with decision tasks from the Modified Choice Dilemma Questionnaire (Kogan & Wallach, 1964). A multivariate test was used to analyze the data. Findings indicated significant differences in group polarization in decisions among teachers on the bases of school affiliations were reported on the effect of behaviour problem regarding disciplinary tone. This finding implied that school affiliations play an important role in management of students’ behavior problems. The study recommended that schools should provide training for school disciplinary panel members before they take up their roles in student behavior management.

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J. O. Aloka, Peter. "Group Polarization in Disciplinary Panel’s Decisions Among Teachers: An Analysis of Schools’ Affiliation Differences." Volume 36, Issue 3 36, no. 3 (September 30, 2021): 335–56. http://dx.doi.org/10.33824/pjpr.2021.36.3.19.

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The study examined group polarization in decision-making among teacher-members of disciplinary panels based on secondary school affiliations in Kenya. The pre-post with Nonequivalent Control Group design was used. A sample size comprised of 78 teacher-members of disciplinary panels in 10 secondary schools. Group polarization was measured with decision tasks from the Modified Choice Dilemma Questionnaire (Kogan & Wallach, 1964). A multivariate test was used to analyze the data. Findings indicated significant differences in group polarization in decisions among teachers on the bases of school affiliations were reported on the effect of behaviour problem regarding disciplinary tone. This finding implied that school affiliations play an important role in management of students’ behavior problems. The study recommended that schools should provide training for school disciplinary panel members before they take up their roles in student behavior management.

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Salazar Miranda, Arianna, and Matthew Claudel. "Spatial proximity matters: A study on collaboration." PLOS ONE 16, no. 12 (December 1, 2021): e0259965. http://dx.doi.org/10.1371/journal.pone.0259965.

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As scientific research becomes increasingly cross-disciplinary, many universities seek to support collaborative activity through new buildings and institutions. This study examines the impacts of spatial proximity on collaboration at MIT from 2005 to 2015. By exploiting a shift in the location of researchers due to building renovations, we evaluate how discrete changes in physical proximity affect the likelihood that researchers co-author. The findings suggest that moving researchers into the same building increases their propensity to collaborate, with the effect plateauing five years after the move. The effects are large when compared to the average rate of collaboration among pairs of researchers, which suggests that spatial proximity is an important tool to support cross-disciplinary collaborative science. Furthermore, buildings that host researchers working in the same or related fields and from multiple departments have a larger effect on their propensity to collaborate.

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Hughes, R. Eugene. "Respondents' Gender Differences and Disciplinary Actions: Beliefs as an Antecedent Variable in Research on Attribution." Psychological Reports 79, no. 3_suppl (December 1996): 1107–12. http://dx.doi.org/10.2466/pr0.1996.79.3f.1107.

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To test the assumption that men and women exhibit comparable beliefs regarding the effect of available disciplinary actions when attributional stimuli are minimized undergraduates were asked to assume the role of a supervisor and record their beliefs regarding the influence of 12 separate discipline actions on a subordinate whose performance had been evaluated as unsatisfactory. The potential for attributional stimuli was reduced by providing participants no information regarding the cause of the unsatisfactory performance or the gender of the subordinate. One-way multivariate analysis of variance of ratings on a 9-point scale by 47 female and 51 male undergraduates showed no differences between their beliefs about the effect of the separate disciplinary actions. Different beliefs as an antecedent variable in research on attributions was not supported and training may be an option to reduce differences in the disciplinary decisions ascribed to gender and the attributional process.

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Kosciejew, Marc Richard Hugh. "Disciplinary documentation in Apartheid South Africa." Journal of Documentation 71, no. 1 (January 12, 2015): 96–115. http://dx.doi.org/10.1108/jd-10-2013-0130.

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Purpose – The purpose of this paper is to argue that information is an important effect of documentation. It is in this way that documentation studies distinguishes between concepts of and practices with “information” and “document”: that is, documentation studies helps illuminate how information is created, stabilized, and materialized such that it can emerge and, in turn, how it can then be controlled, deployed, enforced, entrenched, managed, and used in many different ways, in various settings, and for diverse purposes. Design/methodology/approach – This paper presents a conceptual framework on documentation, drawing upon the work of Bernd Frohmann, Michel Foucault, Bruno Latour, Hannah Arendt, @@and Ian Hacking, and applied to a case study of Apartheid South Africa. Findings – Apartheid’s documentation helped achieve apartness at the macro and micro levels of society: on the macro level, the creation and subsequent separation of different racial and ethnic identities were drafted, adopted, and turned into law through legislative documents; on the micro level, these identities were reinforced through routines with personal documents and public signs. This documentation functioned as a documentary apparatus, providing a tangible link between individuals and their official racial and ethnic categories by creating a seamless movement of documents through various institutions; further it helped transform these racial and ethnic identities into lived facts that disciplined and controlled life. Originality/value – By examining documentation, one can present a fresh and unique perspective to understanding the construction of various things, such as the construction of identities. This conceptual framework contributes to Library and Information Science (LIS) by illuminating the central role of documentation in the creation, stabilization, materialization, and emergence of information. By using Apartheid South Africa as a case study, this paper demonstrates how this framework can be applied to shed new light on different kinds of phenomena in diverse contexts; consequently, it not only contributes to and extends parts of the scholarship on documentation studies within LIS, but also presents new directions for other academic disciplines and multidisciplinary analyses and research.

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Grasley-Boy, Nicolette M., Nicholas A. Gage, and Michael Lombardo. "Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities." Exceptional Children 86, no. 1 (July 4, 2019): 25–39. http://dx.doi.org/10.1177/0014402919854196.

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School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed to reduce the reliance on reactive discipline procedures is schoolwide positive behavior interventions and supports (SWPBIS). In this study, we replicated several state-level quasi-experimental studies with discipline data from California. Using propensity score matching, we compared 544 schools implementing SWPBIS with fidelity and 544 schools that had never been trained. We found statistically significantly fewer out-of-school suspensions and days missed due to out-of-school suspensions across all students. Students with disabilities were statistically significantly less likely to be sent to alternative settings due to behavior in schools implementing SWPBIS with fidelity, with an effect size of −0.65. These results replicate and extend prior findings.

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Casey-Acevedo, Karen, and Tim Bakken. "The Effect of Time on the Disciplinary Adjustment of Women in Prison." International Journal of Offender Therapy and Comparative Criminology 45, no. 4 (August 2001): 489–97. http://dx.doi.org/10.1177/0306624x01454008.

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Malhotra, G., and E. Secord. "Effect of Repeated Medication Education in Asthma Multi-Disciplinary Team Clinic (MDTC)." Journal of Allergy and Clinical Immunology 125, no. 2 (February 2010): AB170. http://dx.doi.org/10.1016/j.jaci.2009.12.666.

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Gage, Nicholas A., Denise K. Whitford, and Antonis Katsiyannis. "A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions." Journal of Special Education 52, no. 3 (May 7, 2018): 142–51. http://dx.doi.org/10.1177/0022466918767847.

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Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect ( g = −.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed.

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Vitulano, Michael L., Paula J. Fite, Amber R. Wimsatt, Jamie L. Rathert, and Rebecca S. Hatmaker. "Gender differences in consequences of ADHD symptoms in a community-based organization for youth." International Journal of Behavioral Development 36, no. 2 (February 8, 2012): 157–66. http://dx.doi.org/10.1177/0165025411430776.

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Attention-Deficit/Hyperactivity Disorder (ADHD) has been linked to disruptive behavior and disciplinary consequences; however, the variables involved in this process are largely unknown. The current study examined rule-breaking behavior as a mediator of the relation between ADHD symptoms and disciplinary actions 1 year later during after-school care at a community-based organization in a sample of 147 school-age children ( M = 8.22 years; 54.4% male). Additionally, gender was examined as a moderator of these relations. Total ADHD symptoms positively predicted rule-breaking behavior at 1-year follow-up, which in turn was positively associated with disciplinary actions also at 1-year follow-up. Gender moderated these relations, such that the mediated effect of rule-breaking behavior on the association between total ADHD symptoms and disciplinary actions was significant for boys but not for girls. Further, when ADHD symptom dimensions were simultaneously included in the model, only hyperactive/impulsive symptoms were a positive predictor of rule-breaking behavior, and rule-breaking behavior mediated this link between hyperactive/impulsive symptoms and disciplinary actions. However, when examining ADHD symptom dimensions, no gender differences emerged. Implications for findings and future directions are discussed.

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O'Donnell, James T., and Paul Tortoriello. "Anabolic Steroids: Effect and Regulation." Journal of Pharmacy Practice 9, no. 5 (October 1996): 313–29. http://dx.doi.org/10.1177/089719009600900504.

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Extracts of the testes of man and animal have been used for some time to enhance performance of a variety of sorts. Medical use of steroids dates back several decades, and recent intense athletic and fitness (bodybuilding) competition has driven some to use and abuse of testosterone and synthetic derivatives in the quest for that extra edge, despite a knowledge that anabolic steroids carry significant risk for liver, endocrine, and psychiatric toxicity, and also carry criminal penalties and disciplinary risks for athletes and health care workers who promote and traffic these substances outside their established medical uses.

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Gage, Nicholas A., Nicolette Grasley-Boy, Michael Lombardo, and Lucas Anderson. "The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication." Behavioral Disorders 46, no. 1 (December 26, 2019): 42–53. http://dx.doi.org/10.1177/0198742919896305.

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Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

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Rowley, Jennifer, and Laura Sbaffi. "Academics’ attitudes towards peer review in scholarly journals and the effect of role and discipline." Journal of Information Science 44, no. 5 (November 14, 2017): 644–57. http://dx.doi.org/10.1177/0165551517740821.

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This research contributes to the knowledge on academics’ attitudes towards peer review, through an international and inter-disciplinary survey of academics, which profiles academics’ views on the value of peer review, its benefits and the prevalence of unethical practices. Generally, academics regarded peer review as beneficial to improving their article and felt that peer review contributed significantly to the effectiveness of scholarly communication. Academics agreed that peer review could improve the readability and quality of the published paper, as well as check for accuracy, appropriate methodology, novelty and relevance to the journal. There are significant differences in the views of respondents on the basis of role, with those involved as reviewers and editors being less positive about peer review than authors. In addition, there is evidence of some disciplinary differences in views on the benefits of peer review.

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Herzberger, Sharon D., and Howard Tennen. "The Effect of Self-Relevance on Judgments of Moderate and Severe Disciplinary Encounters." Journal of Marriage and the Family 47, no. 2 (May 1985): 311. http://dx.doi.org/10.2307/352131.

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Pattison, D., and A. Young. "Effect of a multi‐disciplinary care team on the management of gastrostomy feeding." Journal of Human Nutrition and Dietetics 10, no. 2 (April 1997): 103–9. http://dx.doi.org/10.1046/j.1365-277x.1997.00044.x.

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Nagler, Markus, and Stefan Sorg. "The disciplinary effect of post-grant review – Causal evidence from European patent opposition." Research Policy 49, no. 3 (April 2020): 103915. http://dx.doi.org/10.1016/j.respol.2019.103915.

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Cuadrado, Esther, Carmen Tabernero, Rocío García, and Bárbara Luque. "The interactive effect of pro-environmental disciplinary concentration under cooperation versus competition contexts." Environmental Education Research 23, no. 6 (October 14, 2015): 797–811. http://dx.doi.org/10.1080/13504622.2015.1095860.

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Buckle, Robert A., and John Creedy. "The ‘disciplinary effect’ of the performance-based research fund process in New Zealand." New Zealand Economic Papers 54, no. 2 (July 3, 2019): 107–26. http://dx.doi.org/10.1080/00779954.2019.1636122.

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Marshall, Bethan, and Kate Pahl. "Who owns educational research? Disciplinary conundrums and considerations." Qualitative Research Journal 15, no. 4 (November 9, 2015): 472–88. http://dx.doi.org/10.1108/qrj-04-2015-0030.

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Purpose – The purpose of this paper is to consider the dynamics of submitting arts-based research in a climate that is dominated, in the UK, by the social sciences. Design/methodology/approach – It begins by taking a view on arts-based research, considering mainly Eisner and Dewey but exploring the possibilities of other forms such as baroque research. It goes on to look at some examples of arts-based research that has been carried out, funded by the Arts and Humanities Research Council. The authors conclude by saying that interdisciplinary research, while being encouraged by research councils, is also made more difficult by these same research councils’ funding structures. Findings – The authors consider that this has an effect on defining what educational research is and could be. The authors argue that this is important not only in relation to the range of disciplinary perspectives that can be drawn upon within educational settings, for example, the need to engage with disciplines such as English, History, Philosophy, Music and Fine Art, but also in relation to methodological understandings of how research should be conducted within educational settings. Originality/value – The research studies are arts based but with an original educational orientation.

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Crichton, John H. M. "Is it Time for a Formal Disciplinary Code for Psychiatric In-Patients in England and Wales?" Medicine, Science and the Law 36, no. 1 (January 1996): 65–68. http://dx.doi.org/10.1177/002580249603600112.

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Within psychiatric hospitals it is not legal for staff to formally punish a patient for any misdemeanour. The staff response to such an incident is cloaked in therapeutic terms even if it is in effect a disciplinary punishment. To avoid injustice and introduce safeguards into this process Professor Genevra Richardson (1993, 1995) suggests the need for the introduction of a disciplinary code for psychiatric in-patients. This paper discusses the need for better guidance for psychiatric staff and the problems of punitive sanctions on patients.

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Devi, I. Gusti Ayu Fitria, I. Nyoman Jampel, and Putu Aditya Antara. "The Positive Effect of Behavioral Contract Techniques on Children's Discipline." Indonesian Values and Character Education Journal 5, no. 1 (October 27, 2022): 42–51. http://dx.doi.org/10.23887/ivcej.v5i1.44228.

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The discipline of children who have not been maximized indicates a lack of reinforcement of the moral and discipline aspects from an early age. This study analyzes the behavior contract technique on children's discipline attitudes. This research is a pre-experimental research type One group Pre-test-Post-test. The population of this study was children in group B, with four children as samples who were given treatment. The sampling technique in this study used a purposive sampling technique. Data analysis through descriptive statistics includes mean, median, mode, standard deviation, and variance; inferential statistics include normality, homogeneity, and t-test. The results of the Pre-test normality test were obtained < (0.381). It was accepted, and the Post-test normality test was obtained < (0.381) it was accepted. The homogeneity test results = 1.8 < 9.28, categorized as homogeneous. Hypothesis test results t-count = 9, smaller than the t-table that is 2.446. This shows that H0 is rejected and H1 is accepted. It is a finding that explains the influence of behavior contract techniques on children's discipline. Thus, the behavior contract technique positively affects the child's disciplinary behavior. This research implies that the behavioral contract technique is appropriate as an alternative to stimulate disciplinary behavior in early childhood.

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Deni, Rama, and Heliyani Heliyani. "PENGARUH KOMPENSASI DAN LINGKUNGAN KERJA TERHADAP KINERJA PEGAWAI DENGAN DISIPLIN SEBAGAI VARIABEL INTERVENING." Jurnal Ilmiah Administrasi Bisnis dan Inovasi 4, no. 2 (December 31, 2020): 89. http://dx.doi.org/10.25139/jiabi.v4i2.2623.

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ABSTRACTThis study aims to analyze and test the effect of compensation and work confusion on employee performance with discipline as an mediasi variable. This research was conducted at the Lima Puluh Kota Regional Secretariat with a type of comparative causal research. The population in this study was ASN who served in the Lima Puluh Kota Regional Secretariat totaling 118 people. Data is processed using Structural Equation Modeling (SEM) with the Smart PLS application. The results showed that: Compensation, positive and not significant effect on employee performance, the work environment had a positive and significant effect on employee performance, discipline had a positive and significant effect on employee performance, Compensation had a positive and significant effect on employee discipline, the work environment had a positive and significant effect. significant on employee discipline, Compensation on employee performance with disciplinary inter mediaries positive influence is not significant on employee performance, work environment on employee performance with disciplinary inter mediaries positive influence, and significant on employee performance at the Lima Puluh Kota Regional SecretariatKeywords: Compensation, Work Environment, Discipline, Employee Performance

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Luan, Chunjuan, and Alan L. Porter. "Insight into the Disciplinary Structure of Nanoscience & Nanotechnology." Journal of Data and Information Science 2, no. 1 (February 18, 2017): 70–88. http://dx.doi.org/10.1515/jdis-2017-0004.

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Abstract Purpose This paper aims to gain an insight into the disciplinary structure of nanoscience & nanotechnology (N&N): What is the disciplinary network of N&N like? Which disciplines are being integrated into N&N over time? For a specific discipline, how many other disciplines have direct or indirect connections with it? What are the distinct subgroups of N&N at different evolutionary stages? Such critical issues are to be addressed in this paper. Design/methodology/approach We map the disciplinary network structure of N&N by employing the social network analysis tool, Netdraw, identifying which Web of Science Categories (WCs) mediate nbetweenness centrality in different stages of nano development. Cliques analysis embedded in the Ucinet program is applied to do the disciplinary cluster analysis in the study according to the path of “Network-Subgroup-Cliques,” and a tree diagram is selected as the visualizing type. Findings The disciplinary network structure reveals the relationships among different disciplines in the N&N developing process clearly, and it is easy for us to identify which disciplines are connected with the core “N&N” directly or indirectly. The tree diagram showing N&N related disciplines provides an interesting perspective on nano research and development (R&D) structure. Research limitations The matrices used to draw the N&N disciplinary network are the original ones, and normalized matrix could be tried in future similar studies. Practical implications Results in this paper can help us better understand the disciplinary structure of N&N, and the dynamic evolution of N&N related disciplines over time. The findings could benefit R&D decision making. It can support policy makers from government agencies engaging in science and technology (S&T) management or S&T strategy planners to formulate efficient decisions according to a perspective of converging sciences and technologies. Originality/value The novelty of this study lies in mapping the disciplinary network structure of N&N clearly, identifying which WCs have a mediating effect in different developmental stages (especially analyzing clusters among disciplines related to N&N, revealing close or distant relationships among distinct areas pertinent to N&N).

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Sundaravadivel, M., and S. Vigneswaran. "Strategies for waste management in small and medium towns of developing countries: a case study of India." Water Science and Technology 47, no. 12 (June 1, 2003): 277–83. http://dx.doi.org/10.2166/wst.2003.0657.

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This paper evaluates the issues of waste management in small and medium towns (SMTs) (with population in the range of 10,000-100,000) of India, and identifies the need for a multi-disciplinary approach encompassing technological, economic and financial aspects of the issues to effect improvements. A comprehensive set of cross-disciplinary strategies is suggested to improve the prevailing conditions with environmentally appropriate, economically efficient and financially self-sustaining waste management services. Based on a case study of four SMTs in the State of Tamil Nadu in India, this paper evaluates the application of the suggested strategies and offers policy recommendations.

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Geng, Rui. "A Comparative Study on the Cultivation Path of Key Competencies and STEAM Competencies." Journal of Contemporary Educational Research 5, no. 9 (September 30, 2021): 81–84. http://dx.doi.org/10.26689/jcer.v5i9.2546.

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The concept of STEAM education is essentially a multi-disciplinary and cross-disciplinary, integrated talent training model, based on the transformation of the world economic system and the response to the impact of education reform throughout the world. In recent years, schools in China have put forward educational theories for the integration and grafting of STEAM education based on the different cognition in Key Competencies and STEAM Competencies. This article first discusses the two initial concepts to identify cognitive bias; then, the curriculum design to explore the implementation of the two different strategies and the effect of the evaluation criteria described.

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Sanjaya, I. Nyoman Suka. "Boosting in English and Indonesian Research Articles: A Cross-Cultural and Cross-Disciplinary Study." Lingua Cultura 10, no. 2 (November 30, 2016): 105. http://dx.doi.org/10.21512/lc.v10i2.1423.

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Boosters, defined as linguistic devices (e.g. certainly) used by writers to indicate full commitment to the truth value of a proposition, has received little attention from applied linguists, despite their persuasive power in research writing. The present study investigated the effects of the two variables of sociocultural context and discipline on the frequency of use of boosters in research articles. A specialized corpus of 104 research articles published between 2007 and 2010 taken from applied linguistics and chemistry written in English and Indonesian by the respective native speaker scholars were quantitatively analyzed using 2 x 2 Factorial ANOVA. The results showed that there was a significant main effect of sociocultural context, F (1, 100) = 44,34, p <0,05, ŋ2 = 0,307, a significant main effect of discipline, F (1,100) = 19,16, p < 0,05, ŋ2 = 0,161, and a significant interaction between sociocultural context and discipline, F (1,100) = 6,90, p < 0,05, ŋ2 = 0,065. However, the within-sociocultural context simple effects analysis revealed that English applied linguistics and chemistry research articles were not significantly different from each other, F (1,101) = 1,07, n.s. suggesting that, discipline might not be a decisive factor that influences boosting usage in research articles. These results indicate that the two variables (sociocultural context and discipline) exerted unequal influence upon boosting practices in research articles. The differential characteristics of the two sociocultural contexts are offered as explanations to account for the differential boosting practices of English and Indonesian research articles.

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Journal articles on the topic 'Disciplinary effect'

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