Academic literature on the topic 'Discipline policies'
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Journal articles on the topic "Discipline policies"
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Fenning, Pamela, Sara Golomb, Vivian Gordon, Maya Kelly, Rachel Scheinfield, Taylor Morello, Annie Kosinski, and Cheryl Banull. "Written Discipline Policies Used by Administrators." Journal of School Violence 7, no. 2 (February 26, 2008): 123–46. http://dx.doi.org/10.1300/j202v07n02_08.
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Brown, William E., and Tyrone Payne. "Policies/Practices in Public School Discipline." Academic Therapy 23, no. 3 (January 1988): 297–301. http://dx.doi.org/10.1177/105345128802300315.
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Fournet, Cédric, Andrew D. Gordon, and Sergio Maffeis. "A type discipline for authorization policies." ACM Transactions on Programming Languages and Systems 29, no. 5 (August 2, 2007): 25. http://dx.doi.org/10.1145/1275497.1275500.
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Van Wyk, C., and A. M. Pelser. "Leaderships Role In Effective Implementation Of School Discipline Policies." International Business & Economics Research Journal (IBER) 13, no. 4 (June 30, 2014): 833. http://dx.doi.org/10.19030/iber.v13i4.8691.
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Discipline is an important aspect of the life of any school. Learning and teaching can only take place effectively in a disciplined environment. In South Africa, discipline policies might not have been effectively implemented due to inadequate sources, lack of commitment and training of school leaders. A qualitative research design was utilized for the investigation on which this article is based. The research consisted of two phases. First, group interviews were conducted with 27 B Ed Honours students; thereafter, individual interviews were conducted with a total of six students selected by purposive sampling. The results seem to suggest that the broader school community should be taken on board to ensure effective discipline policy implementation. The correct legal sources should furthermore be employed in the process of developing school policies. School leaders need thorough training for the development and implementation of discipline policies. Several measures are suggested for the effective introduction of disciplinary policies, among others, that school leadership should play a (more) active role; specifically the principals of schools should be willing to share their knowledge on the implementation of school disciplinary policies with other members of the school leadership.
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Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. "Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 162–69. http://dx.doi.org/10.1177/2372732219864707.
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Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.
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AYSAN, AHMET FARUK, MUSTAFA DISLI, and HUSEYIN OZTURK. "FINANCIAL CRISIS, MACROPRUDENTIAL POLICIES AND DEPOSITOR DISCIPLINE." Singapore Economic Review 62, no. 01 (March 2017): 5–25. http://dx.doi.org/10.1142/s021759081740001x.
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This paper examines to what extent macroprudential policies in the Turkish banking sector affected the functioning of depositor discipline. Our results suggest that depositors’ responses for poor bank performance get stronger after the 2008 crisis, when various macroprudential measures were implemented to preserve financial stability. In the aftermath of the crisis, bank behavior toward depositors also alters. Ahead of the crisis, banks did not significantly respond to the discipline exerted by depositors, however, banks begin offering higher rates to curb deposit withdrawals afterwards. Our findings suggest that the implementation of macroprudential tools seem to have a positive impact on financial stability, since, in the post-2008 period, regulatory supervision have been more firmly assisted by the market.
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Ghosh, Saibal. "Depositor discipline, financial crisis and macroprudential policies." Journal of Islamic Accounting and Business Research 11, no. 8 (January 2, 2020): 1531–53. http://dx.doi.org/10.1108/jiabr-09-2018-0146.
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Purpose Using bank-level data on MENA countries during 2000-2016, this study aims to examine the role and relevance of macroprudential policies in affecting depositor discipline. Design/methodology/approach The author uses the dynamic panel data methodology as compared to alternate techniques, owing to the ability of this technique to effectively address the endogeneity problem of some of the independent variables. Findings The findings suggest that market discipline for MENA banks occurs primarily through deposit rates. During the crisis, depositors typically focus on a catch-all measure of bank performance. Second, macroprudential policies play a role in influencing market discipline. Third, the behavior of depositors in exercising market discipline is more pronounced in countries with high Islamic banking share and works mainly through the price channel. Originality/value To the best of author’s knowledge, this is one of the early studies for MENA countries to examine this issue in a systematic manner. By focusing on an extended sample of MENA country banks covering an extensive period that subsumes the global financial crisis, author’s analysis is able to shed light on the relevance of macroprudential policies in affecting depositor discipline.
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Perry, Brea L., and Edward W. Morris. "Suspending Progress." American Sociological Review 79, no. 6 (November 5, 2014): 1067–87. http://dx.doi.org/10.1177/0003122414556308.
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An influential literature in criminology has identified indirect “collateral consequences” of mass imprisonment. We extend this criminological perspective to the context of the U.S. education system, conceptualizing exclusionary discipline practices (i.e., out-of-school suspension) as a manifestation of intensified social control in schools. Similar to patterns of family and community decline associated with mass incarceration, we theorize that exclusionary discipline policies have indirect adverse effects on non-suspended students in punitive schools. Using a large hierarchical and longitudinal dataset consisting of student and school records, we examine the effect of suspension on reading and math achievement. Our findings suggest that higher levels of exclusionary discipline within schools over time generate collateral damage, negatively affecting the academic achievement of non-suspended students in punitive contexts. This effect is strongest in schools with high levels of exclusionary discipline and schools with low levels of violence, although the adverse effect of exclusionary discipline is evident in even the most disorganized and hostile school environments. Our results level a strong argument against excessively punitive school policies and suggest the need for alternative means of establishing a disciplined environment through social integration.
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Braga, Alessandro. "Is public administration struggling in higher education? Evidence from the united states scenario." Teaching Public Administration 38, no. 3 (February 26, 2020): 284–94. http://dx.doi.org/10.1177/0144739420908306.
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This article aims to discuss the health of the public administration discipline in the US higher education system. In particular, it debates two possible alternatives: decline or reposition. The paper analyzes the academic offers of political science, public policy, and public administration programs at both undergraduate and graduate levels. The Results highlight that the public administration discipline is currently at a crucial point. The core attention within both governments and higher education is more focused on politics and policies than on management. Accordingly, this scenario has two main effects. First, it creates an imbalance between the political discourse, the formulation/execution of public policies, and the managing of effective public sector organizations. Second, it might lead the discipline of public administration into a decline. Nevertheless, public administration can find a reposition within social sciences by developing more openness and a process of cross-contamination with other humanistic disciplines.
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Efreom-Lieber, Yael, and Paul S. Lieber. "An Ethical Critique of Suspension and Zero-Tolerance Policies." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 104–14. http://dx.doi.org/10.1375/aedp.27.2.104.
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AbstractElementary and secondary school leaders advocating remediation and prevention of student discipline problems are doing so in lieu of direct development of student self-discipline (Larson, Smith, & Furlong, 2002). This shift has lead to the use of zero-tolerance strategies towards discipline (Maxcy, 2002). In this article, zero-tolerance policies — in particular, the use of out-o-school suspension — is critiqued from three ethical theory perspectives. This research argues for alternate approaches to discipline (Jackson, Boostrom, & Hansen, 1993; Skiba & Peterson, 1999) based in classical ethical theory, with specific emphasis on social justice (Rawls, 1971). Implications on Australian school systems and educational psychological development are discussed.
Dissertations / Theses on the topic "Discipline policies"
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Beckham, Julius E. "Zero Tolerance Discipline Policies: Urban Administrators’ Perspectives." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250212346.
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Dwyer, Michael, and n/a. "Discipline policies and practices in the primary school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060706.162852.
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The study attempts to investigate discipline policies
and practices in primary schools since the abolition of
corporal punishment. The purposes of the study were to
find out who is involved in the formulation of a
policy; how this procedure takes place from the
initial stages to fruition; the contents of a
completed policy document and to canvass opinions of
teachers and students about their school policy.
Information was obtained from twenty-two completed
questionnaires received from public primary schools in
the Belconnen region of the ACT and a more detailed
case study of three of these schools.
A search of the literature revealed a number of key
elements of a whole school discipline policy. These
included: formulation of policy; recognition of
appropriate student behaviour; rules and consequences;
policy procedures; responsibility for policy
implementation; the abolition of corporal punishment.
The study showed that there is a growing awareness of
the democratic decision-making process within
classrooms and that schools are producing comprehensive
discipline policies, many of which are now more
accurately titled 'Management of Student Behaviour'.
Schools are encouraging appropriate behaviour from the
students, endeavouring to develop student
self-discipline and self-esteem, and are using agreed
logical consequences when rule violations occur.
The case study concludes with comments on the ACT
Schools Authority Discussion Paper 'Policy and
Procedures for the Management of Student Behaviour in
ACT Public Schools' issued during 1988.
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Nardone, Sara Elizabeth. "HIGH SCHOOL DISCIPLINE POLICIES AND THE TEACHER-STUDENT RELATIONSHIP." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156700673853885.
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Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.
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The study described in this report attempted to investigate the area of classroom discipline in the primary
school. In particular the objectives were to ascertain the
factors which influences teachers' knowledge of discipline
procedures and the factors which influence teachers'
implementation of discipline procedures.
The study first examined discipline policies and
practices in Australian schools generally and in Australian
Capital Territory government schools in particular. A review
of the literature indicated that the area of discipline in
the classroom is one which seems to be increasingly
important in the range of presage variables under
investigation by researchers.
Information was obtained from sixty completed
questionnaires from primary teachers in eight primary
schools. Respondents indicated that they taught over the
full range of primary school years/grades. Results suggested
that senior management in the schools appeared to have a
relatively unimportant role in influencing classroom
teachers' discipline programmes.
The results indicated that the in-school influences
which were perceived as the most influential on both
teachers' knowledge of discipline procedures and on
teachers' current discipline procedures were a) those
connected with pupils and b) factors about the personal
preference of teachers.
The out-of-school influences which were perceived as
the most influential on both teachers' knowledge of
discipline and on teachers' current discipline procedures
were a) those connected with professional development and b)
factors about the intuitions and reactions of teachers.
Results in general suggested that some primary
teachers may be depending or) outdated information regarding
school and classroom discipline programmes. These findings
could have important ramifications for teacher training
agencies regarding the allocation of resources to the area
of school discipline programmes.
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Ransome, Jaraun Montel. "Discipline Disproportionality in an Urban School Division within the Commonwealth of Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103813.
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The purpose of this study was to determine what change, if any, existed in the number and percentage of student discipline referrals and exclusionary discipline practices of students by race, gender, and those with disabilities after the introduction of a division-wide, systematic approach to discipline that aligned behavior, social-emotional wellness, and academics into one decision-making framework. This research used quantitative data with a nonexperimental descriptive design. The researcher sought to answer the questions:
1. What is the number and percentage of students receiving an office discipline referral by race, gender, and those with a disability?
2. What is the number and percentage of students receiving suspensions, both in-school and out-of-school, related to office discipline referrals for students by race, gender, and those with a disability?
3. How has the number and percentage changed for incidents over the three years of implementing a systematic approach that aligns behavior, social-emotional wellness, and academics into one decision-making framework for students of different races, genders, and those with a disability?
4. How has the number and percentage changed for consequences over the three years of implementing a systematic approach that behavior, social-emotional wellness, and academics into one decision-making framework for students of different races, genders, and those with a disability?
This study included 39 schools (24 elementary schools, seven middle schools, five high schools, one middle/high school, one specialty high school, and one alternative school) of an urban school division in the Commonwealth of Virginia. The selected division leadership team established an outcome to decrease office discipline referrals (ODRs), In-School Suspension (ISS), and Out-of-School Suspensions (OSS) in order to increase instructional time in the classroom. The sampled schools had evidence of varying levels of implementation. This study examined the effects of a multi-tiered system of support on student discipline.
This study found that the proportion of students receiving ODRs was not reduced by the implementation of a multitiered framework. Additionally, the number of ODRs increased for most subgroups over the period of the study. However, the study did find that the disproportionality for SWD decreased for ODRs. The study also found that the gap in proportions between Black students receiving ISS and White students receiving ISS increased. Despite the growing disparity between Black and White students, disproportionality for SWD receiving ISS decreased. Conversely, the proportion of Black students receiving OSS decreased over the 3-year period of the study. In conjunction to the findings related to ISS, the disproportionality of SWD receiving OSS decreased during this study period. Finally, the study found that the proportion of female students receiving LTS increased over the 3-year period of the study. This study did not include an analysis of the critical features of a multi-tiered system of support.Doctor of Education
The purpose of this study was to determine what change, if any, existed in the number and percentage of student discipline referrals and exclusionary discipline practices of students by race, gender, and those with disabilities after the introduction of a division-wide, systematic approach to discipline that aligned behavior, social-emotional wellness, and academics into one decision-making framework. This research used quantitative data with a nonexperimental descriptive design. This study found that the proportion of students receiving ODRs was not reduced by the implementation of a multitiered framework. Additionally, the number of ODRs increased for most subgroups over the period of the study. However, the study did find that the disproportionality for SWD decreased for ODRs. The study also found that the gap in proportions between Black students receiving ISS and White students receiving ISS increased. Despite the growing disparity between Black and White students, disproportionality for SWD receiving ISS decreased. Conversely, the proportion of Black students receiving OSS decreased over the 3-year period of the study. In conjunction to the findings related to ISS, the disproportionality of SWD receiving OSS decreased during this study period. Finally, the study found that the proportion of female students receiving LTS increased over the 3-year period of the study. This study did not include an analysis of the critical features of a multi-tiered system of support.
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Henson, Melissa. "Issues of Crime and School Safety: Zero Tolerance Policies and Children with Disabilities." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5297.
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In the aftermath of school shootings, safety in educational institutions became a national concern. The Zero Tolerance policy was designed to remove students who posed serious and or imminent threat to the school environment. It was hoped that the institution of this policy would allow schools to better police student behaviors through the use of tough disciplinary actions, and to ensure a safer learning environment for all. However, one of the latent consequences of establishing a broad set of directives was to result in the differential treatment of some minority groups such as special education students. To date, there exists little research that tests the efficacy of the zero tolerance approach in reducing school violence or its effect upon special education students who exhibit unique and separate characteristics from the general student body. Some of the behaviors that are beyond their control can impede their learning, but are even more often seen as falling under the guidelines of the zero tolerance policy, which in turn subjects this group to a number of disciplinary actions previously not utilized to address their specific needs. To address the potential impact this policy has on students with learning and emotional behavioral disorders this study analyzes data from a sample comprising of 2,736 total schools, reported over 4 different time periods, 1999-2008 originally collected by the School Survey on Crime and Safety. This study examines the relationship between various school characteristics, the proportion of special education students in a school, and the use of the disciplinary actions as a means of controlling behaviors that could be undesired but may not pose a serious threat to the educational institution. The results indicate that presence of students identified as “special education students” was strongly related to the number of disruptive behaviors reported. The increased frequency of those reported behaviors was also found to be significantly related to the use of suspension and expulsions as disciplinary actions in a school. Further multiple regression analysis yielded data demonstrating the nature of the relationships between the presence of special education students in a school, the frequency of disruptive behaviors reported, and the increased use of disciplinary actions.ID: 031001274; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Ida Cook.; Title from PDF title page (viewed February 22, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 72-76).
M.A.
Masters
Sociology
Sciences
Applied Sociology; Domestic Violence
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Banjoko, Ajamu Abiola. "Restorative Discipline as an Alternate to Retributive Discipline within the Juvenile Court System: An Analysis of the Metro County Juvenile Court Community Restorative Board." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/61.
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ABSTRACT RESTORATIVE DISCIPLINE AS AN ALTERNATE TO RETRIBUTIVE DISCIPLINE WITHIN THE JUVENILE COURT SYSTEM: AN ANALYSIS OF THE METRO COUNTY JUVENILE COURT COMMUNITY RESTORATIVE BOARD by Ajamu A. Banjoko Giroux (2003) indicated that the prison industry has become a major economic industry with many states spending more money on prison reforms than on educational reforms. Juvenile delinquent behavior should be punished but fair treatment and equal rights for all human beings under the rule of law is paramount to punishment. Casella (2001) indicated that the prison population has sky-rocketed, and by 1995 forty-eight states passed laws to facilitate the prosecution of juveniles as adults and therefore children are placed in adult prisons where they are at a higher risk of not only attack and rape, but of suicide. The research established a rationale for restorative justice discipline as an alternate to punitive retributive discipline in order to potentially decrease the number of youth offenders facing incarceration. Crime control is the responsibility of all citizens not just the government and this responsibility reflects the foundational tenets of restorative justice. Bazemore and Umbreit (1995) suggested that restorative justice is not an alternative to punishment it is an alternate punishment to bad or unwanted behavior. A qualitative case study was used to analyze and explore the disciplinary functions and procedures of the Metro County Juvenile Court Community Restorative Boards. The perceptions of two board members and three juvenile court officials was analyzed in an effort to better understand how and why Community Restorative Boards implement restorative justice discipline toward youth offenders. Data were gathered through narrative interviews and participatory observations in order to better understand the emerging phenomenon of restorative discipline within the juvenile justice system as an alternate to punitive retributive discipline. The study analyzed the dynamics of the school to prison pipeline through zero tolerance school policies, examined the juvenile justice system and the sentencing of youth offenders in criminal court. The study also examined the usage of traditional retributive discipline and restorative discipline within the juvenile court system. The study provided empirical data that support the infusion of a complimentary or supplementary restorative justice disciplinary approach toward adjudicating youth offenders within the juvenile court system. Bazemore and Umbreit (1995) suggested that utilizing a restorative justice disciplinary model increases the opportunity for young people to be held accountable for their misbehavior by actively participating in the process of establishing consequences to help repair the harm that they have caused to an individual, the community, and themselves.
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Speelman, Luleka Miranda. "A critical analysis of the policies and legislation governing learner discipline: a case study of Kei Road Combined School in King Williams Town (Eastern Cape)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015142.
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So many efforts have been made, both at the legislative and policy-making level to ensure that learner discipline is handled more effectively and moves away from corporal punishment, which was the norm before the enactment of the current South African Schools Act. Some of the provisions of the Act stipulates that each school is responsible for setting up its own Disciplinary Code suited to its environment and developed in conjunction with relevant stakeholders like parents and other community leaders. The Act also makes provision for the setting up of structures such as the School Governance Body (SGB) and the School Management Team (SMT). A number of scholars have provided some insights on the issue of school discipline. Several of them have reported that in their research, several schools cited the lack of learner discipline as one of the problems hampering effective teaching and learning. The study, using various literature further attempts to make the distinction between discipline and punishment, stressing that the former is a process that uses teaching, modelling, and other appropriate strategies to maintain behaviour necessary to ensure a safe, orderly and productive learning environment by changing unacceptable behaviour to acceptable behaviour. On the other hand, punishment is a facet of discipline that involves action taken in response to inappropriate behaviour in order to correct or modify it, and to restore harmonious relations. Therefore punishment is a penalty or corrective measure inflicted on a person who has transgressed at school and is guilty of misconduct. The literature also shows that there are many difficulties and problems associated with implementing the discipline policy in South African schools in respect of the code of conduct. As a result, incidences of violence, gangsterism, stabbings, assaults on teachers and the rape of girls are quite common. Other researchers like Harber (2001) shows that such cases are actually increasing. Some findings from the research include the fact that there is no universally understood and clear definition of discipline which means it is interpreted differently 5 page with both learners and educators. Consequently, they perceive problems differently and come up with different solutions. Generally, both parties are of the opinion of the fact that the whole disciplinary process is not working as effectively as it should. The primary recommendation therefore is to review the whole policy and the statutory instrument in which both learners and educators base on the policy so that it reflects the current situation and takes cognisance of the challenges faced.
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Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.
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As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced exclusions from school. Purposive sampling was used to recruit participants who experienced both exclusions from schools and involvement with juvenile delinquency. Of the 30 potential participants who initially agreed to participate in the study, 26 actually participated. Data collection and analysis included capturing and grouping emerging themes and patterns from face-to-face interviews and observations that revealed the essence of how juveniles experienced exclusions from schools. According to participants, failure on the part of administrators to listen to their accounts of events that led to referrals for disciplinary action resulted in avoidable suspensions. Participants' narratives further highlighted the prevalence of disruptive behavior in schools throughout the United States. School administrators and policy makers should not only use data from this qualitative study to inform disciplinary policies and practices, but they should also consider input from students and other community stakeholders who are impacted by those decisions. These findings will promote the understanding that effective disciplinary practices are needed to meet the educational needs of all students. Even participants in this study were concerned about the impact that suspensions had on their education.
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Cornett, Joshua Stephen. "Policies and Practices for Improving Student Bus Behavior: A Delphi Study." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/75193.
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Students' behavior on buses continues to be an issue that requires administrators to spend significant time investigating and applying consequences for the behavior (Neatrour, 1994; Pattington, 1945; Putnam, Handler, Ramirez-Plat, and Luiselli, 2003). The purpose of this study was to identify policies and practices that may improve student bus behavior. Two research questions were addressed: (a) What policies could school districts implement to facilitate the improvement of student bus behavior? (b) What practices could school districts implement to facilitate the improvement of student bus behavior?
A three-round Delphi technique was used to conduct the research. The goal was to obtain consensus among experts on the policies and practices that school districts could implement to improve student bus behavior. A panel of 22 experts on student bus behavior participated in one or more rounds of the study. Panelists were selected based on their involvement with and knowledge of student bus behavior and their geographic location, using the five-region structure of the National Association for Pupil Transportation. This process resulted in a broad representation of experts on student bus behavior throughout the United States. The panel of experts included superintendents, directors of transportation, principals or assistant principals, bus drivers, presidents of out-sourced school transportation companies, authors, researchers, and members of the National Association for Pupil Transportation Board of Directors.
Panelists recommended 19 policies and 284 practices for school districts to implement to improve student bus behavior. Based on the consensus of the panelists, student bus behavior could be improved if polices were enacted in eight areas: bus driver responsibility, stakeholder training, bus driver evaluation through observation, student consequences for assaulting a bus driver, bus ridership, bus surveillance technology, bus routes for special education students, and a district-wide universal transportation system with supporting programs. Panelists indicated that student bus behavior could be improved if practices were implemented in nine areas: stakeholder communication, bus driver knowledge, stakeholder training content, stakeholder training processes, stakeholder daily practices, the enforcement of policies and procedures, positive behavior support systems, data analysis, and a district advisory committee.Ed. D.
Books on the topic "Discipline policies"
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Employee discipline: Policies and practices. Washington, D.C: Bureau of National Affairs, 1989.
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Harrison, Bruce S. Employee discipline and discharge policies. New York, NY (11 Penn Plaza, New York 10001): M. Bender, 1986.
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C, Collins William. Practical guide to inmate discipline: Policies, rules, procedures. 2nd ed. Kingston, NJ: Civic Research Institute, 1997.
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Rigby, Ken. How schools counter bullying: Policies and procedures in selected Australian schools. Camberwell, Vic: Australian Council for Educational Research, 2010.
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Walsh, Marion. Student discipline & school safety: Administrator's guide to best practices, policies, and procedures. Horsham, Pa: LRP Publications, 2007.
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Oklahoma. State Board of Education. Policies and procedures for teacher due process hearings. [Oklahoma City]: The Board, 1989.
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1961-, Sharp Sonia, ed. Improving schools: Establishing and integrating whole school behaviour policies. London: David Fulton Publishers, 1994.
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Addiction Research Foundation of Ontario. Alcohol and drug policies: A guide for school boards. Toronto: Addiction Research Foundation, 1988.
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ʻAbbūdī, Muḥsin. Aḥkām taʼdīb ḍubbāṭ al-shurṭah: Maʻa dirāsah khāṣṣah lil-takyīf al-qānūnī li-majālis al-taʼdīb wa-qarārātihā. al-Qāhirah: Dār al-Nahḍah al-ʻArabīyah, 1989.
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Correa, José Julio Cesar. O regulamento disciplinar comentado e a disciplina policial militar. [Manaus, Brazil?: s.n., 1999.
Find full textBook chapters on the topic "Discipline policies"
1
Fournet, Cédric, Andrew D. Gordon, and Sergio Maffeis. "A Type Discipline for Authorization Policies." In Programming Languages and Systems, 141–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31987-0_11.
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Mayes, David G., Liisa Halme, and Aarno Liuksila. "Robust Exit Policies to Underpin Market Discipline." In Improving Banking Supervision, 198–215. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230288195_8.
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Welch, Kelly, and Allison Ann Payne. "Zero Tolerance School Policies." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, 215–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_11.
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Debrun, Xavier, and Manmohan S. Kumar. "The Discipline-Enhancing Role of Fiscal Institutions: Theory and Empirical Evidence." In Policy Instruments for Sound Fiscal Policies, 51–88. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230271791_3.
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Karstedt, Susanne. "The Policy Relevance of Comparative Criminology: On Evidence-Based Policies, Policy Learning and the Scales of the Discipline." In Crime Prevention and Justice in 2030, 507–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56227-4_24.
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Miller, Larry S., Harry W. More, and Michael C. Braswell. "Internal Discipline—A System of Accountability." In Effective Police Supervision, 369–405. 9th edition. | New York, NY: Routledge, [2021] | Harry W. Moore appears as the first named author on earlier editions.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263477-11.
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Miller, Larry S., and Harry W. More. "Internal Discipline— A System of Accountability." In Effective Police Supervision, edited by Michael C. Braswell, 393–430. Eighth edition. | New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315400822-11.
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Miller, Larry S., Harry W. More, and Michael C. Braswell. "Discipline—An Essential Element of Police Supervision." In Effective Police Supervision, 335–68. 9th edition. | New York, NY: Routledge, [2021] | Harry W. Moore appears as the first named author on earlier editions.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263477-10.
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Miller, Larry S., and Harry W. More. "Discipline—An Essential Element of Police Supervision." In Effective Police Supervision, edited by Michael C. Braswell, 357–92. Eighth edition. | New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315400822-10.
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Burkey, Chris Rush, Larry S. Miller, and Michael C. Braswell. "Internal Discipline—A System of Accountability." In Effective Police Supervision Study Guide, 123–37. 9th edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429294044-11.
Full textConference papers on the topic "Discipline policies"
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Aydemir, Ahmet Fatih, and Ahmet Alkan Çelik. "The Relations between Stabilization Policies and Economic Growth in the Economies of Central Asia and Caucasia." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00399.
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In the early 1990s, with the fall of communism and the dissolution of USSR, the so-called transition economies have emerged in Eastern Europe and the former USSR. Within this transition period from planned to market economies, fiscal and monetary discipline has not been adequately emphasized while the crucial aim of these economies is to realize price liberalization, privatization and economic stabilization. Hence, the problems of income distribution and growth have not been able to be solved. In this paper, we analyze the relations between economic growth and fiscal and monetary discipline in the economies of Central Asia and Caucasia since their independence. We use WDI-2010 data of the World Bank in order to develop a model including fiscal and monetary variables, which aims to represent the growth experiences of the aforementioned countries.
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Hamdan, Abeer, and Manar Abdel-Rahman. "Child Disciplinary Practices in relation to Household Head Education and beliefs in Five Middle East and North African (MENA) countries: Cross Sectional study-Further analysis of Multiple Indicator Cluster survey data." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0168.
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Introduction:Internationally, eight out of ten children are exposed to violent discipline by their caregivers. To reduce the prevalence of violent discipline against children, we should understand the social and economic factors that affect the choice of disciplinary methods. Despite the high prevalence of violent discipline in the Middle East and North African (MENA) region, only a few studies explored disciplinary methods in this region. Aim: This study aims to determine the prevalence of positive and violent disciplinary practices in five selected MENA countries and assess their association with household head education and beliefs of physical punishment. Methods: This is a cross-sectional study design based on available secondary data from the Multiple Indicator Cluster Survey on its fourth round (MICS-4). A child was selected randomly from the household, and the Parent-Child Conflict Scale (CTSPC) tool was used to report disciplinary methods the child encountered during the last month period preceding the survey. Univariate and multivariable logistic regression were used to investigate the association between disciplinary practices with household head education and respondent's beliefs of physical punishment. The analysis was conducted using pooled data from all selected surveys and also for individual countries. Result: The overall prevalence of positive discipline was only 15% (95% CI: 14.4-15.8), in the five countries, while the prevalence of violent discipline was 80% (95% CI: 79.0 -80.5). The prevalence of positive discipline was highest in Qatar (40%; 95% CI: 35.0-44.4) and lowest in Tunisia (5%; 95% CI: 4.3-5.9) while the prevalence of violent discipline was highest in Tunisia (93%; 95% CI: 92.1-94.1), and lowest in Qatar (50%; 95% CI: 44.7-55.0). Overall, the household head education was not significantly associated with either positive or violent discipline after adjusting for covariates. However, respondents believe of disciplinary methods was significantly associated with both positive and violent discipline (OR=5.88; 95% CI: 4.97-6.96) and (OR=6.27; 95% CI: 5.40-7.28), respectively. Conclusion: High rates of violent discipline in the MENA region might indicate an increase in mental, behavioral, and social problems and disorders in our future generation. Rapid action is needed to reduce the worsening of violent discipline, and it is consequences. There is a need for educational programs for caregivers to teach them alternative non-violent methods of discipline. Besides, these numbers should inform policymakers about the importance of the existence and the implementations of laws, policies, and regulations to protect children from all forms of violence to protect our future youths and ensure their health and wellbeing.
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Hutzel, William J., and Diana D. Glawe. "S and T Fellowship Experiences in Washington, D.C." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90292.
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The currency of the engineering profession is knowledge. The knowledge gained by an engineer immersed in public policy is commonly undervalued because it is seen as not being applicable to the technical discipline. However, knowledge of the policymaking process is exactly what is needed to understand and communicate technical data in a way that decision-makers can leverage in developing prudent policies. So exposure to policy in effect enables engineers to apply their knowledge for public benefit — the genesis of the engineering discipline. This is only one of the many compelling reasons why interaction between engineers and policymakers should be valued by industry and academia. It was a motivating factor for two faculty members who recently made a temporary transition away from their respective universities to pursue Science and Technology fellowships in Washington, DC. Both individuals had tremendous experiences, professionally and personally, and encourage other engineers to make a similar adventure in Washington, DC one of their career goals.
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BEKTAŞ, Belkıs, and Özhan ÇETİNKAYA. "An Assessment of the Public Financial Indicators with Budget Data in Turkey: Review post- 2000." In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-1.
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There have been changes in public financial indicators in Turkey after the year of 2000. In this paper, these changes were evaluated together with the budget data. In this context, this paper aims to reveal positive or negative effects of budget data on public financial indicators. The 2008 global financial crisis formed the external direction of the negativity in public financial indicators. In particular, before and after 2008, negative developments have been experienced in public financial indicators except for some years. The 2008 global financial economic crisis had also negative impacts on public financial indicators. Moreover, both general and local elections are a negative factor in public spending discipline in Turkey. Since the local elections, the ruling government has chosen extender budget policies as fiscal policies to win the elections. According to the findings of this study, it was determined that Turkey moved away from the Maastricht criteria after 2008, which stemmed from negative developments in budget data.
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Mucha, Philipp, and Ould el Moctar. "Ship-Bank Interaction of a Large Tanker and Related Control Problems." In ASME 2013 32nd International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/omae2013-11099.
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The objective of this work is to establish a synthesis between modern methodology in the field of ship maneuvering and control theory using the example of hydrodynamic ship-bank interactions for a large tanker. Evolving technologies have paved the way for developing increasingly sophisticated modeling techniques to study ship flows. These tecnologies have made it possible to resemble Planar Motion Mechanism (PMM) tests in numerical simulations using Reynolds-averaged Navier-Stokes (RANS) equations. These advances give way for the numerical determination of hydrodynamic derivatives as present in the maneuvering equations. This methodology is adopted in the present investigation to obtain these coefficients for various separation distances to a vertical wall. Likewise, control theory has experienced vital progress enabling engineers to apply elaborate control policies in their systems. Special attention has been payed to the distinct discipline of optimal control theory and the family of Linear Quadratic (LQ) regulators. Among the popular class of conventional Proportional-Integral-Derivative (PID) controllers rather heuristic design procedures are applied; appealing to the practitioners but might not be suitable for special applications. The work presented investigates the suitablity of deriving hydrod-namic properties by means of Virtual Planar Motion Mechanism (VPMM) tests for the KVLCC2 tanker travelling at various distances to a vertical wall of infinite depth. In subsequent maneuvering simulations the performance of the introduced controllers is discussed.
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Gaižauskienė, Laura, and Živilė Tunčikienė. "Mutuality, empowerment and fit in creative knowledge work performance." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.057.
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Purpose – the purpose of the article is to reveal the role of the three dimensions – mutuality, empowerment and fit – in organizational performance and productivity with the main emphasis on creative knowledge work. The scientific problem could be expressed in the goal to identify the relationships between these elements and elicite research gaps to be filled. Research methodology – the methodology of the article used consists of scientific literature review, analyses and synthezes, structural equation modelling. Findings – in the part of the literature review the theoretical models are presented as the base and grounding for the creation of an empirical model. Research limitations – the main limitation of this research is the exclusion of risks and hazards in the workplaces as the focus is on the main positive factors which influence the performance. Avoiding negative dimensions limits prevention of emerging forces which usually require recourses. By investigating risk elements may give a more accurate view to the whole picture in organizations. Practical implications – the practical implication of the research results may identify the areas in SHRM policies which could require new or improved practices. Originality/Value – there are very limited number of researches which combine human resource and knowledge management, so the main novelty of this study is to answer one questions specific to one discipline by using findings of the other field
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Khan, Salman, Leah Boyd, and Ferdinand Velez. "Human Factors and Performance: Reducing Errors and Improving Safety." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205973-ms.
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Abstract While companies employ a variety of tactics to reduce workplace incidents, behavioral-based programs have proven highly effective—particularly because such programs ensure that safety becomes a collective responsibility shared by all employees. However, training managers and their employees on the fundamentals of behavior-based programs such as the Siemens Energy Human Performance (HuP) program has proven challenging during the global COVID-19 pandemic. Training that traditionally was done in person, where people could interact and discuss root causes of accidents in the same room, had to be replaced with virtual training sessions. This paper reviews the key facets of the HuP program, which includes safety training, raising awareness of employees’ susceptibility to human error, and how to design management systems as well as to promote behaviors to prevent safety incidents. It also reviews common practices in the program—including Stop Work authority, Safety Walk & Talks, daily toolboxes, and rapid risk assessment—and how they are being consolidated into one virtual training curriculum. People bring their own personal mix of skills, knowledge, experience, attitudes, motivation, habits, and personality to their jobs—and to each task that they routinely perform. The novelty of the HuP approach is that it empowers workers to recognize where errors occur, use the proper tools to change their habits, and then contribute equally to their own safety and operational excellence, rather than relying on written policies and discipline. The efforts focus on safety within and outside the company.
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Miyazaki, Kazuteru, Nozomi Takahashi, and Rie Mori. "Research on Consistency between Diploma Policies and Nomenclature of Major Disciplines." In the 2019 7th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3323771.3323786.
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Pontual Falcão, Taciana. "Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?" In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14505.
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Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.
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Pavia, Jose M., Natalia Salazar, and Josep Lledo. "Data granularity in mid-year life table construction." In CARMA 2020 - 3rd International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/carma2020.2020.11611.
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Life tables have a substantial influence on both public pension systems andlife insurance policies. National statistical agencies construct life tables fromhypotheses death rate estimates to the (mx aggregated ), or death figures probabilities of demographic (q x ), after applying events (deaths, variousmigrations and births). The use of big data has become extensive acrossmany disciplines, including population statistics. We take advantage of thisfact to create new (more unrestricted) mortality estimators within the familyof period-based estimators, in particular, when the exposed-to-riskpopulation is computed through mid-year population estimates. We useactual data of the Spanish population to explore, by exploiting the detailedmicrodata of births, deaths and migrations (in total, more than 186 milliondemographic events), the effects that different assumptions have oncalculating death probabilities. We also analyse their impact on a sample ofinsurance product. Our results reveal the need to include granular data,including the exact birthdate of each person, when computing period mid-year life tables.
Reports on the topic "Discipline policies"
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Whitehead, Martha, Dale Askey, Donna Bourne-Tyson, Karen Estlund, Susan Haigh, Claire Stewart, Kornelia Tancheva, Tyler Walters, Jennifer Muilenburg, and Judy Ruttenberg. ARL/CARL Joint Task Force on Research Data Services: Final Report. Association of Research Libraries and Canadian Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/report.arlcarlrdstaskforce2021.
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The Association of Research Libraries (ARL)/Canadian Association of Research Libraries (CARL) Joint Task Force on Research Data Services formed in 2020 with a two-fold purpose: (1) to demonstrate and commit to the roles research libraries have in stewarding research data and as part of institution-wide research support services and (2) to guide the development of resources for the ARL and CARL memberships in advancing their organizations as collaborative partners with respect to research data services in the context of FAIR (findable, accessible, interoperable, and reusable) data principles and the US National Academies’ Open Science by Design framework. Research libraries will be successful in meeting these objectives if they act collectively and are deeply engaged with disciplinary communities. The task force formed three working groups of data practitioners, representing a wealth of expertise, to research the institutional landscape and policy environment in both the US and Canada. This report presents the task force’s recommendations for the roles of research libraries with regard to research data principles, policies, and approaches to managing research data. The report also offers strategies for discipline-specific research data approaches, priorities for automation of processes, economic models to scale and sustain shared resources, prioritization of research data to steward, and decision-making rubrics.
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Kelly, Luke. Characteristics of Global Health Diplomacy. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.09.
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This rapid review focuses on Global Health Diplomacy and defines it as a method of interaction between the different stakeholders of the public health sector in a bid to promote representation, cooperation, promotion of the right to health and improvement of health systems for vulnerable populations on a global scale. It is the link between health and international relations. GHD has various actors including states, intergovernmental organizations, private companies, public-private partnerships and non-governmental organizations. Foreign policies can be integrated into national health in various ways i.e., designing institutions to govern practices regarding health diplomacy (i.e., health and foreign affairs ministries), creating and promoting norms and ideas that support foreign policy integration and promoting policies that deal with specific issues affecting the different actors in the GHD arena to encourage states to integrate them into their national health strategies. GHD is classified into core diplomacy – where there are bilateral and multilateral negotiations which may lead to binding agreements, multistakeholder diplomacy – where there are multilateral and bilateral negotiations which do not lead to binding agreements and informal diplomacy – which are interactions between other actors in the public health sector i.e., NGOs and Intergovernmental Organizations. The US National Security Strategy of 2010 highlighted the matters to be considered while drafting a health strategy as: the prevalence of the disease, the potential of the state to treat the disease and the value of affected areas. The UK Government Strategy found the drivers of health strategies to be self-interest (protecting security and economic interests of the state), enhancing the UK’s reputation, and focusing on global health to help others. The report views health diplomacy as a field which requires expertise from different disciplines, especially in the field of foreign policy and public health. The lack of diplomatic expertise and health expertise have been cited as barriers to integrating health into foreign policies. States and other actors should collaborate to promote the right to health globally.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.
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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.