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Baena Extremera, Antonio, Antonio Granero Gallegos, and Manuel Gómez López. "La epistemología de la Educación Física en relación al currículum de Secundaria en la Ley orgánica de Educación (The epistemology of Physical Education in relation to the curriculum in Secondary Organic Law of Education)." Retos, no. 15 (March 28, 2015): 49–56. http://dx.doi.org/10.47197/retos.v0i15.35000.
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Toda disciplina debe definir qué es aquello que la ocupa y preocupa, para, utilizando el saber conocido (la epistemología), ser capaz de avanzar y generar un conocimiento específico que sea coherente y complementario con el generado por otras disciplinas científicas. El objetivo de este artículo es hacer una aproximación epistemológica al currículum de Educación Física en la etapa de Secundaria, desde sus orígenes hasta la nueva Ley Educativa.Abstract: All discipline must define what is and what the deals are concerned, for using knowledge known, (the epistemology), being able to move forward and create a specific knowledge that is consistent with and complementary to that generated by other scientific disciplines. The aim of this article is to make an epistemological approach to currículum of Physical Education at the Secondary School, from its origins to the new Education Law.
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Bouikni, Nadjib, Alain Desrochers, and Louis Rivest. "A Product Feature Evolution Validation Model for Engineering Change Management." Journal of Computing and Information Science in Engineering 6, no. 2 (February 10, 2006): 188–95. http://dx.doi.org/10.1115/1.2194909.
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Product design integrates several disciplines in a concurrent engineering (CE) environment. Each one of these disciplines has a specific point of view on the product being developed. While each discipline exerts its own expertise and methods on the definition of the product and its related processes, information must remain consistent for all disciplines and through the evolution of the product definition. This paper proposes a product feature evolution validation (PFEV) model that aims at controlling the information flow needed to support a product definition evolution (PDE) while insuring its validation by all disciplines involved. The model applies both to the product design and modification phases, i.e., before and after releasing its definition. The PFEV model thus supports CE and enables managing the product feature evolution throughout the product life cycle. The PFEV model defines an exchange protocol between the disciplines in order to preserve the consistency of the numerical model, which includes the complete numerical information characterizing the product. The model addresses two qualities of an information system: dispatching relevant PDE information to appropriate disciplines and providing this information according to specific views. This is achieved by centralizing the product numerical model and by exploiting the product’s features rather than managing product model as black boxes. Links between features are formalized in a shared product features table that is used to dynamically identify all disciplines impacted by a product feature evolution (PFE). A PFE is also characterized by its potential impact, detrimental or beneficial, on every discipline previously identified as impacted. In the case of a detrimental impact, the discipline is asked to validate the evolution. If the impact is beneficial, the discipline is simply notified about the evolution. Specific views are generated for the impacted disciplines based on feature filtering and adaptation mechanisms.
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McIntosh, Kent, Kathleen Ellwood, Lisa McCall, and Erik J. Girvan. "Using Discipline Data to Enhance Equity in School Discipline." Intervention in School and Clinic 53, no. 3 (June 11, 2017): 146–52. http://dx.doi.org/10.1177/1053451217702130.
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There is a longstanding and pressing challenge regarding overuse of exclusionary discipline (e.g., office discipline referrals, suspensions) for students of color and students with disabilities. Moreover, many common efforts to address the problem have not been shown to enhance equity in school discipline. This article describes a promising four-step approach, described in the freely available PBIS Disproportionality Data Guide, for using school discipline data to identify specific interactions that are more susceptible to the effects of implicit bias on decision making and change the environment to meet the needs of all students. A case study is included that identified disproportionality for physical aggression on the playground as a primary source of overall disproportionality and implemented a plan that included elements of explicit instruction and cultural responsiveness. Results showed a consistent decrease in discipline disproportionality over time.
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Bridle, Peter V. "How to Leverage Risk and Operational Discipline for Consistent, Predictable Performance." Natural Gas & Electricity 35, no. 5 (November 14, 2018): 13–17. http://dx.doi.org/10.1002/gas.22092.
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Canofari, Paolo, Alessandro Piergallini, and Giovanni Piersanti. "THE FALLACY OF FISCAL DISCIPLINE." Macroeconomic Dynamics 24, no. 1 (July 12, 2018): 55–68. http://dx.doi.org/10.1017/s1365100518000317.
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Fiscal discipline is commonly evaluated on the basis of the debt–gross domestic product ratio, which exhibits a stock variable measured relative to a flow variable. This way of monitoring debt solvency is arguably not consistent with transversality conditions obtained from optimizing macroeconomic frameworks. In this paper, we consider a wealth-based sustainability index of government debt policy derived from a baseline endogenous growth model. We calculate the index from 1999 onward for countries in which the after-growth real interest rate is positive, consistently with the theoretical setup. Results are radically different from common wisdom. We show that the fiscal position is sustainable for both Germany and Italy, and strongly unsustainable for both Japan and France. Policy implications of our findings are discussed.
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Saragih, Muhammad Arif, Darwin Lie, Marisi Butarbutar, and Lora Ekana Nainggolan. "PENGARUH MOTIVASI DAN KEPUASAN KERJA TERHADAP DISIPLIN KERJA PEGAWAI PADA KANTOR PERTANAHAN KABUPATEN SIMALUNGUN." SULTANIST: Jurnal Manajemen dan Keuangan 6, no. 2 (August 31, 2019): 59–69. http://dx.doi.org/10.37403/sultanist.v6i2.128.
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The results of this study can be summarized as follows: 1. Motivation, job satisfaction and employee work discipline is good. 2. Regression analysis results are Ŷ = 17,600 + 1.086X1 + 1.028X2, meaning motivation and job satisfaction have a positive effect on employee work discipline. 3. Correlation analysis results obtained obtained value r = 0.883, meaning there is a high and positive correlation between motivation and job satisfaction with employee work discipline. The high level of work discipline can be explained by motivation and job satisfaction of 77.9%. 4. H0 Hypothesis rejected, meaning motivation and job satisfaction have a positive and significant effect on the work discipline of the Land Office employee of Simalungun Regency either simultaneously or partially.The suggestions of this research are: To increase the motivation of the leader should give confidence to the employees in completing the task given to him so that employees feel confident in working. To improve the job satisfaction of the leader should give attention, compensation, and career development well in accordance with the needs of the employee so that every job given the leadership can be done with a good attitude and satisfaction in the work continues to increase. To improve employee work discipline, agencies should act decisively in enforcing sanctions according to the rules that have been listed with the maximum and consistent, so that employees are aware and more disciplined themselves
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Ortega, Lina, and Karen Antell. "Tracking Cross-Disciplinary Information Use by Author Affiliation: Demonstration of a Method." College & Research Libraries 67, no. 5 (September 1, 2006): 446–62. http://dx.doi.org/10.5860/crl.67.5.446.
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In this paper, we report the results of a bibliometric study in which we track cross-disciplinary citation behavior in the sciences. We hypothesize that cross-disciplinary citation in the sciences increased over the time period 1985–2000. Unlike most previous studies in this area, we assign discipline to a paper by its first author’s affiliation, and we hypothesize that assigning papers to disciplines based on first-author affiliation would yield results consistent with previous findings on cross-disciplinary citation rates in the sciences. Using the output of scientists in Biological Sciences, Chemistry, and Physics departments at 12 large research universities in 1985, 1990, 1995, and 2000 as our data set, we measure the cross-disciplinary citation rates of each discipline and compare our results to the findings of previous studies in this area.
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Kline, Stephen Jay. "The Logical Necessity of Multi-Disciplinarity: A Consistent View of the World." Bulletin of Science, Technology & Society 6, no. 2 (June 1986): 164–87. http://dx.doi.org/10.1177/027046768600600207.
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For three hundred years two conflicting views of the world (1) have provided the overall frameworks for thought in western culture. The present paper shows neither view is sufficient for human understanding of many important systems and behaviors. A third view which appears sufficient is presented. Illustrations of the third view show increased understanding is obtained in many problems. The sufficiency of the historic views and the route to the third view are provided through discussion of the issue of multi-disciplinarity, the question of whether it is possible to base everything we know on one discipline, or, on the contrary, if there is a logical necessity for using principles and concepts from many disciplines to achieve human understanding of the world. The present article provides three distinct proofs of the logical necessity of multi-disciplinarity. The proofs proceed via study of: (1) the hierarchical structure of proto-typical systems in various areas of human concern; (2) the use of “integrated-control-information” by life forms and human artifacts; and (3) an extension of the theory of dimensions. The three proofs interlock, confirm, and extend each other.
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Gerlinger, Julie. "Exclusionary School Discipline and Neighborhood Crime." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312092540. http://dx.doi.org/10.1177/2378023120925404.
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The author investigates the impact of law-and-order schools, defined as those that rely heavily on exclusionary discipline (i.e., suspension and expulsion) as a form of punishment, on neighborhood crime. Additional analyses are performed to assess whether the effects of punitive school discipline on local crime are moderated by neighborhood disadvantage. Findings suggest that suspensions are associated with increases in local crime—evidence of a macro-level school-to-prison pipeline—while expulsions are generally associated with fewer crime incidents. Although disciplinary exclusions appear to increase crime at fairly consistent rates across levels of neighborhood disadvantage, both exclusion types are associated with more aggravated assault in areas with higher levels of disadvantage. As such, institutional processes of the school appear to help explain variations in community crime.
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Tadic, Aleksandar, and Ivica Radovanovic. "The effects of problem-based learning about modern concepts of education and classroom discipline models in education of students of the Teachers’ Training Faculty." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 299–315. http://dx.doi.org/10.2298/zipi1202299t.
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The paper elaborates the necessity of including the contents related to theoretical approaches to classroom discipline, research results on this topic and prevention models of classroom discipline in the curriculum of university education of future class teachers. Learning about the features of modern concepts of education and their understanding should precede learning about modern classroom discipline models in education of students of the Teachers? Training Faculty. The selection of a discipline model and strategies for maintaining classroom discipline should be consistent with the concept of education accepted by the teacher. The aim of the conducted research was to determine the effects of problem-based learning about modern concepts of education and classroom discipline models on students? opinions about the nature of children and adequate disciplinary measures in conflict situations. A quasi-experiment with parallel groups was used in the research, comprising 53 respondents, 32 in the control group and 21 in the experimental group. The results of the conducted experiment indicate that, compared to the control group, the experimental group was much more optimistic about the nature of children, considerably more attached to positive educational procedures, more consistent in elaborating disciplinary measures and more successful at articulating and explaining their attitudes.
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Curran, F. Chris. "Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior." Educational Evaluation and Policy Analysis 38, no. 4 (July 7, 2016): 647–68. http://dx.doi.org/10.3102/0162373716652728.
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Zero tolerance discipline policies have come under criticism as contributors to racial discipline gaps; however, few studies have explicitly examined such policies. This study utilizes data from two nationally representative data sources to examine the effect of state zero tolerance laws on suspension rates and principal perceptions of problem behaviors. Utilizing state and year fixed effects models, this study finds that state zero tolerance laws are predictive of a 0.5 percentage point increase in district suspension rates and no consistent decreases in principals’ perceptions of problem behaviors. Furthermore, the results indicate that the laws are predictive of larger increases in suspension rates for Blacks than Whites, potentially contributing to the Black–White suspension gap. Implications for policy and practice are discussed.
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Weston, Christine M., Mia S. Terkowitz, and Daniel E. Ford. "2553 Authors’ perceptions of the interdisciplinarity of their research." Journal of Clinical and Translational Science 2, S1 (June 2018): 5. http://dx.doi.org/10.1017/cts.2018.49.
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OBJECTIVES/SPECIFIC AIMS: The objectives of this study were to compare different methods for determining the disciplines involved in a research article. We sought to address the following questions: To what extent does the number of disciplines reported by an article’s corresponding author agree with their description of the article as unidisciplinary or interdisciplinary? (Q1) and To what extent does the corresponding author’s description of the research as unidisciplinary or interdisciplinary agree with its classification as unidisciplinary or interdisciplinary based on the affiliation of its co-authors? (Q2). METHODS/STUDY POPULATION: Using Scopus, we randomly selected 100 articles from 2010 and 2015 from science teams that had at least 1 author affiliated with Johns Hopkins. Author affiliations were grouped into common academic disciplines: Basic Science, Medicine (and all clinical specialties), Public Health, Engineering, Social Science, Computer Science, Pharmacy, Nursing, and Other. Articles with more than 1 discipline were considered, interdisciplinary. We then sent an online Qualtrics survey to the corresponding author of each article and asked them to indicate (1) all of the disciplines that contributed to the research article at hand, and (2) to indicate whether they considered the research to be “unidisciplinary” or “interdisciplinary” based on definitions that we provided. RESULTS/ANTICIPATED RESULTS: For Q1, we asked corresponding authors to indicate the number of disciplines involved in their research and then to choose the definition that best described their research. Among 76 respondents, 42 indicated that their research consisted of 1 discipline, and 34 indicated that their research consisted of more than 1 discipline. Of the 42 respondents who indicated that their research consisted of one discipline, 21 (50%) respondents described their research as “unidisciplinary” and 21 (50%) described their research as “interdisciplinary.” However, of the 34 respondents who indicated that their research consisted of more than 1 discipline, all but 1 (97%) described their research as “interdisciplinary.” For Q2, we assigned a discipline to each co-author based on his/her affiliation and counted the number of disciplines involved. Among 76 respondents, of the 22 who described their research as “unidisciplinary,” 16 (73%) were categorized as “unidisciplinary” and 6 (27%) were categorized as “interdisciplinary,” using this method. Of the 54 respondents who described their research as “interdisciplinary,” 30 (56%) were categorized as “interdisciplinary” and 24 (44%) as “unidisciplinary.” DISCUSSION/SIGNIFICANCE OF IMPACT: Our results highlight that different methods for determining whether a given research article is interdisciplinary are likely to yield different results. Even when researchers indicate that their research is based within one major discipline, they may still consider it interdisciplinary. Likewise, classifying an article as either unidisciplinary or interdisciplinary based on the affiliations of its co-authors, may not be consistent with the way it is viewed by its authors. It is important to acknowledge that assessing the interdisciplinarity of research is complex and that objective and subjective views may differ.
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Pedersen, Johnnie R. R. "Normative Ethics: an Armchair Discipline?" Epistemology & Philosophy of Science 56, no. 2 (2019): 151–66. http://dx.doi.org/10.5840/eps201956235.
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This paper discusses a challenge to normative ethics motivated by experimental philosophy. Experimental philosophers object to the perceived “armchair” or a priori nature of philosophy, claiming it should rather be empirical or naturalistic. The paper investigates the application of this claim to normative ethics. Dubbing the application of the experimental philosophers’ contention to normative ethics “the Armchair Claim,” I distinguish descriptive and normative versions of this challenge, and consider their merits as comments on the method of normative ethics (descriptive versions), and as comments on how normative ethics should be done (normative versions). Characterizing normative ethics as essentially involving the use of the method of reflective equilibrium, I show how the versions of the Armchair Claim that I distinguish either misconstrue normative ethics, or are committed to metaethical views that are controversial. To bring home the latter point, I contrast two meta-ethical positions, and show how, on one such view, naturalism, the descriptive version could be correct, whereas on another, intuitionism, it would be false. The normative version, in turn, is consistent with naturalism, but begs the question against the intuitionist since she argues that normative ethics cannot be empirical. The upshot is that a conclusive assessment of the Armchair Claim will have to await the resolution of disputed issues in meta-ethics. However, normative ethicists can get on with their work since reflective equilibrium is unaffected by such debates.
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Attig, John, Ann Copeland, and Michael Pelikan. "Context and Meaning: The Challenges of Metadata for a Digital Image Library within the University." College & Research Libraries 65, no. 3 (May 1, 2004): 251–61. http://dx.doi.org/10.5860/crl.65.3.251.
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To be successful in the university environment, a digital library must be able to integrate content from faculty and students, as well as traditional library sources. It must have a robust metadata structure that can accommodate and preserve a variety of discipline-specific metadata while supporting consistent access across collections. As part of the Mellon-funded project, the Visual Image User Study at Penn State, a prototype centralized digital image delivery service was created and explored. In creating a metadata schema for the project, the authors anticipated both a wide variety of content and users across many disciplines. This schema employed three very different standards (VRA Core Categories, Dublin Core, IMS Learning Objects Meta-data).The project validated the need for highly individualized content, the importance of individual faculty collections, the need for editorial intervention to supplement and modify contributed metadata, and the importance of addressing discipline-specific vocabularies and taxonomies.
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Camacho, Alessandra Conceição Leite Funchal. "Building the discipline of nursing history in distance education: experience report." Revista de Enfermagem UFPE on line 5, no. 2 (February 20, 2011): 295. http://dx.doi.org/10.5205/reuol.11109-10319-1-le.0502201119.
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ABSTRACT Objective: to report the experience on the implementation of online course in the History of Nursing Distance Education undergraduate course in Nursing at the University Estácio de Sá, RJ. Method: experience report on the implementation of a distance learning course for students of nursing. Results: the construction of Nursing History was through the pursuit of interactivity in distance education aimed at the continuous planning of the virtual learning environment with the development of skills and competencies of the discipline consistent with the teaching strategy of Project Political Course. Conclusion: construction and development of the discipline is developed based on tools available in the virtual environment, and develop critical and reflective of future professional nurses through the proposed historical contents. Descriptors: education; history of nursing; education of distance.RESUMOObjetivo: relatar a experiência sobre a implantação da disciplina on-line de História da Enfermagem na Educação à Distância do curso de graduação em Enfermagem da Universidade Estácio de Sá, RJ. Método: relato de experiência sobre a implantação de uma disciplina à distância para discentes de Enfermagem. Resultados: a construção da disciplina História da Enfermagem ocorreu através da busca da interatividade na educação à distância visando o planejamento contínuo do ambiente virtual de aprendizagem com o desenvolvimento de habilidades e competências da disciplina compatíveis com a estratégia de ensino do Projeto Político Pedagógico do Curso. Conclusão: construção e o desenvolvimento da disciplina é desenvolvida com base em ferramentas disponíveis no ambiente virtual e, o desenvolvimento crítico e reflexivo do futuro profissional enfermeiro através dos conteúdos históricos propostos. Descritores: educação; história da enfermagem; educação à distância.RESUMEN Objetivo: presentar la experiencia sobre la aplicación del curso virtual de Historia de la Enfermería en el curso de educación a distancia pregrado en Enfermería de la Universidad Estácio de Sá, RJ. Método: relato de experiencia sobre la aplicación de un curso a distancia para estudiantes de enfermería. Resultados: La construcción de la Historia de la Enfermería se produjo a través de la búsqueda de la interactividad en la educación a distancia dirigidos a la planificación continua del entorno virtual de aprendizaje con el desarrollo de habilidades y competencias de la disciplina consistente con la estrategia de enseñanza del Proyecto Político del curso. Conclusión: la construcción y desarrollo de la disciplina se desarrolla con base en las herramientas disponibles en el entorno virtual, y el desarrollo crítico y reflexivo de los futuros profesionales de enfermería a través de los contenidos históricos propuestos. Descriptores: educación; historia de la enfermería; educación a distancia.
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Gabrys, Tomasz Tytus, Arkadiusz Stanula, and Urszula Szmatlan-Gabryś. "A COMPARISON OF METHODS FOR CALCULATING LACTATE ANAEROBIC THRESHOLDS IN JUDO AND MIXED MARTIAL ARTS ATHLETES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 35–45. http://dx.doi.org/10.17770/sie2018vol1.3183.
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The study aimed to determine the differences between exercise intensities at the anaerobic threshold values (VAT) calculated with methods of lactate curve analysis such as LTvisual, LTloglog, LT4.0, LTΔ1, and LTD-max, and to build regression equations that allow athletic training specialists to compare VAT values obtained from LTvisual, LTloglog, LTΔ1, LTD-max with that calculated with LT4.0. The sample analysed during the study consisted of 19 judoka and 22 MMA practitioners in a preparation period for competition. Each of the two disciplines has its own hierarchy of VAT values. The analysis aimed to determine the effect of the athletic discipline factor and of the method factor on VAT values. Results: The coefficient of variation (CV) values obtained indicate that the effective exercise intensities have bigger variation in judoka aerobic endurance training. VAT values assessed for judoka using different methods for analysing the blood lactate concentration curve are more consistent than in MMA competitors. Conclusions: Judo and MMA competitors have their specific hierarchies of running velocities at the anaerobic threshold, with both the athletic discipline factor and the method factor having an interaction effect on the VAT level. VAT levels assessed from the different methods used to analyse the blood lactate concentration curve are more consistent (ANOM) in judoka than in MMA practitioners.
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Grusec, Joan E., Tanya Danyliuk, Hali Kil, and David O’Neill. "Perspectives on parent discipline and child outcomes." International Journal of Behavioral Development 41, no. 4 (June 9, 2017): 465–71. http://dx.doi.org/10.1177/0165025416681538.
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Effective discipline involves the use of negative consequences, including reasoning as well as modest levels of power assertion, to discourage unacceptable behavior. A brief history of changing views of discipline is presented and recent positions outlined. Successful discipline requires the imposition of clear and consistent rules, autonomy support, perspective-taking, and acceptance rather than rejection of the child. There are different kinds of negative consequences that are evaluated differently by children as well as having different effects on their behavior. In addition, there are individual differences in how children react to a specific form of discipline, and parents need to be aware of what those differences are. Cultural research underlines the fact that the meaning children assign to specific parenting actions is crucial in determining discipline success. When discipline is seen as normative, fair, and a sign of caring its form, within limits, is less important.
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Mittleman, Joel. "Sexual Orientation and School Discipline: New Evidence From a Population-Based Sample." Educational Researcher 47, no. 3 (January 19, 2018): 181–90. http://dx.doi.org/10.3102/0013189x17753123.
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Sexual minorities’ risk for exclusionary discipline is a commonly cited indicator of the challenges that these students face. The current study addresses this issue by introducing a new data source for research on sexual minority students: the Fragile Families and Childhood Wellbeing Study. In this geographically diverse, population-based sample, I find that sexual minorities continue to face higher rates of discipline than their peers. However, this risk is highly stratified by sex: Same-sex attraction is associated with 95% higher odds of discipline among girls but no apparent discipline risk among boys. Sexual minority girls’ risk for discipline is only partially mediated by behavior, a result that is plausibly consistent with the interpretation that these students continue to face discriminatory treatment in schools.
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Ho, Shirley S., Jiemin Looi, Yan Wah Leung, Mesfin Awoke Bekalu, and Kasisomayajula Viswanath. "Comparing the knowledge gap hypothesis in the United States and Singapore: The case of nanotechnology." Public Understanding of Science 29, no. 8 (September 2, 2020): 835–54. http://dx.doi.org/10.1177/0963662520952547.
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This study examines the knowledge gap hypothesis in the United States and Singapore in the context of nanotechnology. This study proposes that academic discipline serves as a better indicator than education levels in predicting nanotechnology knowledge gaps. To reflect the contemporary media landscape, this study examines how attention to online media and documentaries alongside traditional news outlets affect individuals’ nanotechnology knowledge. In both countries, online media and documentaries, as well as traditional news outlets, were related to nanotechnology knowledge to various extents. While the knowledge gap hypothesis was not observed in Singapore, results revealed that increased media attention and interpersonal discussion widened knowledge gaps between individuals from science and non-science disciplines in the United States. Education levels failed to reveal a consistent moderation effect. Taken together, the interaction analyses revealed that academic discipline predicted nanotechnology knowledge gaps more consistently than education levels in the United States. Theoretical and practical implications are discussed.
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Çelikkaleli, Öner, and Yusuf İnandı. "Discipline approaches and interpersonal self-efficacy on elementary school teachers." Pegem Eğitim ve Öğretim Dergisi 2, no. 2 (June 1, 2012): 15–28. http://dx.doi.org/10.14527/c2s2m2.
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The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.
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Lansford, Jennifer E., Patrick S. Malone, Kenneth A. Dodge, Lei Chang, Nandita Chaudhary, Sombat Tapanya, Paul Oburu, and Kirby Deater-Deckard. "Children’s perceptions of maternal hostility as a mediator of the link between discipline and children’s adjustment in four countries." International Journal of Behavioral Development 34, no. 5 (June 10, 2010): 452–61. http://dx.doi.org/10.1177/0165025409354933.
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Using data from 195 dyads of mothers and children (age range = 8—12 years; M = 10.63) in four countries (China, India, the Philippines, and Thailand), this study examined children’s perceptions of maternal hostility as a mediator of the links between physical discipline and harsh verbal discipline and children’s adjustment. Both physical discipline and harsh verbal discipline had direct effects on mothers’ reports of children’s anxiety and aggression; three of these four links were mediated by children’s perceptions of maternal hostility. In contrast, there were no significant direct effects of physical discipline and harsh verbal discipline on children’s reports of their own anxiety and aggression. Instead, both physical discipline and harsh verbal discipline had indirect effects on the outcomes through children’s perceptions of maternal hostility. We identified a significant interaction between perceived normativeness and use of harsh verbal discipline on children’s perception of maternal hostility, but children’s perception of the normativeness of physical discipline did not moderate the relation between physical discipline and perceived maternal hostility. The effects of harsh verbal discipline were more adverse when children perceived that form of discipline as being nonnormative than when children perceived that form of discipline as being normative. Results are largely consistent with a theoretical model positing that the meaning children attach to parents’ discipline strategies is important in understanding associations between discipline and children’s adjustment, and that cultural context is associated with children’s interpretations of their parents’ behavior.
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Чудинов, Валерий, and Valeriy Chudinov. "Rusologia as a complex scientific study of Early Rus." Servis Plus 8, no. 2 (June 3, 2014): 98–106. http://dx.doi.org/10.12737/3900.
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The article provides a definition of a prospective complex scientific discipline on Rus — rusologia (russologie). The author dwells on the resource-base and borrowed names of individual periods of history of Rus, demonstrates nomination analogies relevant for a complex historical study of states other than Rus, and lists innovative scientific methods peculiar to this particular discipline.
The article contains illustrations, which serve to demonstrate the potential of the new epigraphic research methods, and presents critical views of them, as well as the author´s arguments in their favour.
The author dares to assume that rusologia (russologie) is to become a complex scientific discipline, a distinct study of Rus and its inhabitants (the rusiches). With Rus´s population worshiping different Vedic gods on an alternating basis, the author deems it consistent to nominalise each period of Rus´s history accordingly. Thus, the subdisciplines of rusologia (rossulogie) are Mokosh/ (Mokos) — rusologia, Mara-rusologia, Rod-rusologia, Yar-rusologia, Arctorusologia, Slavic-rusologia and Pre-Romanov-rusologia. Each subdiscipline is responsible for a particular period of the historical development of Rus and the rusiches. Later periods are central to the study of such disciplines as Russian cultural anthropology, Russian historiography, the old and modern Russian language etc.
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Mazama, Ama. "Africology and the Question of Disciplinary Language." Journal of Black Studies 52, no. 5 (April 13, 2021): 447–64. http://dx.doi.org/10.1177/0021934721996431.
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This essay is a contribution to Africology’s discipline-building. It examines more particularly the importance of disciplinary language, stressing the need for clear language and consistent definitions. Of particular concern are terms like “African-centeredness” and “Africancentered” which have never been clearly defined although they are widely used. This clout, this essay argues, impedes discipline-building efforts by introducing and sustaining semantic and terminological incoherence.
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Barlösius, Eva. "Concepts of Originality in the Natural Science, Medical, and Engineering Disciplines: An Analysis of Research Proposals." Science, Technology, & Human Values 44, no. 6 (October 18, 2018): 915–37. http://dx.doi.org/10.1177/0162243918808370.
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Science is fundamentally devoted to generating original knowledge, and therefore concepts of scientific originality are keys to understanding its very essence. Scientific originality has long been thought of as discovery, but new studies of the humanities and social sciences have shown that other, discipline-specific concepts of originality are used in these fields of study. Does this finding also hold for disciplines in the natural science, medicine, and engineering? Are concepts of originality scientifically grounded or do they instead reflect extrascientific modes of originality? These questions lie at the heart of research proposals responding to an initiative explicitly calling for original scientific projects. The proposals undergo a two-step analysis based on grounded theory[Per style, reference citation is not allowed in abstract section. Hence, we have deleted Charmaz, 2006. Please approve.]. First, three empirically identified modes of scientific originality are described: temporal, partially different, and revolutionary. The three modes of originality are consistent with extrascientific ones such as those in art and fashion. Second, six disciplines—two each in the natural science, medical, and engineering—are analyzed for ways the three modes of originality are used and for their associated disciplinary characteristics in order to identify discipline-specific concepts of originality.
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Winberry, Thomas. "Lumpy Investment, Business Cycles, and Stimulus Policy." American Economic Review 111, no. 1 (January 1, 2021): 364–96. http://dx.doi.org/10.1257/aer.20161723.
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I study the aggregate implications of micro-level lumpy investment in a model consistent with the empirical dynamics of the real interest rate. The elasticity of aggregate investment with respect to shocks is procyclical because more firms are likely to make an extensive margin investment in expansions than in recessions. Matching the dynamics of the real interest rate is key to generating this result because it disciplines the interest-elasticity of investment and avoids counterfactual behavior of the model that would otherwise eliminate most of the procyclical responsiveness. Therefore, data on interest rates place important discipline in aggregating micro-level investment behavior. (JEL D25, E13, E22, E23, E43, G31, H25)
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Lindsay, Constance A., and Cassandra M. D. Hart. "Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina." Educational Evaluation and Policy Analysis 39, no. 3 (March 1, 2017): 485–510. http://dx.doi.org/10.3102/0162373717693109.
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Using student-level administrative data from North Carolina, we explore whether exposure to same-race teachers affects the rate at which Black students receive exclusionary discipline, such as out-of-school suspensions, in-school suspensions, and expulsion. We find consistent evidence that exposure to same-race teachers is associated with reduced rates of exclusionary discipline for Black students. This relationship holds for elementary, middle, and high school grade ranges for male and female students, and for students who do and do not use free and reduced-price lunch. Although we find reductions in referrals for a number of different types of offenses, we find particularly consistent evidence that exposure to same-race teachers lowers office referrals for willful defiance across all grade levels, suggesting that teacher discretion plays a role in driving our results.
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Li, Meng. "Moral Hazard and Internal Discipline: Theory and Evidence." Accounting Review 94, no. 4 (October 1, 2018): 365–400. http://dx.doi.org/10.2308/accr-52294.
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ABSTRACT This paper studies, both theoretically and empirically, how subordinates to CEOs can discipline the CEOs' self-serving activities. I predict that because CEOs' self-serving activities hurt the subordinates through the subordinates' stakes in the firms, the subordinates who observe these activities will take actions that negatively affect the CEOs, and that in anticipation of such reactions by subordinates, the CEOs will limit their own misbehaviors. This disciplinary mechanism will become more effective when the CEOs' self-serving activities are more observable to subordinates. Further, the sensitivity of CEOs' self-serving activities to observability will increase (1) as the agency problem between CEOs and their subordinates intensifies, and (2) when external monitoring is less effective. The incentive pay for the subordinates will also decrease with the strength of external monitoring. Using a series of empirical tests, I find results that are largely consistent with my theoretical predictions. JEL Classifications: G34; M41. Data Availability: Data are available from the public sources cited in the text, except for Glassdoor data, which are obtained by the author under a confidentiality agreement with Glassdoor, Inc.
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Waschull, Stefanie B. "Predicting Success in Online Psychology Courses: Self-Discipline and Motivation." Teaching of Psychology 32, no. 3 (July 2005): 190–92. http://dx.doi.org/10.1207/s15328023top3203_11.
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This article addresses factors associated with student success in online psychology courses. Prior to beginning an online course, students completed measures of self-discipline and motivation, time commitment, study skills, preference for text-based learning, access to technology, and technology experience. Schrum and Hong (2002) proposed that these student characteristics predict online course success. I used scores on these factors to predict student performance in online introductory psychology and online human growth and development courses. Self-discipline and motivation was the only factor predictive of online psychology course success. My results contradict the model proposed by Schrum and Hong but are consistent with research on the role of motivation in success.
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Fung, Joey J., and Anna S. Lau. "Punitive discipline and child behavior problems in Chinese-American immigrant families: The moderating effects of indigenous child-rearing ideologies." International Journal of Behavioral Development 33, no. 6 (July 30, 2009): 520–30. http://dx.doi.org/10.1177/0165025409343749.
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In a sample of 107 Chinese immigrant families we examined whether cultural child-rearing beliefs moderated the association between parents’ use of punitive discipline and children’s behavioral adjustment. Immigrant parents and their children aged 7 to 17 years completed measures of parental discipline and child behavior problems. Parents also reported on indigenous Chinese child-rearing ideologies regarding shaming and training as strategies for raising competent and moral children. Results of hierarchical regression models conducted with parent-reported data indicated that the negative effects of punitive discipline on child behavior problems were not apparent when parents adhered to training and shaming ideologies. However, the buffering effects of training ideologies were more robust and consistent than shaming. The findings provide some evidence that the discipline—behavior problem link may be moderated by cultural context of caregiver psychology which shapes the meaning and implications of parental behavior.
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Pesta, Racheal. "Labeling and the Differential Impact of School Discipline on Negative Life Outcomes: Assessing Ethno-Racial Variation in the School-to-Prison Pipeline." Crime & Delinquency 64, no. 11 (January 3, 2018): 1489–512. http://dx.doi.org/10.1177/0011128717749223.
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The relationship between educational attainment and involvement in the criminal justice system is one of the most consistent findings in the criminological literature. Contributing to this relationship is the increased and disproportionate use of exclusionary discipline, particularly among ethno-racial minorities. Exclusionary discipline is correlated with negative life outcomes however; scholars have yet to examine the impact of school discipline on behavioral outcomes across race and ethnicity. Using data from the National Longitudinal Study of Adolescent and Adult Health, this study addresses this gap by modeling the pathways from school exclusion to future dropout, delinquency, and criminal offending for White, Black, and Hispanic youth. Results suggest significant differences in the effect of school exclusion on future outcomes across ethno-racial groups.
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Abdullah, Ramli. "URGENSI DISIPLIN DALAM PEMBELAJARAN." Lantanida Journal 3, no. 1 (September 11, 2017): 18. http://dx.doi.org/10.22373/lj.v3i1.1437.
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Learning outcomes is a whole skill and the results achieved through the learning process in schools defined by the numbers measured by achievement test. While the measure is to apply the measuring instrument to a particular object. Magnitudes numbers obtained, then gained significance when compared to the measurement results to a specific benchmark. Associated with discipline in this study is the tendency to use regulation as a guide in learning a subject and a tendency consistent implementation of rules in learning a subject, and the tendency of commitment to the provision of reward and punishment in the process of studying a course. So with so that there is a positive relationship between the Discipline of the learning outcomes of a course. It means that any increase to the Discipline resulting in the increase of learning outcomes of a course. And this shows if the Disciplinary enhanced the learning outcomes of a course increases. Discipline and vice versa if lower then the learning outcomes of the course also lower suggesting that the learning outcomes of the course is determined by the Discipline. That there is a positive relationship between the discipline of the learning outcomes of a course. This means that every increase of discipline resulted in an increase learning outcomes of a course. So for that, it can be stated that the relationship between the discipline of the learning outcomes of the course well. This shows if the discipline improved the learning outcomes of the course increased as well.
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Lansford, Jennifer E., Darren Woodlief, Patrick S. Malone, Paul Oburu, Concetta Pastorelli, Ann T. Skinner, Emma Sorbring, et al. "A longitudinal examination of mothers’ and fathers’ social information processing biases and harsh discipline in nine countries." Development and Psychopathology 26, no. 3 (April 25, 2014): 561–73. http://dx.doi.org/10.1017/s0954579414000236.
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AbstractThis study examined whether parents’ social information processing was related to their subsequent reports of their harsh discipline. Interviews were conducted with mothers (n = 1,277) and fathers (n = 1,030) of children in 1,297 families in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States), initially when children were 7 to 9 years old and again 1 year later. Structural equation models showed that parents’ positive evaluations of aggressive responses to hypothetical childrearing vignettes at Time 1 predicted parents’ self-reported harsh physical and nonphysical discipline at Time 2. This link was consistent across mothers and fathers, and across the nine countries, providing support for the universality of the link between positive evaluations of harsh discipline and parents’ aggressive behavior toward children. The results suggest that international efforts to eliminate violence toward children could target parents’ beliefs about the acceptability and advisability of using harsh physical and nonphysical forms of discipline.
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Trent, Judith S., Cady Short-Thompson, Paul A. Mongeau, and Maribeth S. Metzler. "The Consistent Attributes of the Ideal Presidential Candidate in an Increasingly Divided Electorate." American Behavioral Scientist 61, no. 3 (March 2017): 278–97. http://dx.doi.org/10.1177/0002764217693278.
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Political image is a transactional process between candidates’ actions and how voters assess them with their own individual ideas of the ideal presidential candidate. This 28-year longitudinal study of political communication serves to address the following four research questions. First, what attributes do voters find most important or desirable for a candidate to possess—in other words, what makes him or her an ideal presidential candidate? Second, how do these evaluations of ideal characteristics change across time and a different field of candidates? Third, how important are the candidates’ demographic variables? Fourth, how do the evaluations of ideal characteristics differ across the age, gender, and political party affiliation of the voters? These questions are posed and answered across 1988 to 2016 presidential campaign cycles in one of the longest research studies in the discipline of political communication.
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Hammerschlag, Richard, Michael Levin, Rollin McCraty, Namuun Bat, John A. Ives, Susan K. Lutgendorf, and James L. Oschman. "Biofield physiology: A Framework for an emerging discipline." Global Advances in Health and Medicine 4, no. 1_suppl (January 2015): gahmj.2015.015. http://dx.doi.org/10.7453/gahmj.2015.015.suppl.
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Biofield physiology is proposed as an overarching descriptor for the electromagnetic, biophotonic, and other types of spatially-distributed fields that living systems generate and respond to as integral aspects of cellular, tissue, and whole organism self-regulation and organization. Medical physiology, cell biology, and biophysics provide the framework within which evidence for biofields, their proposed receptors, and functions is presented. As such, biofields can be viewed as affecting physiological regulatory systems in a manner that complements the more familiar molecular-based mechanisms. Examples of clinically relevant biofields are the electrical and magnetic fields generated by arrays of heart cells and neurons that are detected, respectively, as electrocardiograms (ECGs) or magnetocardiograms (MCGs) and electroencephalograms (EEGs) or magnetoencephalograms (MEGs). At a basic physiology level, electromagnetic activity of neural assemblies appears to modulate neuronal synchronization and circadian rhythmicity. Numerous nonneural electrical fields have been detected and analyzed, including those arising from patterns of resting membrane potentials that guide development and regeneration, and from slowly-varying transepithelial direct current fields that initiate cellular responses to tissue damage. Another biofield phenomenon is the coherent, ultraweak photon emissions (UPE), detected from cell cultures and from the body surface. A physiological role for biophotons is consistent with observations that fluctuations in UPE correlate with cerebral blood flow, cerebral energy metabolism, and EEG activity. Biofield receptors are reviewed in 3 categories: molecular-level receptors, charge flux sites, and endogenously generated electric or electromagnetic fields. In summary, sufficient evidence has accrued to consider biofield physiology as a viable scientific discipline. Directions for future research are proposed.
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Farvaque, Etienne, Florence Huart, and Clément Vaneecloo. "Taylor's Fiscal Rule: An Exit to the Stability and Growth Pact Dead-end?" Acta Oeconomica 56, no. 3 (September 1, 2006): 323–40. http://dx.doi.org/10.1556/aoecon.56.2006.3.4.
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This study applies Taylor's (2000) proposed fiscal rule to EU-15 countries. We show that such a simple, flexible and transparent fiscal rule, if applied to individual EMU countries, could improve the enforceability of the Stability and Growth Pact. This rule is used to compute the structural budget balance consistent with a total budget position in balance, given national specificities concerning automatic stabilisers and the output gap. It is thus designed for being consistent with both fiscal discipline and flexibility.
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OH, SANG HUN, YOON JOON LEE, and MYOUNG HO KIM. "A MANAGEMENT DISCIPLINE OF SOFTWARE METRICS AND THE SOFTWARE QUALITY MANAGER." International Journal of Software Engineering and Knowledge Engineering 02, no. 03 (September 1992): 449–65. http://dx.doi.org/10.1142/s021819409200021x.
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A management discipline of software metrics facilitates their consistent measurement and usage during the life cycle of software systems, by maintaining knowledge and data related to their evaluation tasks and application domain knowledge. To investigate environment of the management discipline, we represent software engineering environments by an activity flow model and a micro cycle model. A unified management view of software metrics is established by their collectivity and comprehensiveness in two-dimensional flows of the activity flow model. Then, we propose the Software Quality Manager (SQM) as a realization of the management discipline of software metrics. The proposed software quality manager makes use of two knowledge bases: (1) knowledge about application domain in the form of reusable software components and (2) knowledge about software engineering. The three-stage architecture and preparation process of the proposed system are also presented. Finally, we propose how to support the measurement and analysis task for database management systems within the context of the software quality manager.
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Novikov, Yu O., D. E. Mokhov, and E. S. Tregubova. "Formation and development of osteopathy as a scientific discipline." Russian Osteopathic Journal, no. 1 (April 13, 2021): 8–19. http://dx.doi.org/10.32885/2220-0975-2021-1-8-19.
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The formation and development of osteopathy as a scientific discipline is considered. Despite its one and a half century history, osteopathy is a relatively young medical specialty. At the same time, throughout the history of the existence of osteopathy, its supporters carried out an active search for scientific evidence of its effectiveness. Currently, osteopathy is going through the stage of scientification, its formation as a scientific discipline. However, even now even the term osteopathy itself is often interpreted quite loosely and, in some cases, tendentiously. In this regard, the purpose of this work is to trace the development of osteopathy — from the earliest works of its founders to the latest stage of development, when osteopathy has become more and more consistent with the basic requirements of evidence-based medicine. To achieve this goal, much attention is paid to all stages of the formation and development of osteopathy, both abroad and in Russia. There are considered such problems as the formation of the basic terminology, the development and change of the basic concepts of osteopathy, including the concept of osteopathic lesion and the concept of somatic dysfunctions, the development of modern methods of evidence-based medicine, the dynamics of publication activity of osteopathic researchers. It concludes that new ways of obtaining the data about the health effects of osteopathy will continue to emerge, and the level of evidence and the number of quality clinical trials are likely to change.
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Ely, David P., Arthur L. Houston, Jr., and Carol Olson Houston. "Can Financial Markets Discipline Banks? Evidence From The Markets For Preferred Stock." Journal of Applied Business Research (JABR) 12, no. 1 (September 12, 2011): 59. http://dx.doi.org/10.19030/jabr.v12i1.5838.
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This paper explores the potential benefits of allowing greater use of money-market preferred stock (MMPS) in the capital structure of banking organizations. We find that banking organizations offering MMPS tend to have lower profitability and higher credit risk than institutions offering capital-market preferred stock. This finding is consistent with the hypothesis that markets will provide incentives, in the form of lower risk premiums, for higher default-risk institutions to offer MMPS rather than CMPS, because the auction process allows investors to adjust for any shifts in risk profiles by repricing the issue every 49 days. The finding that institution-specific risk influences the financing behavior of bank managers implies that banks are subject to a degree of market discipline.
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Smith, Darrick, and Christine J. Yeh. "Nurturing Is Not Enough: A Case Study on Social Justice, Caring, and Discipline." Journal of Education 199, no. 2 (April 2019): 89–98. http://dx.doi.org/10.1177/0022057419848369.
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We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.
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Tuffley, David, and Lian Wen. "Behavior Engineering for the Analysis and Verification of Processes." Advanced Materials Research 399-401 (November 2011): 1798–801. http://dx.doi.org/10.4028/www.scientific.net/amr.399-401.1798.
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Engineering in general is a process-intensive domain. Processes and process models underpin the activities of every Engineering discipline, ensuring consistent outputs by sequencing the right activities in the correct order. Acknowledging the importance of process models, there is a clear need for effective methods for verifying such models to ensure efficiency and correctness. This paper introduces a new formal methodology for the analysis and verification of processes,Behavior Engineering(BE) [1]. BE has proven very effective when applied to the development of process models. In this example, the discipline is Software Engineering, yet it is argued that the approach can be applied to any process or set of processes from Chemical, Materials and Metallurgical Engineering.
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Cai, Jie, Yixin Liu, Yiming Qian, and Miaomiao Yu. "Information Asymmetry and Corporate Governance." Quarterly Journal of Finance 05, no. 03 (September 2015): 1550014. http://dx.doi.org/10.1142/s2010139215500147.
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We examine the impact of a firm’s asymmetric information on its choice of three mechanisms of corporate governance: The intensity of board monitoring, the exposure to market discipline, and CEO pay-for-performance sensitivity. We find that firms facing greater asymmetric information tend to use less intensive board monitoring but rely more on market discipline and CEO incentive alignment. These results are consistent with the monitoring cost hypothesis. In addition, we find that high information-asymmetry firms that have to substantially increase board monitoring intensity after the Sarbanes–Oxley Act suffer poor stock performance. Our evidence therefore suggests that regulators should use caution when imposing uniform corporate governance requirements on all firms.
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Mazza, Luigi. "Finalitŕ e sapere della pianificazione spaziale. Appunti per la ricostruzione di uno statuto disciplinare." TERRITORIO, no. 62 (September 2012): 7–12. http://dx.doi.org/10.3280/tr2012-062001.
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Urban planning culture in Italy, but also elsewhere, is experiencing a period of particular academic and social weakness. This weakness is seen, at least in part, in the absence of rules for the discipline to reinforce training processes and to give them authority. Planning culture today is characterised by a large number of different objectives which are not always clear and consistent with each other. No codified technical language exists with which to communicate without too many misunderstandings. A training process cannot be based on practices alone, but requires the support of institutionalised knowledge and it is therefore indispensible to ask the question whether it is still possible to refer to spatial planning as a discipline.
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Harling, Philip. "Robert Southey and the Language of Social Discipline." Albion 30, no. 4 (1998): 630–55. http://dx.doi.org/10.2307/4053852.
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Robert Southey is probably still best remembered as a versifying turncoat, the most reactionary and least anthologized Lake poet. He owes this reputation to the reformers of his own day, who took it amiss when he renounced his youthful dreams of radical egalitarianism and appeared to exchange them for the £300 a year he made by scribbling Court-ordered odes as Poet Laureate. By the late 1810s, opposition M.P.s were scolding him on the Commons floor for urging the suppression of just the sort of republican sentiments that he himself had committed to paper in the 1790s. Byron memorably sent him up as an apostate hack:He had written praises of a regicide;He had written praises of all kings whatever;He had written for republics far and wide,And then against them bitterer than ever;He had sung against all battles, and againIn their high praise and glory; he had call'dReviewing “the ungentle craft,” and thenBecome as base a critic as e'er crawl'd–Fed, paid, and pamper'd by the very menBy whom his muse and morals had been maul'd:He had written much blank verse, and blanker prose,And more of both than anybody knows.Despite being the target of such devastating attack, Southey nevertheless has had plenty of defenders over the last century and a half. Most of them have stressed his consistent commitment to humanitarian interventionism. Cuthbert Southey established this far more positive critical tradition by stressing the reforms that his father had repeatedly advocated in print: reduction of child labor in factories; addition of Anglican churches and clergymen, especially in poor urban districts; public works schemes in times of distress; land allotments for poor laborers; cultivation of waste lands by paupers; reduction of the Bloody Code and of corporal punishment in the military, along with some of the more punitive measures enshrined in the poor laws and game laws; establishment of savings banks, emigration schemes, Protestant sisterhoods of charity, and, most importantly, a national system of Anglican, state-aided popular education.
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Hendrick, Hal W. "Introduction to Macroergonomics." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–539. http://dx.doi.org/10.1177/154193120004401226.
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The origin and development of macroergonomics as an identifiable sub-discipline of human factors/ergonomics is reviewed. The concept of macroergonomics, including the underlying empirically developed sociotechnical systems model, is summarized. The relation of macro-to micro-ergonomics, and the synergism that is possible when the two are harmonized and consistent with the organization's sociotechnical characteristics, is explained.
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Wolfe, Michael B., and Todd J. Williams. "Poor metacognitive awareness of belief change." Quarterly Journal of Experimental Psychology 71, no. 9 (January 1, 2018): 1898–910. http://dx.doi.org/10.1080/17470218.2017.1363792.
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When people change beliefs as a result of reading a text, are they aware of these changes? This question was examined for beliefs about spanking as an effective means of discipline. In two experiments, subjects reported beliefs about spanking effectiveness during a prescreening session. In a subsequent experimental session, subjects read a one-sided text that advocated a belief consistent or inconsistent position on the topic. After reading, subjects reported their current beliefs and attempted to recollect their initial beliefs. Subjects reading a belief inconsistent text were more likely to change their beliefs than those who read a belief consistent text. Recollections of initial beliefs tended to be biased in the direction of subjects’ current beliefs. In addition, the relationship between the belief consistency of the text read and accuracy of belief recollections was mediated by belief change. This belief memory bias was independent of on-line text processing and comprehension measures, and indicates poor metacognitive awareness of belief change.
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., Hakim, and Rahmat Alhakim. "Effect of motivation, leadership, and work discipline on employees’ performance (Case study of PT. Injakayu Terpadu, Gunung Putri - Bogor)." Management Journal of Binaniaga 5, no. 01 (June 19, 2020): 23. http://dx.doi.org/10.33062/mjb.v5i01.372.
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Motivation, leadership and workplace discipline are three of several factors that are regarded to have relatively great influence on the performance of employees of PT Integrated Injakayu Terpadu, Gunung Putri Bogor. To investigate the effect, the present research aimed to determine the influence of motivation, leadership and working discipline on the performance of the employees of the company. The study was conducted by taking 70 employees as a research sample which was an proportional to a total population of 230 employees. Data were collected using a closed questionnaire instrument with six rating scales ranging from very poor/low to very good/excellent. This quantitative study was conducted by describing research data and conducting analysis on the inference. Multiple linear regression analysis and multiple determination coefficients were used for analysis while hypothesis testing was done by the F-test and t-test. This study produces a robust model which shows the influence of motivation, leadership and workplace discipline on employee performance indicated by the multiple linear regression equation Ŷ = 0.167 + 0.940X1 + 0.008X2 + 0.035X3. The correlation coefficient is R = 0.957 which shows that motivation, leadership and work discipline are strongly related to the employee’s performance. Adjusted R2 value = 0.912 shows that motivation, leadership and workplace discipline in the model are simultaneously able to explain 91.2% employee performance variable of PT Injakayu Terpadu, Gunung Putri Bogor, while 8.8% other variable explained not examined in this study. The three main findings revealed in this study are consistent with the proposed hypotheses, i.e. motivation has a positive and significant effect on employee performance, leadership has no effect on employee performance, and workplace discipline does not affect employee performance. Keywords: Motivation, Leadership, Workplace Discipline, and Performance
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Ferguson, Michael F., and Bradley A. Stevenson. "Depositor discipline and the bank ' s incentive to monitor." Journal of Financial Economic Policy 6, no. 2 (May 6, 2014): 98–111. http://dx.doi.org/10.1108/jfep-06-2013-0022.
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Purpose – The aim of this paper is to examine the question of the specialness of banks by addressing concerns raised in the recent studies and deriving policy implications for the future of banking. The specialness of banks has been well documented in the finance literature. More recent research, however, calls into question the special nature of banks. Design/methodology/approach – We use event study methodology to study 423 bank loan announcements from 1988 to 1996 and examine the returns relative to proxies for the bank ' s monitoring incentives and skill using ordinary least squares (OLS) regressions. Findings – Our results indicate borrower abnormal announcement returns are positively related to proxies for the bank ' s monitoring incentives and skill as measured by: the ratio of uninsured deposits to total loans; a risk-adjusted measure of recovered charge-offs; and the relative bank-to-borrower capital ratio. Research limitations/implications – The results reveal how the fragile nature of the bank ' s structure improves the bank ' s incentives to monitor borrowers. Practical implications – Our results can inform the current debates in the Fed and in Congress surrounding reapplying the Glass-Steagall Act and limiting the size of banks. We show that banks were special before the Gramm-Leach-Bliley Act and when fewer banks belonged to the too-big-to-fail category. This suggests that reregulating banks to re-establish their fragile nature will re-establish them as information-generating intermediaries instead of just transactional institutions. Originality/value – Our findings have not previously been documented but are broadly consistent with models developed by Calomiris and Kahn (1991) and especially Diamond and Rajan (2001).
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Baron, Matthew. "Countercyclical Bank Equity Issuance." Review of Financial Studies 33, no. 9 (February 27, 2020): 4186–230. http://dx.doi.org/10.1093/rfs/hhaa008.
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Abstract Over the period 1980–2012, large U.S. commercial banks raise and retain less equity during credit expansions, which amplifies their leverage. The decrease in equity issuance is large relative to subsequent banking losses. I consider a variety of explanations for why banks resist raising equity and find evidence consistent with the diminishment of creditor market discipline due to government guarantees. I test this explanation by analyzing the removal of government guarantees to German Landesbank creditors and find that creditor market discipline and equity issuance increase. These findings help explain why banks resist raising equity, making financial distress more likely. Authors have furnished an Internet Appendix, which is available on the Oxford University Press Web site next to the link to the final published paper online.
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Hood, Ralph. "Them that believe: a postmodern exploration of the contemporary Christian serpent-handlers of Appalachia." Scripta Instituti Donneriani Aboensis 21 (January 1, 2009): 72–91. http://dx.doi.org/10.30674/scripta.67356.
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The call for a new paradigm is loud and clear and consistent with postmodern methods. They are no gold standard to be applied to all investigations; no master narrative to be defended. Interdisciplinary, as the author tries to demonstrate, can mean not only cooperation among disciplines, but also the use of a variety of often discipline favoured methods by a single investigator or a team of investigators whose location within a particular ‘discipline’ is both historically contingent and likely dated in terms of its usefulness. Likewise, the use of multilevel considerations means that the diversity of methods and approaches at various levels of abstraction are necessary to begin any study of religious phenomena in their immense complexity. This study of serpent handlers focuses upon archival research; hermeneutical explorations of textual criticism of the Bible; ethnography linked to videotapes; phenomenological interviews analyzed in terms of a hermeneutical method that reveals the meaningfulness of handling serpents, being anointed, and the experience of near death from serpent bites. The author is committed to exploring the meaning of serpent handling from personal and cultural perspectives, and also takes into account psychological theories to link the symbolic and sign value of serpents that further does justice to the power of the serpent to elicit genuine religious experiences and to serve as an apologetic for a tradition that has been maligned and misunderstood by lay persons and scholars alike.
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Mendonça, Carlos Cesar, and Wagner Aparecido Caetano. "VISÃO DOS ALUNOS E GESTORES DO ENSINO MÉDIO DO PERÍODO NOTURNO SOBRE A DISCIPLINA DE EDUCAÇÃO FÍSICA." Colloquium Vitae 4, no. 2 (December 19, 2012): 85–96. http://dx.doi.org/10.5747/cv.2012.v004.n2.v065c.
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This research investigated whether there are at schools of the night shift,high school,physical education classes, as referred to Law No. 10,793, of December, 1st2003. Data collection was conducted through questionnaires(open and closedasks) targeted at 98 students and 4 managers belonging to the Board of Education of interior city of São Paulo State. Our results are consistent with the initial hypothesis which states that night shift high school did not meet the determination of the law nº 10,793. Tabulated data, we identified certain neglect about teaching physical education at night contemplating the benefits and contributions of this discipline in the curriculum. We conclude the reader aware of significant relevance to the school, the student and society of regular physical activity at school