Relevant bibliographies by topics / Physician Discipline

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Physician Discipline'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Physician Discipline"

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YEON, HOWARD B., DAVID A. LOVETT, DAVID ZURAKOWSKI, and JAMES H. HERNDON. "PHYSICIAN DISCIPLINE." Journal of Bone and Joint Surgery-American Volume 88, no. 9 (September 2006): 2091–96. http://dx.doi.org/10.2106/00004623-200609000-00025.

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Yeon, Howard B. "Physician Discipline." Journal of Bone and Joint Surgery (American) 88, no. 9 (September 1, 2006): 2091. http://dx.doi.org/10.2106/jbjs.f.00524.

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Kohatsu, Neal D., Dawn Gould, Leslie K. Ross, and Patrick J. Fox. "Characteristics Associated With Physician Discipline." Archives of Internal Medicine 164, no. 6 (March 22, 2004): 653. http://dx.doi.org/10.1001/archinte.164.6.653.

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Miller, S. H. "Characteristics Associated With Physician Discipline: A Case-Control Study." Yearbook of Plastic and Aesthetic Surgery 2006 (January 2006): 220. http://dx.doi.org/10.1016/s1535-1513(08)70463-6.

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Scutchfield, F. Douglas. "The Role of the Medical Profession in Physician Discipline." JAMA 279, no. 23 (June 17, 1998): 1915. http://dx.doi.org/10.1001/jama.279.23.1915.

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McDonald, James V., and Bianca Melo. "Framework for Just Culture: Rhode Island Board of Medical Licensure and Discipline." Journal of Medical Regulation 106, no. 4 (December 1, 2020): 27–31. http://dx.doi.org/10.30770/2572-1852-106.4.27.

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ABSTRACT The Rhode Island Board of Medical Licensure and Discipline (BMLD) is the regulatory body for physicians in Rhode Island, granting licenses and imposing disciplinary actions. The BMLD created a framework in the context of Just Culture to evaluate allegations of misconduct regarding physicians. This framework incorporates core concepts from Just Culture, in order to help determine if a physician is blameless or blameworthy regarding the underlying allegations and to help determine accountability to the individual physician or attribute to systems issues.
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Law, Marc T., and Zeynep K. Hansen. "Medical Licensing Board Characteristics and Physician Discipline: An Empirical Analysis." Journal of Health Politics, Policy and Law 35, no. 1 (February 2010): 63–93. http://dx.doi.org/10.1215/03616878-2009-041.

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Yitambe, Andre. "The Physician-Patient Relationship: A Review of Two Theoretical Approaches and Health Regulation Implications." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 5, no. 2 (November 29, 2016): 265. http://dx.doi.org/10.21013/jmss.v5.n2.p6.

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<div><p><em>Recent development in the organization of healthcare has impacted on physician and patient relationship. The physician-patient relationship is becoming more and more a universalistic concern. Since Hippocrates, the physician-patient relationship remains the corner stone of medical practice. A number of disciplines have questioned the interaction between physician and patient (from pure sciences and clinical sciences to social sciences). This paper uses a de-centered comparative method to examine how different theoretical approaches shape the understanding of doctor-patient interaction and health regulation implications. In particular, the article looks at two theoretical models: health economics and medical socio-anthropology. The findings show that the difference between the two approaches is based upon the background of each discipline. Nevertheless, there are some similarities. The paper concludes that no theoretical approach is totally privileged to understand the interaction.</em></p></div>
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Grant, Darren, and Kelly C. Alfred. "Sanctions and Recidivism: An Evaluation of Physician Discipline by State Medical Boards." Journal of Health Politics, Policy and Law 32, no. 5 (September 12, 2007): 867–85. http://dx.doi.org/10.1215/03616878-2007-033.

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Hyman, David A., Mohammad Rahmati, and Bernard Black. "Medical Malpractice and Physician Discipline: The Good, The Bad and The Ugly." Journal of Empirical Legal Studies 18, no. 1 (March 2021): 131–66. http://dx.doi.org/10.1111/jels.12277.

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Dissertations / Theses on the topic "Physician Discipline"

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Bonnell, III Richard. "THE INFLUENCE OF MEDICAL EDUCATION ON THE FREQUENCY AND TYPE OF MEDICAL BOARD DISCIPLINE RECEIVED BY LICENSED FLORIDA PHYSICIANS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3781.

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It has been estimated that in the United States, between 44,000 to 98,000 patients succumb to medical errors each year. Due to a shortage of graduates of domestic medical schools, many graduates of foreign medical schools are practicing in the United States. The medical education received in foreign medical schools may not be equivalent to the medical education received in domestic medical schools, which are schools located in the United States, Puerto Rico and Canada. Differences due to the educational backgrounds of the foreign-schooled physicians may contribute to an increase in medical board disciplining. Furthermore, graduates of medical schools where the instruction is not conducted in the English language may receive increased medical board disciplining when compared to the graduates of medical schools where English is the language of instruction. Finally, domestic medical schools that are ranked low according to The Gourman Report, 8th Edition may provide a substandard medical education, causing their graduates to have increased rates of discipline when compared to peers who have graduated from higher ranked medical schools. This study examines the effects of undergoing foreign medical training as opposed to domestic medical training and receiving medical school instruction in the English language or another language, on the frequency and severity of disciplinary action taken by the Florida Board of Medicine against medical doctors licensed in Florida since 1952 (N = 39,559). Also examined are the effects of attending domestic medical schools that are ranked lower than other domestic medical schools on the frequency and severity of disciplinary action taken by the Florida Board of Medicine against medical doctors licensed in Florida since 1952 (n = 25,479). Control variables used in this logistic regression analysis include whether the medical doctor is specialty board certified or not, the specialty practiced and the medical doctor's race and gender. Archival data from the Florida Department of Health were used for this study. This study found that the graduates of medical schools where the instruction is not in the English language are more likely to receive discipline and are more likely to receive more severe types of discipline than graduates of medical schools where the instruction is in the English language. It was also found that medical doctors who are ABMS certified, are practicing either a surgical specialty, obstetrics, gynecology, psychiatry, emergency medicine, family medicine or diagnostic radiology, or are male have increased odds of being disciplined by the Florida Board of Medicine.
Ph.D.
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Perron, Josée. "Discipline techniques used by secondary physical education teachers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35217.

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The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence.
This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data.
The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).
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Yip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
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Yip, Gary. "Discipline in physical education, a case study of one secondary physical education teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50587.pdf.

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Svetlana, Buišić. "Примена Хелисоновог модела одговорности у настави физичког васпитања." Phd thesis, Univerzitet u Novom Sadu, Fakultet sporta i fizičkog vaspitanja u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=94320&source=NDLTD&language=en.

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Увод. Пораст насиља међу младима, дисциплински проблеми у школама, опадање интересовања за бављење физичком активношћу и други негативни трендови, намећу потребу реконцептуализације физичког васпитања. Међу иновативним моделима физичког васпитања издваја се Хелисонов модел одговорности или ТПСР модел (Hellison, 1983, 1985, 1995). Модел је заснован на унутрашњој мотивацији и подстицању позитивног социјалног понашања кроз активности као што су постављање циљева, саморефлексија и групне дискусије. TПСР модел одговара мотивационој клими овладавања задатком, нагласак је на залагању и напредовању ученика, међусобном поштовању и помагању. Проблем истраживања представља ефективност Хелисоновог модела личне и социјалне одговорности у настави физичког васпитања. Предмет истраживања представља примена Хелисоновог модела личне и социјалне одговорности у настави физичког васпитања у трећем разреду основне школе. Циљ истраживања је био да се провери ефективност Хелисоновог модела личне и социјалне одговорности у настави физичког васпитања, када је реч о личној и социјалној одговорности ученика, мотивационим оријентацијама, самовредновању спортске компетенције, социјалне компетенције и контроле понашања, подршци другова из разреда, и усвојености моторних вештина. Основна хипотеза истраживања: Хелисонов модел одговорности има значајне позитивне ефекте на одговорност, самоодређеност понашања, самовредновање, социјалну подршку и усвојеност моторних вештина ученика у настави физичког васпитања. Метод. У лонгитудиналном истраживању је примењен квази-експериментални нацрт, са рандомизованим групама и претест – посттест. Узорак испитаника чинили су ученици трећег разреда основне школе, оба пола, распоређени у експериментална и контролна одељења. Експериментални третман карактерисала је специфична структура часова физичког васпитања и посебне наставне стратегије усмерене на развијање личне и социјалне одговорности у складу са ТПСР моделом. Контролни третман представљао је стандардни програм и методе физичког васпитања. Трајање програма (24 часа) и секвенционирање градива било је уједначено у обе групе. Ефекти програма испитани су на сету зависних варијабли (укупно 12) и то: одговорност (2 варијабле), мотивационе оријентације (5), самовредновање (3), социјална подршка (1), моторно учење (1 композитна варијабла). Подаци су прикупљени помоћу одговарајућих мерних инструмената и обрађени релевантним статистичким процедурама (мултиваријатна анализа варијансе, мултиваријатна анализа коваријансе, Ман-Витни тест, дискриминативна анализа, Вилкоксонов тест рангова, кластер анализа). Резултати. Након примене ТПСР модела у експерименталној групи, односно, стандардног програма физичког васпитања у контролној групи, на финалном мерењу су констатоване статистички значајне разлике и високи ефекти у свим зависним варијаблама, доследно у корист експерименталне групе. Експериментални третман је највише утицао на самопроцене личне и социјалне одговорности, затим на самоодређене видове мотивације у настави физичког васпитања и моторно учење, а vi нешто мање на самовредновање и социјалну подршку. Добијени резултати сугеришу да ТПСР модел представља снажан контекстуални фактор, који преко базичних потреба за компетенцијом, аутономијом и припадањем, позитивно делује на самоодређену мотивацију ученика, продуктивност моторног учења, самовредновање и социјалну подршку. На основу добијених резултата прихваћена је главна и помоћне хипотезе истраживања. Теоријски и практичан значај истраживања. Истраживање превазилази многа методолошка ограничења претходних истраживања ТПСР модела. Модел је по први пут примењен у нашој средини, такође, испитан је његов утицај на ефикасност моторног учења и самовредновање ученика. Резултати омогућавају трансфер знања у свакодневну праксу учитеља, наставника физичког васпитања и тренера.
Uvod. Porast nasilja među mladima, disciplinski problemi u školama, opadanje interesovanja za bavljenje fizičkom aktivnošću i drugi negativni trendovi, nameću potrebu rekonceptualizacije fizičkog vaspitanja. Među inovativnim modelima fizičkog vaspitanja izdvaja se Helisonov model odgovornosti ili TPSR model (Hellison, 1983, 1985, 1995). Model je zasnovan na unutrašnjoj motivaciji i podsticanju pozitivnog socijalnog ponašanja kroz aktivnosti kao što su postavljanje ciljeva, samorefleksija i grupne diskusije. TPSR model odgovara motivacionoj klimi ovladavanja zadatkom, naglasak je na zalaganju i napredovanju učenika, međusobnom poštovanju i pomaganju. Problem istraživanja predstavlja efektivnost Helisonovog modela lične i socijalne odgovornosti u nastavi fizičkog vaspitanja. Predmet istraživanja predstavlja primena Helisonovog modela lične i socijalne odgovornosti u nastavi fizičkog vaspitanja u trećem razredu osnovne škole. Cilj istraživanja je bio da se proveri efektivnost Helisonovog modela lične i socijalne odgovornosti u nastavi fizičkog vaspitanja, kada je reč o ličnoj i socijalnoj odgovornosti učenika, motivacionim orijentacijama, samovrednovanju sportske kompetencije, socijalne kompetencije i kontrole ponašanja, podršci drugova iz razreda, i usvojenosti motornih veština. Osnovna hipoteza istraživanja: Helisonov model odgovornosti ima značajne pozitivne efekte na odgovornost, samoodređenost ponašanja, samovrednovanje, socijalnu podršku i usvojenost motornih veština učenika u nastavi fizičkog vaspitanja. Metod. U longitudinalnom istraživanju je primenjen kvazi-eksperimentalni nacrt, sa randomizovanim grupama i pretest – posttest. Uzorak ispitanika činili su učenici trećeg razreda osnovne škole, oba pola, raspoređeni u eksperimentalna i kontrolna odeljenja. Eksperimentalni tretman karakterisala je specifična struktura časova fizičkog vaspitanja i posebne nastavne strategije usmerene na razvijanje lične i socijalne odgovornosti u skladu sa TPSR modelom. Kontrolni tretman predstavljao je standardni program i metode fizičkog vaspitanja. Trajanje programa (24 časa) i sekvencioniranje gradiva bilo je ujednačeno u obe grupe. Efekti programa ispitani su na setu zavisnih varijabli (ukupno 12) i to: odgovornost (2 varijable), motivacione orijentacije (5), samovrednovanje (3), socijalna podrška (1), motorno učenje (1 kompozitna varijabla). Podaci su prikupljeni pomoću odgovarajućih mernih instrumenata i obrađeni relevantnim statističkim procedurama (multivarijatna analiza varijanse, multivarijatna analiza kovarijanse, Man-Vitni test, diskriminativna analiza, Vilkoksonov test rangova, klaster analiza). Rezultati. Nakon primene TPSR modela u eksperimentalnoj grupi, odnosno, standardnog programa fizičkog vaspitanja u kontrolnoj grupi, na finalnom merenju su konstatovane statistički značajne razlike i visoki efekti u svim zavisnim varijablama, dosledno u korist eksperimentalne grupe. Eksperimentalni tretman je najviše uticao na samoprocene lične i socijalne odgovornosti, zatim na samoodređene vidove motivacije u nastavi fizičkog vaspitanja i motorno učenje, a vi nešto manje na samovrednovanje i socijalnu podršku. Dobijeni rezultati sugerišu da TPSR model predstavlja snažan kontekstualni faktor, koji preko bazičnih potreba za kompetencijom, autonomijom i pripadanjem, pozitivno deluje na samoodređenu motivaciju učenika, produktivnost motornog učenja, samovrednovanje i socijalnu podršku. Na osnovu dobijenih rezultata prihvaćena je glavna i pomoćne hipoteze istraživanja. Teorijski i praktičan značaj istraživanja. Istraživanje prevazilazi mnoga metodološka ograničenja prethodnih istraživanja TPSR modela. Model je po prvi put primenjen u našoj sredini, takođe, ispitan je njegov uticaj na efikasnost motornog učenja i samovrednovanje učenika. Rezultati omogućavaju transfer znanja u svakodnevnu praksu učitelja, nastavnika fizičkog vaspitanja i trenera.
Introduction. Increase of violence among young people, discipline problems in schools, decrease of interest in physical activity and other negative trends impose a need to reconceptualize the physical education. Among innovative models of physical education Hellison’s model of responsibility or TPSR model stands out (Hellison, 1983, 1985, 1995). The model is based on intrinsic motivation and encourages positive social behavior through activities such as setting goals, self-reflection and group discussions. The TPSR model corresponds to the mastery motivational climate, the emphasis is on student’s effort and improvement, mutual respect and help. Research problem. The problem to be elaborated is effectiveness of Hellison’s model of personal and social responsibility in physical education setting. Research subject is application of Hellison’s model of personal and social responsibility in teaching physical education in the third grade of elementary school. Research goal was to verify the effectiveness of Hellison’s model of personal and social responsibility in the physical education setting with focus on students’ personal and social responsibility, motivational orientations, self-evaluation of sports competence, social competence and behavior control, support from classmates, and acquisition of motor skills. Main research hypothesis: The Hellison’s model of responsibility has significant positive effects on responsibility, self-determined behavior, self-evaluation, social support and acquisition of motor skills of physical education students. Method. In a longitudinal research a quasi-experimental design with randomized groups was applied and a pre-test – post-test.The mixed gender sample consisted of students of the third grade of elementary school, classified in experimental and control classes. The experimental treatment was characterized by a specific structure of physical education classes and special teaching strategies aimed at development of personal and social responsibility in accordance with the TPSR model. The control treatment was based on standard program and methods of physical education. The duration of the program (24 sessions) and lessons sequencing was the same in both groups. The effects of the program were examined on a set of dependent variables (12 in total) as follows: responsibility (2 variables), motivational orientations (5), self-evaluation (3), socialsupport (1), and motor learning (1 composite variable). Data was collected by adequate measure instruments and analyzed by relevant statistic procedures (multivariate analysis of variance, multivariate analysis of covariance, Mann–Whitney test, discriminant analysis, Wilcoxon rank test, cluster analysis). Results. After the application of the TPSR model in the experimental group and the standard program of physical education in the control group, the final measurements yielded statistically significant differences and large effect size in all dependent variables, consistently in favor of the experimental group. The experimental treatment was most effective in terms of self-perceived personal and social responsibility, self-determined motivation in the physical education, and motor learning, and a less effective in self-evaluation and social support domains. The results obtained suggest that the TPSR model is a strong contextual factor, which through basic needs for competence, autonomy andrelatedness, has a positive effect on students’ self-determined motivation, productivity of motor learning, self-evaluation and social support. On basis of the achieved results, both the main and auxiliary research hypotheses have been accepted. Theoretical and practical viii importance of the research. This research surpasses many methodological limitations of previous research of the TPSR model. The model has been implemented in Serbia for the first time, in addition, its efficiency on motor learning and self-evaluation of the students has been tested. The results enable transfer of knowledge in every-day practice of classroom teachers, physical education teachers and coaches.
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Senich, Samantha. "Mother's social cognitions and discipline responses differences between physical and relational aggression /." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/S%5FSenich%5F030306.pdf.

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kasem, amani. "Samspel mellan lärares ledarskap och disciplin." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31483.

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Examensarbetet handlar om lärarens ledarskap roll i skapandet av disciplin i klassrummet och hur matematiklärare upplever brist på disciplin och arbetsro i förhållande till lärare i andra ämnen samt hur de agerar och går tillväga i olika situationer. Studien lyfter även fram vilken inverkan brist på disciplin och arbetsro har på elevers lärande, sociala relationer och fostran. Dessutom kritiserar informanter några punkter i skolsystem i Sverige som spelar ganska stor roll i skoldisciplin. Jag använder mig av kvalitativa intervjuer som metod med inspelning och därefter transkribering. Två matematiklärare och fyra lärare i andra ämnen som har olika kön, ålder och erfarenheter blev intervjuade för att komma fram till betydelsen av lärarens ledarskap för lärandet i matematikundervisning i förhållande till andra ämnen. Jag undersöker även vilka förebyggande åtgärder och direkta åtgärder mot brist på disciplin och arbetsro matematiklärarna använder sig av jämfört med andra lärare. Resultaten visar att ledarskapet spelar en väsentlig roll i lärandeprocess och elevers utveckling samt vilken inverkan oönskat beteende har på arbetet i skolan. Därtill understryker informanter några faktorer som är betydelsefulla för att minska eller hindra oönskat beteende såsom tydlighet, väl planerade lektioner, trygghet, bra relation med elever och förtroende mellan elever och lärare.
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Fréchette, Sabrina. "Corporal Punishment: National Trends, Longer-Term Consequences, and Parental Perceptions of Physical Discipline." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35110.

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Corporal punishment is a controversial form of discipline. To inform the debate on corporal punishment, one of the objectives of the current dissertation was to characterize parental use of this disciplinary strategy and to examine its long-term developmental outcomes. The dissertation drew on data from the National Longitudinal Survey of Children and Youth (NLSCY) to understand potential social change in corporal punishment and to characterize parents who continue to use this strategy. Over a 14-year period (1994-1995 to 2008-2009), results revealed a significant decrease in the use of corporal punishment and other negative strategies (e.g., psychological aggression), as well as a significant increase in the use of positive strategies (e.g., reward/praise and explain/teach). Nevertheless, approximately 25% of Canadian parents still use corporal punishment with children aged 2–11 years; therefore, it remains an issue that merits continued attention. While several socio-demographic factors significantly distinguished parents who use corporal punishment, other more dynamic variables may be important to consider, such as parental stress and their attitudes toward corporal punishment. For the outcomes associated with corporal punishment, NLSCY data revealed that experiences of corporal punishment at 2-3 years are associated with increased externalizing behaviours at 8-9 years. Results also indicated that, within a certain disciplinary context (more hostile and punitive parenting), early corporal punishment is associated with increased externalizing behaviours at 14-15 years, increased internalizing behaviours at 8-9 and 14-15 years, and reduced prosocial behaviours at 8-9 and 14-15 years. Overall, results confirmed that corporal punishment represents a small but non-trivial risk factor for child development. The second objective of the current dissertation was to address one of the central limitations of the existing literature on corporal punishment by clarifying what parents self-label as corporal punishment. Using a sample of 338 Canadian caregivers, the study assessed the relation between responses to a general question on corporal punishment and responses to questions on specific physical disciplinary strategies. Predictors (e.g., cultural norms, attitudes toward and childhood experiences of corporal punishment) of this relation were then investigated. Results suggested that questions such as the one used in the NLSCY may reflect parental use of milder forms of corporal punishment. Results also revealed that some caregivers remain undetected by general questions on corporal punishment. Factors such as attitudes toward corporal punishment can help identify those caregivers who use physically punitive strategies but who do not endorse corporal punishment. Results from the current dissertation offers support for the anti-corporal punishment perspective and calls for the de-legitimatization of this disciplinary strategy across society.
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Hellín, Rodríguez Mª Gloria. "Motivación, autoconcepto físico, disciplina y orientación disposicional en estudiantes de educación física." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/10787.

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El objetivo del estudio ha sido analizar la relación existente entre las estrategias de disciplina mostradas por el profesor para mantener la disciplina en el aula educación física, la orientación disposicional de metas, la motivación autodeterminada y la percepción del autoconcepto físico. La muestra estaba compuesta por 736 sujetos de edades entre los 14 y 17 años, pertenecientes a centros de educación secundaria de la Región de Murcia. Las escalas utilizadas fueron: Estrategias para mantener la disciplina en el aula, Cuestionario de percepción de éxito, Escala de motivación deportiva y Cuestionario de autoconcepto físico. Las principales conclusiones han sido que los estudiantes con una mayor motivación autodeterminada están más orientados a la tarea y tienen una percepción más positiva de su autoconcepto físico (determinado por motivos externos), agrupándose en perfiles autodeterminados. Los que practican actividades físico deportivas extraescolares muestran una mayor motivación autodeterminada, mayor orientación a la tarea y mayor competencia deportiva y condición física. Los chicos presentan una mayor percepción de su competencia deportiva y de su condición física, y están más orientados al ego que las chicas. Las chicas perciben mayor responsabilidad en las estrategias que utiliza su profesor en clase para mantener la disciplina que los chicos.
The purpose of this study was to analyse the relationship between the discipline strategies shown by the teacher to keep discipline in the physical education classroom, dispositional goal orientation, self-determined motivation and the perception of physical self-concept. The sample consisted of 736 subjects aged between 14 and 17, studying at secondary schools in the Region of Murcia. The scales used were: strategies to sustain discipline in the classroom, perception of success questionnaire, sport motivation scale and physical self-concept questionnaire. The main conclusions were that students with a higher self-determined motivation were more task-oriented and had a more positive perception of their physical self-concept (determined by external reasons), and were grouped in self-determined profiles. Those who do sport and physical activities outside school show more self-determined motivation, more task orientation and more sport competence and physical fitness. The boys demonstrate more perception of their sport competence and their physical fitness, and they are more ego-oriented than the girls. The girls perceive more responsibility in the strategies their teacher uses in class to maintain discipline than the boys do.
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Pacheco, Carrillo Jaime Humberto. "A disciplina educação física adaptada nas Universidades do Chile." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275068.

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Orientador: Edison Duarte
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-24T07:56:47Z (GMT). No. of bitstreams: 1 PachecoCarrillo_JaimeHumberto_D.pdf: 5234289 bytes, checksum: b443f6754d6cdf62b8d15453bcd1b1c8 (MD5) Previous issue date: 2014
Resumo: A inclusão da pessoa com deficiência encontra-se sob o foco de algumas investigações científicas em várias áreas de pesquisa. No campo da Educação Física, esta investigação tem demonstrado que profissionais podem não estar saindo da formação Universitária, com conhecimentos mínimos para oferecer um trabalho específico para estas pessoas. O objetivo do presente estudo foi o de analisar a disciplina de Educação Física Adaptada nos cursos de formação superior em Educação Física, nas Universidades Públicas e Privadas do Chile. Para isso, foi realizada uma análise documental, onde foi verificada a legislação relacionada com as políticas públicas voltadas para pessoas com deficiência. Um questionário foi aplicado com os professores que ministram tal disciplina, para averiguar a formação desses profissionais e como este trabalho está sendo organizado nos cursos de graduação, assim como a opinião deles sobre a inclusão da pessoa com deficiência no contexto educacional. Os principais resultados do estudo confirmam que os profissionais que dirigem a disciplina de EFA, contam com uma importante experiência profissional, mas carecem de estudos de pós-graduação na área, o que dificulta o desenvolvimento acadêmico da EFA. Pode-se observar que o modelo biomédico predomina, já que os professores ressaltam a importância do estudo das deficiências, como um dos pontos principais da disciplina, ainda que se destaque, também, o modelo educacional, mas de maneira mais débil. Pode-se assinalar que a sociedade chilena tem avançado de maneira significativa em estabelecer políticas públicas que ajudam a garantir a inclusão de pessoas com deficiência, no sistema educacional. Esta pesquisa deixa em evidência a enorme necessidade de especialização dos recursos humanos, por meio de programas de pós-graduação na área. Também é perceptível a importância de formar grupos de estudo e comunidades científicas para contribuir com novos conhecimentos
Abstract: The inclusion of the person with deficiency meets under the focus of some scientific inquiries in some seek areas. In the Physical Education area, this inquiry has demonstrated that professional they can¿t be leaving the University formation, with minimum knowledge to offer a specific work for these people. The objective of the present study was to analyze of the Adapted Physical Education (APE) in the superior courses of formation in Physical Education, in the Public and Private Universities of Chile. For this, a documentary analysis was carried through, where the legislation related with the public politics directed toward people with deficiency was verified. A questionnaire was applied with the professors who give such discipline, to inquire the formation of these professionals and as this work is being organized in the graduation courses, as well as the opinion of them on the inclusion of the person with deficiency in the educational context. The main results of the study confirm that the professionals who taking classes oh this discipline of APE, count on an important professional experience, but they lack of studies of after-graduation in the area, what it makes it difficult the academic development of the APE. It can be observed that the biomedical model predominates, since the professors stand out the importance of the study of the deficiencies, as one of the main points of disciplines, despite if it has detached, also, the educational model, but in weaker way. It can be designated that the Chilean society has advanced in significant way in establishing public politics that help to guarantee the inclusion of people with deficiency, in the educational system. This research leaves in evidence the enormous necessity of specialization of the human resources, by means of programs of after-graduation in the area, or courses of update. Also the importance to form groups of study and scientific communities is perceivable to contribute with new knowledge
Doutorado
Atividade Fisica Adaptada
Doutor em Educação Física
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Books on the topic "Physician Discipline"

1

New York (State). Legislature. Assembly. Committee on Health. Public hearing--the disciplinary process of physicians and physician assistants. [New York?]: EN-DE Reporting, Inc., 2002.

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New York (State). Physician Discipline Process Evaluation Panel. Report of the Physician Discipline Process Evaluation Panel. [Albany, NY (Empire State Plaza, Corning Tower, Rm. 438, 12237]: The Panel, 1996.

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Constantino, Lúcio Santoro de. Médico e paciente: Questões éticas e jurídicas. Porto Alegre: EDIPUCRS, 2002.

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Illinois. Dept. of Professional Regulation. How the Department responds to a request for an investigation of a physician. Springfield, Ill: Illinois Dept. of Professional Regulation, 2000.

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United, States Congress House Committee on Small Business Subcommittee on Regulation Business Opportunities and Energy. Physician discipline: Can state boards protect the public? : hearing before the Subcommittee on Regulation, Business Opportunities, and Energy of the Committee on Small Business, House of Representatives, One Hundred First Congress, second session, Washington, DC, June 8, 1990. Washington: U.S. G.P.O., 1990.

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California. Bureau of State Audits. Medical Board of California's Physician Diversion Program: While making recent improvements, inconsistent monitoring of participants and inadequate oversight of its service providers continue to hamper its ability to protect the public. Sacramento, Calif: California State Auditor, Bureau of State Audits, 2007.

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Code of medical ethics: Current opinions with annotations. Chicago, IL: The Association, 1997.

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Dehlendorf, Christine E. Physicians disciplined for sex-related offenses. Washington, D.C: Public Citizen, 1997.

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Children, Metro Action Committee on Public Violence Against Women and. Brief to the Health Disciplines Review Committee. Toronto: [s.n.], 1986.

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Sanchez, Serge. La médecine en flagrant délit: Le malade oublié-- : enquête autour des tribunaux de l'ordre des médecins. Paris: Félin, 1996.

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Book chapters on the topic "Physician Discipline"

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Taylor, Robert B. "Family Medicine: The Discipline, the Specialty, and the Physician." In Family Medicine, 1–18. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-1998-7_1.

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McGuire-Adams, Tricia. "Disciplined Physical Activity as an Ethic of Anishinaabeg Self-Discipline." In Indigenous Feminist Gikendaasowin (Knowledge), 129–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56806-1_7.

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Best, Lisa, and Claire Goggin. "The Science of Seeing Science: Examining the Visuality Hypothesis." In Diagrammatic Representation and Inference, 339–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_34.

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AbstractFundamental disciplinary differences may be traceable to the use of visual representations, with researchers in the physical and life sciences relying more heavily on visuality. Our goal was to examine how inscriptions are used by scientists in different disciplines. We analyzed 2,467 articles from journals in biology, criminology and criminal justice, gerontology, library and information science, medicine, psychology, and sociology. Proportion of page space dedicated to graphs, tables, and non-graph illustrations was calculated. A Visuality Index was defined as the proportion of page space dedicated to visual depictions of data and non-data information. An ANOVA indicated a statistically significant difference between disciplines, interaction between inscription type and discipline, with articles published in biology journals dedicating more page space to graphs. The significant overlap in inscription use and visuality indicates imperfect disciplinary demarcation, suggesting similar methodological and data analytic practices within a discipline and between subdisciplines.
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Beese, Wolfgang. "Max Delbrück: A Physicist in Biology." In World Views and Scientific Discipline Formation, 415–22. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3164-3_38.

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Durrant, Joan E. "Positive Discipline in Everyday Parenting (PDEP)." In Ending the physical punishment of children: A guide for clinicians and practitioners., 89–97. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000162-010.

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Ryan, Paul. "Discipline and Desire in the Pursuit of Physical Capital." In Male Sex Work in the Digital Age, 29–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11797-9_2.

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Brown, David. "Taoism Through Tai Chi Chuan: Physical Culture as Religious or Holistic Spirituality?" In Spirituality across Disciplines: Research and Practice:, 317–28. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31380-1_24.

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Lev, Arlene I., and Carolyn Wolf-Gould. "Collaborative treatment across disciplines: Physician and mental health counselor coordinating competent care." In The gender affirmative model: An interdisciplinary approach to supporting transgender and gender expansive children., 189–207. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000095-012.

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Lee, Yoona, Malcolm W. Watson, and Ki-Hak Lee. "The Relation of Physical Discipline to Bullying Behaviors across Different Families and Ethnicities." In Students, Teachers, and Leaders Addressing Bullying in Schools, 245–59. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_34.

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Valiani, Arafaat A. "Physical Training, Ethical Discipline, and Creative Violence: Zones of Self-Mastery in the Hindu Nationalist Movement." In Militant Publics in India, 163–86. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370630_6.

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Conference papers on the topic "Physician Discipline"

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Ghebrekidan, Assefaw Tekeste. "Integrating Public Health And Physician Assistant Discipline." In 6th Annual Global Healthcare Conference (GHC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3833_ghc17.71.

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Azad, Abul K. M., and Reza Hashemian. "Cyber-physical systems in STEM disciplines." In 2016 SAI Computing Conference (SAI). IEEE, 2016. http://dx.doi.org/10.1109/sai.2016.7556081.

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Vysoven', Galina Ivanovna, and Irina Aleksandrovna Tsvetkova. "Academic Performance Rating of Students of Elective Discipline in Physical Culture and Sport "Volleyball"." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75897.

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Abstract: this paper presents the results of pedagogical testing of first-year students knowledge, which allows evaluating the theoretical preparation of the developed tests. The purpose of the study is to identify the level of knowledge of first-year students of the chosen elective discipline in physical culture and sports "volleyball". The questionnaire includes 4 blocks of questions: history of development; technique of the game; rules of the game in volleyball; gestures of the judges. As a result of the research, data was obtained: 55.5 % of respondents answered the questions correctly, 33.3 % - incorrectly, 11.2 % - found it difficult to answer. Conclusions. Pay special attention to the theoretical knowledge of students in the selected form of elective disciplines "volleyball". Conduct competitions and involve students in judging to consolidate the basics of knowledge in the judging of volleyball competitions.
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Ramdani, Arie Abdul Aziz, Nurlan Kusmaedi, and Surdiniaty Ugelta. "Outdoor Education toward Discipline and Self Efficacy." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007065705710575.

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Dall'Ora, Nicola, Enrico Fraccaroli, Sara Vinco, and Franco Fummi. "Multi-Discipline Fault Modeling with Verilog-AMS." In 2021 4th IEEE International Conference on Industrial Cyber-Physical Systems (ICPS). IEEE, 2021. http://dx.doi.org/10.1109/icps49255.2021.9468133.

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Zhu, Haixuan, Xiaoyu Jia, Pengluo Que, and Xiaoyu Hou. "Study on the comprehensive computational thinking transformation of urban planning discipline in the era of big data." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/egla4460.

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In the era of big data, with the development of computer technology, especially the comprehensive popularization of mobile terminal device and the gradual construction of the Internet of Things, the urban physical environment and social environment have been comprehensively digitized and quantified. Computational thinking mode has gradually become a new thinking mode for human beings to recognize and govern urban complex system. Meanwhile computational urban science has become the main discipline development aspect of modern urban planning. Computational thinking is the thinking of computer science using algorithms based on time complexity and space complexity, which provides a new paradigm for the construction of index system, data collection, data storage, data analysis, pattern recognition, dynamic governance in the process of scientific planning and urban management. Based on this, this paper takes the computational thinking mode of urban planning discipline in big data era as the research object, takes the scientific construction of computational urban planning as the research purpose, and adopts literature research methods and interdisciplinary research methods, comprehensively studies the connotation of the computing thinking mode of computer science. Meanwhile, this paper systematically discusses the system construction of urban computing, model generation, the theory and method of digital twinning, as well as the popularization of the computational thinking mode of urban and rural planning discipline and the scientific research of computational urban planning, which responds to the needs of the era of the development of urban and rural planning disciplines in the era of big data.
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Brooks, Lawrence D. "James C. Wyant: optical disciple, educator, physician, producer." In Tribute to James C. Wyant: The Extraordinaire in Optical Metrology and Optics Education, edited by Virendra N. Mahajan and Daewook Kim. SPIE, 2021. http://dx.doi.org/10.1117/12.2568119.

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Logan, Gilbert D., and David F. Radcliffe. "Artefacting in a Cross-Discipline Design Team." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5669.

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Abstract Several empirical studies of design have highlighted the importance of physical objects as aids to the design process. In the main these studies discuss design objects in terms of how they were handled or manipulated by designers. This paper presents a detailed analysis of the relationship between the use of artifacts, gestures and actions in design conversations and the words that accompany their use. We describe this combination of purposeful physical interactions and accompanying talk in design work as artefacting. Empirical data is drawn form an extensive empirical study of a cross discipline, rehabilitation engineering team working carrying out their everyday work.
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POTOP, Larisa, Bogdan URICHIANU, and Valeriu JURAT. "Assessment at Physical Education and Sport Discipline in Primary Education." In 3rd Central & Eastern European LUMEN International Conference – New Approaches in Social and Humanistic Sciences | NASHS 2017| Chisinau, Republic of Moldova | June 8-10, 2017. LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.nashs2017.33.

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Balaban, Vlado. "The Novice Physical Education Teacher And Solving A Gym Discipline." In icSEP 2019 – 3rd International Conference on Sport, Education and Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.05.1.

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Reports on the topic "Physician Discipline"

1

Law, Marc, and Zeynep Hansen. Medical Licensing Board Characteristics and Physician Discipline: An Empirical Analysis. Cambridge, MA: National Bureau of Economic Research, July 2009. http://dx.doi.org/10.3386/w15140.

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Comparative Analysis of the Programs of “Pedagogics of Physical Culture” Discipline at Russian State University of Physical Culture, Sport, Youth and Tourism and “Pedagogics of Physical Culture of High School” Discipline at Wuhan State University of Physical Culture (China). Lyu Tszinyuy, Albert R. Baymurzin, Sergey D. Neverkovich, December 2016. http://dx.doi.org/10.14526/01_1111_155.

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Physical readiness increase among female students on the basis of innovative approach use to teaching swimming in terms of “Physical culture” discipline at a pedagogical higher educational establishment. Evgeniya A. Raspopova, Yuliya A. Postolnik, December 2018. http://dx.doi.org/10.14526/2070-4798-2018-13-4-73-79.

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Modern forms of teaching at a higher educational establishment by the example of “Physical culture elective courses” discipline in Nordic walking specialization. Svetlana V. Nageykina, June 2020. http://dx.doi.org/10.14526/2070-4798-2020-15-2-71-78.

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