Differences In Subject Matter Research Articles

THE PRINCIPLE OF A RATIONAL LEGISLATOR AND THE SYSTEMIC REGULATION OF SOME LABOUR LAW INSTITUTIONS

A systemic review of selected legal institutions of employees’ disciplinary liability leads to the conclusion that the regulation of disciplinary law is not based on rational and logical assumptions. Concerns are raised as to the existence of many statutes that regulate, separately for individual employee groups and, as a rule, differently, functionally identical substantive and procedural institutions of disciplinary liability. Such differences are not explained, by the different times at which individual statutes were enacted and the subject matter differences related to the exercise of particular professions. As for the legislator, a review of the relevant provisions of law indicates that the said regulations do not, in many situations, satisfy the principle of terminological consistency or the requirement of systemic coherence. This applies in particular to norms that, due to their faulty treatment of linguistic issues relating to the rational creation of law, do not meet the requirement of the said adequacy.

Properties of Information & the Legal Implications of Same

This paper reviews the literature related to the properties of information and legal implications of same, making three observations:First, scholars have extended a public good model of information to an ever-increasing number of fields where law and information intersect. An incomplete list includes intellectual property, securities regulation, contract theory, consumer protection, communications, and the study of free speech. Second, scholars have sharply questioned whether, in practice, information actually has the characteristics of a public good. In particular, the claim that information is intrinsically impossible to exclude non-payers from has no clear basis, a fact that potentially undermines theoretical support for some forms of government intervention. A closer look suggests that context, subject matter, and industry structure tends to yield great variation in how much intervention really is required to ensure adequate production or dissemination. This tends to support the existence of dynamic legal regimes attuned to differences in subject matter or perhaps industry structure. Third, the review questions if the public good concept, while well-established, ought really be the exclusive focus of the economic and legal understanding of information. The article closes by considering other, less investigated, but potentially important, properties of information that have not received as much scholarly attention.

The CODESRIA Bulletin: a content analysis

The purpose of this essay is to provide a content analysis of the 316 articles in the CODESRIA Bulletin , from the first edition in 2003 to the 2015 edition (numbers 1 & 2). The essay was precipitated by the serendipitous finding that most of the authors writing on related topics for the journal, which is the leading publication of the Council for the Development of Social Science Research in Africa (CODESRIA), do not cite one another. It is therefore hoped that this essay will serve as a catalyst to foster such needed cross-fertilization and canonization among future writers, if these works are to prove profitable to the continent in particular and to global scholarship in general. Thus, the major question that guides this essay is the following: What do articles in the CODESRIA Bulletin look like? Probing this question is important because these works are vital for at least two reasons. First, they may show which themes on Africa are important in one of the major scholarly journals focusing on the continent. Second, they can help a researcher in tracing the development of scholarship (interests, methods, and activities) on Africa. A qualitative and quantitative analysis of the contents of the articles can serve many useful purposes. At the most basic level, a simple tabulation can identify trends and changes in the works’ contents. A focused analysis may reveal a discernible pattern. Beyond that, a content analysis can be helpful in pointing out temporal or spatial differences in subject matter. Keywords: CONDESRIA, content analysis

Cross-language effects in bilingual production and comprehension: some novel findings

This special issue began as a conference on Bilingual and Multilingual Interaction at Bangor University in 2012. The papers collected here all have novel elements, either because of their innovative methods, their unusual data, or their unexpected findings. They present findings from studies of bilinguals speaking six different pairs of languages, and use a range of methods including experiments, naturalistic observation and auditory judgment data. Despite the differences in subject matter and methodological approaches, all the papers demonstrate that bilinguals draw on resources which are different from those of monolinguals. They show that the two languages spoken by bilinguals have clearly discernible effects on one another, and that these effects can potentially be enhancing. Future research will no doubt build on the studies presented here and extend our understanding of cross-language effects in bilingual production and comprehension.

Awakenings: Autobiography, Memory, and the Social Logic of Personal Discovery

Taking a formal, sociocognitive approach to narrative analysis, I explore autobiographical stories about discovering “truth” in political, psychological, religious, and sexual realms of social life. Despite (A) significant differences in subject matter and (B) conflicting and often oppositional notions of truth, individuals in very different social environments tell stories that follow the same awakening narrative formula. Analyzing accounts from a wide variety of social and historical contexts, I plot the temporal structure of the awakening narrative formula to show how individuals and communities use these autobiographical stories to define salient moral and political concerns and weigh in on cultural and epistemic disputes. Awakening narratives are important mechanisms of mnemonic and autobiographical revision that individuals use to redefine their past experiences and relationships, testify to “truth,” and plot future courses of action while explaining major transformations of worldview. Awakeners use two ideal-typical vocabularies of liminality to justify traversing the social divide between different autobiographical communities within contentious autobiographical fields. They divide their lives into discrete autobiographical periods and convey a temporally divided self, performing a figurative interaction between past and present versions of the self – a storied self-interaction that expresses a contentious dialogue between different autobiographical communities. Individuals use this autobiographical formula to reject the cognitive and mnemonic norms of one community and embrace those of another. Advancing a “social geometry” of awakening narratives, I illuminate the social logic behind our seemingly personal discoveries of “truth.” Expanding on the central themes of this analysis, I suggest that a cultural and cognitive sociology of autobiography should uphold five interrelated tenets: (1) autobiography is a form of social memory, (2) autobiography is a form of social time, (3) autobiography is a form of social epistemology, (4) autobiography is a form of social drama, and (5) autobiography is a communicative act directed at multifarious audiences. By explicitly focusing on autobiography as an analytic domain, we can reveal important ways that individuals do cultural work and perform meaning by telling stories about their lives.%%%%

Awakenings: Autobiography, Memory, and the Social Logic of Personal Discovery

Taking a formal, sociocognitive approach to narrative analysis, I explore autobiographical stories about discovering “truth” in political, psychological, religious, and sexual realms of social life. Despite (A) significant differences in subject matter and (B) conflicting and often oppositional notions of truth, individuals in very different social environments tell stories that follow the same awakening narrative formula. Analyzing accounts from a wide variety of social and historical contexts, I plot the temporal structure of the awakening narrative formula to show how individuals and communities use these autobiographical stories to define salient moral and political concerns and weigh in on cultural and epistemic disputes. Awakening narratives are important mechanisms of mnemonic and autobiographical revision that individuals use to redefine their past experiences and relationships, testify to “truth,” and plot future courses of action while explaining major transformations of worldview. Awakeners use two ideal-typical vocabularies of liminality to justify traversing the social divide between different autobiographical communities within contentious autobiographical fields. They divide their lives into discrete autobiographical periods and convey a temporally divided self, performing a figurative interaction between past and present versions of the self – a storied self-interaction that expresses a contentious dialogue between different autobiographical communities. Individuals use this autobiographical formula to reject the cognitive and mnemonic norms of one community and embrace those of another. Advancing a “social geometry” of awakening narratives, I illuminate the social logic behind our seemingly personal discoveries of “truth.” Expanding on the central themes of this analysis, I suggest that a cultural and cognitive sociology of autobiography should uphold five interrelated tenets: (1) autobiography is a form of social memory, (2) autobiography is a form of social time, (3) autobiography is a form of social epistemology, (4) autobiography is a form of social drama, and (5) autobiography is a communicative act directed at multifarious audiences. By explicitly focusing on autobiography as an analytic domain, we can reveal important ways that individuals do cultural work and perform meaning by telling stories about their lives.%%%%

Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year

Background/Context The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. Although specific programs have been found to be more effective and evaluated more than others, teaching practices in CSR schools have received less attention. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. Research Question This article describes observed instructional practices and teacher-student dynamics that occurred in CSR classrooms in two different subject areas, reading/language arts and math, in Grades 3–5. Reading/language arts included several literacy-related areas such as spelling, vocabulary, phonetics, and writing. Math primarily consisted of computations and math applications. Our primary research questions were: (1) Does subject matter matter in CSR classrooms? (2) How does instruction in CSR classrooms differ among Grades 3, 4, and 5? (3) Are there major differences in classroom practices between fall and spring? Population Teachers (N = 104) in Grades 3–5 in 16 CSR schools, totaling 248 observation periods in math and reading/language arts lessons. Research Design Observational study using a systematic coding system to observe student/teacher classroom behaviors and dispositions. Data Analysis Data were analyzed using basic descriptive statistics and analysis of variance procedures. Conclusion We found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts. Some subject matter differences were notable, particularly that math lessons were more structured and rigid than were reading/language arts lessons. Also of interest, third- and fifth-grade classrooms experienced more positive teacher-student relationships than did fourth-grade classrooms. Furthermore, instruction in the fall was more structured and more focused on basic skills than in the spring. Overall, students appeared to be engaged in learning basic facts/skills in an uninterrupted teacher-directed classroom. Students did what was asked of them, were given little choice about their social and academic tasks, and were in mostly comfortable classroom environments.

Heracles as Tragic Hero

Despite differences in subject matter, plot construction, and character, the two Heracles plays may have a similarity in the conception of divine action (divine determinism) and in their formal structure. The hero suffers from an internal/internalized conflict between divine and human spheres. The unity of these coexistent spheres is broken by an outburst of the hero's own bestiality, which leads to the (temporary or permanent) reduction of his status. Nevertheless, his fall entails a personal victory which involves the painful realization of human limits.

“Seek for Something New”: Mothers, Change, and Creativity in Tony Kushner’s Angels in America, Homebody/Kabul, and Caroline, or Change

Despite striking differences in subject matter and dramatic form, each of these works probes the connections between mothers and children; each arguably is a kind of meditation on the meaning of the death of Kushner’s own mother, Sylvia Deutscher Kushner. Angels, Homebody/Kabul, and Caroline, or Change, however, do not sentimentalize the mother–child relationship nor do they identify mother figures with some unalterable biological ground of being. Instead, “mothers” in these dramas perform actions that disrupt the status quo and the fixity of identity: they shift location, stir up change, and even multiply into doubles and triples, whose personalities and ideas sometimes mirror, sometimes contradict, each other. Thus mothers and their relationships to the next generation of children serve as important loci for dramatizing the operation of the dialectic.

An attentional analysis of children's sensitivity to artistic style in paintings

This study investigated the claim that children are not able to judge artistic style when it conflicts with subject matter cues in paintings, using stimulus and methodological controls not employed previously. 6 and 9 year old children and adults were asked to judge which member of a pair of paintings looked like it was painted by the same painter as the target in a matching to sample task. Style choices were always possible and subject matter matches were either not possible because that dimension was controlled in the stimulus set (control), or possible but in conflict with style choices (experimental). The levels of discriminability of style and subject matter differences were varied. For control conditions, we found that performance was poor for all ages when style differences were low in discriminability and subject matter varied across the three stimuli; otherwise it was high. For experimental conditions, we found that irrelevant variation of subject matter was more detrimental if differences on that dimension were highly discriminable. Even the youngest children could make style matches and could do so even when a subject matter match was also possible, suggesting that they are sensitive to artistic style and can focus on that dimension in the face of irrelevant variation on other dimensions. The results are discussed as they relate to earlier claims that children are not able to judge artistic style and to the implications for training that follow from those claims.

Petrology of metamorphic rocks

With the appearance of Petrology of the metamorphic rocks a longstanding wish of mine has been satisfied, namely the publication of a book on metamorphic rocks designed primarily for non-specialist students interested in the Earth sciences, and which would in this way form a companion to the existing books concerned with igneous and sedimentary rocks. Individual authors necessarily approach their subjects differently not only because of their varied interests but also because of major differences in subject matter. Igneous rocks of a volcanic nature can actually be observed in the making, albeit from a respectful distance, so it has been natural that in studying igneous rocks attention has been directed very much to laboratory investigations into the crystallisation of minerals from silicate melts. Similarly, with sedimentary rocks it is generally possible to gain critical insight into their origins by observing present conditions of sedimentation and by exploration of the oceans. Metamorphic processes, however, can never be observed directly. They are largely, therefore, matters of inference from evidence provided by the rocks themselves, backed by the accumulated evidence of field studies which may be regarded as case histories relating to given sets of geological conditions and events. Since both the nature of the rocks prior to metamorphism, and the conditions to which they are subjected, vary very widely, it is impossible to do justice to all in one book, and certainly in one of an introductory nature. This is perhaps the main justification for emphasis in the present case on selected topics which have prov ed of special interest to the Author in his teaching and research experience. Certainly from my own experience there are few pursuits more exciting and rewarding than studying crystalline rocks, ideally in the field in the first instance, and then petrographically, in order to determine their nature and to interpret their histories. Fortunately this is an experience in which anyone can share who is prepared to gain acquaintance with the minerals concerned and to learn the basic rules of petrographic interpretation.

The doctor-lawyer dilemma: a problem of mental set (an examination of the doctor-lawyer interface in civil cases).

Clinical psychiatrists often try to avoid medicolegal collaboration because pragmatic difficulties and philosophical differences combine with a sense of diminishing return to make it seem an unproductive area of professional activity. There is a need for rapprochement in the working relationship of lawyers and physicians. In an attempt to facilitate such rapprochement several sources of potential conflict which currently exist are delineated. Differences in subject matter and in methodology are important. Differences in philosophy of practice contribute to a sense of strain and the very nature of the adversarial courtroom situation offends many physicians who fail to appreciate its potential virtues. Lawyers and physicians differ in their approaches to decision-making processes in ways that are mutually vexatious. Some suggestions are reiterated which, if more widely practised, could help us collaborate more effectively with our legal colleagues to the ultimate betterment of our patients and clients.

Childbirth Education: An Assessment of its Role in the Education of Residents in Obstetrics and Gynecology

ABSTRACT: In mid‐1979 a two‐part survey was distributed to 308 U.S. obstetrics and gynecology (OB/GYN) residency directors and to the prepared childbirth patient education programs at affiliated hospitals. The study was designed to examine the emphasis placed on teaching obstetrical psychoprophylaxis to pregnant patients and to the resident physicians who care for them during labor. After two separate mailings, approximately one‐half of the programs responded. Fifty‐five percent of the responding residency program directors felt that more emphasis was needed in teaching prepared childbirth methods to residents, while approximately two‐thirds stated that relaxation and breathing principles were included in their curriculum, but education about such subjects is generally acquired informally while patients are already in labor. Our results indicate that there are some important differences in subject matter between what prepared childbirth educators impart to patients and what OB/GYN program directors state that residents are taught. It is not known to what extent these differences hinder patients from applying what they have learned or whether the systematic exposure of residents to prepared childbirth education would actually prove to be beneficial. Other unresolved issues include the evaluation of current methods used by residents to learn prepared childbirth education informally on the ward and whether more orientation to these topics for residents is a reasonable expectation.

Mapping the Unexplored Area: Developing New Courses and Coherent Programs in Technical Communication

Teachers new to technical writing must understand that “Technical Writing” is not one course. Rather it is a whole variety of courses distinguished from one another primarily by differences in objectives and only secondarily by differences in subject matter. To identify needed technical writing courses and to define coherent sets of courses, teachers of technical writing and program administrators need “a mapping procedure” to help them consider alternatives systematically in terms of objectives. This paper proposes such a mapping procedure.

Stability of Classroom Variables as Measured by a Broad Range Observational System

Stability of variables in classrooms with varying types of structure were investigated by means of a low-inference rating scale applicable to both traditional and non traditional classrooms. Utilizing a research design which controls for time of day, day of week, and classroom structure and which takes into consideration subject matter of the lesson, observations were made in six primary classrooms. Results indicate that in these classrooms many variables fluctuate from one time of the morning to the next. Within a given time interval, most variables are stable from one day to another. Variability appears to be associated with (a) differences in subject matter and (b) differences in classroom structure.

Criteria for acceptable abstracts: A survey of abstracters' instructions

AbstractThe need for criteria by which to judge the adequacy of an abstract is felt most strongly when evaluating machine‐produced abstracts. In order to develop a set of criteria, a survey was conducted of the instructions prepared by various scientific publications as a guide to their abstracters in the preparation of copy. One‐hundred‐and‐thirty sets of instructions were analyzed and compared as to their function, content, and form. It was concluded that, while differences in subject matter do not necessarily require different kinds of abstracts, there are significant variations between the informative and the indicative abstracts. A set of criteria for the writing of an acceptable abstract of science literature was derived. The adequacy of these criteria is still to be validated, and the authors' plans for future research in this area are specified.

Characteristics of Management Science

All scientific areas of knowledge share common characteristics which distinguish them from the non-scientific. In evolving into a science an area of knowledge will acquire those characteristics common to a science. This is true of Management Science. But it is equally true that subject matter differences among sciences yield characteristics that distinguish one science from the others. For a scientist dedicated to a single field of knowledge, it is these distinguishing elements that are of prime importance in guiding his work and interests. What follows is the author's attempt to identify some of the critical characteristics of Management Science (as he sees it) consequent upon a major area of its subject matter, Business Organizations, for the purpose of clarifying its role as an applied business science. Management Technology, ISSN 0542-4917, was published as a separate journal from 1960 to 1964. In 1965 it was merged into Management Science.