Disciplinary Situations Research Articles

The Use of Visual Media in Renaissance Cosmography: the Cosmography of Peter Apian and Gemma Frisius1

Peter Apian's Cosmography (1524) first reached a large audience through the re‐editions of the Leuven mathematician Gemma Frisius. The book seems to have been intended as a didactic tool for use in a largely auto‐didactic and non‐institutionalised context. This disciplinary situation entailed the necessity of legitimation, which was partially attained by visual reference to instruments, available from the cosmographer‐instrumentmaker. Realistic depiction as well as explicit references to linear perspective painting were important means of reinforcing the rhetorical strength of these references. A second consequence of cosmography's educational context was the necessity of efficient didacticism. Because most of the (astronomical) subject‐matter of the Cosmography draws on visual thinking, powerful visual information was equally essential from this perspective. This was implemented in paper derivatives of common astronomical instruments included in the book itself. These at once enabled readers to train themselves in the use of various instruments and—because of the visualizing nature of these instruments as such—to become acquainted with specific aspects of astronomical visual thinking. 1 Many thanks to the ISCHE XX editorial committee, Dr. Andrea Radtke (Institute of Neurology, London), Drs. Bernhard Sandier (Warburg Institute, London) and Dr. Koenraad Van Cleempoel (Royal Observatory, Greenwich) for their valuable suggestions regarding a previous version of this paper.

How Parenting Style Affects False Belief Understanding

This study investigated whether mothers facilitate false belief understanding, and if so, what strategies are particularly relevant. The mothers of 64 3‐ and 4‐year‐olds were given questionnaires eliciting information about mother's education, mother's occupation, number of younger and older siblings, the time the child spends with mother, and about how mothers deal with five disciplinary situations with their child. Three variables were positively correlated with belief understanding: age, number of older siblings, and number of times mothers said they would respond to the disciplinary situations by asking the child to reflect on the victim's feelings (How Feel responses). These three variables had an independent effect on belief understanding because each was significant after accounting for the influence due to the other two variables. In contrast, there was no significant positive relation between belief understanding and mothers who engaged their child in general discussion and exploration of the disciplinary issues, or who simply reprimanded the child without discussing the situation. The effects for number of older siblings and How Feel responses remained even after the influence due to the child's age, verbal mental age, time spent with the mother, and number of younger siblings was accounted for. The results are consistent with recent research showing that parent‐child relations may be important for theory of mind understanding. More importantly, they provide insight into a specific strategy by which parents may help children learn about mental states.

Models, styles and metaphors: understanding the management of discipline

This article looks at discipline as a workplace issue, considers what is meant by good industrial relations, and how the effective management of discipline can contribute to positive workplace relationships. It argues that the punitive, corrective and revisionist models of discipline do not provide a satisfactory explanation of managerial behaviour. It contends that valuable and relevant insights can be provided by McGregor’s classic study on management. Finally, the article considers the value of metaphor as a means of understanding organisational behaviour, and utilises four animal metaphors to describe and prescribe four distinct types of management conduct in disciplinary situations.

Supervisor and manager styles in handling discipline and grievance

Presents the first of two reports which research into the handling styles of supervisors and managers when dealing with disciplinary and grievance situations. Compares the handling styles that they use when dealing with discipline and grievance situations and finds that differences exist in the styles used for the two types of issue. The less serious disciplinary cases seem to attract a fairly prescriptive autocratic style, whereas those which are potentially more serious to the organization tend to be handled with less prescriptive approaches that involve the employee to a greater extent, and it is this approach which theory suggests is more likely to bring about the desired change in the behaviour of the employee. With the exception of cases which pose some threat to managerial authority, the general pattern that emerges for grievances is that they tend to be explored in a less prescriptive way. Describes the research methodology and sets the scene for a further research report.

The intergenerational transmission of maternal discipline and standards for behavior

AbstractMothers and grandmothers of 3‐ to 5‐year‐olds rated their frequency of use of five disciplinary techniques – physical punishment, withdrawal of love, explanation, material reward, and praise, described how they would react in a variety of disciplinary situations, and rated how stringent they were in demanding appropriate behavior in the areas of obedience, honesty, helping, and control of aggression. Mothers were asked to respond with reference to their child, and grandmothers with reference to their daughter when she was between 3 and 5 years of age. There was a significant correlation between mothers and grandmothers in their use of physical punishment and material reward. Mothers of girls who were categorized as power assertive in their responses to disciplinary situations had mothers who were also power assertive. There was no relationship between mothers and grandmothers in the standards they set for behavior. It is argued that discipline techniques are generally learned in the privacy of the home while standards are more likely to evolve after a variety of life experiences and that it is this fact that accounts for the relationship between mothers and grandmothers in the former area and not the latter.

CANING PUNISHMENT VS SMOKING

My idea was that we should start by studying the impact and relevance of the punishment awarded in a number of simple disciplinary situations. This interest probably reflected something of my Calvinistic background, as well as the extent to which corporal punishment had made an impression on me in my days at Uppingham. Since then I had often wondered about the value of such "correction," which so many extolled and yet so few had sought to validate. My first idea was to investigate the practice then common in schools of caning boys who were caught smoking. Was there any evidence that it had a deterrent effect? Our chance to look into this came only after protracted negotiations with a number of secondary schools in the Rhondda, when one headmaster eventually offered us the confidential access we needed to his punishment book. John Palmer's initial survey of the smoking habits of the boys in years 2, 3, and 4 of this school may have seemed on the face of it a fairly trivial beginning, but it was very much in the spirit of a pilot investigation and more to test the difficulties than break new ground. He merely conducted a short, confidential interview with each boy, asking just two main questions: "How much do you smoke now?" and "How much did you smoke a year ago?" Then he checked the punishment book to find which smokers had been caned. Although the study was far too simplistic to yield major conclusions it did show an interesting lack of any downward trend in the smoking of those who had been punished...

Effects of maternal discipline and nurturance on toddler's behavior and affect.

Oppositional behavior problems frequently begin in early childhood and remain stable over time. Correlational data point to the importance of parental discipline and nurturance in their development. This study investigated experimentally some of the hypotheses suggested by these correlational data. The effects of immediate, short, firm reprimands and delayed, long, gentle reprimands on transgressions and appropriate play were examined in the context of either high or low nurturant maternal interaction. Forty children (18-31 months) and their mothers participated. Children exposed to reprimands that were immediate, short, and firm transgressed significantly less often and exhibited more negative affect than those exposed to reprimands that were delayed, long, and gentle. The only effect of nurturance was on children's negative affect, with a high level of nurturance increasing negative affect when immediate, short, firm reprimands were delivered. The results indicate that the manner in which reprimands are delivered is critical in influencing children's misbehavior, but the role of nurturance during disciplinary situations is less clear.

Residence Hall Discipline as a Function of Personality Type

AbstractThe Myers-Briggs Personality Type Indicator and another instrument, which tests assertive, nonassertive, or hostile responses to describe residence hall disciplinary situations, were administered to 48 residence hall personnel at Baylor University. Using chi-square, it was found that individuals whose Myers-Briggs results identified them as having an extroverted orientation, a preference for gathering information through sensory modalities rather than using intuition and insight, and a tendency to process information logically without applying subjective values chose significantly more nonassertive responses than was expected by chance. Discussion of the choice-making behavior of this group as well as that of other groups that were less nonassertive is followed by implications for student personnel administrators.

Some Cognitive Consequences of Maternal Intervention Techniques: A Longitudinal Study

HESS, ROBERT D., and MCDEVITT, TERESA M. Some Cognitive Consequences of Maternal Intervention Techniques: A Longitudinal Study. CHILD DEVELOPMENT, 1984, 55, 2017-2030. This study examnines the relationship between mothers' intervention techniques and children's school-related abilities. When the children were age 4, their mothers' intervention techniques were examined in 2 settings-a teaching task and an interview about hypothetical disciplinary situations. Measures of children's school-related abilities were taken at ages 4, 5/6, and 12. Intervention techniques that maximize parental dominance (direct control tactics) were distinguished from those that deemphasize dominance and rely on the child's capacity for self-regulation (indirect control techniques). 3 processes that mediate the effects of direct control are described. In both teaching and disciplinary situations, direct control tactics were negatively correlated with children's school-relevant performance. In addition, children of mothers who used a high proportion of direct control techniques in both situations performed more poorly than children of mothers who relied on a combination of direct and indirect techniques. Direct control tactics were not induced by children's difficulties during problem-solving tasks, and relationships between these techniques and children's academic achievement persisted after the effects of socioeconomic status were controlled. Boys appeared to be affected less than girls by maternal directiveness.

Stress management and child management with abusive parents

This study investigated the effects of stress management training and child management training for abusive parents on self report, observational, and role play measures considered to be related to child abuse. Parents were randomly assigned to four conditions: stress management (n = 11), child management (n = 11), and combination stress/child management (n=9), and treatment‐as‐usual control condition (n = 10). Results indicate differential effects for treatment components. Parents who received the stress management component displayed more positive affect toward their child, their child demonstrated more positive affect toward them, and the parents delivered more commands during an observational period. Stress component parents also reported less negative affect associated with negative life events and less conflict among family members. Parents who received the child management components were more likely to talk to their child during a role‐played disciplinary situation, were less likely to verbally at...

Modified Behavior Modification

1. Most teachers can teach effectively without systematic application of the principles of behavior modification in their pure form. 2. It is absolutely essential to take into consideration internal states (such as thoughts, likes and dislikes, feelings, etc.) when teachers apply behavior modification to their students. 3. Punishment is an appropriate educational strategy not only in disciplinary situations but in many other learning situations; and teachers who reject out-of-hand the possibility of ever using punishment will not be as effective as they would be if they would employ this technique in a judicious manner.

Attitudes of Students and Faculty toward Selected Disciplinary Situations

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLynn M. JenisonLynn M. Jenison is assistant to the dean of students at Iowa State University of Science and Technology, Ames.

Effective Use of High School Counselors in Disciplinary Situations

Effective Use of High School Counselors in Disciplinary Situations