Disciplinary Practices Research Articles

Prevalence of child discipline practices and their associated maternal psychosocial profile in Alexandria

ABSTRACT Background Child discipline practices are the methods used by parents to prevent future unwanted behavior in children. Child discipline practices involve non-violent and violent. Violent discipline is a pervasive problem across Egypt shaped by many factors and has many negative consequences. This study attempted to measure the prevalence of child discipline practices among mothers in Alexandria and their associated maternal psychosocial profile of mothers. Methods A cross-sectional study was conducted to interview a sample of 275 mothers at eight family health units and centers in Alexandria using interview format to collect personal and socio-demographic data in addition to The Arabic version of the parent form of Conflict Tactics Scales Parent-Child (CTSPC) form and The Arabic Version of Depression Anxiety Stress Scales (DASS). Results The study revealed that 25.09% of studied mothers were using nonviolent discipline practices (NVDP) only, while 74.18% were using psychological, physical, or severe physical violence with or without using NVDP. A significantly higher percentage of mothers who use NVDP are of high socioeconomic status compared to the other group (73.9% compared to 17.6%), they scored normal on the three domains of DASS compared to the other group (76.8% compared to 30.5% on depression domain, 72.5% compared to 14.7% on anxiety domain and 60.9% compared for 18.6% on stress domain).

Impact of COVID-19 on theoretical knowledge and clinical practice in dentistry of Piracicaba Dental School students

Aim: To assess the opinion of the students on the impact of COVID-19 pandemic on theoretical knowledge and clinical practice in dentistry at the Piracicaba Dental School – FOP/UNICAMP. Methods: A questionnaire was applied using the Google Forms platform, containing 20 questions related to the impacts of the pandemic on knowledge, mental health, and clinical and laboratory practice of dentistry. The satisfaction of the students with teaching was also evaluated. A total of 120 questionnaires were analyzed using R software, through tables and graphs of absolute and relative frequencies distribution. Results: COVID-19 affected the lives of 99% students who participated in the study. Due to distance learning resulting from the COVID-19 pandemic, 50% of the students considered locking or dropping out of college. Operative dentistry was the curricular component most affected by distance and lack of clinical practice. Although most students agreed that the workload of practical disciplines was or would be replaced, 95% felt some kind of deficit in clinical and laboratory practice even with the replacement of the workload. In addition, 93.3% of the students were afraid of not becoming a qualified professional due to the deficiencies on theoretical knowledge and clinical practice caused by the pandemic. Conclusions: Students showed dissatisfaction with the deficiency of clinical and laboratory practice resulting from the pandemic in operative dentistry curricular component. They reported fear and insecurity with their future professional lives. The indication of remote classes for dentistry should only be carried out in emergencies because this is an essentially practical course that suffers losses in learning.

Technology and Discipline: Examining the Use of Apps for Classroom Behavior Management

Background/Context: In thousands of classrooms throughout the United States and internationally, behavior management apps have become an integral part of schools’ discipline machineries. Such apps are designed to help teachers enforce rules, especially when it comes to rewards and punishments within school token economies. To understand how these apps are beginning to shape and reshape schooling, research is needed that sheds light on the values and beliefs underpinning their use. Purpose: The purpose of this study is to describe and analyze three schools’ discipline practices involving behavior management apps. Our two research questions focused on the paradigms underpinning schools' discipline models and on the influence of these paradigms on schools’ app uses. Our investigation is informed by the scholarship on classroom management, as well as key concepts from Foucault’s (1977) Discipline and Punish. Research Design: This qualitative, comparative case study drew on data gathered at three urban schools. In total, 34 interviews were conducted with campus administrators and teachers. Within-case portraits described paradigms and practices at each school, and cross-case analyses addressed patterns across the schools. Findings: Schools’ behavior app uses were underpinned by differing school discipline paradigms. Although all three schools saw behavior apps as fostering orderly classroom environments, schools’ practices were underpinned by differing sets of values and beliefs (e.g., accountability/social control; neoliberalism; positivity and fun). In this way, the look and feel of app practices, and, ultimately, schools’ overarching discipline systems, also varied. Conclusions: This study examines a widespread, yet understudied, educational technology. By problematizing the values and beliefs underpinning teachers’ behavior app practices, the present study invites scholars and practitioners to question how rewards, punishments, and relationships manifest in schools. In doing so, it highlights opportunities to join with students, parents, and other stakeholders in broader conversations about schooling and discipline.

The history of the Vienna Protocol on dealing with Holocaust era human remains and its resonance with ethical considerations in African American bioarcheology.

The Vienna Protocol on How to Deal with Holocaust Era Human Remains describes what to do when possibly Jewish human remains are found. Based on Jewish medical ethics, it responds to the 2014-2017 discoveries of human remains stemming from biomedical contexts of the Nazi period. Among the finding sites were the Dahlem campus of the Free University of Berlin, the Medical University of Strasbourg, and Max Planck Institute archives. The Vienna Protocol is unique among similar recommendations on Nazi era human remains in its representation of the voices of those who suffered violence and were targeted as victims by Nazi persecution. In addition to discussing the ethics of dealing with physical human remains, these recommendations address the use of images (i.e., visual data) from the bodies of victims of Nazi violence. This paper presents the historical background of the Vienna Protocol and its impact. It also offers a first analysis as to why, at the time of the protocol's formulation, its authors were unaware of its resonance with ethical considerations from African American bioarcheology and a new ethical culture in bioanthropology. Potential reasons for this disconnect may include the historic marginalization of the voices of black scholars in anthropology within the wider scientific community. However, more detailed studies are needed to analyze similarities and differences between the histories and continuities of antisemitism and racism in Europe and the U.S.A., and their ties with scientific theories and practices of disciplines that gain knowledge from human remains.

Cultural significance of elderly guidance in shaping learner discipline management: A case of two secondary schools in Nigeria.

: Learner indiscipline is a problem in schools worldwide, including Nigeria, which has caused uproar in school management. The problem of indiscipline in Nigerian secondary schools is examined through the lens of the Ubuntu, which is considered appropriate as it allows for an indigenous approach to addressing learner indiscipline. The study adopts an interpretive paradigm within a qualitative framework, focusing on the role of elderly advice in learner discipline management in selected secondary schools in Ado Ekiti, Nigeria. A case study research design was employed to gain an in-depth understanding of the phenomenon and management of learner discipline in two different secondary schools. The research involves six heads of department as participants, offering an in-depth exploration of their perspectives and experiences related to the guidance provided by elders in shaping disciplinary practices. The collected data is analysed using thematic analysis. The study reveals the cultural significance of teacher-elderly guidance on learner discipline, the impacts of such guidance on discipline strategies, and the challenges and opportunities in integrating teacher-elderly guidance into education. This study contributes to scholarship by contextualising the significance of teacher-elderly guidance as a unique way of managing learner discipline in secondary schools

Pengaruh Motivasi Kerja dan Disiplin Kerja Terhadap Kinerja Security PT. Partamina Geothermal Energy Ulubelu

This study delves into the critical relationship between work discipline, motivation, and security performance within PT. Partamina Geothermal Energy Ulubelu. Through a survey conducted among 48 security guards, the impact of these factors was meticulously examined. Leveraging SPSS version 40 for data analysis, the research employed multiple linear regression analysis and the Pearson product moment validity test to evaluate the hypotheses. The results underscored the significant influence of both work motivation and discipline on security performance. Specifically, the findings revealed that heightened levels of motivation and adherence to work discipline correlate positively with enhanced security outcomes. Consequently, the research concludes that PT. Partamina Geothermal Energy Ulubelu's security performance is notably shaped by the interplay of these factors. This elucidation contributes to a deeper comprehension of the dynamics underpinning organizational security and underscores the pivotal role played by motivational factors and disciplined work practices within this context.

Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol

IntroductionEnhancing interprofessional education (IPE) fosters collaborative efforts among healthcare professionals specializing in musculoskeletal (MSK) care. This approach presents a valuable opportunity to address the pressing MSK disease burden in developing...

Revising the guide for reflective practice: problems and readiness

ABSTRACT This article provides a revision, further clarification, and minor updates to the published Guide for Reflective Practice (GRP). As an executive editor for a journal that uses the GRP as an author guide, I recognize the need to continually modify and update the guide to keep it relevant. First, based upon recent published work on reflective orientation, a reflective readiness section was added. Next, through coaching faculty on its use, I have noticed the need to provide greater clarity on how to identify, define, and articulate problems of practice, so further clarification is provided on this section of the GRP. Lastly, minor updates to the guide since its last publication are provided. Recommendations for future research include creating ancillary material to explain difficult concepts in the working ideas, evaluation of ideas, and decision sections; additional research on reflective readiness, such as examining the role of practical and spiritual disciplines in enhancing the attitudes for reflection; and developing a Dewey-based model for reflective practice as a research method.

Racial Bias in School Discipline and Police Contact: Evidence From the Adolescent Brain Cognitive Development Social Development (ABCD-SD) Study

Black youth are disproportionately exposed to school exclusionary discipline. We examined the impact of race on age at the onset of school disciplinary actions and police contact, and the rate of receiving increasingly severe disciplinary actions. Youth (N= 2,156) and their caregivers participating in the Adolescent Brain Cognitive Development Social Development (ABCD-SD) study reported on the occurrence and timing of disciplinary events and youths' demographics, delinquency, and neighborhood conditions. Experiences of exclusionary discipline were analyzed using logistic regression and Cox proportional hazards models. Black youth reported significantly higher rates of almost all disciplinary events compared to White youth. In logistic regression and Cox models, Black youth experienced higher risk for exclusionary discipline and police contact (odds ratios from 2.47 [detention] to 5.16 [sent home]; hazard ratios from 1.36 [detention] to 4.71 [expelled]), even after adjusting for sex, delinquency, neighborhood conditions, and the interaction between race and sex. Black youth who received detention and suspension were at higher risk for additional, more severe school discipline than were White youth. Consistent with a racial bias in exclusionary discipline practices and policing, Black youth, particularly Black male youth, were at a higher risk for experiencing almost all disciplinary outcomes and at younger ages than White youth, after controlling for delinquency, sex, and neighborhood factors. Compared to White students, school detention and suspension status predicted an accelerated cascade of school discipline outcomes for Black students, suggesting racial disparities in how the severity of school discipline escalates over time. We worked to ensure that the study questionnaires were prepared in an inclusive way. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. While citing references scientifically relevant for this work, we also actively worked to promote sex and gender balance in our reference list. While citing references scientifically relevant for this work, we also actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our reference list.

2023 Update to the American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit.

The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit has been used by colleges and schools of pharmacy as a guide for curricular development and revisions since its inaugural publication in 2009. The toolkit was last revised and updated by the 2019 Publications Committee. The 2023 ACCP Publications Committee was charged with reviewing the 2019 Update to the ACCP Pharmacotherapy Didactic Curriculum Toolkit to determine any necessary revisions/updates. The committee revised tier classifications, shifting the focus of the 2023 toolkit to content within the Pharm.D. curriculum. Multiple literature sources were reviewed to assess conditions for inclusion in the 2023 toolkit, and external feedback was solicited from various practice disciplines. All topics were voted on by a simple majority rule during virtual meetings or by electronic votes. There are a total of 231 topics in the 2023 toolkit, a decrease of 77 (23.2%) from the 2019 edition. Topics in each tier are as follows: 68 as tier 1 (29%), 111 as tier 2 (48%), and 52 as tier 3 (23%). Although some topics were removed completely, others were combined with other line items or revised, which may further minimize curricular overload. Similar to the 2016 and 2019 toolkits, many tier 2 topics remain in the 2023 toolkit, emphasizing the continued need for additional training through postgraduate residencies or fellowships (or "on-the-job" equivalent experiences), board certifications, and various certificate training programs. The 2023 ACCP Pharmacotherapy Didactic Curriculum Toolkit is designed to assist individual faculty and colleges and schools of pharmacy with curricular development and revisions. It will continue to be reviewed every 3 years to identify needed revisions on the basis of the pharmacist's evolving role, advances in therapeutics and pharmacy practice, and changes to accreditation standards and recognized professional competencies.

Klinik Anatomi Eğitimi Verilen Anesteziyoloji ve Reanimasyon Anabilim Dalı Araştırma Görevlilerinin Eğitim Hakkındaki Görüşlerinin Değerlendirilmesi: Bir Üniversite Örneği

Introduction: Anatomy is considered one of the cornerstones of medical education. In-depth understanding of anatomy is essential, especially for safe clinical practice in surgical disciplines. This study aimed to evaluate the feedback of research assistants in the department of anesthesiology and reanimation, who received clinical anatomy education.
 Methods: Clinical anatomy education was provided for research assistants at different levels in the department of anesthesiology and reanimation, with two hours per week, and the education was completed within one month. The 5-point Likert scale questionnaire consisting of 18 questions was administered to research assistants to gather their opinions about education. Participants were asked to rate the questions on a scale from 1 to 5. Additionally, data such as age, gender, duration of clinical experience, experience with neuroaxial or peripheral nerve blocks, and participation in regional anesthesia courses were recorded.
 Results: A total of 40 participants, including 15 (37.5%) males and 25 (62.5%) females, with an average age of 29.67 ± 3.94 years, were included in the study. Nearly all participants in our study reported that integrated clinical anatomy education is necessary. The majority mentioned that anatomy education would contribute to airway management and regional anesthesia applications. The participation rate in regional anesthesia courses before education was 17.5%. There was no significant difference in average questionnaire scores between those who participated in regional anesthesia courses and those who did not (p=0.06).
 Conclusion: In the process of anesthesiology and reanimation specialization training, we believe that incorporating clinical anatomy education would enhance the quality of specialization education, thereby improving safety and effectiveness in clinical applications.

The perceived fairness and consistency of disciplinary practices in selected police stations

The perceived fairness and consistency of disciplinary practices in selected police stations

Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

This study probes the notable gap between the theoretical endorsement of the UN Sustainable Development Goals (SDGs), particularly SDGs 7, 12, and 13, and their tangible implementation in higher education curricula. We hypothesize that entrenched unsustainable practices in key academic disciplines, such as engineering and business, persist despite the global shift towards sustainability. The study engages a diverse cohort of participants from academia, public, private, and nonprofit sectors, chosen for their distinct roles and insights in integrating SDGs into educational and industrial frameworks. Our research design integrates an extensive qualitative literature review and critical analyses with quantitative surveys using specially designed instruments. The study was conducted with a sample of 48 participants, representing various sectors, using specially designed survey instruments to gauge expert opinions on the barriers and opportunities in advancing sustainable education. Our findings identify economic and administrative hurdles as primary impediments to academia’s shift towards sustainability. The data underscore the urgent need for targeted strategies in transitioning to a net-zero educational paradigm. The study concludes with a call to reshape academic initiatives, highlighting the critical role of education in preparing future leaders. It emphasizes bridging the gap between theoretical support for SDGs and their practical application in academia, proposing actionable strategies for this alignment.

Bibliometric Exploration of Publication Development in Entrepreneurship Education

This research presents a bibliometric exploration of publication development in entrepreneurship education, aiming to elucidate trends, research focuses, and emerging opportunities within the field. Entrepreneurship education has gained prominence as a crucial discipline in academia and practice, reflecting the growing recognition of entrepreneurship's role in economic and societal advancement. Through bibliometric analysis techniques, including citation analysis, keyword analysis, and visualization methods, a comprehensive examination of scholarly publications related to entrepreneurship education from 1977 to 2023 was conducted. The findings offer insights into publication metrics, such as citation counts, author productivity, and impact indices, providing a nuanced understanding of the scholarly landscape. Visualization of term networks and trends revealed dominant research themes, evolving concepts, and potential research directions within entrepreneurship education. Practical implications derived from this study inform educators, policymakers, practitioners, and other stakeholders about curriculum design, policy formulation, and program implementation strategies to foster collaboration, innovation, and excellence in entrepreneurship education research and practice.

Perceived Stress of Mothers, Harsh Discipline, and Early Childhood Mental Health: Insights from a Cross-Sectional Study in Marginalized Roma Communities.

Objectives: This study aims to compare the early childhood mental health of children from marginalized Roma communities (MRCs) in Slovakia with that of the majority and explore possible mediating pathways of mothers' perceived stress and harsh discipline practices. Methods: We used data from the first wave of the longitudinal RomaREACH study collected in 2021-2022. Two populations were included in the sample: 94 mother-child dyads from MRCs and 79 from the majority population (children aged 14-18months). Data were analysed using linear regression, and mediation was tested using PROCESS Macro in SPSS. Results: Belonging to MRCs vs. the majority, perceived stress of mothers and harsh discipline were found to be associated with early mental health problems in children. Perceived stress of mothers partially mediates the relationship between belonging to MRCs vs. majority and harsh discipline and harsh discipline partially mediates the relationship between perceived stress of mothers and the mental health of children. Conclusion: Mothers from MRCs perceive more stress, which is associated with more frequent use of harsh discipline practices having a negative impact on the mental health of young children.

Flourishing on the Stage: Embodied Reflexivity and the Effacing of Work Boundaries in Contemporary Performing Arts

This article contributes to the debate on individualised and reflexive processes taking place in contemporary cultural work by considering Italian theatre actors’ experiences. Drawing on in-depth qualitative interviews, the analysis focuses on work as the affective and reflexive site where subjectivities are formed. Performing artists display an embodied reflexive stance in which disciplinary practices and self-care instances are configured as both dispositives of an entrepreneurial ethos of work and as reflexive self-affirmative processes. Recognizing the embodied and emotional experiences that tie theatre actors to their professional activities, the paper considers the reflexive circularity that takes place between subjective meanings, affects and embedded experiences of work. Within this ongoing interpretive circle, cultural work emerges as positioned beyond traditional boundaries of work.

Juvenile School Discipline and Well-Being Among College-Educated Emerging Adults

Amidst a decline in exclusionary school discipline, the current study asks how a more holistic set of school discipline practices are associated with emerging adult well-being. We use original survey data from over 700 college-educated emerging adults to show that this sample can be categorized into three groups with unique school disciplinary histories—those who received minimal discipline, those who received primarily school-managed discipline, and those who received intensive discipline. These groups were distinguishable not just on the severity or exclusionary nature of discipline but also the involvement of parents, police, or support staff (e.g., counselors). After accounting for selection into these groups, we find that emerging adults with histories of both school-managed and intensive discipline reported lower well-being than their minimally-disciplined counterparts. Such findings demonstrate the reach of school discipline even to this relatively privileged sample and the need to think about discipline and its potential consequences more expansively.

Classrooms as Healing Spaces: Decolonizing Conceptual Frameworks of Black Girls in K-12 School Settings

ABSTRACT There is substantive research that examines the punitive and harsh disciplinary practices in K-12 schools and the disproportionate effects on students of Color. While race has been central to this critical discourse; gender has remained secondary. Although both Black girls and boys face unique challenges in their K-12 academic environments, there is a growing body of evidence suggesting gender, in addition to race, impacts educational and psychological development. More specifically, for many Black girls, education is presented as the key to better opportunities with liberative power. Interestingly, few curricula taught in K-12 schools are designed with consideration of Black girls, who must contend with the typical adolescent developmental tasks within the context of a society that often devalues them. This conceptual article proposes a paradigm shift, which centers strengths and healthy development of Black girls in a time of heightened racial stress. A review of empirical research on punitive environmental norms of schools and the disproportionate effects on Black girls is presented. A conceptual framework is provided to help guide K-12 educators in addressing the mental health needs of Black girls. The framework proposes an anti-racist, culturally informed approach rooted in social justice initiatives to identify strengths and skills for promoting healthy and adaptive pathways for K-12 education for Black girls. The article illuminates the importance of decriminalizing Black girls and promoting an anti-racist paradigm to contextualize their educational and mental health needs. The article concludes with strategies that seek to intentionally create healing spaces in school settings for Black girls to fully explore their identities toward a healthy development.

Crisis-driven digitalization and academic success across disciplines.

While the rapid digitalization in higher education, accelerated by the COVID-19 pan- demic, has restructured the landscape of teaching and learning, a comprehensive under- standing of its implications on students' academic outcomes across various academic disciplines remains unexplored. This study, therefore, aims to fill this gap by providing an in-depth examination of the effects of crisis-driven digitalization on student performance, specifically the shift to emergency remote education during the COVID-19 crisis. Lever- aging a panel dataset encompassing 82,694 individual student course grades over a span of six years, we explore the effects of digitalization across nationalities, educational levels, genders, and crucially, academic disciplines. Our findings are threefold: (i) firstly, we note that crisis-driven digitalization significantly impacted students' chances of passing a course and achieving higher course grades in comparison to the pre-crisis period. (ii) Secondly, we found the effect to be heterogeneous across disciplines. Notably, practical disciplines, such as nursing, experienced a negative impact from this sudden shift, in contrast to more theoretical disciplines such as business administration or mathematics, which saw a positive effect. (iii) Lastly, our results highlight significant variations in the impact based on educational levels and nationalities. Master's students had a harder time adapting to the digital shift than their bachelor counterparts, while international students faced greater challenges in less international academic environments. These insights underscore the need for strategic interventions tailored to maximize the potential of digital learning across all disciplines and student demographics. The study aims to guide educators and policymakers in creating robust digital learning environments that promote equitable outcomes and enhance students' learning experiences in the digital age.

Arming Teachers: Who Will Bear the Burden?

As state legislatures increasingly turn their gaze to education and school policy, one intervention that is particularly concerning is the proposal to arm civilian school personnel. Under the guise of school safety, these policies suggest that allowing teachers, who often have little if any training, to carry weapons on school grounds may deter a school shooter or allow the teacher to directly confront a shooter. There is currently no empirical evidence to support the effectiveness of arming teachers. Rather, what we know from studies on school discipline, racial bias amongst teachers, efficacy of school resource officers, as well as the growing number of incidents of carelessness with firearms in schools, suggests that arming teachers may have grave consequences, particularly for Black and Brown students who are already disproportionately targeted by school disciplinary practices. This commentary explores the contours of this urgent debate and considers the potential for disparate impact by arming teachers.