I argue for the Expanded Cluster Account of art (ECA) by first inquiring as to whether “art” is best described by a cluster account and where ECA fits into the current landscape of theories of concepts. Second, I explicate the relevant aspects of Boyd’s theory of natural kinds and argue that his concepts of “disciplinary matrices” and “homeostatic property clusters” (roughly analogous to Gaut’s criterial properties for characterizing art, particularized for each individual kind) have relevant roles in a proper cluster account of art, thus explicating and expanding Gaut’s account in the process. Third, I defend the thesis that Boyd’s concept of “disciplinary matrix,” when applied to “art,” is fulfilled by George Dickie’s notion of “the Artworld.” Lastly, I consider objections to ECA and positively explain its heuristic and explanatory efficacy above and beyond other contemporary “anti-definitional” accounts.

The overrepresentation of African American students in special education coupled with their disproportionate disciplinary sanctions is a contentious educational issue. An examination of extant literature suggests that African American students are more likely to be referred to special education; placed in a stigmatizing disability category; educated in a restricted educational settings; and least likely to return to a general classroom setting. Equally disturbing, these students are more likely to be cited for subjective disciplinary sanctions and least likely to be educated with their peers. This is disturbing because the labeling of special education coupled with disciplinary sanctions can negatively impact this sector of students’ educational opportunities, psychological image, long-term goals and aspirations, and their overall quality of life. The purpose of this study was to determine the relationship between discretionary removal, special education, and African American students. More specific, this study sought to determine the trends of discretionary removal for special education students as defined by Texas Education Code 37, and whether these types of disciplinary measures had a disparate impact on African American special education students’ school completion rate. The findings for this study, revealed a diverse district with a large percentage of economically disadvantaged students and a special education population that was aligned to the state average. Chi-square results revealed a relationship between discretionary removal and Latina/o and White students and students who were identified as economically disadvantaged. In addition, logistic regression results showed ethnicity for Latina/o student who were served by special education was a significant predictor for discretionary removal. Conversely, disability category, economic status, and ethnicity were all significant predictors for school dropouts for special education students who were cited for discretionary removal. Moreover, African Americans who were not evident in the chi-square analysis were significantly associated with discretionary removal. Furthermore, interviews of administrators revealed special education students who did not have an Individual Education Plan (IEP) that purposefully addressed disciplinary issues were purportedly treated no differently than students without a disability. / text

Although teamwork is essential for quality care, outcomes based on successful teamwork are seldom achieved in healthcare. Negative attitudes prevent effective teamwork; therefore, it is important to explore attitudes of all members towards multi-disciplinary teamwork. This research investigated attitudes held by health professionals and staff of the Group Health Centre regarding multi-disciplinary teamwork and investigated if a relationship exists between work experience and attitudes towards teamwork. A descriptive correlational design was used. Data was gathered using the TeamSTEPPS Teamwork Attitude Questionnaire (T-TAQ). The T-TAQ assesses attitudes towards validated constructs of teamwork. Team members of the Group Health Centre have positive attitudes towards teamwork. The registered nurses do not have different attitudes compared to their colleagues from other health sciences or staff. However, clerical staff presents differences with respect to the constructs of situation monitoring and communication. There is no relationship between work experience and attitudes. These results have important implications for teams in primary care, specifically, the Group Health Centre.

Orientador: Carlos Fonseca Brandão / Banca: Alonso Bezerra de Carvalho / Banca: Jaqueline Delgado Paschoal / Resumo: O disciplinamento corporal é um exercício próprio das instituições fechadas, sobretudo nas escolas que assumem, por meio da Educação, o lugar das primeiras experiências disciplinares das crianças, transformando-as em alunos. Assim, a escola ensina a criança o modo de organização e de funcionamento de toda a sociedade, ou seja, o disciplinamento corporal se expande para todos os outros segmentos da sociedade, gerenciando a vida. Nesta perspectiva, o objetivo principal deste trabalho é problematizar e discutir o processo de disciplinamento corporal produzido pelas relações de poder nas práticas institucionais de uma escola em seu cotidiano. Para tanto, nos apropriamos dos trabalhos de Foucault sobre a construção das sociedades ocidentais, modernas, como sociedades disciplinares, as quais têm como fundamento a operação de um tipo específico de poder que atravessa e regula todas as relações, constituindo o poder disciplinar. A partir desta tese, utilizamos as técnicas disciplinares de controle do tempo, do espaço e dos corpos como fundamento para entender algumas relações que ocorrem nas escolas. Para tanto, tomamos como lugar empírico para problematização duas salas de aula do primeiro ano do ensino fundamental, em uma escola pública. Ancorados na metodologia da pesquisa-intervenção procuramos não só descrever as relações, mas olhar para os sentimentos e afetos produzidos nas relações. Debruçando-nos sobre os acontecimentos registrados no diário de campo, trazemos algumas cenas para reflexão em forma de cartografias para narrar os modos mais sutis das relações de poder, valendo-se das técnicas disciplinares, para produzir práticas discursivas que legitimam o disciplinamento corporal dos sujeitos para utilidades. O caso do duro ou mole nos mostra que a disciplina escolar também está nos modos de ser, estar, olhar para o mundo / Abstract: Disciplining body is a proper task for closed institutions, particularly schools, where take place, through education, the first disciplinary experiences of children, turning them into students. Thus, the school teaches the child the organization and functioning of the whole society, meaning, the disciplining body expands to all other segments of society, managing life. In this perspective, the main objective of this work is to question and discuss the process of disciplining body produced by the power relations in routine school institutional practices. For that we appropriate the work of Foucault on the construction of modern western societies as disciplinary societies, which are based upon the operation of a specific type of power that crosses and regulates all relations constituting the disciplinary power. From this thesis, we use time, space and bodies disciplinary techniques as the foundation for understanding some relationships that occur in schools. To this purpose, we use as a place for empirical problematization, two elementary school first grade classrooms in a public school. Based on the methodology of the intervention research, not only we seek to describe the relationship, but look at the feelings and affections produced in relations. Examining over the events recorded in the field diary, we bring some scenes in form of cartography to narrate the more subtle ways of power relations, making use of disciplinary techniques, to produce discursive practices that legitimize the disciplining body of the subject to utilities. The hard or soft case shows us that school discipline is also in the manners of being, standing, looking at the world / Mestre

Please read the abstract in the dissertation / Dissertation (LLM)--University of Pretoria, 2012. / Mercantile Law / unrestricted

This dissertation is a multi-part inquiry into the question, what could liberatory mathematics teaching and learning be? It works from an understanding of liberation as plural, collective, sociohistorically situated, radically imaginative, and practicable in the here and now (Combahee River Collective, in Taylor, 2017; Escobar, 2015; G. Gutiérrez, 1973/1988; Kelley, 2002; Walcott, 2021). Rather than pursue final or totalizing answers, the dissertation engages a question that holds infinite multiplicities (Martin et al., 2019). It includes three studies, two of which foreground the perspectives of K–12 educators; the third is an analysis of extant scholarship. All three center educational research and practice with explicit commitments to justice and liberation. The first study profiles an elementary educator’s reflections on teaching across school disciplines. Drawing on ethnographic data from a year-long collaboration, including observations, interviews, and video-based reflection conversations, the analysis explores a rift (Booker & Goldman, 2016) that this teacher experienced between liberatory pedagogy and school mathematics. The paper describes key facets of her liberatory praxis, which developed largely in the humanities, and considers challenges and possibilities of liberatory teaching and learning in mathematics. The second study is an integrative analysis (Torraco, 2016) of scholarship that takes critical perspectives on mathematics education. The paper brings extant literature from mathematics education and the learning sciences into conversation with ideas from Warren, Vossoughi, Rosebery, Bang, and Taylor’s (2020) chapter, “Multiple Ways of Knowing: Re-imagining Disciplinary Learning.” Warren and colleagues call educators and researchers across fields to pursue disciplinary learning that liberates from the EuroWestern normativity of academic disciplines and K–12 schooling. The paper highlights contributions, limitations, and future possibilities of critical mathematics education scholarship in light of this call. The third study is an analysis of conversations with six mathematics educators—spanning grade levels, roles, and institutional settings—who centered commitments to justice and liberation in their teaching. In one-on-one conversations, we discussed the educational histories, teaching experiences, and political values that shaped their praxis. The paper synthesizes themes across their accounts of liberatory mathematics teaching and learning, highlighting the prefigurative orientation these educators brought to pedagogy as they visioned and practiced freedom within systems that were far from liberatory (Bang & Vossoughi, 2016; Boggs, 1977; Givens, 2021a). Across the studies, educators and researchers offer incisive critiques of mathematics education as a force for sociohistorical injustice and point toward its liberatory potential. Common themes from the three analyses include: a multi-scale political perspective on mathematics education; harm, healing, and social connection in mathematics; learning from life beyond school; and creative inspiration in mathematics. Themes unique to individual studies are: the microrelational work of liberatory pedagogy (Paper 1), turning a critical eye on mathematics as a discipline (Paper 2), and educators examining their own relationships with mathematics (Paper 3). Taken together, the studies suggest that mathematics pedagogy as the practice of freedom (Freire, 1973; hooks, 1994) can—and perhaps must—take multiple forms. These include critically navigating normative systems and seeking radical departures from them. The dissertation concludes with directions for future inquiry in mathematics education and teacher professional learning, highlighting possibilities for critical collaborative study with educators. / 2025-01-12T00:00:00Z

No description available.

Yes / This article investigates the representation of black, Asian and minority ethnic staff in NHS disciplinary proceedings. The study involved an in-depth knowledge review and analysis of literature on the representation of black, Asian and minority ethnic staff in NHS disciplinary proceedings from 2008 to 2017, as well as semi-structured interviews with 15 key stakeholders. Participants were stakeholders from both primary and secondary care and included equality and diversity leads, human resource professionals, NHS service managers, representatives of trade unions and health professional regulatory council representatives. The knowledge review indicates that to date, black, Asian and minority ethnic staff are disproportionately represented in NHS disciplinary proceedings. Evidence gathered demonstrates the continuation of inappropriate individual disciplinary action and failure to address organisational shortcomings against black, Asian and minority ethnic members of staff. Overall, six factors were identified as underpinning the disproportionate representation of black minority ethnic staff in disciplinaries: closed culture and climate; subjective attitudes and behaviour; inconclusive disciplinary data; unfair decision making; poor disciplinary support; and disciplinary policy misapplication.

Yes / The full-text of this article will be released for public view at the end of the publisher embargo, 24 months after first publication.

The purpose of this study was to examine factors used by arbitrators in deciding the outcome of disciplinary labor arbitration cases involving excessive employee absenteeism. The seven key tests of just cause identified by Carroll Daugherty in the 1966 Enterprise Wire Co. arbitration case were used as the basis for examining the cases in the study.