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Copyright of Revista Brasileira de Políticas Públicas is the property of Revista Brasileira de Politicas Publicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A meta-analysis of six prison samples using the Psychological Inventory of Criminal Thinking Styles (PICTS) general criminal thinking, proactive criminal thinking, and reactive criminal thinking scales to predict disciplinary infractions was performed. Results showed evidence of significant associations between all three PICTS scales and prison misconduct, whereas the magnitude of effect ranged from small (all infractions) to very small (interpersonal aggression infractions). Although there were no signs of heterogeneity in the results, sex, race, and length of follow up served as moderators. The apparent contradiction of moderator effects in a meta-analysis with no evidence of heterogeneity is discussed. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas: Revista de Estudos de Conflito e Controle Social is the property of Dilemas: Revista de Estudos de Conflito e Controle Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

StudentU is a comprehensive program that provides education, nutrition, and social support services to disadvantaged middle and high school students outside of the regular school day. In this paper I investigate the effects of this multiyear program on the early high school outcomes of participating students by exploiting data from oversubscribed admissions lotteries. I find that the subgroup of lottery winners who entered the comprehensive program with low baseline achievement earned more course credits (0.82 credits), achieved higher grade point averages (0.37 grade points), and were less likely to be suspended (17.1 percentage points) during ninth grade than their lottery loser counterparts. Investigation of intervening variables indicates that on-time grade progress and decreases in course failure and disciplinary infractions are potential mediating channels. Using an index of early high school outcomes, I predict that lottery winners are around 4 percentage points more likely to graduate from high school than lottery losers (5 percent effect). These results suggest that comprehensive services delivered outside of the regular school day have the potential to improve the educational outcomes of disadvantaged students. [ABSTRACT FROM AUTHOR]

An editorial is presented on disciplinary action against purportedly errant theologians. Topics include Benedict recognizing the diminishment in mind and body no longer permitted for serving as God's people; and Spirit's leadership showing humble disposition to both the Spirit's voice and to the coreligionists.

The article offers information related to "Another City: Augustine Before the Modern" by Charles Mathews, which appeared in the periodical "Hedgehog Review" is presented. Topic includes on the Recent scholarship is taking an interest in the man that stretches well beyond the usual disciplinary suspects of theology or ancient history.

From your perspective, what is the place of social justice education (and politics) in the art classroom? Are these topics a distraction from the disciplinary content of visual arts education, as you understand it? From your perspective, what is the disciplinary content of art education? [ABSTRACT FROM AUTHOR]

This study aimed at identifying the disciplinary methods used in controlling kindergarten children's behaviour and their degree of use by cooperating teachers and student teachers. The sample consisted of 161 female teachers and 53 student teachers who attend the field training programmes. The researchers constructed a questionnaire comprised of 22 items. Later, 12 cooperating teachers and 6 student teachers were interviewed. Results showed that the cooperating teachers' and student teachers' use of disciplinary methods to control kindergarten children's behaviour was medium. Disciplinary verbal was employed first, followed by disciplinary psychological, while disciplinary corporal came third, at a low level. Moreover, the results showed that there were no statistically significant differences attributable to the kindergarten sector. Additionally, the study found statistically significant differences attributed to certain variables of the study. It was concluded by offering some suggestions and recommendations. [ABSTRACT FROM AUTHOR]

In South Africa, the connection between race and sexuality cannot be ignored nor can the link between racism and heterosexism. Arguing that race is a significant aspect of sexual citizenship in South Africa, this article explores the relationship between sexuality, race, and schooling of queer youth and the priorities this relationship holds for schooling. Using in-depth interviews with same-sex attracted school-attending youth, this paper makes two arguments. First, it highlights the criticality of race, racialisation and racism in the lives of queer youth. Second, it highlights how race, racialisation and racism contribute to a normalising view of heterosexuality in some contexts and, in others, contradicts the power of heterosexuality. Recommendations for educators and researchers to attend to the diversity among queer populations as they relate to young peoples' race and other social identities are made. [ABSTRACT FROM AUTHOR]

Although studies on school suspensions focus on the disproportionate number of Black students receiving them, policy changes reducing suspensions offer new insights into the racial gap. Using annual school-level data from the Chicago Public Schools (2012–2016), I evaluate how a suspension reduction policy affected the number of students receiving suspensions, and the suspension gaps between majority Black schools and other schools. I find that the policy reduced overall suspensions but still preserved racial suspension gaps. I argue how structural limitations and functional alternatives played important roles in these consequences, and how this suggests the importance of contextual factors in assisting structural changes. [ABSTRACT FROM AUTHOR]

The following study examines how a class-based measure of food security was associated with high school grades and later post-secondary enrollments by self-identified race. We use multilevel regression to analyze data merged among the 2011 Toronto District School Board Student Census, administrative records, and college and university application information. Statistical interaction terms examine if food security is differentially associated with educational outcomes by race. The results show there is a positive association between food security and Grade 12 grades as well as post-secondary confirmation. This association, however, varies by self-identified race. Food security is less important for the academic success of East Asians students compared to Whites. For Black students, food security has a comparably flat association with grades, but reduces their likelihood of having a rejected post-secondary application. The findings highlight that food security, as a class-based resource, differentially benefits racial groups in terms of their educational outcomes. [ABSTRACT FROM AUTHOR]

The present study explored the effects of solitary confinement on in-prison outcomes among inmates housed in disciplinary segregation in a northeast state (N = 398). The deterrent effects of segregation and program participation on future in-prison behaviors were examined. Differences among samples of inmates housed in disciplinary segregation before and after the enactment of policy revisions were also assessed. Findings from bivariate and multivariate analyses indicate most inmates did not have a new infraction; however, certain inmates were more likely to receive a future discipline. Furthermore, completing programming while in disciplinary segregation did not have an effect on future infractions or programming participation. The implications of the research findings are discussed. [ABSTRACT FROM AUTHOR]

This Article analyzes the recent wave of litigation involving students accused of sexual misconduct and tried in campus judiciaries. Historically, federal courts have concluded that universities themselves, rather than judges, are best suited to determine appropriate disciplinary procedures for adjudicating student conduct violations, but that has begun to change. The U.S. Department of Education's 2011 reinterpretation of Title IX, combined with the efforts of activist students, faculty, and administrators, pressured universities to adopt procedures that all but ensured schools would find more accused students responsible in campus sexual misconduct cases. Tentatively at first, and more aggressively in the past several years, courts have ruled against universities in lawsuits filed by accused students. Judges have expressed concerns about colleges failing to respect the due process or procedural fairness rights of their students, discriminating against accused students in violation of Title IX, and failing to adhere to their own contractual obligations. Since the 2011 policy change, more than 500 accused students have filed lawsuits against their college or university, a wave of litigation that has continued even after the Department of Education rescinded the 2011 guidance in 2017. More than 340 of those lawsuits have been brought in federal court; colleges have been on the losing end of more than 90 federal decisions, with more than 70 additional lawsuits settled by the school prior to any decision. While change is on the horizon in the form of proposed new Title IX regulations issued by the Department of Education, this rapidly evolving body of law is transforming the relationship between higher education and the judiciary in ways that have implications far beyond the particular issue of campus sexual misconduct. [ABSTRACT FROM AUTHOR]

Previous research suggests that knowledge in different subjects varies in terms of objectivity and 'granularity' (division of knowledge content into smaller chunks). It has also been suggested that subject objectivity and granularity vary across different educational systems, due to resource differences. This study measures knowledge objectivity and granularity manifested in school-leaving assessments across nine subjects and two educational systems—China and England. While previous studies have investigated assessments using vague operationalisations such as 'essay' or 'short answer' questions, this study presents a ratio variable to measure granularity: the implied time allocated to individual items. Objectivity is operationalised by coding the item scoring guides as consisting of entirely response content and thus being objective, or as including descriptive content and thus being subjective. It is found that, across both educational systems, STEM subjects have finer granularity and higher objectivity. China assesses with finer granularity and higher objectivity than England (except in mathematics, where granularity is similar and all items objective). England shows significantly greater variation in both variables. The findings offer empirical corroboration of claims about inter-subject differences across different national contexts. They suggest that finer granularity, higher objectivity, and less variation are adopted to cope with resource constraints. [ABSTRACT FROM AUTHOR]

Based on the importance related to a number of generic information literacy competencies, as stated by students and faculty members at a single institution, the aim of this paper is a deeper understanding of the structure which underlies this motivation component. From a starting exploratory factor analysis, Structural Equation Modeling statistics provides a model of structural relationships based on three motivational categories, related to seeking, analysis-evaluation and information synthesis-communication. This provisionally accepted Seeking-Analysis-Synthesis model allows for the better knowledge of belief-in-importance differences between groups of students and faculty, as well as among five areas of knowledge. A series of weak points in need of specific motivational interventions has been identified. [ABSTRACT FROM AUTHOR]

Copyright of Vniversitas is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Recent scholarly work indicates Black students in K-12 are significantly more likely to be suspended or expelled than their White peers. However, little empirical work exists in the post-secondary environment, raising questions about the discrimination Black students encounter in the university [End Page 765] student conduct process. This study explored racial disparities in postsecondary student discipline through the use of vignettes randomly assigned to a national sample of student conduct administrators. Our vignettes asked administrators to recommend student conduct sanctions for individuals found responsible for marijuana violations. Vignettes differed only in the student name provided, and names were purposely selected to suggest a particular racial identity. We found no pattern of racial bias in sanction assignments given to Black students compared to White students, nor did we observe differences in the total number of sanctions assigned. [ABSTRACT FROM AUTHOR]

States and districts are revising discipline policies to reduce out-of-school suspensions (OSSs), but the consequences of these reforms are largely unknown. We examine a reform in Philadelphia that prohibited OSS for classroom disorder infractions. Employing a difference-in-differences approach, we examine the relationship between the reform and student suspensions, achievement, and attendance. For students suspended before the reform, classroom disorder OSS decreased and attendance (but not academic achievement) improved following the reform. Postreform changes in peer outcomes varied with school-level implementation: in schools that eliminated classroom disorder OSS, peer math achievement and attendance were unaffected, whereas peer math achievement declined and attendance decreased in schools that did not fully implement the district-level reform. [ABSTRACT FROM AUTHOR]

Traditional corporate disciplinary systems often fail to encourage responsible employee behavior. This article presents "positive discipline" as a management tool for responding to individual employees' unacceptable behavior, while supporting the good performance of the majority. Positive discipline has been implemented at Union Carbide with successful results: constructive interaction with individual employee problems encourages employee self-discipline and recommitment to the organization's goals. [ABSTRACT FROM AUTHOR]

This study examined the relationship between sentence length and time to commission of serious and violent disciplinary infractions by female inmates divided into short (2 years or less), intermediate (2-8 years), and long-term (8 or more years) groups. Relying on the intermediate-term group as a referent, a Cox regression model demonstrated that short-term inmates were most likely, and long-term inmates least likely, to commit serious and violent infractions across monthly time intervals during the 2-year study period. All three groups exhibited a low base rate of violent behavior directed toward inmates and staff. Predictors associated with the time to commission of serious and violent acts included age, education, mental health, and custody level. Findings point to the potential for over-classification to more secure custody assignments for some inmates, particularly for long-term female prisoners. Policy, institutional, and clinical implications are discussed, including the need for specialized programming and mental health treatment. [ABSTRACT FROM AUTHOR]

This article aims to analyse the disciplinary procedures brought against public schoolteachers in Galicia from 1859 until 1910. The article starts with the presentation of the legal basis for the government inquiries and the administrative framework in which they were implemented. Following is an examination of the evolution of the inquiries, the origin of the complaints, the charges filed against the teachers and the sanctions proposed. Lastly some examples are provided of the most widespread offences, consisting of abandonment of teaching as well as other charges of moral misconduct such as cohabitation and sexual abuse of the children. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To address disproportionalities in suspensions for students of color, many districts have prohibited schools from suspending students for willful defiance of school authorities and implemented restorative justice programs (RJP) that address student misconduct using alternative conflict resolution practices. However, there is limited evidence on the efficacy of these new policies. This article examines howthe Los Angeles Unified School District's (LAUSD) suspension ban and RJP are associated with student suspensions over time, as well as suspensions across different groups of students and schools targeted by these policies. We employ an interrupted time series design using 12 years of studentlevel administrative data from the 2003-2004 to 2014-2015 school years, which allows us to examine trends in student suspensions in LAUSD before and after its suspension ban in 2011-2012 and rollout of restorative justice practices and training to schools in 2014-2015. We find large rates of decline in suspensions in the years following LAUSD's suspension ban relative to the years leading up to the ban, as well as evidence of reduced suspension gaps between frequently disciplined students and their less-disciplined peers. Additionally, we find the district's public identification of schools most in need of continued reform, and provision of restorative justice training to these schools, is associated with further reductions in suspensions. Despite this progress, suspension gaps between black and non-black students, and between special education (SPED) and non-SPED students, still persist in our data, suggesting that districts may need more time and comprehensive strategies to fully resolve these inequities. [ABSTRACT FROM AUTHOR]

Public backlash over zero tolerance policies that funnel public school students to jail through the "school to prison pipeline" has unveiled the systemic issues associated with discriminatory application and the detrimental effects of exclusionary discipline. What remains unaddressed and largely ignored is the lack of procedural safeguards afforded to students who face suspension or expulsion from school. In 1975, the Supreme Court laid out minimum protections for students facing short-term suspensions under the Due Process Clause of the Fourteenth Amendment. Nonetheless, school administrators have significantly increased the use of exclusionary discipline in the last forty years, while the protections for students have not kept pace. As schools throw more and more students out of school, courts have dismissed these students' cases, almost blindly deferring to the school districts. This Note argues that it is time for the courts to more closely review school disciplinary procedures and articulate a clearer, higher standard for the process due before a student can be denied public education. Courts should require that schools provide comprehensive notice to include the specifics of the alleged rule violations and affirmatively inform students and their guardians of their procedural and representative rights. [ABSTRACT FROM AUTHOR]

This article draws on my concerns about my former inner city students by examining interactions and discussions with inservice literacy educators who shared ideas about disciplinary literacy vo-cabulary instruction. It reviews some of the research on vocabulary instruction, and focuses on ide-as for teaching Tier 2, academic vocabulary, and Tier 3, disciplinary vocabulary. Findings suggest that literacy educators help students to empower themselves when they apply new ways to instruct disciplinary literacy vocabulary and collaborate with our colleagues who teach in subject areas. [ABSTRACT FROM AUTHOR]

This paper traces the little-known history of the London Stage Information Bank, a digital initiative that ran from 1970 to 1978 under the direction of Professor Ben R. Schneider, Jr. at Lawrence University. With support from the National Endowment for the Humanities, the American Council of Learned Societies, and the Mellon Foundation, Schneider's team produced a database from the multi-volume reference work The London Stage 1660-1800 (Southern Illinois University Press, 1960-68). Today, however, most of the project's outputs are lost or damaged, and its history has been largely forgotten in both theater studies and eighteenth-century studies. This essay traces the history of the Information Bank and my efforts to recover its damaged data and code, offering the project as an object lesson in questions of access, preservation, and institutional memory that digital humanities practitioners continue to confront in 2017. I argue that the project faded into obscurity, not only because of technological obsolescence, but also because the development team was unable to promote the kinds of research questions and behaviors that would enable their tool's widespread adoption and survival. The indifference of literary and theater scholars to the Information Bank throughout the late 1970s and early 1980s demonstrates how vital it is that digital and computational humanities work articulate its meaningfulness within existing intellectual and disciplinary traditions. While digital scholars build new avenues for inquiry that expand and transform humanities research, the survival of these approaches depends on their relationship to current humanities questions, methods, commitments, and epistemologies. [ABSTRACT FROM AUTHOR]

This article aims to explore the behavioural differences between male and female auditors with respect to professional ethics rules. We used factorial correspondence analysis to study disciplinary rulings issued against French statutory auditors between June 1989 and December 2008. Our results highlight significant gender-related behavioural differences between auditors regarding professional ethics. Male statutory auditors are more likely to exhibit behaviour that harms the image of the profession, while their female counterparts principally commit disciplinary offences relating to audit quality and to obstruction of professional peer-review controls. This study therefore shows that gender offers a relevant perspective for investigating differences in statutory auditor professional ethical behaviour. It is also a useful source of information for the profession in terms of increasing the effectiveness of its disciplinary processes. [ABSTRACT FROM AUTHOR]

School suspension--the temporary removal of a student from school--is one of the most severe responses to student misbehaviour in Australian schools. Evidence suggests school suspension is associated with negative behavioural outcomes in adolescence. Using data from the International Youth Development Study, a large longitudinal study of adolescent development, this research found positive associations between school suspension and adolescent problem behaviour. These associations remained after taking into account other known risk factors for such behaviours. The paper discusses the implications for policy development around the management of student misbehaviour and conduct breaches. [ABSTRACT FROM AUTHOR]

The goal of this study is to evaluate the effect of crime and discipline on graduation rates in higher education. Using national data on more than 1250 public and private non-profit institutions that were drawn from the Integrated Postsecondary Education Data System, the results reveal that more violence on and around campus is associated with lower 4-year graduation rates, whereas higher rates of disciplinary actions regarding alcohol, drugs, and weapons are associated with higher graduation rates. Furthermore, the findings suggest that utilizing the student conduct system rather than the criminal justice system to address minor offenses is more likely to lead to student success. This study contributes to the growing literature on college effectiveness and the influence of institutional structures and organizational policies on student achievement. The results of this study suggest that violent crime, institutional conduct systems, and campus police departments warrant further investigation. [ABSTRACT FROM AUTHOR]

Background: Program evaluators have reached broad agreement on principles for planning and conducting evaluations and on standards for judging their quality. However, many evaluation stakeholders, including key intended users, may judge evaluations on criteria that differ sharply from the professional standards and the criteria we commonly employ in meta-evaluations. Purpose: This paper highlights the role of academic discipline and epistemic community in judging what is an "exemplary" evaluation, by examining the case of an evaluation that was considered exemplary by professional program evaluators, but methodologically flawed by professionals from different disciplinary traditions. Setting: The evaluation in question was carried out within the Consultative Group on International Agricultural Research (CGIAR), a research network with a rich tradition of economic impact assessment. Intervention: NA Research Design: This is a case study that combines participatory action research and historical analysis. Data Collection and Analysis: The study is based on the author's personal involvement in the evaluation and on a review of publications and unpublished documents related to the case. Findings: A team of experienced evaluators applied what are generally considered to be good practices in the program evaluation community. A meta-evaluation led by an experienced program evaluator considered the evaluation to be exemplary. In contrast, within the CGIAR, both the evaluation and the meta-evaluation study were considered to be methodologically flawed and biased. Three lessons related to exemplary evaluation are formulated and elaborated upon: Lesson 1. Being exemplary is in the eyes of the beholder. Lesson 2. Epistemic communities are hard nuts to crack. Lesson 3. You can't win them all. While the early efforts with program evaluation analyzed here were experienced as failures, a number of subsequent developments have led to greater understanding of diverse evaluation approaches, and some movement toward agreement on what constitutes exemplary evaluation in the CGIAR. Nevertheless, there is still a considerable way to go. [ABSTRACT FROM AUTHOR]

The article presents the discussion on international advisory board, reflecting the disciplinary and substantive areas like additional support.

This paper explores the link between the composition and the performance of junior research groups. The authors argue that the heterogeneity-performance link depends on the type of heterogeneity (cultural vs. study field) and on the disciplinary area. The authors test their hypotheses on a data set of 45 junior research groups and find a U-shaped relation between cultural heterogeneity and performance in the humanities and social sciences, but no link between the two in the natural sciences. The link between study field heterogeneity and performance in the natural sciences is negative, and in the humanities and social sciences study field heterogeneity and performance are not related. Interaction within the group helps reap the benefits of heterogeneity. The study results are derived in the context of junior research groups in Germany, but are generalizable to other countries and contexts where PhD education is taking part in groups. [ABSTRACT FROM AUTHOR]

Purpose With the expansion of school resource officer programs and the increased use of harsh disciplinary measures in schools, there is a growing concern that school safety measures are contributing to the school-to-prison pipeline, particularly in already disadvantaged schools. However, there is a lack of research on the relationship between social and educational disadvantage in schools and the roles and functions of school resource officers. The paper aims to discuss these issues.Design/methodology/approach Using the School Survey on Crime and Safety (2006), this paper utilized structural equation modeling to investigate to what extent, if any, does social and educational disadvantage in schools influence the roles and functions of school resource officers.Findings Findings suggest that school resource officers assigned to schools with greater levels of social and educational disadvantage perform more law enforcement-related functions, while school resource officers assigned to schools with less social and educational disadvantage perform more education-related functions.Originality/value There is a lack of empirical literature on the specific roles and functions of school resource officers and whether or not the varying levels of social and educational disadvantage can predict how school resource officers are utilized. The current study aims to address this gap in the literature by examining how the social and educational disadvantage of schools predicts the roles and functions of school resource officers. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to assess the effects of an alternative to suspension intervention on students' subsequent major referrals. The intervention included activities designed to teach social coping strategies as well as mediation to resolve interpersonal conflicts. The intervention was implemented in a therapeutic high school, and the sample consisted of 31 students who accrued at least one major referral for physical violence or drug-related offenses. Archival office discipline referral data were collected and analyzed using a posttest-only nonequivalent control group design. The results suggest that, among students with two referrals, the intervention may lengthen the amount of time between referrals, and participation in at least one intervention session may reduce the likelihood of a subsequent referral. [ABSTRACT FROM AUTHOR]

Time is both an ambiguous concept and a pervasive fact of collective and individual existence. Theorized, regulated, lived, time can be understood under the focus of a subjective or objective lenses. Nevertheless it is possible to identify modern patterns in the use of time that helped in the construction of a tacit and objective knowledge of how to conduct life as a member of society, family, and labor communities. In this article, we intend to discuss the thesis that contemporary public policy engages a new form of Foucault’s “biopolitics” in a context of desynchronization of lifecycle and questioning of those patterns. The current state regulation, objectified in public policies in general and social policies in particular, includes characteristics of behavioral standardization, but now not under the mediation of disciplinary structures, but under the focus on the individual, of an action from himself on himself. [ABSTRACT FROM AUTHOR]

Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline--to value students' perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students' (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers' mindsets about discipline directly affect the quality of teacher-student relationships and student suspensions and, moreover, can be changed through scalable intervention. [ABSTRACT FROM AUTHOR]

Inspired by my positive experiences gained as a member of cross-disciplinary research teams, this paper explores the value of collaborative work in corpus linguistics. I discuss selected results from three studies that showcase research on phraseology: a study that attempts to measure formulaic language in first- and second-language writing, a study on attended/unattended this and its patterns in student writing, and a study on speaker knowledge and use of verb-argument constructions. My collaborators on these studies include a psycholinguist, a computational linguist, a cognitive linguist and a genre analysis expert. This paper highlights the ways in which combining research methods from different fields can be beneficial to research outcomes in phraseology, and calls for more collaboration between corpus linguists and scholars from neighbouring disciplines. [ABSTRACT FROM AUTHOR]

The article reports that Court of Appeal decision in Re X (Court of Protection Practice) reaffirmed the important principle that individuals must be a party to proceedings which may result in the deprivation of their liberty. The Court of Appeal unanimously held, obiter, that Munby P's streamlined procedure was not a course of action that was open to him. They offer effective procedural safeguards with the opportunity to be heard required by Article 5 European Convention on Human Rights (ECHR).

The article reports that Re F (A Child) (International Relocation Cases) (2015) EWCA Civ 882 is the third in a line of Court of Appeal cases that have attempted to clarify, with reference to Payne versus Payne. Allowing the appeal, and directing a re-hearing before a different judge, Ryder LJ concluded that the judge had not engaged in such an holistic analysis, and had allowed herself to be deflected from a welfare analysis by too great a focus on the narrower guidance in Payne v Payne.

This study adds to the small body of research on home invasion by describing the circumstances surrounding home invasions that resulted in the death of a resident. The 2 most common types of home invasion homicides (HIHs) involved "drug ripoffs" and robberies of older adults for money and property. The study also examined subsequent rule-violating behavior of 132 HIH inmates while incarcerated. The rate of rule violations among HIH inmates was similar to a broader cohort of incarcerated homicide offenders. A logistic regression model identified variation in assaultive prison behavior based on some routine predictors (age, education, race, and prior imprisonment) and 2 associated with the crime (method of killing and age by gender of victims). [ABSTRACT FROM AUTHOR]

The General Criminal Thinking (GCT) score of the Psychological Inventory of Criminal Thinking Styles (PICTS) was found to successfully predict institutional adjustment in 2,487 male medium security federal inmates after controlling for eight static risk factors (age, race, confining offense, sentence, gang affiliation, mental health history, substance abuse history, criminal history). Causal mediation analysis was also performed and showed that the GCT score partially mediated the relationship between static risk and total infractions. These results suggest that the GCT score may have a role in internal classification and in clarifying the relationship between static risk factors and prison misconduct. [ABSTRACT FROM AUTHOR]

Until three years ago, a policy at Delhi Charter School in Louisiana required that any pregnant student be effectively expelled. A pregnant sixteen-year-old student's expulsion caught the attention of national media in 2012. The ACLU sued and the school quickly rescinded the policy. Although the policy was revoked, the un-adjudicated nature of the resolution leaves teen girls at the school and nationwide without any final court order to protect them against the (rejenactment of similar discriminatory policies. This Article analyzes the Delhi Charter School policy in order to make three related arguments. First, the Court should adopt a rebuttable presumption of state action when the plaintiff is a charter school student alleging the deprivation of a fundamental right. Second, any pregnancy expulsion policy enforced by a charter school violates both the Equal Protection doctrine and Title IX. The Equal Protection claim rests on the remedy left available under Geduldig v. Aiello, which otherwise crippled women's access to remedies against pregnancy discrimination: if a facially neutral policy evidences discrimination, that policy is unconstitutional under the Equal Protection Clause. Due to the complete lack of rational justification for these policies, this Article argues that all pregnancy expulsion policies de facto evidence invidious discrimination. Third, while Title IX provides another source of remedies, it will not provide meaningful remedies without reform to its implementation. This Article concludes with suggested Title IX reforms. [ABSTRACT FROM AUTHOR]

The article focuses on the U.S. news briefs. Topics include examines that lawyer who advanced the stolen election claims on behalf of Donald Trump is asking an "Army of Patriots" to investigate the State Bar of Georgia's disciplinary board because the Bar has begun a disciplinary enquiry against him.