A Twenty-Five-Year Biography of the TOD Concept: From Design to Policy, Planning, and Implementation

Promoting a new vision of community—walkable, affordable, environmentally sustainable—the urban design idea of transit-oriented development (TOD) extended the land use and transportation nexus. This review article offers a twenty-five-year retrospective of TOD literature, shaped by disciplinary, policy, and practice predilections. Although the “D” in TOD stands for the encompassing notion of “development,” most literature focused on land development in particular. Meanwhile, sustainable or community development ideas languished, and other Ds such as Density, Diversity, and Design served as an operational framework for outcome-based research. We conclude by urging renewed focus in TOD research on the original goal of developing inclusive and sustainable communities.

Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline

Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.

Disrupting disproportionality proceedings: the recommendations

Background/Aims Previous research indicated that BAME staff are disproportionately represented in NHS disciplinary proceedings. Methods To review the findings from part one of this two-part series and give appropriate recommendations. Results Six factors explaining this disproportionality emerged: closed culture and climate; subjective attitudes and behaviour; inconclusive disciplinary data; unfair decision making; poor disciplinary support and disciplinary policy misapplication. Conclusions Disciplinary policy needs streamlining, and greater clarity needs to be achieved regarding the difference between disciplinary, capability and performance issues. This article makes several recommendations to help reach equality in disciplinary hearings.

IMPLEMENTASI KEBIJAKAN DISIPLIN PNS DALAM MENINGKATKAN KINERJA PEGAWAI DI KANTOR CAMAT UTAN, KABUPATEN SUMBAWA, PROVINSI NUSA TENGGARA BARAT

ABSTRACT The purpose of this study was to analyze the Discipline of Civil Servants policy in improving performance at the Utan Sub-District Office, Sumbawa Regency, West Nusa Tenggara Province. The research method used is a qualitative method, with a qualitative approach. Data obtained through data collection techniques: interviews and documentation. The results of this study indicate that the implementation of the disciplinary policy of Civil Servants in the Utan Sub-District Office, Sumbawa Regency basically has not run effectively. This is due to a lack of awareness to be able to work with discipline. Keywords: implementation, civil discipline policy, employee performance

Students’ and Parents’ Perceptions of Disciplinary Policy: Does Symbolic Representation Matter?

This article examines the effects of symbolic representation and strict disciplinary policy on how students and their parents perceive school discipline. We use data from the 2011-2012 New York City School Survey, combined with data on disciplinary actions from the Office of Civil Rights. Our results suggest that strict disciplinary actions send negative messages to students and their parents about school discipline. We find that as more strict disciplinary actions are administered within a school, students are less likely to perceive discipline as fair or legitimate. The negative effects of disciplinary actions, however, tend to be smaller in schools for which there is a closer racial match between students and teachers and, consequently, a greater likelihood of symbolic representation. We also find that passive representation influences parents’ attitudes toward school discipline in their children’s schools.

What counts as ‘counter-conduct’? A governmental analysis of resistance in the face of compulsory community care

In this chapter the findings of an ethnographic study of Community treatment orders (CTOs) in action are reported on, focusing on how individuals made subject to CTOs perceive the role the CTO has in their lives, and their subsequent responses to its imposition. Individuals’ conceptions of self in relation to disciplinary policy interventions can lead to complex, ambiguous and perhaps unexpected responses to compulsion, which are not easily categorised into binary forms of compliance and resistance. The analysis of CTOs underlines the value of a governmentality perspective that eschews simple linear understandings of how ‘target’ groups will respond to policy interventions.