The primary objective of this research was to determine if a specific set of reflective practices enhance university undergraduate students’ abilities to: 1) reflect on their thinking processes to become more aware of their own intellectual habits and how they form; 2) inquire with open-minded curiosity, including suspension of assumptions long enough for them to be challenged; and 3) generate justifiable, contextual understandings and judgments, individually and in collaboration. “Reflective practices” refers to a specific set of reflective learning activities introduced to undergraduates in two courses: mindfulness practice extended into journal writing, listening, inquiry and dialogue. The purpose of the reflective practices in this research was to support independent, critical thinking: well-reasoned, evaluative judgments based on evidence, contextual understanding, and respect for others. Students were instructed in both individual, introspective activity as well as in paired and group interaction while preserving a degree of mindfulness. Indicators of the dispositions for critical thinking were developed using grounded theory methods to study students’ experiences, as well as those dispositions previously identified in the research literature. Qualitative results showed increased self-confidence, engagement with multiple points of view, and an unexpected sense of connectedness that was stronger between students who disagreed with each other than between students who found easy agreement in their interaction. Quantitative results showed statistically significant gains in the average number of indicators of critical thinking dispositions appearing in student journals comparing week 1 to week 11. There was also positive correlation between final essay exam scores graded for critical thinking skills and the total number of indicators found in students’ journals. / This thesis presents primary research on the impacts of mindfulness applied to introspective and interactive learning activities in undergraduate university courses.

Ce mémoire propose une étude du parcours de vie de Marcel Rioux qui cherche à saisir les conditions qui l’ont amené à incarner la figure de l’intellectuel au Québec à son époque. En effet, cette étude propose l’analyse de l’itinéraire social, tel que le suggère Bernard Lahire dans sa biographie sociologique, à l’origine de dispositions mentales et sociales, puis de ressources — héritées ou acquises au fil de l’itinéraire biographique de Rioux —, qui lui confère une position privilégiée dans la société; position en vertu de laquelle se forment l’autonomie et la liberté d’expression propres à l’engagement social et politique digne de lui conférer la qualité d’être intellectuel. C’est sur la base de la mobilisation de dispositions et de ressources particulières, qui prend la forme d’un rapport habitus et capital chez Pierre Bourdieu, propre à générer l’autonomie nécessaire à faire exister l’intellectuel dans son orbite et apte à légitimer sa position sur la scène publique, qu’il sera démontré en termes théoriques que n’est pas intellectuel qui veut. / This present master’s thesis proposes a study of the route of Marcel Rioux’s life in order to seize the conditions which lead him to embody the intellectual’s figure in Quebec in his time. Indeed, this study proposes the analysis of the social route, such as suggests Bernard Lahire in his sociological biography, at the origin of mental and social capacities, then of resources — inherited or acquired in the course of the bibliographic route of Rioux —, which confers him this privileged position in society; position by virtue of which form the autonomy and the freedom of expression for the social and political commitment conferring him the quality to be intellectual. On the basis of the mobilization of capacities and particular resources, which takes the combined shape of habitus and capital for Pierre Bourdieu, appropriate to generate the autonomy needed to make the intellectual exist in his orbit and capable of legitimizing his position on the public scene, it will be demonstrated in theoretical terms that is not intellectual whoever wants to be.

The objective of this study was, firstly, to investigate the reliability of a measure of qualitative and quantitative job insecurity and, secondly, to determine the relationship between qualitative and quantitative job insecurity, job satisfaction, affective organisational commitment, turnover intention and locus of control. A cross–sectional survey design was used which included participants randomly selected from a retail banking group across junior, supervisory and middle management levels (n=178). The job insecurity scales of Hellgren, Sverke and Isaksson (1999); job satisfaction scale of Hellgren, Sjöberg and Sverke (1997); affective organisational commitment scale of Allen and Meyer (1990); turnover intention scale of Sjöberg and Sverke (2001) and the locus of control scale of Levenson (1981) were administered. Descriptive statistics were used in order to analyse the data. Structural equivalence was used for the comparison of the factor structures of the job insecurity scale for the three language groups. Furthermore, in order to determine the relationships between the variables, the Pearson product–moment correlation coefficients were used, while the dependent variable turnover intention was predicted by means of a regression analysis. As indicated at the outset, two research articles form the basis of this mini–dissertation: Based on the first article, results indicate that both the qualitative and quantitative scale presented satisfactory levels of reliability across different language groups, and a relationship between these dimensions (quantitative and qualitative) was noticeable. However, the item “I think my future prospects and opportunities within the organisation are good” included in the qualitative job insecurity scale could well be problematic, the deduction being that language barriers probably played a role in participants’ interpretation of the question. According to the second article, both qualitative and quantitative job insecurity positively related to turnover intentions. Furthermore, job satisfaction reported a negative relationship with turnover intention, and a negative relationship between qualitative job insecurity and job satisfaction came to the fore. Locus of control, on the other hand, had a direct bearing on qualitative job insecurity, while only job satisfaction and quantitative job insecurity directly predicted employees’ turnover intention in the banking sector. Finally, locus of control seemingly had no mediating effect when predicting turnover intention. Based on the afore–going, this mini–dissertation will conclude by offering deductions and making recommendations for further research as well as offering possible solutions to the commercial banking sector as far as the retention of staff is concerned. / Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2012.

The objective of this study was, firstly, to investigate the reliability of a measure of qualitative and quantitative job insecurity and, secondly, to determine the relationship between qualitative and quantitative job insecurity, job satisfaction, affective organisational commitment, turnover intention and locus of control. A cross–sectional survey design was used which included participants randomly selected from a retail banking group across junior, supervisory and middle management levels (n=178). The job insecurity scales of Hellgren, Sverke and Isaksson (1999); job satisfaction scale of Hellgren, Sjöberg and Sverke (1997); affective organisational commitment scale of Allen and Meyer (1990); turnover intention scale of Sjöberg and Sverke (2001) and the locus of control scale of Levenson (1981) were administered. Descriptive statistics were used in order to analyse the data. Structural equivalence was used for the comparison of the factor structures of the job insecurity scale for the three language groups. Furthermore, in order to determine the relationships between the variables, the Pearson product–moment correlation coefficients were used, while the dependent variable turnover intention was predicted by means of a regression analysis. As indicated at the outset, two research articles form the basis of this mini–dissertation: Based on the first article, results indicate that both the qualitative and quantitative scale presented satisfactory levels of reliability across different language groups, and a relationship between these dimensions (quantitative and qualitative) was noticeable. However, the item “I think my future prospects and opportunities within the organisation are good” included in the qualitative job insecurity scale could well be problematic, the deduction being that language barriers probably played a role in participants’ interpretation of the question. According to the second article, both qualitative and quantitative job insecurity positively related to turnover intentions. Furthermore, job satisfaction reported a negative relationship with turnover intention, and a negative relationship between qualitative job insecurity and job satisfaction came to the fore. Locus of control, on the other hand, had a direct bearing on qualitative job insecurity, while only job satisfaction and quantitative job insecurity directly predicted employees’ turnover intention in the banking sector. Finally, locus of control seemingly had no mediating effect when predicting turnover intention. Based on the afore–going, this mini–dissertation will conclude by offering deductions and making recommendations for further research as well as offering possible solutions to the commercial banking sector as far as the retention of staff is concerned. / Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2012.

Research has it that students in institutions of higher learning the world over evidence stifled critical thinking dispositions in their studies. Some researchers in countries like the United States of America have come up with findings about critical thinking dispositions peculiar to their contexts and hence not universally applicable. Factors that stifle critical thinking dispositions of students in Zimbabwean institutions of higher learning had not been studied per se. This research focuses on factors that stifle critical thinking dispositions of third year students at Morgenster Teachers’ College in Zimbabwe. Both the qualitative and the quantitative research approaches were employed in this research. Focus group interviews and questionnaires were used to generate data. Third year students at Morgenster Teachers’ College were studied. The research findings reveal that the factors that stifle critical thinking dispositions in the students are individualistic, structuralistic, socio-cultural and political. In this study, it is recommended that the lecturers can alleviate the effects of the factors that stifle critical thinking dispositions by exposing students to critical thinking situations. / Educational Studies / M. Ed.(Philosophy of Education)

Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word. / Philosophy, Practical and Ststematic Theology / M.A. (Wysbegeerte)

Embora muito já se tenha pesquisado e debatido - sobre o par dicotômico fracasso/sucesso escolar, há aspectos da questão ainda não explorados. O aumento significativo do número de concluintes do Ensino Médio nas últimas décadas, proporcionou o crescimento da procura pelo ensino superior. No entanto, a evolução das vagas nas instituições brasileiras do setor, criadas em grande medida na esfera privada, não conduz a uma conclusão animadora: o ingresso nas universidades públicas permanece restrito à parte significativa da população. Tendo em vista essa dificuldade de acesso, algumas das mais renomadas instituições públicas de ensino superior do país vêm adotando medidas para favorecer o ingresso de estudantes egressos do ensino público em seus cursos. Recentes pesquisas realizadas por órgãos dessas próprias universidades constataram que alguns estudantes universitários egressos do ensino público alcançaram rendimento superior àqueles provenientes da rede particular de ensino. Como se explica esse fenômeno? Na tentativa de aproximação ao modo pelo qual disposições foram criadas nestes/por estes indivíduos que, além de conseguirem atravessar os altos muros da universidade pública, alcançam aproveitamento escolar superior aos estudantes provenientes da rede particular de ensino, é necessário aproximar e estabelecer um diálogo entre áreas historicamente apartadas: a sociologia e a psicologia. A partir dessa aproximação, será feita a reconstituição das trajetórias escolares de estudantes oriundos da rede pública, ingressantes em diferentes cursos da Universidade de São Paulo (comparando alguns dos mais concorridos com outros de vestibular menos disputados) com trajetórias atípicas de sucesso e longevidade escolares. / Même si beaucoup a déjà été étudiée - et débattue - en cas d\'échec dichotomique nominale / réussite à l\'école, il ya des aspects de la question n\'est pas abordée. L\'augmentation significative du nombre de diplômés du secondaire dans les dernières décennies, à condition que la croissance de la demande pour l\'enseignement supérieur. Toutefois, l\'évolution des offres d\'emploi dans l\'industrie brésilienne, créée en grande partie dans la sphère privée ne conduit pas à une conclusion passionnante: l\'admission aux universités publiques reste limité à un grand nombre de personnes. Compte tenu de cette difficulté d\'accès, de certaines des plus prestigieuses institutions publiques d\'enseignement supérieur dans le pays adoptent des mesures visant à encourager l\'afflux d\'étudiants issus d\'écoles publiques dans leurs cours. Des recherches récentes menées par ces organismes eux-mêmes universités constaté que certains étudiants issus d\'écoles publiques ont réalisé des performances supérieures à celles des écoles privées. Comment expliquer ce phénomène? Dans une tentative d\'approche de la manière dont ces dispositions ont été créés / par ces gars-là, et ils peuvent traverser les hauts murs de l\'université publique, d\'atteindre leurs meilleures performances scolaires des élèves des écoles privées, il est nécessaire d\'approche et établir un dialogue entre zones historiquement détachés: la sociologie et la psychologie. De cette approche, sera la reconstruction des parcours d\'apprentissage des élèves du réseau public, en entrant dans les différents cours à l\'Université de São Paulo (en comparant certaines des plus compétitifs avec l\'entrée au collège l\'examen d\'autres moins joué) avec des trajectoires atypiques de la réussite scolaire et la longévité.

Student studied and presents the principles of Harvard University Project Zero programs The Artful Thinking and The Visible Thinking. The goal of both programs is to help teachers to create a connection between works of art and curriculum and to use the art to develop thinking dispositions of pupils. Student introduces in details principles, reports and impact of the project on the american education system. She then considers it in the context of czech primary school art education and connects it with the czech curriculum domain. The integral part of the thesis is a visual project realized in primary school. The author analyzes different ways of children's thinking and percieving and construction of meaning in the context of visual literacy. On basis of the findings the art project was proposed. KEY WORDS Artful Thinking, Visible Thinking, project Zero, visual literacy, art education, thinking dispositions development, work of art, case study

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