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Peer tutors -- Collaborative learning methods -- Peer dialoguing skills -- Peer composition or writing skills -- Critical points of argumentation.

Linking experience and language--Interrelated curriculum--Integrating content subjects with reading--Higher level thinking skills.

Historically, South African manufacturers and suppliers to the mass retail environment have been compelled to manage significant business risks as a result of the generic buying strategies employed by the mass retailing format. More recently, best practice initiatives such as SCOR’s collaborative planning, forecasting and replenishment have risen to the fore of supply chain management as ways to mitigate the undesired effects of theses generic buying practices for all participants in the value chain.Traditional thinking centred on optimising only the merchandise activities and function, through cost based performance measures, have caused a number of undesired effects and invalid assumptions. These factors in turn have impacted the competitiveness and sustainability of manufacturers and suppliers as well as the supply chain ecosystem as a whole. Systemic theory suggests that in order to identify these conflicting and invalid assumptions one must approach the problem through sufficiency based thinking processes that communicate the core conflict and map out possible solutions for managers. Data for this study was collected based on the widely accepted best practice framework of supply chain management for the mass retail environment. With this in mind, this research aims to provide an academic foundation for deeper collaboration between mass retailers and their vendors, as well as an understanding of the practical implications of decisions for managers and executives, on both the mass retail, and manufacturing and supply sides of the value chain.While statistical variation is a reality in the retailing environment, the mass retailing format and its supply chain partners are particularly susceptible to the negative effects of ‘bullwhip’ due to the large scale of promotional activities undertaken. Much of this problem can be mitigated through collaboration on a meaningful bases that allows not only for responsiveness for supply chain partners but greater profitability for all participant in the value chain. It is argued that an improvement in throughput will have a positive impact on the competitiveness and sustainability of the local supply and manufacturing organisations in South Africa. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

El objetivo del presente trabajo es diseñar un prototipo de Unidad Militar de Emergencias dentro de las Fuerzas Armadas que atienda las necesidades y expectativas de la ciudadanía en la preparación para la respuesta de la Gestión Reactiva del Riesgo de Desastres Naturales.

This dissertation addresses three novel aspects of children’s future thinking: First is a study of 3- to 5-year-olds’ capacity to think about the future across two different conceptual domains. Specifically, children had to think ahead to meet either a future physiological need (desire for food) or psychological need (avoiding boredom). Most future thinking tasks only require children to plan in one domain, this despite that future thinking is presumably domain general in humans. Children were better at addressing a future need for food than a future need for toys, with even 3-year-olds succeeding above chance. This study also served as an opportunity to replicate the results of a previous similar task (Atance et al., 2015) and improve the task by removing unnecessary components (social, pretense). Second is a study of 3- to 5-year-olds’ spontaneous talk (as a proxy for spontaneous thought) about the future and past within the context of a behavioural future thinking task. Spontaneous or involuntary thought about the past and future are ubiquitous in adult cognition. Few developmental studies have investigated past spontaneous thought, and none have investigated future spontaneous thought. Children of all ages spontaneously spoke about the future and past and some children even spontaneously solved the future thinking task. Further, children who spontaneously spoke more about the past and future were more likely to correctly answer an explicit test question. Third is an attempt at addressing a limitation in all existing behavioural future thinking tasks: That is, tasks used to assess the development of future thinking do not require children to think ahead about a future state of the world that differs from the present. Children could potentially be solving behavioural future thinking tasks without having to represent the future. However, representing a future that differs from the present is argued to be core to adaptive future thinking in humans. To overcome this limitation, we modified an existing task so that children could not succeed based on their representation of how the world currently is but, rather, how it will be at a future point in time. Four- to 7-year-olds all remembered the information required to solve the modified task; however, only 7-year-olds made a future-oriented decision more often than chance. With the task modification removed (so the correct answer for the present and future matched), even 4-year-olds succeeded above chance. These findings challenge the current accounts that suggest by age 4, children can reliably succeed in future thinking tasks. Taken together, this research program contributes new insights to the development of future thinking in early childhood and suggests directions for novel research.

Thesis advisor: David B. Miele / Institutional efforts to address attainment gaps in higher education have traditionally centered on deficit-oriented discourses that frame Black and Hispanic students, low-income students, and first-generation college students as ‘at-risk’ and ‘underprepared’. Given the extensive amount of evidence documenting the adverse consequences of labeling and stigmatization, relying on negative descriptors to characterize marginalized students may be detrimental to their motivation and persistence in college—and may inadvertently exacerbate disparities in graduation rates between these students and students from more privileged backgrounds. A total of three online studies were conducted for this dissertation, which explores the deficit-oriented labeling experiences of low-income, first-generation Black and Hispanic college students (LIFG; n= 256) and their non-low-income, continuing-generation White peers (NLIFG; n= 317). In Studies 1 and 2, participants were asked to respond to a series of prompts designed to examine the extent to which deficit-oriented labels were applied to them, the contexts in which this occurred, and the motivational and affective consequences they experienced as a result. In Studies 1 and 3, hypothetical scenarios were used to probe participants’ interpretations of both deficit-oriented and alternative labels (i.e., first-generation student), as well as the perceived consequences of being characterized by these descriptors. Study 3 also explored potential stereotype threat effects that might result from being characterized by a deficit-oriented label. Specifically, participants were randomly assigned to recall an experience in which they were labeled as an at-risk or first-year student, and then asked to complete an analytical task. Students’ academic mindsets, stereotype vulnerability, and racial identity beliefs were also explored as potential moderators for within and between-group differences in Studies 2 and 3. Results showed that relative to NLIFG students, LIFG students were significantly more likely to report being labeled by deficit-oriented descriptors. The frequency of these labeling experiences was also significantly associated with negative academic self-perceptions, sense of belonging, and affect, for both LIFG and NLIFG students. Across both sample groups, participants generally indicated that these labels were most often communicated to them by instructors and advisors. Responses to the hypothetical scenarios indicated that LIFG students were more nuanced in their interpretations of different labels, but there were no sample group differences in the extent to which participants expected these labeling experiences to negatively affect hypothetical students. There was no evidence of stereotype threat effects on subsequent performance, but this result may have been due to limitations associated with the manipulation task. Lastly, there was evidence to suggest that endorsing stronger academic growth mindsets may mitigate the negative effects of these stigmatizing experiences. The implications of these findings and recommendations for future work are also discussed. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Sustainable shopping is something that in recent years has become a growing trend among consumers. However, it can be difficult to know how to go about shopping sustainable and therefore many consumers seek guidence. The goals of this project are to be able to help consumers contribute to a more sustainable food industry by making more sustainable food choices, as well as awaken an interest in new types of food and reduce their food waste. By using the Design thinking method, a final prototype in the form of a mobile application has been developed through iteration of prototyping and testing. The final prototype has functionality to randomize receipes based on user preferences and to send push notifications to inspire consumers to try new recipes. Based on tests of the initial prototype, a ranked list of functionality requirements has been developed which has been the basis for the implementation of the final prototype.

Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2019 / The recent generation of students, often referred to as ‘Millennials’, are generally familiar with computer games and therefore learn mostly through virtual experiences from game playing. A high failure rate due to the lack of critical thinking (CT) skills among tertiary students still persists, despite the implementation of CT enhancing programmes and frameworks. The aim of this research was to explore the effect of gamification on the critical thinking skills of Information and Communications Technology (ICT) students. A single pre-and post-quasi-experimental research strategy with a pragmatic perspective research approach was followed. Mixed methods research with self-administered semi-structured questionnaires and interviews was employed. In total, 182 questionnaires distributed to students were analysed pre- and post-intervention, and five (5) interviews were conducted with the relevant lecturers post-intervention. The data were summarised and categorised by applying thematic analysis. All participants volunteered to be part of the study, and they were informed of the confidentiality and anonymity of the research before partaking in the study. From the inductive study results, it was found that CT is already an integral part of the subject content being taught to the students. The experimental learning environment did not result in significant domain-general CT compared to the control environment. Judgement was the only CT skills element showing a significant improvement from pre- to post-results on the respondents’ overall CT. Gamification can be an effectual instrument to enhance CT skills, as it enables the retention of knowledge through play by motivating and stimulating inquisitiveness among students.