Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 256-269). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Frank W. Wicker. Vita. Includes bibliographical references.

Thesis (Ed.D.)--Boston University.

Thesis (Ed.D.)--Boston University.

Thesis (Ed.D.)--Boston University

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Techniques for inserting critical thinking instruction into content while teaching specific subjects have been discussed in the educational literature pertaining to critical thinking and instruction. The purpose of this study was to determine if inserting a brief critical thinking lesson related to course content into a culinary arts laboratory course which provides a setting for career oriented active learning would lead to gains in critical thinking ability. The general structure of the methodology was adapted from work completed by Rose (1997). An experimental, pretest-posttest control group design was employed (Campbell & Stanley, 1963) to determine treatment effects on the variables identified. Participants were randomly selected and consisted of an experimental group of 14 students and a control group of 13 students. A culinary arts laboratory course was chosen for the stud y. The course operated nine consecutive six-hour days for a total of 54 hours of instruction. Experimental group participants received a 45-minute lesson on critical thinking during the second hour of the first class day, after the pretest was administered. Control group participants received normal instruction and did not receive the infused critical thinking lesson. At the end of the class during the 54th hour both groups completed the posttest. All participants' critical thinking skills were assessed using the California Critical Thinking Skills Test (Faciane, 1991), form A (pretest) and form B (post test). Multiple Analyses of Variance (repeated measures) were conducted on overall CCTST scores as well as scores on the subscale items of analysis, evaluation and inference to determine whether there were significant differences on the dependent variable (post-test CCTST B scores) according to the independent variable of method of instruction. An alpha level of p <.05 was employed to assist in preventing a Type I error. Analysis of overall scores and the scores on the subscale items of analysis, evaluation and inference yielded no significant findings. These results suggest that inserting a brief critical thinking lesson into course content is not an effective instructional strategy for teaching critical thinking. Further research on inserting critical thinking instruction into active learning environments using a longer intervention is suggested along with broader research in formulating more authentic measures of critical thinking ability to better determine if inserted instruction is effective or ineffective. / 2031-01-01

The name Hu Shi (1891-1962) would inevitable arise in the minds of scholars and students of Chinese intellectual history who wish to trace the development of Chinese modern thinking which encompasses such ideas as scientific attitude, democracy, cultural criticism and freedom of speech. Although studies on Hu are quite abundant, it is obvious that more profound research has yet to be done, especially since a prodigious amount of primary sources has appeared in recent years. This dissertation has three objectives: (1) to show that Hu's thought was more complicated than had been reviewed, (2) to analyse the contribution and limitation of his Pragmatic approach to Chinese scholarship and politics; (3) to explore the dilemmas and mental tensions of Hu both as a intellectual and a scholar. My study will first provide a brief account of Hu's education in China and in America with emphasis on Hu's adoption of Pragmatism. Then I shall recount how Hu spearheaded the New Cultural Movement by his application of Pragmatic and scientific approaches to the Literary Revolution and the reform of Chinese scholarship. The "scientism" in Hu's thought is illustrated in Chapter III, which will be followed by a discussion on Hu's predicament in his effort to integrate the concept of "use" (yong) of Chinese classical philosophy into his Pragmatism and how he used "scientific method" as an excuse to justify his textual research. I shall also argue that although Hu was apparently a leading advocator of Westernisation, he was indeed profoundly imbued in Chinese philosophical legacy. The last two chapters will focus on Hu's dilemmas as a political critic and the ideological conflicts between his political stand and that of Chinese Communists and explain why the conflict could be said to be part of the definition of Pragmatism. Nevertheless, my study will attempt to prove that, ultimately, Hu's career as scholar and thinker was determined by the course of modern Chinese history that was beyond his capability to alter.

Em resposta à pressão competitiva, as mudanças rápidas das necessidades do consumidor, a inovação é vista como relevante para as empresas buscarem novos caminhos, entrar em novas categorias ou canais de distribuição, assim como produzir novos produtos e serviços. Dessa forma, a inovação passa a ser o principal recurso de vantagem competitiva para muitas organizações diante de um cenário de mudanças rápidas e incertezas. O Design Thinking pode contribuir para o desenvolvimento de inovações, devido à natureza do seu processo, voltado a atender às necessidades das pessoas para alcançar o sucesso da inovação. Porém, para inovar, as pessoas envolvidas no processo devem ter as competências necessárias. Nesse sentido, identificar as competências necessárias para a inovação sob a ótica do Design Thinking ajuda também na minimização dos obstáculos para a obtenção do sucesso de uma inovação. Dessa forma, o presente estudo buscou verificar a sustentação teórica do Design Thinking, desenvolvendo uma abordagem para operacionalização do Design Thinking, por meio de um jogo. Além disso, foi desenvolvido e aplicado um instrumento para avaliação das competências necessárias para inovar apoiado nas bases teóricas do Design Thinking, com grupos de estudantes ingressantes e concluintes dos cursos de Engenharia, Arquitetura e Design A partir dos objetivos estabelecidos nesse estudo, foi possível verificar que a estruturação de um jogo com a base teórica e operacional do Design Thinking ajuda a acelerar o processo de aprendizado, bem como para o desenvolvimento de novos produtos, serviços e processos. Além disso, identificou-se que o instrumento para avaliação de competências apontou que há diferenças entre grupos de estudantes, mas que nenhum deles apresentou o perfil desejado. Este instrumento pode ajudar no desenvolvimento dessas competências nesses alunos.