Thesis (Ph.D.) - Carleton University, 2006. / Includes bibliographical references (p. 258-283). Also available in electronic format on the Internet.

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph.D.) - Carleton University, 2007. / Includes bibliographical references (p. 210-228). Also available in electronic format on the Internet.

Thesis (M.A.)--Carleton University, 2000. / Also available in electronic format on the Internet.

Thesis (M.A.)--Carleton University, 2000. / Also available in electronic format on the Internet.

Thesis (M.A.)--Carleton University. / Includes bibliographical references. Also available in electronic format on the Internet.

Thesis (Ph.D.)--University of Western Sydney, 2009. / A thesis presented to the University of Western Sydney, College of Arts, Social Justice and Social Change Research Centre, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Developing students’ ability to think critically is an important goal of Swedish upper secondary school education. The aim of this thesis is to describe and analyse critical thinking at the classroom level from a didactic perspective. Using participant observation and interviews, two groups of students and their two course teachers are being studied during two months. The groups study philosophy and social studies respectively. The thesis explores in what way critical thinking is manifested in the classroom and how the teachers view critical thinking in relation to their teaching. Didactic decisions and challenges are identified and discussed. The findings show that critical thinking is manifested in the classroom dialogue. Focus, relevance and precision are distinctive qualities of critical discussions. The teachers use different strategies to scaffold critical thinking, such as developing what the students say, questioning assumptions and supporting with distinctions. Some of the challenges facing the teachers are finding ways of assisting students to be independent in their thinking, disputing what they say without being perceived as biased and creating the right atmosphere in the group allowing for critical thinking to take place. It’s concluded that critical thinking at the classroom level is a highly complex phenomenon that involves more than just thinking skills which is the dominant view among researchers in the field.

This diploma thesis in architecture is a book composed of a combination of embedded anthropological documentation and creative fiction, written with help from Virginia Woolf and Marcel Proust. It is a story built up, fragment by fragment, that describesregular visits to the Girls Night events at a Youth Centre in Fittja, in Northern Botkyrka, south of Stockholm, where the author went to meet and spend time with a group of local girls on Thursday evenings in the Spring of 2015. Ungdomens Hus is a Youth Centre in Fittja for locals between the ages of 15 to 22. Many boys come and play games here, including pool, ping-pong, video games, the Turkish game Okey, boxing, they also watch TV and generally hang out. The ability for girls to occupy this room, on the other hand, tends to be reduced to three hours a week, when the room becomes a space for the girls alone: A room of their own. On Thursday evenings Rädda Barnen and the municipality Botkyrka arrange the Girls Nights in the Youth Centre in Fittja. This forum is open for all girls between the ages of 15 to 20 years old who live in Northern Botkyrka. The Girls Nights exists to make it possible for young women to make their presence visible, and for them to be able to take space at the Youth Centre, developing their courage to take place in other public spaces and in the context of contemporary society more generally. / Detta examensarbete i arkitektur är en bok som fått sin form från en kombination av antropologisk dokumentation och fiktion, skriven med hjälp från Virginia Woolf och Marcel Proust. Historien byggs upp fragmentariskt och beskriver regelbundna besök på Tjejforum på en ungdomsgård i Fittja, Norra Botkyrka, Stockholm, där författaren mötte och spenderade tid med en grupp tjejer på torsdagskvällar under våren 2015. Ungdomens Hus är en ungdomsgård i Fittja för ungdomar (15-22 år) i området Norra Botkyrka. Många killar går dit. De spelar biljard, pingis, tevespel, okey, boxas, tittar på teve och umgås rent allmänt. Möjligheten för tjejer att ta plats i detta rum, å andra sidan, tenderar att reduceras till tre timmar per vecka då Ungdomens Hus förvandlas till ett rum för bara tjejer: deras eget rum. På torsdagskvällar anordnar Rädda Barnen tillsammans med Botkyrka kommun Tjejforum på Ungdomens Hus i Fittja. Verksamheten är öppen för alla tjejer (15-20 år) i Norra Botkyrka. Tjejforum finns för att unga kvinnor i Norra Botkyrka ska få synas och ta plats på Ungdomens Hus, i andra offentliga rum och i hela vårt samhälle.

Dans le cadre de la transition des sociétés vers le développement durable, le rôle des universités est de plus en plus mis en évidence. A cet égard, l’évaluation, en tant qu’outil d’accompagnement des organisations pour l’amélioration de leurs performances, peut s’avérer d’une aide précieuse.Le potentiel d’application de l’évaluation reste toutefois limité. L’université et la durabilité apparaissent comme des objets normatifs dont la définition du contenu est source de nombreuses oppositions. En outre, leur réalité est évolutive et sujette à d’importants degrés d’incertitude et de complexité paradoxale.Le présent travail vise à déterminer les conditions à travers lesquelles l’évaluation peut apporter un avantage, sinon constituer un frein, à l’amélioration des performances des universités en matière de durabilité. Il se présente en deux grandes parties.La première porte sur la construction théorique de la norme d’évaluation des « performances durables de l’université». Elle repose sur l’examen approfondi des spécificités de l’université et de la durabilité ainsi que sur une analyse empirique de plusieurs cas pratiques relevés à l’international.La deuxième partie confronte et consolide les enseignements de la première en se concentrant sur le développement d’une méthodologie opérationnelle d’évaluation. Pour ce faire, un processus participatif multi-parties prenantes a été mis en œuvre et a conduit à la construction d'un dispositif multidimensionnel regroupant plus de 50 indicateurs. Cet outil se veut être une contribution à l’édification de systèmes d’évaluation mis à disposition des acteurs académiques pour l’identification de pistes d’amélioration de leurs performances au regard du développement durable. / In the context of the transition of societies towards sustainable development, the role of universities is increasingly highlighted. In this respect, assessment, as a support tool for organizations whishing to improve their performance, can be of great assistance. Opportunities for the application of assessment remains however limited. The university and sustainability are normative objects and their definition is subject to considerable opposition. In addition, their reality is progressive and characterized by high levels of uncertainty and paradoxical complexity.This work aims to determine the conditions under which assessment practices can support, or otherwise hinder, the performances of universities toward sustainability. It comes in two parts.The first part focuses on the theoretical construction of an evaluation norm for the "sustainable performances of universities". It is based on a comprehensive review of the specific features of the university and sustainability, as well as on an analysis of several best practices identified internationally. The second part compares and strengthens those findings by focussing on the design of an operational assessment methodology. This research was conducted through a multi- stakeholder participatory process that led to the building of a multidimensional framework comprising more than 50 indicators. This tool aims to be a contribution to the development of assessment methods for academic actors willing to identify ways of improving their performances with respect to sustainability.