Dialogic pedagogy involves students as critical inquirers, who can analyze their perspectives and attitudes. Dialogic creates liminal space (Buber, 1965) where conversation generates knowledge and personal relations. I intend to explore these ‘dialogic spaces’ where a group of 20 students and their teacher engage in dialogue around literary texts in an advanced English composition and literature major class of female students of one university in United Arab Emirates (UAE). My study takes further, growing interest in the value of dialogical process in second language learning. It describes the ways in which learners engaged in dialogical process begin to challenge perspectives and power relations. Because of the positive response that followed the sessions (conducted for the pilot study), I wanted to explore the process in relation to gender and culture. My dissertation research takes further the questions raised in the assignment study. I want to consider the conditions that will allow perspectives to remain in dialogue. My research explores how dialogic literacy practices function in relation to particular cultural and ideological discourses (Fairclough, 1992; Gee, 1996; Luke, 1991). The data include: class observations, field notes, semi-structured interviews (of students and the teacher) and writing assignments. The study employs an exploratory research design to discover and understand perspectives of the people involved (Merriam, 1998). I therefore emphasize that the analyses of the data are offered as partial and unfinished interpretations based on a specific theoretical framework. Although the research findings cannot be generalized across all female students in the UAE, they provide some insight into the learning experiences and preferences of Emirati women. Knowledge is finding light in darkness and staying warm in the cold. This is the knowledge our students must acquire. Not facts and theories, but a deep knowing (O’Reilley, 1998). Thus it seems appropriate to me to call this study, ‘the lighting of a fire’ (W.B.Yeats).

This thesis is, in part, a defence of a broad-based approach to epistemology. We should be wary of taking too narrow a focus and thus neglecting important aspects of knowledge. If we are too focused on one methodology then we are likely to miss insights that can come about from a different perspective. With this in mind, I investigate two particular methodologies in detail: Kornblith’s naturalism and Craig’s ‘genealogical’ approach. Kornblith emphasises the importance of looking at knowledge in the context of the natural world, thus stressing the continuity between animal and human knowledge. Craig, on the other hand, focuses on a distinctly human aspect of knowledge: the importance of enquiry and the sharing of information. As such, the two theories of knowledge that are developed have different emphases. I argue that by bringing them together we can better understand what knowledge is. This leads us to the other main contribution of this thesis, which is a defence of the role of reflection in epistemology. This has often been neglected in contemporary epistemology, primarily because of the effectiveness of externalist theories of knowledge. The focus on externalism has lead to reflection being sidelined. I do not argue that reflection is necessary for knowledge, but rather want to bring back attention to the important role that it plays in human life. Reflectively accessible justification is necessary for our knowledge claims and therefore plays a vital role in enquiry. If we add reflectively accessible justification to knowledge then it is both more stable and more valuable. Even if it is not necessary for knowledge, reflection should not be neglected.

My dissertation brings together representatives from two otherwise antagonistic traditions: Charles Peirce of the pragmatists and Herbert Marcuse of the critical theorists. I demonstrate the affinities between the two philosophers with a focus on their contributions to socio-political thought in advanced industrial societies. After addressing the antagonisms between the two traditions I offer a reading that allows for a Peircean complement to Marcuse's One-Dimensional Man and a Marcusean complement to Peirce's critique of the “method of authority” in his seminal essay, "The Fixation of Belief." / McAnulty College and Graduate School of Liberal Arts; / Philosophy / PhD; / Dissertation;

Enterprise Resource Planning Systems (ERP) are very large and complex software packages that run every aspect of an organization. Increasingly, ERP systems are used in higher education to teach business processes, essential knowledge for students competing in today’s business environment. Past research attempting to measure learning business processes with ERP has been inconclusive and lacking in rigor. This dissertation contains a comprehensive research study that uses a critical realist approach to measure business process learning from experiential ERP. Using a business simulation game as a proxy for understanding business processes, students from (1) a US undergraduate program in three separate classes, one using ERP experientially, and (2) two UK postgraduate programs, one experiencing ERP and one not, are assessed both quantitatively and qualitatively. The data analysis results in a causal mechanism for learning, complemented by a list that trigger or suppress that mechanism in particular cases. The results validate the efforts of those using ERP in the classroom, and reaffirm other educational business school endeavors, with educational implications as follows. First, before attempting to learn business processes, students must know about business in order to enable them to learn this complex topic. Second, experiencing ERP systems indeed helps students understand business processes, with a cohesive curriculum integrating ERP benefitting students the most and students at the postgraduate level learning more deeply. Third, students are using the knowledge gained in university classes to make business decisions. Fourth, students should be encouraged to use all information possible for making business decisions instead of relying on their personal understanding of today’s current market, relying on their own business intuition or work experience. Last, teaching methods may need to be adjusted for postgraduates, especially those coming into programs with significant work experience.

In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.

Doctor of Philosophy / Department of Educational Leadership / Royce Ann Collins / Higher learning institutions identify the teaching of critical thinking skills to students as a goal of the academic programs offered. This study examined faculty perceptions for teaching critical thinking skills at the U.S. Army’s Command and General Staff College (CGSC). CGSC is charged with educating the nation’s mid-career military officers for the world’s complexities that will challenge them during the next 5 to 10 years of their career. To accomplish this task, CGSC has a dedicated faculty development program to expose new faculty to critical thinking concepts and principles, and a curriculum that integrates critical thinking throughout the lesson plans designed to improve the students’ critical thinking skills during the course of the academic year. An exploratory mixed methods approach was used to examine the research questions. Faculty participated in a survey providing quantitative results (n = 83), and eight volunteers were interviewed expanding upon the quantitative results. Analysis of the quantitative results showed that instructors believe the most effective teaching techniques for fostering critical thinking skills are small group facilitated discussion, role play/simulation – which is manifested in planning exercises – and the use of case studies. Instructors identified monitoring classroom discussions and providing feedback on argumentative essays as the most effective techniques for assessing critical thinking. Analysis of the qualitative results uncovered three themes for effective teaching of critical thinking skills–use of instructional strategies, effectiveness in teaching, and faculty development–and four areas viewed as inhibitors to fostering critical thinking skills among students–faculty development, doctrine as a constraint, student experience, and time restraints in the curriculum. Those interviewed believed the institution has an effective program for fostering critical thinking skills among students, but identified areas for improvement in the faculty development program and the curriculum. Instructors considered the faculty development program at CGSC an effective program that provides a foundation for teaching critical thinking skills, and offered recommendations to improve the existing program. The study showed that faculty perceptions for fostering critical thinking skills among students are positive, with a belief that critical thinking skills may be taught at the graduate level.

Abstract Mortality of patients requiring intensive care treatment for greater than 5 days has been shown to be about 20% worldwide. Hyperglycaemia is common in critically ill patients. Strict glucose control with insulin in critically ill patients was shown to reduce mortality and morbidity significantly. Several interrelated mechanisms are involved in the development of “stress hyperglycaemia” in critically ill patients. These include dextrose containing intravenous infusions and total parenteral nutrition; the counter regulatory hormones (catecholamines, cortisol, glucagon and growth hormone) which oppose the effects of insulin; nervous system signaling; increased insulin clearance; and excess production of cytokines that interfere with intracellular insulin signaling pathways. Aim of study: To determine if the cytokines TNFα, IL-6 and adiponectin are significant determinants of insulin resistance in critically ill patients. Methods: The study was a prospective observational study conducted in the intensive care unit (ICU) at the Chris Hani Baragwanath hospital. Forty sequential adult ICU admissions that met with the inclusion criteria were enrolled. Blood specimens were drawn for adiponectin, TNF, and IL-6 at the time of ICU admission, on day 3, day 7 and on discharge from the ICU. Demographic data and clinical data were recorded, and body mass index (BMI) and APACHE II scores were calculated on admission. Blood glucose was measured every 2 to 4 hours, recorded and a mean value was calculated over the 24 hour period. Insulin infusions were started when the blood glucose values exceeded 6.0mmol/l. Administration of insulin was according to a fixed sliding scale. The total amount of insulin administered intravenously over that 24 hour period was recorded. Other factors known to be related to insulin sensitivity, such as inflammation (as indicated by C-reactive protein), vii triglycerides, insulin, C-peptide and cortisol levels were also drawn in addition to the blood drawn for routine investigations. Results: Duration of stay in ICU correlated with severity of illness as assessed by the APACHE II score (r = 0.44, p = 0.004). There was no significant difference in the mean 24 hour plasma glucose concentration throughout the duration of stay in ICU, there were however significant differences in the amount of insulin administered to maintain normoglycaemia. The amount of administered insulin required was found to peak on day 3 and decline thereafter. The main determinant of insulin administered was mean glucose (r = 0.79, p < 0.00001). The measured insulin concentrations on admission correlated with mean plasma glucose (r = 0.41, p = 0.009) and C-peptide (r = 0.45, p = 0.004) levels. The main determinants of mean plasma glucose levels on admission were BMI (r = 0.38, p = 0.013) and serum cortisol (r = 0.41, p = 0.008) levels. Serum triglycerides levels showed a significant difference from admission to discharge, with values increasing from admission levels. Adiponectin levels showed a significant increase from admission to discharge. IL-6 levels showed a significant decrease. TNFα levels did not show statistically significant changes. No statistically significant correlations were found between the levels of TNFα or IL-6 and administered insulin. Adiponectin concentrations showed a negative correlation with amount of administered insulin on discharge (r = -0.457, p = 0.0049). There were significant gender differences in BMI, administered insulin on admission, serum cortisol and C-peptide concentrations, with females having higher values than males. BMI was shown to account for the gender differences in administered insulin and C-peptide levels. viii There were significant differences in IL-6 and TNFα concentrations between the survivors and nonsurvivors, with higher levels being seen in non-survivors. Adiponectin levels were lower in nonsurvivors, but this did not reach statistical significance. Conclusion: Although there was a demonstrable change in insulin sensitivity during the stay in ICU, there was no statistically significant association between the cytokines TNFα or IL-6 and insulin administration. There was a negative correlation between adiponectin concentrations and administered insulin on discharge. This data also demonstrates that mortality is associated with increased levels of proinflammatory cytokines.

In the setting of the critical care unit, the nurse is caring for the critically ill patients and is the care giver who is present at the bedside for 24 hours. The nurse comes into contact with all other disciplines attending to the patient and is thus often the common link in the multidisciplinary team. It is therefore essential that there is effective collaboration between the physician and the nursing practitioner.With the world-wide shortage of skilled nurses worsening, it is imperative that we look at a means of retaining our current nursing personnel and attracting new nurses into the profession. Many studies examining the relationship between a healthy work environment and the retention of nurses have rated collaboration as a key aspect. The setting for this study was five critical care units within the private health care sector. The study investigated both nurses’ and physicians’ attitudes towards collaboration in critical care units, as well as identifying factors which facilitate and constrain effective physician-nurse collaboration. Recommendations for enhancing collaboration within the critical care unit were explored. In this study a non-experimental descriptive design was be used. The Jefferson Scale of Attitudes toward Physician-Nurse Collaboration, a 15 statement Likert scale, was utilized to collect data from both the nurses and the physicians. The data was analysed using factor analysis and descriptive statistics. The results showed that nurses had a slightly more positive attitude toward collaboration as compared to the physicians, however the difference in the overall scores was not statistically significant.

Thesis advisor: Patrick McQuillan / This case study examines the micropolitical strategies that a coach and seven teachers utilized to negotiate ideological and epistemological beliefs during required common planning time meetings for the period of one semester in an urban middle school. Theories of micropolitics and critical discourse analysis guided the development of the research questions that emphasized the political nature of the transactions and interactions between individuals within a school and how these negotiations were affected by the cultural and political climate of the district and the ideologies of individuals within that school about how students learn. The findings revealed how coaching as a reform strategy is highly influenced by the context of the school. The observations of mandated common planning time meetings, interviews with the coach and teachers, and other artifacts suggest that the power relationships between the members of the school community and political tensions of time, autonomy, ideological conflict, and trust influenced the discourse and interaction of the coach and teachers and influenced the implementation of the school's reform initiative. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

A research report submitted to the Faculty of Health Science, University of Witwatersrand, Johannesburg ,in partial fulfillment of the requirements for the degree of Master of Science in Nursing, September, 2013 / Background: Despite many advances on evidence-based practice (EBP), nursing is still not based on evidence. Trained intensive care unit (ICU) nurses may be the key to EBP in the ICU. Purpose: To describe the knowledge, attitudes and practices of trained ICU nurses on EBP at an academic hospital in Gauteng. Design: Mixed methods sequential explanatory. Method: Data were collected from trained ICU nurses who were purposely selected using a validated tool (Upton & Upton, 2006) to obtain the quantitative results on their knowledge, attitudes and practices on EBP (n=100) and then followed up with 12 expert trained ICU nurses in two focus groups to explore the quantitative results in more depth. The quantitative and qualitative findings were then combined at discussion of results. Results: From the quantitative results, the majority of the nurses selected the best category: 81.0% on knowledge towards EBP, 75.0% on attitudes towards EBP and 75.0% on practices towards EBP. The qualitative results identified three categories: perceptions, challenges and suggestions. The trained ICU nurses were knowledgeable in their understanding of EBP but lacked knowledge in the skills of accessing evidence. Welcoming attitudes towards EBP were displayed but admitted to their practices being partly evidence-based due to challenges that included resistance to change, confusion of evidence, lack of resources, time and autonomy. The instrument was found to be reliable and valid with a Cronbach’s alpha of 0.94 for the entire questionnaire and the study increased its validity in the South African context. This study indicates that although trained ICU nurses are knowledgeable about EBP, they are still lacking in skills regarding EBP. Even though the trained ICU nurses have welcoming attitudes towards EBP, their practices towards EBP are not fully evidence-based due to the identified challenges. This study therefore suggests capacity building of the trained ICU nurses as well as development of their EBP skills to support EBP.