Global ETD Search

1	Överlev med kollektiv intelligens : En kvalitativ studie om kollektiv intelligens, aktivt lyssnande och balansen mellan frågor och uttalanden i grupper / Survive with collective intelligence : A qualitative studie about collective intelligence, active listening and the balance between questions and statments within groups Rolf, Edvin, Runsten, Adrian January 2022 (has links) We have determined that both active listening and a good balance between inquire/advocate are key factors to increasing a group's performance by increasing its collective intelligence. The degree of a group’s active listening determines how engaged the members are by showing each other that everyone's ideas are equally valuable. Active listening helps the social processes every group goes through when tackling a problem or task. The balance between inquire/advocate is important to a group’s understanding and decision making when handling a problem or task. Inquire is used to create a shared understanding while advocate is voicing ideas. When the scale tips too much on either side the group’s performance decreases. / Vi har kommit fram till att både aktivt lyssnande och en bra balans mellan inquire/advocate är viktiga faktorer för att öka en grupps prestation genom den kollektiva intelligensen. Graden av en grupps aktiva lyssnande avgör hur engagerade medlemmarna är genom att visa varandra att allas idéer är lika värdefulla. Aktivt lyssnande hjälper de sociala processer som varje grupp går igenom när man tar itu med ett problem eller en uppgift. Balansen mellan inquire/advocate är viktig för en grupps förståelse och beslutsfattande när man hanterar ett problem eller en uppgift. Inquire används för att skapa en gemensam förståelse medan advocate uttrycker idéer. När vågen tippar för mycket på vardera sidan minskar gruppens prestation. Kollektiv intelligens aktivt lyssnande inquire advocate grupper Business Administration Företagsekonomi
2	The Virtues of Critical Thinkers Hamby, Benjamin January 2014 (has links) Critical thinking is an educational ideal with an accumulating canon of scholarship, but conceptualizing it has nevertheless remained contentious. One important issue concerns how critical thinking involves an interplay between cognitive abilities and associated character traits, dispositions, and motivations. I call these and other aspects of the critical thinker “critical thinking virtues”, taking them to be intellectual excellences of character, cultivated by people who tend to aim towards making reasoned judgments about what to do or believe. The central virtue that motivates any critical thinker to engage her skills in critical thinking I call “willingness to inquire”, connecting the character of the person to the skills she must use consistently to be a critical thinker. Willingness to inquire is the virtue that ranges over the application of all critical thinking skills, a basic motivational drive guiding a person towards the educational ideal. Other critical thinking virtues, such as open-mindedness, fairness, and respect for dialectical partners, also facilitate the appropriate application of critical thinking skills in a process of inquiry. Pedagogues should therefore seek not only to instruct for skills, but also to explicitly mention and instruct for the virtues as well. I conclude by offering curricular recommendations in this regard. / Dissertation / Doctor of Philosophy (PhD) Critical thinking virtues skills education transfer willingness inquire inquiry critical thinker
3	Nové pojetí výuky přírodních věd na základních školách / New trends in the Science education at primary schools Hlavová, Lucie January 2015 (has links) The present diploma thesis concentrates on the usage of inquiry based education in the primary stage of education in the course of teaching science. Attention is firstly given to the students' skills which this type of education utilizes and without which it would be impossible to apply it in practice. These skills are analyzed on a theoretical level and consequently, by means of a didactic test, are practically tested with pupils at primary school level. Another part of the thesis are materials for selected science topics which evolve from the inquiry based education principle. The topics are chosen in accord with the official educational programme of the Czech education systém and contribute towards a more effective educational process and the heightening of the interest of students in science. Powered by TCPDF (www.tcpdf.org)
4	Badatelsky orientovaná výuka se zaměřením na obecnou a anorganickou chemii / Inquire-Based Science Education in General and Inorganic Chemistry Zámečníková, Veronika January 2016 (has links) This thesis deals with the possibility of implementing Inquiry-Based Science Education (IBSE) into teaching practice mainly at elementary schools. The focus is put on teaching general and inorganic chemistry. The theoretical part consists of the conceptual apparatus and research methodology related to implementation of IBSE activities into teaching. It also discusses how important may implementing of the IBSE principles be for supporting the student interest in science and for upgrading their scientific abilities which may make it easier in future to put the young generation into practice. Another chapter describes current situation in practical application of the IBSE in Czech Republic. It summarizes basic theories and experience with introducing IBSE into classrooms. The thesis also analyses the selection of curriculum suitable for applying IBSE in chemistry and chemistry didactics. The practical part of the thesis incorporates educational documents for working within IBSE principles and gives an overview of results of author's own research, realized between 2014 - 2016. The research was focused on attitude of students towards chemistry and its evolution after implementing the IBSE principles. Based on results of this research, specific drafts of IBSE implements are rendered for general and inorganic...
5	The Effects of Deep Approaches to Learning on Students' Need for Cognition Over Four Years of College Wang, Jui-Sheng 01 July 2013 (has links) This study examines the effect of deep approaches to learning on development of the inclination to inquire and lifelong learning over four years, as an essential graduated outcome that helps students face the challenges of a complex and rapidly changing world. Despite the importance of the inclination to inquire and lifelong learning, some literature has attempted to operationalize this concept in practical ways. In another limited line of studies, researchers explored how the education process and deep approaches to learning affected students' cognitive development among first-year undergraduates. This dissertation focuses on the ways that the process of deep approaches to learning influences the development of the inclination to inquire and lifelong learning through the positive feelings from information acquisition and the conceptual change from meaningful structure of information. The individuals in the sample were 1,914 first-year undergraduate students participating in the Wabash National Study on Liberal Arts Education at each of the 17 institutions in the study. This longitudinal study was designed to use three waves of data to control for student background characteristics, institutional types, overall exposure to organized instruction, and other college experiences. The current study employed ordinary least squares regressions with a weighting algorithm and also investigated whether the effects were general or conditional based on differences in race, gender, precollege total academic preparation, and precollege measure of need for cognition. Using longitudinal, pretest-posttest deign with statistical control, this study found that the higher-order learning subscale, the integrative learning subscale, and reflective learning subscale generated a significant positive effect on the development of inclination to inquire and lifelong learning over four years. Furthermore, the study demonstrated that the effect of deep approaches to learning appear to be general rather than conditional. In summary, the results confirm that the growth of inclination to inquire and lifelong learning can be fostered through deep approaches to learning. The findings suggest that higher education educators should create a developmentally-appropriate learning environment for students to organize their knowledge into cognitive structure, which fosters the capacity for lifelong learning. Cognitive development Deep aproaches to learning Higher Education Need for cognition Student learning stratgies
6	Výuková podpora pro učitele Praktických činností na 1. stupni ZŠ / Educational Support of Teachers of Practical Activities in Primary School KOHOUTOVÁ, Eva January 2018 (has links) This paper is focused on teachers with Practical Activities specialization and is meant as practical support. In this paper are broken down some of the most important chapters of Educational Framework Program, which are related to this theme. The next part develops view on creativity from the students and teachers perspective. The last part of the theoretical portion of this paper is inside view into research oriented teaching. In the practical part of this paper you can find 10 themes, from which 5 was used in practise for purposes of this paper, and 5 instructional videos. The tested themes were tested and evalueted for their suitability.
7	L'économie informelle en Algérie, une approche par enquête auprès des ménages : le cas de Bejaia / Informal economy in Algeria, an approach by investigation near the households : case of Bejaia Bellache, Youghourta 31 October 2010 (has links) La croissance du secteur informel en Algérie fait de celui-ci une composante structurelle de l’économie. Les controverses, déjà anciennes, sur son rôle (dynamique, marginal, parasitaire) se poursuivent et témoignent de la complexité du phénomène. L’objet de notre thèse consiste à analyser le secteur informel en Algérie, selon la définition du BIT, afin de comprendre s’il s’agit d’un secteur dynamique ou d’un secteur de subsistance. Pour cela, nous avons réalisé une enquête représentative auprès d’un échantillon de 522 ménages dans la wilaya de Bejaia, soit près de 1000 actifs occupés. L’analyse en coupe instantanée des données de l’enquête, grâce à l’analyse factorielle des correspondances multiples et la régression logistique, a permis de cerner les caractéristiques saillantes des actifs (salariés et non salariés) du secteur informel et d’établir ainsi différentes typologies (informels purs vs. informels hybrides ; travailleuses à domicile couturières, sous-traitantes de pro duits alimentaires et prestataires de services) qui témoignent de son hétérogénéité (diversité des activités et des acteurs, degrés d’informalité variables, différenciation des revenus). L’analyse de la mobilité socioprofessionnelle des actifs informels met en évidence l’existence au sein du secteur informel d’une forte mobilité intra-sectorielle ascendante et une segmentation entre les micro-entrepreneurs non mobiles et les micro-entrepreneurs mobiles. Globalement, la faiblesse du capital humain, le faible niveau des revenus ainsi que la faiblesse des liens avec le reste de l’économie, tout en confortant la thèse de la segmentation entre les deux secteurs (formel et informel) et au sein du secteur informel lui-même, accréditent l’existence d’un secteur informel de subsistance. / The growing informal sector in Algeria has become a structural component of the economy. The old controversies on its role (dynamic, marginal or parasitic) are still going on and account for the complexity of the phenomenon. The subject matter of our thesis is to analyze the informal sector in Algeria, according to the ILO’s definition, in order to understand whether it is a dynamic or a subsistence sector. In this connection, we conducted a representative survey on a sample of 522 households in the wilaya of Bejaia, i.e. nearly 1000 employed workers. The cross-section analysis of the data, thanks to multivariate analysis (multiple correspondences) and the logistic regression, has identified the salient features of employees and self-employed of the informal sector. Thus, we distinguished various types (pure informal vs. hybrid informal; seamstresses, food sub-contractors and service providers homeworkers), which reflect its heterogeneity as regards the diversity of activitie s and actors, varying degrees of informality and income differentiation. The analysis of the informal workers’ mobility highlights strong intra-sectoral upward mobility within the informal sector and the segmentation between non-mobile and mobile self-employed. Low human capital and low income as well as weak linkages with the overall economy support the assumption of segmentation between the two sectors (formal and informal) as well as within the informal sector itself, but emphasize the existence of a large informal subsistence sector. Secteur informel Algérie Enquete ménages Bejaia Mobilité du travail Micro-entreprises Ségementation du marché du travail Informal sector Algéria Inquire households Labour mobility Labour market segmentation Very small enterprises
8	台灣地下街開發及營運管理之研究--以台北車站及中華路計畫之地下街為例李佩芬, LI, PEI-FEN Unknown Date (has links) 一、研究目的（一）闡述台灣開發地下街基本方針制定之必要性，以防日後治絲益棼。（二）以台北新車站地區為例，期能提供台灣地下街之開發流程、開發主體及營運管理等之可循方向。二、相關文獻本研究之文獻以地下街開發之先進國日本之書籍、雜誌為主；國內文獻以高雄地下街案例、台北車站特定區計畫方案、有關之文章、報紙等為主。三、研究方法係屬「比較分析法」與「歸納分析法」之綜合應用，並輔以「問卷調查法」。四、研究內容（一）地下街之意義、發展緣起與目的，及所提供之效益。（二）探討日本及台灣高雄地下街發展至今所產生之問題，以資台灣未來開發之借鏡，並說明台灣開發地下街基本方針策定之必要性。（三）就日本與高雄開發地下街之經驗，取其長、去其弊，以台北車站及中華路為例，研擬台灣開發地下街合乎理想之程序、開發主體，及未來如何營運管理與維護。五、研究結果（一）地下街發展至今，利弊參半，如何揚其利、匡其弊，有賴法令之事先防範，故台灣開發地下街基本方針之確立有其必要性。（二）地下街開發之推動，宜以地方屬級之公私合營事業機構為主體最佳。（三）良好之營運管理與維護，是防止地下街頹敗因子產生之利器，所以地下街之營運主體、營業種類及安全設施之管理維護，宜予制度化。營運管理日本,台北高雄比較分析法歸納分析問卷調查 REVOLRE-MANAGEMENT JAPAN-TAIPEI KAOHSIUNG COMPARE-AND-ANALYSE CONCLUDE-AND-ANALYSE INQUIRE-ATTER-A-INVESTIGATIION
9	Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy Rathnam, Anbananthan 09 August 2013 (has links) The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design. Whole Teachers Holistic Education Jiddu Krishnamurti Krishnamurti's Educational Philosophy Qualitative Research Phenomenology Oak Grove School Awareness Mindfulness Teachers' Thinking Teachers' Lives Teachers' Inner Lives Teachers' Contemplative Approaches Teachers' Calling Teachers' Vocation Teachers' Pedagogy Krishnamurti's Educational Philosophy Wholeness Teacher Development Teacher Education Holistic Schools Alternative Schools Krishnamurti Schools Spirituality Parker Palmer Deepak Chopra Hidden Wholeness Shadow Effect The Conditioned Mind Nature of Thinking Nature of Attention and Concentration Choiceless Awareness The Observer is the Observed Krishnamurti's Educational Aim Religious Education Religious Mind Scientific Mind Meditation Epoche Phenomenological Reduction Imaginative Variation Colaizzi John P. Miller Anbananthan Rathnam Ramana Maharshi Krishnamurti Inquiry Freedom to Inquire Timeless Learning Good Teaching Self Self-Knowledge Teachers' Vulnerability Contemplation Pedagogy 0515 0727 0530
10	Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy Rathnam, Anbananthan 09 August 2013 (has links) The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design. Whole Teachers Holistic Education Jiddu Krishnamurti Krishnamurti's Educational Philosophy Qualitative Research Phenomenology Oak Grove School Awareness Mindfulness Teachers' Thinking Teachers' Lives Teachers' Inner Lives Teachers' Contemplative Approaches Teachers' Calling Teachers' Vocation Teachers' Pedagogy Krishnamurti's Educational Philosophy Wholeness Teacher Development Teacher Education Holistic Schools Alternative Schools Krishnamurti Schools Spirituality Parker Palmer Deepak Chopra Hidden Wholeness Shadow Effect The Conditioned Mind Nature of Thinking Nature of Attention and Concentration Choiceless Awareness The Observer is the Observed Krishnamurti's Educational Aim Religious Education Religious Mind Scientific Mind Meditation Epoche Phenomenological Reduction Imaginative Variation Colaizzi John P. Miller Anbananthan Rathnam Ramana Maharshi Krishnamurti Inquiry Freedom to Inquire Timeless Learning Good Teaching Self Self-Knowledge Teachers' Vulnerability Contemplation Pedagogy 0515 0727 0530

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