Self-Inquiry and Group Dynamics

2014 ◽  
pp. 178-196
Author(s):  
Katia González ◽  
Rhoda Frumkin ◽  
John Montgomery
Keyword(s):  
Critical Thinking ◽  
Group Dynamics ◽  
Group Discussion ◽  
Multiple Perspectives ◽  
Socially Constructed ◽  
Mapping Strategy ◽  
Curriculum Decisions ◽  
Meaningful Connections ◽  
Large Group Discussion

In this chapter, the authors discuss ways in which pedagogical considerations involved in using a theoretical framework for self-inquiry and socially constructed knowledge led to the selection and implementation of mapping as a tool to (1) activate prior knowledge and scaffold content and process for pre-service educators working with students and families who are at risk and (2) assist adult learners in organizing multiple perspectives during small and large group discussion, while developing critical thinking and shared leadership skills through meaningful connections and action. A case study on how the utilization of a multidisciplinary approach informed the type of curriculum decisions to engage learners is provided. The case study also illustrates when and why instructional techniques and strategies were introduced and embedded to encourage both interactions and discussions focusing on modeling the ongoing use of skills for critical thinking and how each mapping strategy/tool served as a formative and summative assessment plan to improve verbal and written communication.

Introduction

2011 ◽  
pp. 1-24
Author(s):  
Chetan Sankar ◽  
Karl-Heinz Rau
Keyword(s):  
Group Discussion ◽  
Small Group Discussion ◽  
Success Factor ◽  
Erp Systems ◽  
Critical Success ◽  
Case Methodology ◽  
Individual Preparation ◽  
Large Group Discussion ◽  
Enterprise Resource Systems

• Identify why Enterprise Resource Systems (ERP) have emerged as a critical success factor for companies • Understand that the market for ERP systems is growing rapidly • Know that skills to effectively implement ERP systems are valued by industry • Understand the rationale supporting the selection of case methodology for this book • Know how to use individual preparation, small group discussion, and large group discussion to analyze the case study • Understand the organization of the book

scholarly journals Assessing the basics of knowledge transfer structures

2019 ◽  
Author(s):  
Michael Fascia ◽  
mike sanderson ◽  
hock tan
Keyword(s):  
Knowledge Transfer ◽  
Group Dynamics ◽  
Knowledge Exchange ◽  
Cultural Models ◽  
Healthcare Management ◽  
Socially Constructed ◽  
Patient Groups ◽  
Transfer Mechanisms

Dominant research streams in healthcare management conclude that knowledge transfer between patient groups is accomplished through instructions and/or socially constructed practices. Underlying these views is the belief that texts and practices carry with them the codes necessary for their own decoding and, therefore, enable an unproblematic knowledge transfer. The analysis focused specifically on the interrelated effects between constituents of a group receiving ongoing healthcare and the relationships to knowledge transfer management, through which, group membership and knowledge exchange was mediated. The research asked if this relationship could be improved from both a personal and organisational perspective, by better understanding of the knowledge transfer mechanisms at work. We argue that because private and cultural models mediate decoding of information into meaningful knowledge, knowledge is created from the unique combination of cognitive dispositions of acumen, memory, creativity, volition, emotion, and socio-cultural interaction. Thus, mechanisms for decision-making affect socio group dynamics and interactions via the healthcare environment, manager or practitioner. 2 Design/methodology/approach-CASE STUDY. This case study adopted a qualitative constructivist methodology and thematic analysis of the output data. A total of 20 (n1=20) main interviews and 10 (n2=10) follow up interviews took place over a two month period. Findings-Findings indicate that for this group of participants, knowledge transfer depended on the assumption of real world values as opposed to determinates of healthcare practitioners

scholarly journals Religious bigotry and military despotism in Olukorede S. Yishau’s In the Name of Our Father

2020 ◽  
Vol 10 (2) ◽  
pp. 32-39
Author(s):  
Ibrahim Nureni
Keyword(s):  
Critical Thinking ◽  
Second Generation ◽  
Socially Constructed ◽  
The People ◽  
Critical Attention ◽  
Intellectual Capacity ◽  
The Masses ◽  
First And Second Generation ◽  
The Military

Although religious bigotry and military tyranny have been overtly delineated by the first and second generation novelists, especially the ones who witnessed the military maladministration in Nigeria, the contemporary Nigerian novelist also attempts to contribute and provide with more resources on the rights of the people and the liberty to be free from the imposition of religious and/or political doctrines that are socially constructed upon the people. In the Nigerian context, religious and political/military despotism are considered to go hand in hand since their ideologies formulate part of the hegemonic, determinist superstructures that push the masses to be at the corner of receiving end. Within Nigeria’s copious output of literature written in English, this paper, using Yishau’s debut novel In the Name of Our Father as a case study, attempts to develop a bird’s eye view of the religious and military issues in Nigerian society. Adopting the praxis of Marxist critical thinking, this paper acknowledges how the author, Yishau, allows his intellectual capacity in the form of a novel to direct his writing in relation to the religious bigotry and military despotism that spearheaded Nigerian society, most significantly in the military regime between 1966 and 1999. The outcome of this paper is that Yishau has accorded a pedigree for himself on the shore of Nigerian novels by leveraging critical attention to unfold the thematic precepts of religious bigotry and military despotism in his first literary, textual appearance.   Keywords: Religious bigotry, military despotism, Nigerian novel.

scholarly journals Students’ Critical Thinking Skills in Group Discussion: The Case Study of Fifth Grade Students in Sukma Bangsa Bireuen Elementary School

2018 ◽  
Vol 2 (1) ◽  
pp. 67-92
Author(s):  
Asrita Asrita ◽  
Nurhilza Nurhilza
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Care Evaluation

This study is concerned with group discussion as one of the teaching methods can identify the emergence of students’ critical thinking skills in fifth grade students of Sukma Bangsa School. The purpose of this study was classified fourteen critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation, being, reflection, reviewing) which emerged in the learning process using group discussion. The study showed that eleven critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation) could be found in fifth grade students, while three of them  are missing (being, reflection, reviewing). It could be concluded that the students’ ability to think critically was developed after getting experiences in learning by using group discussion. However, an important factor in fostering students’ critical thinking skills was teachers’ involvement. Thus, teachers need to fully participate to stimulate students to express their critical thinking skills in the learning process.[Artikel ini membahas tentang diskusi group sebagai salah satu metode mengajar dapat mengindentifikasi terbentuknya kemampuan siswa dalam berpikir kritis terutama siswa kelas 5 di Sekolah Sukma Bangsa. Tujuan dari penelitian ini adalah mengklasifikasi 14 konsep berpikir kritis (praktik, aksi, manajemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisa, appraisal, interpretasi, being, refleksi, dan mereview) dapat muncul dalam proses pembelajaran dengan menggunakan diskusi group. Hasil penelitian menunjukkan bahwa tujuh konsep berpikir kritis (praktik, aksi, managemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisis, appraisal dan interpretasi) telah ditemukan pada siswa kelas 5, sementara tiga lainnya tidak (being, refleksi dan review). Sehingga dapat disimpulkan bahwa kemampuan siswa untuk berpikir kritis telah terbentuk setelah melalui proses pembelajaran dengan menggunakan diskusi group. Meskipun fakor terpenting untuk memunculkan kemampuan siswa berpikir kritis adalah keterlibatan seorang guru. Maka guru-guru perlu berperan aktif menstimulasi siswa untuk mengeluarkan kemampuan berpikir kritisnya dalam proses pembelajaran.]

scholarly journals Students’ Critical Thinking Skills in Group Discussion: The Case Study of Fifth Grade Students in Sukma Bangsa Bireuen Elementary School

2018 ◽  
Vol 2 (1) ◽  
pp. 67-92
Author(s):  
Asrita Asrita ◽  
Nurhilza Nurhilza
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Care Evaluation

This study is concerned with group discussion as one of the teaching methods can identify the emergence of students’ critical thinking skills in fifth grade students of Sukma Bangsa School. The purpose of this study was classified fourteen critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation, being, reflection, reviewing) which emerged in the learning process using group discussion. The study showed that eleven critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation) could be found in fifth grade students, while three of them  are missing (being, reflection, reviewing). It could be concluded that the students’ ability to think critically was developed after getting experiences in learning by using group discussion. However, an important factor in fostering students’ critical thinking skills was teachers’ involvement. Thus, teachers need to fully participate to stimulate students to express their critical thinking skills in the learning process.[Artikel ini membahas tentang diskusi group sebagai salah satu metode mengajar dapat mengindentifikasi terbentuknya kemampuan siswa dalam berpikir kritis terutama siswa kelas 5 di Sekolah Sukma Bangsa. Tujuan dari penelitian ini adalah mengklasifikasi 14 konsep berpikir kritis (praktik, aksi, manajemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisa, appraisal, interpretasi, being, refleksi, dan mereview) dapat muncul dalam proses pembelajaran dengan menggunakan diskusi group. Hasil penelitian menunjukkan bahwa tujuh konsep berpikir kritis (praktik, aksi, managemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisis, appraisal dan interpretasi) telah ditemukan pada siswa kelas 5, sementara tiga lainnya tidak (being, refleksi dan review). Sehingga dapat disimpulkan bahwa kemampuan siswa untuk berpikir kritis telah terbentuk setelah melalui proses pembelajaran dengan menggunakan diskusi group. Meskipun fakor terpenting untuk memunculkan kemampuan siswa berpikir kritis adalah keterlibatan seorang guru. Maka guru-guru perlu berperan aktif menstimulasi siswa untuk mengeluarkan kemampuan berpikir kritisnya dalam proses pembelajaran.]

The Islamic Integrated Model for Drug Addict Treatment and Rehabilitation on Kratom Use Among Muslim Adolescents: A Case Study in Krabi Province, Thailand

2019 ◽  
Vol 10 (5) ◽  
pp. 479-487
Author(s):  
Sawpheeyah Nima ◽  
◽  
Yupa Somboon
Keyword(s):  
Group Discussion ◽  
Integrated Model ◽  
Drug Addict ◽  
Community Based ◽  
Program Leaders ◽  
Depth Interview ◽  
Religious Learning ◽  
Chief Officer ◽  
Islamic Faith

There are several medical drug addict treatment methods used by physicians and other health professionals worldwide. The community-based treatment and care for drug use and dependence have increased in popularity. However, little is known about whether or how Islamic spirituality model could be incorporated into formal treatment in the Muslim community. This study aimed to explore the Islamic integrated model for drug addict treatment and rehabilitation on Kratom use among Muslim adolescents in Krabi Province, Thailand. The focus group discussion and in-depth interview were carried out in chief officer, the staff of treatment service volunteers, program leaders, and families and friends of addicts during October 2017-December 2018. The results revealed that the implementation of integrated Islamic religious learning in the drug therapy session to grow the spiritual religiosity and lower relapse among Muslim youth who were previous kratom addicts. The Islamic faith-based treatment model could be declared the evidence of kratom recovery in community level.

Did Groupthink or Polythink Derail the 2016 Raqqa Offensive?

2019 ◽  
Author(s):  
Kasey Barr ◽  
Alex Mintz
Keyword(s):  
Decision Making ◽  
Group Dynamics ◽  
Decision Making Process ◽  
Islamic State ◽  
Study Analysis ◽  
Strategic Decisions ◽  
Case Study Analysis ◽  
The Us ◽  
Tactical Decisions

This chapter examines the effect of group dynamics on the 2016 decision within the administration of President Barack Obama to lead the international coalition in a mission to liberate Raqqa, Syria, from the Islamic State. The authors show that whereas the groupthink syndrome characterized the decision-making process of the US-led coalition’s decision to attack Raqqa, it was polythink that characterized the decision-making dynamics both in the US-led coalition and within the inner circle of Obama’s own foreign policy advisors. Through case-study analysis, the authors illustrate that groupthink is more likely in strategic decisions, whereas polythink is more likely in tactical decisions.

Retail Suburbanization, Modernization, and Growth in Sydney during Australia’s Postwar Boom

2021 ◽  
pp. 009614422110236
Author(s):  
Matthew Bailey
Keyword(s):  
Capital City ◽  
Growth Strategies ◽  
Capital Cities ◽  
Form And Function ◽  
Urban Core ◽  
Socially Constructed ◽  
And Function ◽  
Retail Formats ◽  
Car Driving

This article uses Sydney as a case study to examine the process of retail decentralization during Australia’s postwar boom, showing how the form and function of capital city retailing changed completely in just a couple of decades. Suburban migration, the emergence of mobile car-driving consumers, socially constructed gender roles, the ongoing importance of public transport networks, planning regimes that sought to concentrate development in designated zones, and business growth strategies that deployed retail formats developed in America all played a role in shaping the form and function of Australian retailing during the postwar boom. In the process, the retail geographies of Australia’s capital cities were transformed from highly centralized distribution structures dominated by the urban core, to decentralized landscapes of retail clusters featuring modern retail forms like the supermarket and shopping center that would come to define Australian retailing for the remainder of the century.

Innovation Failure: Losing Sight of the Big Picture

2013 ◽  
Vol 14 (4) ◽  
pp. 301-306 ◽  
Author(s):  
Anna Fortoul Obermöller
Keyword(s):  
Teaching And Learning ◽  
Innovation Process ◽  
Multiple Perspectives ◽  
Passenger Car ◽  
Complex Process ◽  
Significant Step ◽  
Big Picture ◽  
Entrepreneurial Activities ◽  
The Impact

The Case Study section of the International Journal of Entrepreneurship and Innovation serves two purposes. First, the case studies presented are concerned with problematical issues that are pertinent to students of entrepreneurship. Thus they constitute appropriate teaching and learning vehicles on a variety of postgraduate and undergraduate programmes. Each case study is accompanied by a set of guidelines for the use of tutors. Second, it is envisaged that those engaged in entrepreneurial activities will find the cases both interesting and useful. The case of PSA Peugeot Citroën's electric passenger car is an example of an innovation perceived as a failure because of its disappointing sales volume. Yet, by limiting our assessment of the electric passenger car to a short-term perspective, we may miss out on an essential part of its value. As part of a wider innovation process, the electric passenger car project is a significant step for PSA in its expertise regarding electric vehicles. Key learning outcomes: (a) to understand that innovation is a complex process with fuzzy frontiers, both in time and space; (b) to understand that innovation is a long-term investment with spillovers into other projects; (c) to be aware of the multiple perspectives that may be adopted when examining innovation; and (d) to be aware of the impact of labelling a project a failure.

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