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Journal articles on the topic 'Critical and thoughtful'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Formica, Richard N., and Sanjay Kulkarni. "Being Thoughtful about Desensitization." Clinical Journal of the American Society of Nephrology 12, no. 11 (October 3, 2017): 1878–80. http://dx.doi.org/10.2215/cjn.09000817.

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Miller, Shari, Carolyn Tice, and Diane Harnek Hall. "Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking." Journal of Baccalaureate Social Work 16, no. 1 (January 1, 2011): 33–45. http://dx.doi.org/10.18084/basw.16.1.h535520178j2k033.

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Critical thinking lies at the core of social work practice given that decision making often is swift and occurs in a climate of uncertainty. The recent changes to the Educational Policy and Accreditation Standards developed by the Council on Social Work Education emphasize critical thinking by promoting an integrative curriculum design that distinguishes between explicit and implicit elements. This article presents critical thinking, embedded in critical theory, as a discipline-specific construct central to effective social work education and practice that links the explicit and implicit curricula. Definitions of critical thinking and their relationship to critical theory are discussed. The article argues that a critical theory framework can be applied to social work education via service learning to enhance critical thinking skills among undergraduates.

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3

MORAN CAMPBELL, E. J. "A Being Breathing Thoughtful Breaths*." American Journal of Respiratory and Critical Care Medicine 162, no. 6 (December 2000): 2027–28. http://dx.doi.org/10.1164/ajrccm.162.6.10-00hh.

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4

O’Brien, Kevin J. "Approaching Crisis in a Subjunctive Mode." Worldviews: Global Religions, Culture, and Ecology 25, no. 1 (March 23, 2021): 33–47. http://dx.doi.org/10.1163/15685357-20211004.

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Abstract An undergraduate course in religion is an ideal place to discuss climate change, and a key task in these classrooms should be teaching students to thoughtfully and critically engage narratives used to make sense of and respond to the issue. Debates about anthropogenic climate change depend upon broad stories about the nature of reality and the place of humans within it; scholars of religion can teach skills of rigorous analysis, thoughtful tolerance, contextual understanding, and critical thinking that will help students grapple with these narratives. Students who are trained to think this way gain skills to respond to the competing facts and despair that can all-too-often make talking and teaching about climate change difficult.

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Barnett, Ronald A. "The Thoughtful University: A Feasible Utopia." Beijing International Review of Education 1, no. 1 (March 22, 2019): 54–72. http://dx.doi.org/10.1163/25902547-00101007.

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Philosophers have long made allegations of a thoughtlessness in the world and, in the wake of their charges, critiques of thoughtlessness on the part of the university have also been made. Explanations for such thoughtlessness are rooted in both exogenous and endogenous sources. Thinking has not been vanquished entirely from the university but rather a malign thoughtlessness has descended on it. Drawing especially on Bhaskar’s Critical Realism, a conception of the thinking university is proffered here that both recognizes the deep structures at work and opens a sense of the university as an agent. Four criteria of university thoughtfulness are proposed. The prospects for such a cognitive culture emerging are explored, two phenomena being identified; first, that the social ontology of the university is widening and second, that contra postmodernism, universals associated with the university are increasing. Further, the constellation of reason has been displaced by the constellation of utility but a new constellation is struggling to emerge, which is calling for thought on the part of the university, namely the constellation of otherness. The thinking university is, therefore, a feasible utopia, its legitimacy standing up to the rigorous scrutiny of six conditions of adequacy. The thinking university is already living in the real world.

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Bein, T. "Empathy: some thoughtful reflections among a favorable attitude." Intensive Care Medicine 43, no. 8 (March 28, 2017): 1157–58. http://dx.doi.org/10.1007/s00134-017-4779-z.

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Addington, Susan, and Judy Roitman. "Soundoff!–Who Is Dick Askey and Why Is He So Upset about the Standards?" Mathematics Teacher 89, no. 8 (November 1996): 626–27. http://dx.doi.org/10.5951/mt.89.8.0626.

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Dick Askey is a mathematician at the University of Wisconsin. He is passionately concerned about students' understanding of mathematics. He does not talk the language of the Standards (NCTM 1989, 1991, 1995). In fact, he gets very upset by the language of the Standards. But he, and others like him, have a lot worth saying, and we need to listen. We have picked him as a representative of thoughtful critics of reform, and, yes, it is possible to be both thoughtful and critical of reform.

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Novotný, Petr, and Petr Rostek. "Perspective of Cross-Cutting Criteria as a Major Instrument to Determination of Critical Infrastructure in the Czech Republic." Research Papers Faculty of Materials Science and Technology Slovak University of Technology 22, no. 341 (December 1, 2014): 67–74. http://dx.doi.org/10.2478/rput-2014-0010.

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Abstract This paper is concerned by issue of cross-cutting criteria by view of European Union and relevant Member States and regional level. Therefore it defines general solution for designation process of critical infrastructure elements. The paper consequently presents comparison of cross-cutting criteria in the Czech Republic and European Union. Thoughtful look of crosscutting criteria and regional critical infrastructure is following collated by present knowledge in realm of critical infrastructure in the Czech Republic.

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Glenn, Gary D., and John Stack. "Response to Our Critics." Review of Politics 62, no. 1 (2000): 43–48. http://dx.doi.org/10.1017/s0034670500030230.

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We are grateful that the editors secured three thoughtful though critical responses to our essay. Such responses perform a service by calling to our attention matters we have insufficiently considered, pushing us to greater clarity, and perhaps revealing to us errors that we have overlooked.

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10

Karvelis, Noah. "Race, Class, Gender, and Rhymes: Hip-Hop as Critical Pedagogy." Music Educators Journal 105, no. 1 (September 2018): 46–50. http://dx.doi.org/10.1177/0027432118788138.

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Hip-hop is a truly African-American art form in every sense of the phrase. Multiple decades after its development into the genre that we recognize it as today, hip-hop firmly remains a fundamental and unique element of African-American culture that has experienced international presence and regard. As a direct result of deep involvement with African-American culture, hip-hop is uniquely placed as a tool for developing rich, critical understandings of an array of complex social issues. Through thoughtful inclusion and the music classroom, the lyrics, culture, and history of hip-hop can be taught in a manner that augments education, particularly in areas relating to race, gender, and class in society.

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Pesic, Jelena. "Critical thinking between fashion and thoughtfulness: Towards the theoretical foundation of concept." Psihologija 36, no. 4 (2003): 411–23. http://dx.doi.org/10.2298/psi0304411p.

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Based on the analysis of socialization context within modern society, we justify development of critical thinking as an important educational goal, as well as the necessity of thoughtful, theoretically founded approach in its realization. Discussed difficulties in understanding the genuine meaning of critical thinking concept are related to the complexity of concept itself, but also with diverse and heterogeneous context it is used in, and superficial, purely pragmatic and theoretically unfounded practice. Thus, the paper is an attempt to identify the key theoretical problems regarding the conceptualization of critical thinking, and an invitation to serious consideration of its meaning, importance and practical implications.

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12

Clarke, John. "Power, politics, and places." Focaal 2008, no. 51 (June 1, 2008): 158–60. http://dx.doi.org/10.3167/fcl.2008.510114.

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I am delighted by the generous and critical engagement that Peter Little, Don Nonini, and Neil Smith have brought to my uneven and unsteady thoughts about neo-liberalism. I hope that this response maintains the tone and style of their thoughtful and thought-provoking comments. They all make examining the times and places of neoliberalism a central concern.

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13

Walker, Joyce A. "Book Review of The Growing Out-of-School Time Field: Past, Present, and Future." Journal of Youth Development 13, no. 4 (December 14, 2018): 190–92. http://dx.doi.org/10.5195/jyd.2018.724.

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This first book in the new Current Issues in Out-of-School Time series offers a foundational field perspective on out-of-school time. This volume is designed to inspire thoughtful reflections and critical conversations to further grow, sustain and improve the field by looking at the past and present in order to move forward in innovative ways.

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Noguera, Pedro. "Preventing and Producing Violence: A Critical Analysis of Responses to School Violence." Harvard Educational Review 65, no. 2 (July 1, 1995): 189–213. http://dx.doi.org/10.17763/haer.65.2.e4615g5374044q28.

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Do the strategies that schools adopt in response to "disciplinary problems," including violence, actually perpetuate violence? In this thoughtful article, Pedro Noguera traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. Noguera maintains that a "get-tough" approach fails to create a safe environment because the use of coercive strategies interrupts learning and ultimately produces an environment of mistrust and resistance. He offers alternative strategies for humanizing school environments, encouraging a sense of community and collective responsibility.

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Sample, Tex. "Mickey Mantle and Ted Williams Hitting a Baseball." Tradition and Discovery: The Polanyi Society Periodical 45, no. 3 (2019): 4–12. http://dx.doi.org/10.5840/traddisc201945323.

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This paper interprets the batting styles of Mickey Mantle and Ted Williams utilizing key concepts of the Michael Polanyi Reader. In doing so it demonstrates the thoughtful organization of Polanyi’s work in the Reader, on the one hand, and the explanatory and descriptive power of Polanyi’s thought about practices on the other. Key Polanyi concepts utilized in this paper include: indwelling, the specifiable and the unspecifiable, connoisseurship, a-critical and critical judgment, knowledge and knowing as action, understanding, and commitment with its personal and universal poles.

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Alvarez, Cecilia M. O., Kimberly A. Taylor, and Nancy A. Rauseo. "Creating Thoughtful Salespeople: Experiential Learning to Improve Critical Thinking Skills in Traditional and Online Sales Education." Marketing Education Review 25, no. 3 (July 7, 2015): 233–43. http://dx.doi.org/10.1080/10528008.2015.1044859.

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ÁRNASON, VILHJÁLMUR. "Nonconfrontational Rationality or Critical Reasoning." Cambridge Quarterly of Healthcare Ethics 20, no. 2 (March 25, 2011): 228–37. http://dx.doi.org/10.1017/s0963180110000873.

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Rationality and the Genetic Challenge by Matti Häyry is a well-written and thoughtful book about important issues in the contemporary ethical discussion of genetics. The book is well structured around seven practical themes that the author takes to exemplify “the genetic challenge.” He also refers to them as “seven ways of making people better,” which the subtitle of the book already puts into question form: Making People Better? In the first chapter of the book, Häyry introduces these seven themes and he discusses each of them in Chapters 3–9. In the remaining two chapters, 2 and 10, he describes the main normative positions analyzed in the book and clarifies his own methodology and position. He chooses six authors, or three pairs of authors, whom he takes to “represent the three normative doctrines of Western Moral philosophy” (p. 27) in order to demonstrate six “divergent rationalities” or “methods of genethics.” In this way, Häyry both summarizes the main prescriptive positions in contemporary bioethical debate and contrasts them with his own “nonconfrontational notion of rationality,” which aims to show that there is a variety of divergent, not mutually exclusive normative views, the justification of which “depends ultimately on the choice of worldviews, attitudes, and ideas about the foundation of moral worth” (p. 47).

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Patel, S. C., Patel R.C, and Saiyed M.A. "Toxicology Perspective of Nanopharmaceuticals: A Critical Review." International Journal of Pharmaceutical Sciences and Nanotechnology 4, no. 1 (May 31, 2011): 1287–95. http://dx.doi.org/10.37285/ijpsn.2011.4.1.1.

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For the last 10 years pharmaceutical research and industry has elucidated several innovations and practices in pharmaceutical nanotechnology. Due to the increasing use of nanoparticles, the risk of human exposure rapidly increases and reliable toxicity test systems are urgently needed. Nanotoxicology refers to the study of the interactions of nanostructures with biological systems with an emphasis on the relationship between the physical and chemical properties of nanostructures with induction of toxic biological responses. It involves their unique biodistribution, clearance, accumulation, immune response and metabolism. An understanding of the relationship between the physical and chemical properties of the nanostructure and their in-vivo behavior would provide a basis for assessing toxic response and more importantly could lead to better predictive models for assessing toxicity. The current regulations for nanoparticles containing products are still in a nascent stage. The advantages of nanoparticles led to failures in noticing the toxic outcomes in living organisms. Major changes are required by considering several factors including environmental, health and safety issues. The rapid commercialization of nanotechnology requires thoughtful open discussion of broader societal impacts and urgent toxicological oversight action.

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Stedman, Nicole, and Amy Brown. "Critical thinking perspectives of undergraduate students." Advancements in Agricultural Development 1, no. 1 (January 17, 2020): 14–24. http://dx.doi.org/10.37433/aad.v1i1.29.

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Today’s learners need support in not only developing capacity for a global mindset, but also for thinking critically about the world. Employers are seeking graduates who can enter the workforce prepared to work within agriculture with the ability to understand its complexities. Higher education institutions have been called upon to provide this to students and faculty are often charged with this responsibility. However, faculty are often unprepared to provide this level of instruction and need support in order to foster this in the classroom. Student participants in this study were exposed to scenarios, which are a tool used to provide multiple perspectives and outcomes to real-life scenarios. Faculty used the scenarios to complement course instruction with respect to the impacts of climate change on food security and hunger. Using Facione’s (1990) framework for critical thinking skill, statements submitted by students both prior to the scenario and post were analyzed. It was found that while students demonstrated critical thinking in both the pre and post, the post statements were much richer, in-depth, and thoughtful in how critical thinking was demonstrated. This showed that faculty support, combined with innovative teaching methods, like scenarios, will encourage students’ building of capacity for critical thinking.

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20

Fainholc, Beatriz. "Critical reading in the Internet: assessment and aplication of its resources." Comunicar 13, no. 26 (March 1, 2006): 155–62. http://dx.doi.org/10.3916/c26-2006-24.

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The Internet as a socio-telematic media should generate and increase educational processes. Teaching and reading practice in the Internet is very necessary in order to learn to interact critically. The development of skills to explote its potencial for a deep and thoughtful comprehension with the transference to other reading situations, interaction and navigation will help for an autonomous and imaginative person. Internet es el medio comunicacional con interacción telemática que debería generar y potenciar procesos educativos. La enseñanza y práctica de la lectura en su soporte es muy necesaria para que las personas aprendan a interactuar provechosa y críticamente. El desarrollo de capacidades para explotar su potencial hacia una comprensión profunda y reflexiva de los mensajes con la transferencia a otras situaciones de interacción, lectura y navegación coadyuvan para un sujeto autónomo y recreador.

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Vereecken, Evy, Kristof Vanoirbeek, and Staf Roels. "Towards a more thoughtful use of mould prediction models: A critical view on experimental mould growth research." Journal of Building Physics 39, no. 2 (June 28, 2015): 102–23. http://dx.doi.org/10.1177/1744259115588718.

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22

Martinez, James, Ann Unterreiner, Antonette Aragon, and Phillip Kellerman. "Immigration Reform and Education: Demystifying Mythologies about Latina/o Students." Multicultural Learning and Teaching 11, no. 1 (March 1, 2016): 29–51. http://dx.doi.org/10.1515/mlt-2013-0014.

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AbstractIn this paper, the authors deconstruct commonly held mythologies about immigration to inform the critical discourse and support those educators who strive to be fair brokers of an inclusive educational system addressing the distinct needs of immigrant students. We (teacher educators and a community organizer) emphasize and clarify verifiable information that in fact refutes seven prevalent mythologies often articulated in the public debate. In our observations and experiences, this misinformation impacts decisions and fosters biases about Latina/o immigrants in the educational field, particularly impacting students from Mexico and Latin American countries. By debunking misinformation, we seek to inform a thoughtful discourse as advocates engaged to positively influence how these students are viewed by educators. This paper highlights evidence needed to advance the learning and educational success of Latina/o students. The hope of the authors is for a more thoughtful recognition of the immigrant student plight in the face of a nationally politicized and criminalized immigration stance.

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Manthous, Constantine A. "Toward a More Thoughtful Approach to Fever in Critically Ill Patients." Chest 117, no. 3 (March 2000): 627–28. http://dx.doi.org/10.1378/chest.117.3.627.

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Fiedler, Klaus. "How to Make Psychology a Genuine Science of Behavior: Comment on Dolinski’s Thoughtful Paper." Social Psychological Bulletin 13, no. 2 (May 29, 2018): e26079. http://dx.doi.org/10.5964/spb.v13i2.26079.

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In this comment to Doliński’s (2018, this issue) challenging paper, I express my agreement with his basic ideas and with his concerns about the alienation of social psychology. However, I also present some critical thoughts that amount to a slightly different diagnosis of the present situation. Rather than concluding that our discipline has ceased to study real behaviors, I provide positive counter-examples of substantial behavioral science and argue that the major problem is not to distinguish between measures of “real” and “non-real” behaviors. The problem core, rather, lies in the widespread tendency to mistake statistical and technical indices (latencies, model parameters, fMRI indices, etc.) for measures of meaningful behavior. When technical means become ends in themselves, Doliński’s metaphor applies that “the tail wags the dog”.

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Lütze, Frank M. "Antrittsvorlesungen. „Tiefgründiges darüber Nachdenken […] ist im Reliunterricht ein bisschen zu kurz gekommen“. Zur religionsdidaktischen Bedeutung offener Fragen." Zeitschrift für Pädagogik und Theologie 67, no. 1 (March 1, 2015): 58–67. http://dx.doi.org/10.1515/zpt-2015-0108.

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Abstract The article deals with the widespread focus of religious education on religious knowledge. This focus correlates in many cases with an understanding of Christian belief as a set of answers to human questions. Regarding to self-critical traditions in Christian theology, f. e. in the work of Nicholas of Cusa or Søren Kierkegaard, this article pleads for religious education that emerges a culture of thoughtful questions in the center of a knowledge-based school system.

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Tillotson, Calantha. "Book Review: Critical Library Pedagogy Handbook, Volume 1: Essays and Workbook Activities." Reference & User Services Quarterly 56, no. 3 (April 3, 2017): 211. http://dx.doi.org/10.5860/rusq.56n3.211a.

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As a librarian whose primary passion and daily job duties center on information literacy instruction, I find myself constantly searching for new techniques and resources to engage my students. To combat the dreaded vacant expressions and deafening silence brought to required library sessions by uninterested students, I do my research and plan, plan, plan. I talk about Beyoncé and Game of Thrones and Donald Trump. I wrap critical discussions in goofy jokes and friendly smiles, and I fervently hope that students leave my classroom with enjoyable memories and a smattering of knowledge about the power of information literacy. To convey this knowledge, I strive to use the most thought-provoking, discussion-based activities possible, and I am delighted to announce that Pagowsky and McElroy’s Critical Library Pedagogy Handbook(s) (2016) provide exactly the type of high-quality, thoughtful, progressive resources that every instruction librarian needs.

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McKenny, Gerald P. "Response to Paul Nimmo." Scottish Journal of Theology 68, no. 1 (January 9, 2015): 98–105. http://dx.doi.org/10.1017/s0036930614000933.

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I am grateful to the Scottish Journal of Theology for offering me the opportunity to respond to Paul Nimmo's article review of the The Analogy of Grace, and I am especially grateful to Dr Nimmo for his lucid and accurate overview of the book, his generous comments, and his thoughtful and challenging criticisms. It is an honour to receive this careful and critical attention from the author of Being in Action, a study of Barth's ethics for which I have the highest regard.

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Apol, Laura, Aki Sakuma, Tracy M. Reynolds, and Sheri K. Rop. "“When Can We Make Paper Cranes?”: Examining Pre-Service Teachers' Resistance to Critical Readings of Historical Fiction." Journal of Literacy Research 34, no. 4 (December 2002): 429–64. http://dx.doi.org/10.1207/s15548430jlr3404_3.

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There has been much recent scholarship on the importance of engaging students of all ages in the critical readings of texts. This study explores a group of pre-service teachers' responses to a set of experiences designed to encourage them to respond critically to several picture book versions of the American-Japanese conflict in World War II, focusing particular attention on Sadako by Eleanor Coerr (1993). Although a presentation by a visiting scholar from Japan highlighted the “constructedness” of the Sadako myth and outlined the historical and cultural inaccuracies of Coerr's telling of the story, the pre-service teachers in the study chose to believe the truth of the story and based their choices about teaching this literature to children on their pre-existing assumptions. The study examines reasons the pre-service teachers may have responded as they did and challenges teacher educators to develop more effective methods to support pre-service teachers as they select literature and develop their own pedagogical strategies to promote thoughtful critical conversations.

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Kossakowska-Pisarek, Sylwia. "DEVELOPING REFLECTIVE PRACTICE AS PART OF TEACHER TRAINING WITH THE USE OF CRITICAL INCIDENTS." Neofilolog, no. 55/1 (September 30, 2020): 93–106. http://dx.doi.org/10.14746/n.2020.55.1.6.

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Preparing thoughtful reflective practitioners has become a common concept in the teacher education literature. Prior educational experiences offer excellent opportunity for students to reflect on authentic teaching examples and provide constructive ways to engage in reflective practice. This study examines critical incidents as a tool for developing reflective thinking skills among teacher trainees (N=11). The research on use of critical incidents for training comprised a questionnaire and group discussions. The instrument used for analyzing critical incidents included personal details, factual information and open-ended questions concerning reasons for and consequences of the incident, associated emotions, reflections connected with it, lessons from this incident and its implications for the future. Overall, although some crucial issues arose, the technique proved useful for training, and was assessed as positive and valuable by the teacher trainees. Some pedagogical implications were formulated regarding problems with understanding the notion of critical incident, previous training of the teacher trainees and the need for a supportive environment.

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Banta, H. David, and Egon Jonsson. "Commentary." International Journal of Technology Assessment in Health Care 22, no. 3 (July 2006): 280–82. http://dx.doi.org/10.1017/s0266462306051142.

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Battista has written a thoughtful and timely challenge to the field of health technology assessment (HTA). As the author points out, HTA is changing and evolving. One of the greatest challenges is that HTA now seems firmly established in a number of countries, and is being looked to more and more for the “answers.” We accept and endorse Battista's central thesis, and essentially all of his critical questions, including his ideas about future research topics. We hope to evoke further thoughts in the reader and perhaps stimulate other responses, either private and public.

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Windt, Johann, Kerry MacDonald, David Taylor, Bruno D. Zumbo, Ben C. Sporer, and David T. Martin. "“To Tech or Not to Tech?” A Critical Decision-Making Framework for Implementing Technology in Sport." Journal of Athletic Training 55, no. 9 (September 1, 2020): 902–10. http://dx.doi.org/10.4085/1062-6050-0540.19.

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The current technological age has created exponential growth in the availability of technology and data in every industry, including sport. It is tempting to get caught up in the excitement of purchasing and implementing technology, but technology has a potential dark side that warrants consideration. Before investing in technology, it is imperative to consider the potential roadblocks, including its limitations and the contextual challenges that compromise implementation in a specific environment. A thoughtful approach is therefore necessary when deciding whether to implement any given technology into practice. In this article, we review the vision and pitfalls behind technology's potential in sport science and medicine applications and then present a critical decision-making framework of 4 simple questions to help practitioners decide whether to purchase and implement a given technology.

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Saxena, Abha, Paul André Bouvier, Ehsan Shamsi-Gooshki, Johannes Köhler, and Lisa J. Schwartz. "WHO guidance on ethics in outbreaks and the COVID-19 pandemic: a critical appraisal." Journal of Medical Ethics 47, no. 6 (March 31, 2021): 367–73. http://dx.doi.org/10.1136/medethics-2020-106959.

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In 2016, following pandemic influenza threats and the 2014–2016 Ebola virus disease outbreaks, the WHO developed a guidance document for managing ethical issues in infectious disease outbreaks. In this article, we analyse some ethical issues that have had a predominant role in decision making in response to the current COVID-19 pandemic but were absent or not addressed in the same ways in the 2016 guidance document. A pandemic results in a health crisis and social and political crises both nationally and globally. The ethical implications of these global effects should be properly identified so that appropriate actions can be taken globally and not just in national isolation. Our analysis, which is a starting point to test the broader relevance of the 2016 WHO document that remains the only available guidance document applicable globally, concludes that the WHO guidance should be updated to provide reasoned and thoughtful comprehensive ethics advice for the sound management of the current and future pandemics.

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Murphy Odo, Dennis, Christi Pace, and Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning." in education 23, no. 1 (June 7, 2017): 41–65. http://dx.doi.org/10.37119/ojs2017.v23i1.279.

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This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.Keywords: Online communities of practice; socialization; web seminars (webinars); professional development; critical literacy

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Costello, John M., Mjaye L. Mazwi, Mary E. McBride, Katherine E. Gambetta, Osama Eltayeb, and Conrad L. Epting. "Critical care for paediatric patients with heart failure." Cardiology in the Young 25, S2 (August 2015): 74–86. http://dx.doi.org/10.1017/s1047951115000864.

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AbstractThis review offers a critical-care perspective on the pathophysiology, monitoring, and management of acute heart failure syndromes in children. An in-depth understanding of the cardiovascular physiological disturbances in this population of patients is essential to correctly interpret clinical signs, symptoms and monitoring data, and to implement appropriate therapies. In this regard, the myocardial force–velocity relationship, the Frank–Starling mechanism, and pressure–volume loops are discussed. A variety of monitoring modalities are used to provide insight into the haemodynamic state, clinical trajectory, and response to treatment. Critical-care treatment of acute heart failure is based on the fundamental principles of optimising the delivery of oxygen and minimising metabolic demands. The former may be achieved by optimising systemic arterial oxygen content and the variables that determine cardiac output: heart rate and rhythm, preload, afterload, and contractility. Metabolic demands may be decreased by a number of ways including positive pressure ventilation, temperature control, and sedation. Mechanical circulatory support should be considered for refractory cases. In the near future, monitoring modalities may be improved by the capture and analysis of complex clinical data such as pressure waveforms and heart rate variability. Using predictive modelling and streaming analytics, these data may then be used to develop automated, real-time clinical decision support tools. Given the barriers to conducting multi-centre trials in this population of patients, the thoughtful analysis of data from multi-centre clinical registries and administrative databases will also likely have an impact on clinical practice.

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Ratković, Snežana, Kari-Lynn Winters, Shannon Kitchings, Shihui Yang, Brianna Spratt, Neelofar Ahmed, and Sajitha Vinod. "Five Poems: Artistic Pedagogy of the Migrant Soul." Teaching and Learning 12, no. 1 (November 21, 2018): 15–31. http://dx.doi.org/10.26522/tl.v12i1.447.

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Between November 2016 and November 2017, a group of creative scholars, international, and domestic graduate students gathered to explore topics related to immigration and Indigenous culture through artistic practices. The goal was to construct scenes that would be put together to build a play. The scenes were shaped in different ways, through poetry, music, literature, movement/dance, and drama. In this way, playbuilding became our methodology. Through semiotic, social, and critical authorship practices the actors engaged in a dynamic and participatory drama. Schools and classrooms might consider using an artistic, embodied pedagogy, such as the artistic pedagogy of the migrant soul explored in this paper, to engage elementary and secondary students in active, thoughtful approaches to understand diverse and critical issues, including forced migration, marginalization, truth and reconciliation, and co-existence.

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Meyer, Fredric B., and Jeffrey N. Bruce. "Introduction to Microsurgery of the Third Ventricle, Pineal Region, and Tentorial Incisura." Neurosurgical Focus 40, videosuppl1 (January 2016): 1. http://dx.doi.org/10.3171/2016.1.focusvid.intro.

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This edition of the Video Supplement entitled “Microsurgery of the Third Ventricle, Pineal Region, and Tentorial Incisura” highlights approaches to accessing the third ventricle for surgical resection of a variety of pathologies. The third ventricle has critical neurovascular anatomy that must always be respected to prevent patient harm. Visualization of critical anatomy in three dimensions from a surgeon' line of sight is important when planning the optimum surgical approach. Some of the keys to safely operating in this region include thoughtful head positioning, limitation of brain retraction, and the use of trajectories which capitalize on CSF cisterns and fissures. Some of the videos included in this volume illustrate standard operations while others depict more unique and innovative approaches that take advantage of these surgical windows. We hope you enjoy the videos included in this supplement.

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Ferrari, Simone. "Georg Simmel e il Cenacolo di Leonardo: frammenti (fortuna) di un discorso critico originale." Storia della critica d'arte: annuario della S.I.S.C.A. 1 (2020): 261–69. http://dx.doi.org/10.48294/s2020.014.

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The paper analyzes the famous masterpiece by Leonardo starting with the peculiar perspective of Georg Simmel, a great German philosopher whose reputation in Italy has been disregarded for a long time enough. His thoughtful paper on the Last Supper, published in 1905 and recently reminded by Pedretti and Marani had set a milestone for the further development of a critical point of view on the mural painting. His original statement about the Leonardo’s invention of a new “Shape of Time”, related to a different iconography and to a dazzling psychological purpose, was a topic promptly received and appreciated by Guido Lodovico Luzzatto in 1913 in a review soon forgotten in the critical debate. During a period marked by controversial positions on Leonardo da Vinci, it arises, by contrast, the possible relationship between Simmel and Wölfflin.

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Gleason, Michael L., Megan E. Melançon, and Karynne L. M. Kleine. "Using Critical Literacy to Explore Genetics and its Ethical, Legal, and Social Issues with In-Service Secondary Teachers." CBE—Life Sciences Education 9, no. 4 (December 2010): 422–30. http://dx.doi.org/10.1187/cbe.09-09-0065.

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The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to “read the world” ( Wink, 2004 ). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attitudes, values, and beliefs conveyed by a range of written and oral texts. The teacher-participants in this course improved their critical literacy skills by actively reading, critically writing about, and using evidence to support their conclusions about issues arising from advances in human genetics. A biologist, a linguist, and an educator collaboratively designed and taught the course. The personalized focus on the integration of thoughtful reading and writing in this class enhanced the teacher-participants' (n = 16) professional and intellectual development and will potentially improve learning in their biology and English classrooms in the future.

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Hollis, Martin, and Steve Smith. "Beware of gurus: structure and action In International relations." Review of International Studies 17, no. 4 (October 1991): 393–410. http://dx.doi.org/10.1017/s0260210500112082.

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The agent-structure problem is not settled by deciding what proportions to put in the blender. Agents and structures do not blend easily in any proportions, and solutions to the problem tend to be unstable. Alexander Wendt's thoughtful review article makes this clear, identifies some of the difficulties, and boldly sketches a possible resolution of them. Since his relections are addressed in part to our recent book Explaining and Understanding International Relations, we welcome the chance to pursue them further. Greatly encouraged by his many friendly comments, we shall concentrate on those suggestive or critical points which have prompted us to think afresh.

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Krouse, Helene J. "Whatever Happened to Evidence-Based Practice During COVID-19?" Otolaryngology–Head and Neck Surgery 163, no. 2 (May 19, 2020): 318–19. http://dx.doi.org/10.1177/0194599820930239.

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Contemporary medical practice is grounded in rigorous scientific evidence in concert with best clinical practices and informed shared decision making with patients. During these times of uncertainty, disruption, and even anxiety, it becomes critical that we engage with our patients and communities in thoughtful dialogue and realistic expectations regarding treatments surrounding COVID-19. The hope for a “miracle” cure and urgency to return back to normal times can stimulate irrational thought and behavior and even desperate measures by individuals or groups. It becomes especially important that we continue to use reasonable, informed clinical judgment in discussing the various options with patients.

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Brown, Nicholas. "A Defense of Form." Stance: an international undergraduate philosophy journal 7, no. 1 (September 10, 2019): 19–27. http://dx.doi.org/10.33043/s.7.1.19-27.

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By applying the normative basis of Confucian ritual activity to the repeatable designs of internet memes, this essay explores the ways in which socially recognized forms can allow individuals to engage in thoughtful activity with what is represented by but cannot be reduced to form: the particulars of human experience. The goal of this insight is to suggest that the value of art and ideas cannot be isolated from how individuals interact with them, and thus critique should examine how well an idea or piece promotes an active, creative, and critical relationship to a person’s own experiences.

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Moffatt, Lyndsay. "Exquisite Attention: Introduction to the Special Issue of Language & Literacy." Language and Literacy 12, no. 2 (October 20, 2010): 1. http://dx.doi.org/10.20360/g2kw2g.

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It gives me great honour to welcome you to this special issue of Language & Literacy. In this issue you will find a range of thoughtful and provocative inquiries that reflect some of the diverse range of research in language and literacy education today. This issue was born of the recent marriage of the Language and Literacy Researchers of Canada (LLRC) and Language & Literacy: A Canadian ejournal. From this point forward these two organizations have made a commitment to support each other in their efforts to sustain critical conversations about language and literacy education and research.

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Carey, Megan E., Zoey I. Diaz, Martin Broadstock, Roderick Bailey, Adwoa D. Bentsi-Enchill, and Heidi J. Larson. "Toward Control? The Prospects and Challenges of Typhoid Conjugate Vaccine Introduction." Clinical Infectious Diseases 69, Supplement_5 (October 15, 2019): S408—S411. http://dx.doi.org/10.1093/cid/ciz483.

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Abstract With a newly World Health Organization (WHO)–prequalified typhoid conjugate vaccine (TCV), Gavi funding for eligible countries, and a WHO policy recommendation for TCV use, now is the time for countries to introduce TCVs as part of an integrated typhoid control program, particularly in light of the increasing burden of antimicrobial resistance. Continued vaccine development efforts will lead to secure supply of low-cost vaccines, and ongoing vaccine studies will provide critical vaccine performance data and inform optimal deployment strategies, in both routine use and in outbreak settings. TCV programs should include thoughtful communication planning and community engagement to counter vaccine hesitancy.

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Roorda, Mathea, and Amy M. Gullickson. "Developing evaluation criteria using an ethical lens." Evaluation Journal of Australasia 19, no. 4 (December 2019): 179–94. http://dx.doi.org/10.1177/1035719x19891991.

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Selecting and justifying relevant criteria is critical to defensible evaluative reasoning, yet there is little advice in the literature to guide practitioners in criteria development. In this article, we introduce a framework that draws on normative ethical perspectives to systematically identify and justify relevant dimensions of value for a public sector–funded program. We illustrate, through an example taken from a recent research project, how evaluators might use the framework to be more thoughtful about identifying and selecting the values against which judgements are made. The potential strengths and limitations of the framework are then discussed.

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Zeidenstein, Laura, and Mary W. Byrne. "A Parallel Strategy: Deliberate Inclusion of Trained Traditional Birth Attendants in Maternal and Child Health Workforce of Low-Income Countries." Clinical Scholars Review 7, no. 2 (2014): 184–89. http://dx.doi.org/10.1891/1939-2095.7.2.184.

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The authors propose an interim parallel strategy for the thoughtful inclusion of trained traditional birth attendants (TTBAs) in the maternal and child health (MCH) human resources of low-resource nations to improve safe childbirth. This is in contrast with international policy recommendations that traditional birth attendants (TBAs) be eliminated and replaced by skilled birth attendants (SBAs). Dimensions for critical awareness that should inform global MCH enterprises are identified and elaborated in support of this proposal: omnipresent women’s status, international nursing and midwifery standards, ethnographic values and strategies, local government roles, culturally specific birthing expectations, and the realities of current MCH human resources infrastructures.

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Pontis, Sheila, and Michael Babwahsingh. "Improving information design practice." Information Design Journal 22, no. 3 (December 31, 2016): 249–65. http://dx.doi.org/10.1075/idj.22.3.06pon.

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As novel tools and techniques for visualizing information grow popular, many information design solutions are increasingly demonstrating high technical and visual sophistication, but often at the expense of thoughtful, effective communication. This recurring phenomenon highlights an overemphasis on the production of design outputs and failure to understand the initial problem, content, and audience early in a project. We assert that ineffective information design results primarily from a lack of rigor in the conceptual stage of the design process, when critical decisions determine the end result. We propose 23 methods information designers may adopt to reinforce their conceptual design activities.

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Farrell, Clare. "Thinking Critically about Social Capital." Irish Journal of Sociology 16, no. 2 (December 2007): 27–49. http://dx.doi.org/10.1177/079160350701600203.

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Although clearly sociological in origin, the concept of social capital has become popular in a number of academic disciplines, and prominent in discourses about tackling social inequality. It has managed to cross over into popular consciousness and the vocabulary of political leaders and it has been invoked as a sort of cure-all for an assortment of societal problems. Putnam (1998) has linked social capital to ‘better schools, safer streets, faster economic growth, more effective government, and even healthier and longer lives’. Given its rapid journey into political, policy and popular discourse, this paper seeks to critically explore the concept, and its application in research and social policy terms. It calls for a critical and thoughtful approach to the application of the concept, particularly in the context of addressing the problems faced by communities experiencing deprivation or disadvantage.

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Zevola, DR, and CB Maier. "Use of nasal cannula versus face mask after extubation in patients after cardiothoracic surgery." Critical Care Nurse 21, no. 3 (June 1, 2001): 47–53. http://dx.doi.org/10.4037/ccn2001.21.3.47.

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Continuous reevaluation of protocols for patients' care is necessary to maintain high quality and cost-effectiveness in today's healthcare environment. A study of patients who had cardiothoracic surgery proved that after early extubation, patients could safely be given oxygen via nasal cannula with maintenance of acceptable oxygen saturation. The positive outcomes of this study were shorter exposure to oxygen at higher concentrations, greater compliance by patients, greater comfort for patients, and cost savings for the institution. This project was the result of thoughtful consideration and a willingness to question a standard practice that had been in existence in this cardiothoracic program for 20 years. Both patients and the institution benefit when we question why we do things and thoroughly evaluate our daily practice. All practitioners should always look for ways to change and improve practice for the betterment of patients.

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An, Yunjo. "Designing Effective Gamified Learning Experiences." International Journal of Technology in Education 3, no. 2 (February 21, 2020): 62. http://dx.doi.org/10.46328/ijte.v3i2.27.

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Gamification has been used in a variety of settings, including business, healthcare, and education. Although there are successful gamification examples, many gamification projects fail due to poor design. Despite the importance of thoughtful design of gamification, previous research on gamification in education has not paid sufficient attention to the design aspect, focusing on whether adding one or more game elements makes any difference. Based on comprehensive literature review and synthesis of gamification design guidance from various experts in the area, the author identified eight design considerations for creating effective gamified learning experiences, including (1) meaning, (2) user-centered design, (3) challenges, personalization, and feedback, (4) choices and autonomy, (5) perils and advantages of extrinsic rewards, (6) social interaction and relatedness, (7) competition vs. cooperation, and (8) failure as an opportunity to learn. Thoughtful design is required to create effective gamified learning experiences. The novelty of using game elements in learning environments may draw students’ attention, but poorly designed gamification can have negative effects on student learning and motivation. It is critical to understand that a game element that works in one condition may not work in another condition. Future research should pay more careful attention to design aspects, consider contextual factors, and contribute to developing research-based guidelines for designing effective gamified learning experiences that include both methods and situations.

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Deel, Kimberly. "Will social critique force the faculty role to evolve?" Higher Education Politics & Economics 2, no. 1 (April 5, 2016): 46–55. http://dx.doi.org/10.32674/hepe.v2i1.18.

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The American college professor has traditionally filled three primary roles in institutions of higher education: that of teacher, of scholar, and of servant leader. But a call of alarm has been sounded of late and some suggest that the economic turbulence of recent years has given rise to a Pandora’s box of public scrutiny resulting in fissures that threaten to fracture the venerable triumvirate. The purpose of this essay is to examine the evolution of the faculty’s role in higher education, to invite thoughtful comparison between these past and present functions, and to provoke discussion regarding the future of the professoriate in an increasingly critical social milieu.

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