Relevant bibliographies by topics / Thought and thinking

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Thought and thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Thought and thinking"

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Colin Milburn. "Thinking Outside Thought." Science Fiction Studies 45, no. 3 (2018): 612. http://dx.doi.org/10.5621/sciefictstud.45.3.0612.

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Cook, Deborah. "Thought Thinking Itself." Journal of the British Society for Phenomenology 38, no. 3 (2007): 229–47. http://dx.doi.org/10.1080/00071773.2007.11006616.

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Hofstadter, Douglas. "Thinking about thought." Nature 349, no. 6308 (1991): 378. http://dx.doi.org/10.1038/349378a0.

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Hawkins, Chris, and William von Hippel. "Thinking About Thought." Contemporary Psychology: A Journal of Reviews 38, no. 9 (1993): 937–38. http://dx.doi.org/10.1037/033698.

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Tullock, Gordon. "Thinking about thought." European Journal of Law and Economics 2, no. 2 (1995): 119–25. http://dx.doi.org/10.1007/bf01540951.

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Slezak, Peter. "Thinking about thinking: language, thought and introspection." Language & Communication 22, no. 3 (2002): 353–73. http://dx.doi.org/10.1016/s0271-5309(02)00012-5.

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Kristeva, Julia. "Thinking about Literary Thought." American Journal of Semiotics 18, no. 1 (2002): 1–14. http://dx.doi.org/10.5840/ajs2002181/46.

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Kristeva, Julia, and Marc Trottier. "Thinking about literary thought." Sign Systems Studies 30, no. 2 (2002): 406–17. http://dx.doi.org/10.12697/sss.2002.30.2.02.

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Nisbett, Richard E. "Thinking About Suboptimal Thought." Contemporary Psychology: A Journal of Reviews 38, no. 7 (1993): 684–86. http://dx.doi.org/10.1037/033485.

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Abidin, Zainal. "REFLECTION OF MUTHAHHARI MURTADHA THOUGHTS: Methodology, Epistemology and Thought Agenda." HUNAFA: Jurnal Studia Islamika 16, no. 2 (2019): 83–107. http://dx.doi.org/10.24239/jsi.v16i2.566.83-107.

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Murtadha Mutahhari as a great Islamic figure and thinker has attracted the interest of many experts. This research is a research that also examines how the views of Murtadha Mutahhari in three major aspects, namely methodology, epistemology and agenda of thought. This research is a study of figures with a focus on thinking developed by Murtadha Mutahhari. The study of the thoughts of Mutahhari Mutahhari is carried out through a study of his works and the thoughts or views of experts regarding Mutahhari Murtadha. The results of this study indicate that Murtadha Mutahhari can elaborate rational-
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Dissertations / Theses on the topic "Thought and thinking"

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Carper, Teresa. "THE EFFECTS OF PSYCHOEDUCATION ON THOUGHT-ACTION FUSION, THOUGHT SUPPRESSION, MAGICAL THINKING, AND RESPONSIBILITY." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3718.

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Thought-action fusion (TAF) is the phenomenon whereby one has difficulty separating cognitions, particularly those that are intrusive and disturbing, from their corresponding behaviors. Recent work has suggested that TAF is malleable and amenable to change. The current study examined the effects of three different psychoeducational interventions on thought-action fusion, anxiety, thought suppression, magical thinking, and responsibility cognitions. Assessments were conducted both immediately following the interventions and after a two-week period. Results indicated that individuals who receive
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Martin, Gwen A. ""Thinking the truth"." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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May, J. "The cognitive analysis of flexible thinking." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377321.

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Keyton, Michael M. (Michael Murray). "The Development and Interpretation of Several Symbolic Models of Thought." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331860/.

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Philosophical and physiological investigations define thought to be the result of thinking. psychological Inquiry has mainly focused on discovery of the mechanisms and topology of thought. Philosophical Inquiry either has explored the mind-body problem or has analyzed the linguistics of the expression of a thought. However, neither has Investigated adequately phenomenal characteristics of thought Itself, the Intermediary between the production and the expression of a thought. The use of thought to analyze phenomenal characteristics of thought engenders a paradox. If the expression of thought
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Moir, Philip. "Training continuing educators for divergent thinking /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7698.

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Schuller, Sarah Anne. "Thinking food: the human connection in thought and act." Thesis, Boston University, 1998. https://hdl.handle.net/2144/27762.

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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02
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Ngan, Man-fong Ophelia, and 顏文芳. "Do local and international school students in Hong Kong have different thinking styles?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198882.

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This study had two objectives. The first objective was to investigate whether or not local and international school students in Hong Kong have different thinking styles. The second objective was to examine the predictive power of socialization variables for thinking styles among students in secondary schools. Three hundred and two students from three schools in Hong Kong responded to the Thinking Styles Inventory – Revised II based on Sternberg’s theory of mental style government, and a survey on two groups of socialization variables: student characteristic and school environment. The student
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Farber, Kathleen S. "Thought and knowledge : a neurophysiological view /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541709041.

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Korab-Karpowicz, Wlodzimierz Julian. "The Presocratic thinkers in the thought of Martin Heidegger." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313569.

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Carper, Teresa Lynn. "The effects of psychoeducation on thought-action fusion, thought supression [sic], magical thinking, and responsibility." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002691.

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Books on the topic "Thought and thinking"

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Kirby, Gary R. Thinking. 3rd ed. Prentice Hall, 2002.

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Kirby, Gary R. Thinking. Prentice Hall, 1995.

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Kirby, Gary R. Thinking. 2nd ed. Prentice Hall, 1999.

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Peter, Bull, Page, George (George H.), British Broadcasting Corporation, PBS Video, and WNET (Television station : New York, N.Y.), eds. Thinking [videorecording]. PBS, 1988.

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Chaffee, John. Thinking critically. 9th ed. Houghton Mifflin, 2009.

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Goldenberg, Sheldon. Thinking sociologically. 2nd ed. Oxford University Press, 1997.

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Chaffee, John. Thinking critically. Wadsworth/Clengage Learning, 2012.

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Saraydarian, Torkom. Thought & the glory of thinking. T.S.G. Pub. Foundation, 1996.

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Thouless, Robert Henry. Straight & crooked thinking. Hodder Education, 2011.

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1956-, Cilliers Paul, ed. Thinking complexity. ISCE Publishing, 2007.

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Book chapters on the topic "Thought and thinking"

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Ryde, Robin. "Thinking on Autopilot." In Thought Leadership. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206618_1.

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Cooper, Seiso Paul. "Thinking, not thinking, beyond thought." In Zen Insight, Psychoanalytic Action. Routledge, 2018. http://dx.doi.org/10.4324/9780429458606-7.

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Halpern, Diane F., and Dana S. Dunn. "Creative Thinking." In Thought and Knowledge, 6th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-10.

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Halpern, Diane F., and Dana S. Dunn. "Critical Thinking." In Thought and Knowledge, 6th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-1.

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Halpern, Diane F., and Dana S. Dunn. "Thinking Starts Here." In Thought and Knowledge, 6th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-2.

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Karlsohn, Thomas. "Bildung, Emotion and Thought." In The Thinking University. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77667-5_8.

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Georgalis, Nicholas. "Thinking Differently About Thought." In Perception, Cognition and Aesthetics. Routledge, 2019. http://dx.doi.org/10.4324/9780429462658-10.

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Bleeker, Maaike. "Thinking No-One’s Thought." In Dance Dramaturgy. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137373229_4.

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Halpern, Diane F., and Dana S. Dunn. "Thinking as Hypothesis Testing." In Thought and Knowledge, 6th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-6.

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Butterworth, George. "Thought and things: Piaget's theory." In Thinking in Perspective. Routledge, 2022. http://dx.doi.org/10.4324/9781003349679-4.

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Conference papers on the topic "Thought and thinking"

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Brackett, Robert. "Architecture Revisits Math & Science: Computation in a Visual Thinking Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335059.

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in N
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Ra, Seung. "Doing the Right Things." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335082.

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In John Tabita’s essay "Doing Things Right versus Doing the Right Things," he discusses two different approaches in the business management world: tactical thinking and strategic thinking. This opens up an interesting debate between creating the vision and implementing the vision. He offers a fair argument for both approaches. They are beneficial to tackling a problem and fundamental to success in business. Yet there is a critical tension between a tactical thinker who tends to "do things right" and a strategic thinker who is inclined to "do the right things." "If you do something 'right,' but
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Criss, Shannon, and Nils Gore. "Igniting Community Through Engaged Teaching." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335071.

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Much of what we consider to be traditional teaching practices has been formed within the limits of a classroom setting, buried within a disciplinary focus. Yet our students face great societal, economic, and environmental challenges. We must ask what are we educating our students for? Do traditional models prepare our undergraduate and graduate students for a dynamic and changing world? Service-learning gets students involved in thinking in the context of real-world issues about how to address pressing community needs in partnership with community organizations. In this paper, community-engage
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Kang, Lanbo. "Thinking on the thought-premise about information ethnics." In The 4th International Conference on the Foundations of Information Science. MDPI, 2010. http://dx.doi.org/10.3390/fis2010-00316.

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Watt, Trudy. "Oblique Pedagogical Strategies: Improv and Speculative Realism in Support of Social Justice Design Education." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335075.

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This paper acknowledges the extent to which the majority of people who work in the field of architecture are white, examines the way that whiteness in the prevailing charity-service model of community-engaged design undermines meaningful social justice design, calls for dismantling white cultural dominance in architectural education, and outlines a pedagogical method that has shown some promise in uncovering blind spots caused by dominant culture belonging that commonly prevents architects from understanding the experiences of others during design analysis, especially where asymmetrical privil
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Peterson, Benjamin, and R. Kyle Warren. "Contested Territories: Evaluating the Limits and Liberties of Design (and Designers) in Public Space." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335073.

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Recent accounts in Boston highlight tensions among individuals experiencing homelessness, individuals seeking treatment for substance use disorder, service providers, advocates, residents, and business owners in geographies colloquially referred to as “Mass and Cass.” The dynamic frictions of lived experience unfold in public spaces entangled in a field of social, political, economic, and spatial conditions. The Boston Architectural College, mission-driven to “provide excellence in design education emerging from practice and accessible to diverse communities,” sits less than a mile from these
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Vallerand, Olivier. "Coalition Building and Discomfort as Pedagogical Strategies." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335079.

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Innovative design solutions come from inclusive and diverse design teams (Page 2008). In this paper, I reflect on how such insights can be used in developing pedagogical approaches that use coalition building, knowledge translation between disciplines, and pedagogies of discomfort to foreground implicit biases impacting architectural practice and education. Based on interviews with educators thinking about the built environment, as well as Kevin Kumashiro’s (2002) anti-oppressive education framework and Megan Boler’s (1999) notion of a pedagogy of discomfort, and building on examples from quee
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Pannone, Michelle. "Agency in the Education of an Architect: Models of Engagement Toward Empowering Students." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335065.

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The disparity between education and practice continues to dominate academic discourse, but oftentimes forgotten is the impact that agency plays in architectural education and, in turn, a student’s presence and contributions within the future of the built environment. Integrating a haptic and tangible process with easily recognizable social implications alongside traditional didactic models in architectural education engenders a sense of empowerment and obligation to a larger social authority. How might agency drive the education of an architect? In addition to teaching technical skills, how mi
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Dubyoski, Jodi. "Putting Participation into Practice: Strategies for Evolving Architecture." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335072.

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For decades, schools of architecture have included hands-on education in their curricula in the form of design-build studios; often these studio experiences are guided by a social mission and employ participatory methods. In other cases, university community design centers provide opportunities for students to engage with community members on real-world projects. My own academic experience (which was far from unusual) involved the former, beginning with a summer studio focused on asset-based community development and participatory engagement framed within a design-build experience that launche
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Beach, David. "Developing Intent and Application Through Virtual Design-Build." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335066.

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The process of design-build links intention and application within a curriculum that is difficult to replicate in a traditional educational studio. While most effective in the analogue world, design-build can be simulated within a classroom by leveraging virtual reality as a curriculum connecting client, spatial immersion, precedent study, construction, fabrication, and a digital design toolset. This paper and presentation will outline a course curriculum for second-year design students at the Hammons School of Architecture that leverages the pedagogy of design-build within a virtual process.
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Reports on the topic "Thought and thinking"

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Minson, Valrie, Laura I. Spears, Adrian Del Monte, et al. Library Impact Research Report: Facilitating Innovative Research, Creative Thinking, and Problem Solving. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.uflorida2022.

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As part of ARL’s Research Library Impact Framework initiative, the Marston Science Library (MSL) of the University of Florida (UF) George A. Smathers Libraries partnered with the UF Department of Interior Design (IND) to explore how research libraries facilitate innovation, creativity, and problem-solving competencies among their patrons. The MSL-IND team explored a three-tiered hypothesis that included: (1) students’ use of library spaces can contribute to building knowledge and practical applications for library space renovations; (2) student perceptions of space desirability as measured by
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zhang, Ziyu, Yingqiao Wang, Ziyun Jiang, Yuan Tang, Luyao Liu, and Xun Li. Thought Imprint Psychotherapy in a lowed resistance state(TIP) for Depression: A Systematic Review Based on RCT. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0076.

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Review question / Objective: The aim of this systematic review is to evaluate the effectiveness and safety of Thought Imprint Psychotherapy in a lowed resistance state(TIP) for depression. Condition being studied: Depression is a kind of mental disease which is characterized by low mood and loss of interesting in daily life, accompanied by disturbance of appetite, sleep disturbance, psychomotor, retardation or agitation, loss of energy, feeling of worthlessness and guilt, difficulty in thinking and even recurrent thought of death or suicide. According to WHO, more than 320 million people are s
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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The
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Webb, Philip, and Sarah Fletcher. Unsettled Issues on Human-Robot Collaboration and Automation in Aerospace Manufacturing. SAE International, 2020. http://dx.doi.org/10.4271/epr2020024.

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This SAE EDGE™ Research Report builds a comprehensive picture of the current state-of-the-art of human-robot applications, identifying key issues to unlock the technology’s potential. It brings together views of recognized thought leaders to understand and deconstruct the myths and realities of human- robot collaboration, and how it could eventually have the impact envisaged by many. Current thinking suggests that the emerging technology of human-robot collaboration provides an ideal solution, combining the flexibility and skill of human operators with the precision, repeatability, and reliabi
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Quick, Stephen A. Self Evaluation of OVE's Work: 2001-2010. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0010551.

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This self evaluation has been prepared by the Office of Evaluation and Oversight (OVE) in response to a request from Executive Directors to support the work of the Independent Review Panel (IRP), which has been tasked with undertaking an external, independent review of the evaluation function at the Inter-American Development Bank (IDB). Over the 10 years of its existence, OVE has produced a substantial volume of evaluation work, including 47 country program evaluations, 98 other documents in the "RE" series that are sent to the Board for consideration, 27 evaluation reports for the MIF, IIC a
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Leslie, Jean. Pandemic paradoxes and how they affect your workers. Center for Creative Leadership, 2021. http://dx.doi.org/10.35613/ccl.2021.2046.

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COVID-19 pandemic tensions and contradictions are being felt and experienced across the US at many levels: societal, organizational, and individual. One way to understand, work though, and address some of the tensions that workers are experiencing is through “paradoxical thinking.” Paradoxical thinking helps to see on-going, unresolvable, contradictory tensions as forces that can fuel innovation and performance. Using a paradox lens, this paper was written to help make sense of the crises leaders and workers are experiencing as the COVID-19 pandemic stretches on. The paper begins with a brief
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Hutchinson, Gladstone, Carmen V. Miller, and Charles Clayton. Public Scholarship and the Strengthening of Civil Society: Lessons from Jamaica. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0006990.

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This essay uses the context of the Inter-American Development Bank's (IDB) tripartite collaboration meetings between the Caribbean's civil society groups, governments and international development partners (IDPs) to discuss the role of public scholarship in a country's pursuit of modern development. We define public scholarship as collaborative knowledge-making with, for and about various publics and communities. It derives its importance from the appreciation that meeting the challenges of modern national development requires holistic, comprehensive and synergistic collaboration between diffe
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Wilkinson, Annie, Hayley MacGregor, Ian Scoones, et al. Pandemic Preparedness for the Real World: Why We Must Invest in Equitable, Ethical and Effective Approaches to Help Prepare for the Next Pandemic. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/cc.2023.002.

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The cost of the Covid-19 pandemic remains unknown. Lives directly lost to the disease continue to mount, while related health, livelihood and wellbeing impacts are still being felt, and the wider ramifications across society, politics and the economy are yet to fully materialise. What is known about these costs though, is that they have been unequally distributed both within and between countries. Preparedness plans proved inadequate in many settings – especially when it came to protecting those most vulnerable, including those marginalised by geography, poverty, or exclusion along the lines o
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The underserved middle: defining excluded enterprises in agricultural value chains. Commercial Agriculture for Smallholders and Agribusiness (CASA), 2020. http://dx.doi.org/10.1079/20240191181.

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This brief is intended to establish the concept and quantify the size of the "underserved middle" in the agricultural value chains of sub-Saharan Africa, Latin America and Asia; this is the sector underserved by financial, policy and market-making institutions. The aim is to build on existing concepts and published information to provide clarity to the investor community and their financing partners on the definition and size of the underserved middle, as well as on existing opportunities for investment, as identified by the Commercial Agriculture for Smallholders and Agribusiness (CASA) progr
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Developments in Eating Disorders Research. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13456.

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As everyone's thoughts are dominated by the impact of COVID-19 on mental health and wellbeing, it seems pertinent to start by thinking how people with or at risk of eating disorders may have been affected. Research suggests that the impacts differ according to the type of eating disorder concerns and behaviours.
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