Thematische Bibliographien / Seven habits of mind

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Auswahl der wissenschaftlichen Literatur zum Thema „Seven habits of mind“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 3. Februar 2022

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Zeitschriftenartikel zum Thema "Seven habits of mind"

Henriksen, Danah. „The seven transdisciplinary habits of mind of creative teachers: An exploratory study of award winning teachers“. Thinking Skills and Creativity 22 (Dezember 2016): 212–32. http://dx.doi.org/10.1016/j.tsc.2016.10.007.

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Leone, James E., und Kimberly A. Gray. „Strategies for Highly Effective Athletic Training Education Program Directors: A Practical Approach to Interdependence“. Athletic Training Education Journal 2, Nr. 1 (01.01.2007): 21–25. http://dx.doi.org/10.4085/1947-380x-2.1.21.

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Objective: Following Seven Habits of Highly Effective People by Stephen Covey, this article seeks to communicate effective strategies for athletic training education Program Directors (PDs) to follow. Commentary of Covey's work and practical strategies to integrate them into PD practice and responsibilities are provided. Background: Due to a lack of professional preparation, Program Directors often relate to what they know best–working long hours to get the job accomplished. It is not uncommon for PDs to mirror the work schedules of clinically practicing certified athletic trainers. With this in mind, we propose approaching the role of PD using Stephen Covey's wisdom from his literary work, Seven Habits of Highly Effective People. Practical strategies for integrating Covey's work into a PD's daily responsibilities, as well as remaining compliant with CAATE Standard expectations, are discussed.

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Sancho Guinda, Carmen. „The emergent role of mind-mapping in CLIL instruction: textual cognitive resources in engineering lectures“. Revista Alicantina de Estudios Ingleses, Nr. 23 (15.12.2010): 83. http://dx.doi.org/10.14198/raei.2010.23.06.

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Starting out from the notion of irradiating thought or conceptual maps (Buzan 1986, 2002), recently and explicitly tackled as an academic skill by some CLIL learner-oriented materials, this article explores the prospects for its introduction in engineering environments. It reports on a small-case study aimed to reflect on the implications of lecturers' textual choices for the note-taking habits of engineering students and ultimately for their representation of contents. The analysis of seven engineering lectures in English and Spanish in a summer seminar for EU polytechnic students, of seven condensed lectures in English by engineering teachers during an in-service training course at the Universidad Politécnica de Madrid and of twenty questionnaires probing into the students' note-taking routines, suggests an influence of lecturing style on note quality and evidences several lecturing deficiencies at the rhetorical level that may hamper the practice of conceptual mapping.

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Lunney, Margaret. „Critical thinking and accuracy of nurses' diagnoses. Part I: risk of low accuracy diagnoses and new views of critical thinking“. Revista da Escola de Enfermagem da USP 37, Nr. 2 (Juni 2003): 17–24. http://dx.doi.org/10.1590/s0080-62342003000200003.

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Interpretations of patient data are complex and diverse, contributing to a risk of low accuracy nursing diagnoses. This risk is confirmed in research findings that accuracy of nurses' diagnoses varied widely from high to low. Highly accurate diagnoses are essential, however, to guide nursing interventions for the achievement of positive health outcomes. Development of critical thinking abilities is likely to improve accuracy of nurses' diagnoses. Newer views of critical thinking serve as a basis for critical thinking in nursing. Seven cognitive skills and ten habits of mind are identified as dimensions of critical thinking for use in the diagnostic process.

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Lunney, Margaret. „Critical thinking and accuracy of nurses' diagnoses. Part II: application of cognitive skills and guidelines for self-development“. Revista da Escola de Enfermagem da USP 37, Nr. 3 (September 2003): 106–12. http://dx.doi.org/10.1590/s0080-62342003000300013.

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Part I of this article, the author explained the difficulties of achieving accuracy of nurses' diagnoses, the relevance of critical thinking to the achievement of accuracy, and newer views of critical thinking. In Part II, the critical thinking dimensions identified as important for nursing practice are applied in the diagnostic process using a case study of a 16 year old girl with type 1 diabetes. Application of seven cognitive skills and ten habits of mind illustrate the importance of using critical thinking for accuracy of nurses' diagnoses. Ten strategies are proposed for self-development of critical thinking abilities.

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Roberts, Stephen M. „Examination of the stomach contents from a Mediterranean sperm whale found south of Crete, Greece“. Journal of the Marine Biological Association of the United Kingdom 83, Nr. 3 (09.04.2003): 667–70. http://dx.doi.org/10.1017/s0025315403007628h.

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The stomach contents from a male sperm whale, Physeter macrocephalus, first located floating a short distance off the south coast of Crete were examined. The remains within the stomach consisted almost exclusively of cephalopod mandibles, or beaks, though other material was found including a piece of rigid plastic mesh. Of the beaks found, 1714 were upper beaks and 2178 were lower beaks, that were used to identify the species. A total of seven species was identified, all of which have been previously recorded in the eastern Mediterranean though are rarely caught by man. Of these Histioteuthis bonnellii was found to be the most important species in terms of both weight and numbers. Although it must be borne in mind that the whale may not have followed its normal feeding habits prior to its premature death, an important insight into its prey items can be revealed. This is the first documented account of the stomach contents of a sperm whale from the Mediterranean, and helps to complete a global record of sperm whale diets.

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مختار, إيهاب أحمد محمد. „فعالية استخدام إستراتيجية Seven E's البنائية في تنمية المهارات الحياتية وعادات العقل في مادة العلوم لدى تلاميذ المرحلة الابتدائية = The Effect of the Constructional Seven E's Strategy in Developing the Life Skills and Habits of Mind for the Fifth Graders“. دراسات عربية في التربية و علم النفس, Nr. 85 (Mai 2017): 101–54. http://dx.doi.org/10.12816/0042144.

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Pişkin, Erol, Osman Aydın, Abdullah Şenlikçi, Mehmet Yiğit Özgün, Volkan Öter und Erdal Birol Bostancı. „Primary anorectal malignant melanomas: retrospective analysis of 11 cases in a single center“. Turkish Journal of Surgery 37, Nr. 1 (01.03.2021): 63–67. http://dx.doi.org/10.47717/turkjsurg.2021.4810.

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Objective: Anorectal malignant melanoma is a rare tumor with poor prognosis. In this study, it was aimed to present our surgical results by reviewing the literature retrospectively in 11 patients who underwent surgery for ARMM in our clinic. Material and Methods: The patients who underwent surgery for anorectal malignant melanoma in Yuksek İhtisas Training and Research Hospital between 2007-2018 were included in the study. Results: Four patients were males and seven were females. Mean age was 54.18. The tumor was in the rectum in 4 cases, in the anorectal region in 3 cases and in the anal canal in 4 cases. Wide local excision was performed in 3 cases and APR was performed in 8 cases. Four of the cases were stage I, 6 were stage II and 1 was stage III. Mean tumor size was 4.73 cm, and mean tumor depth was 13.6 mm. Mean number of metastatic lymph nodes was 10.37. Median survival was 12 months. Conclusion: Anorectal malignant melanoma is a type of tumor diagnosed in late and advanced stages due to lack of specific findings. Although ARMM is rare, when rectal bleeding, pain, hemorrhoids and changes in bowel habits are observed, ARMM should be kept in mind.

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Praveen, BN, AR Shubhasini, R. Bhanushree, Rani Desai, Suchitra Bajaj, G. Shubha, G. Keerthi et al. „Smokeless Tobacco-associated Lesions: A Mobile Health Approach“. Journal of Contemporary Dental Practice 16, Nr. 10 (2015): 813–18. http://dx.doi.org/10.5005/jp-journals-10024-1762.

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ABSTRACT Aim Globally, India accounts for the highest number of oral cancer cases. The survival rates are about 30% lower than those in developing countries. The main reason for these dismal figures is the late presentation of patients. In order to downstage oral cancer in such a scenario, screening and diagnosis at an early stage is warranted. A pragmatic approach is needed for an oral cancer screening program, hence a mobile health (mHealth) approach was used. In this approach, health workers were empowered with mobile phones with decision-based algorithm. Risk stratification of tobacco habit enables us to identify lesions associated with particular habits. Materials and methods A specific cohort of factory employees who predominantly had pure tobacco chewing habit was chosen to examine the effect of pure tobacco on oral mucosa. One thousand three hundred and fifty-seven subjects were screened in two phases. In the first phase, habits and oral lesions were identified and photographed. The photographs were remotely diagnosed by an oral medicine specialist and those subjects requiring biopsy were recalled for phase II. Cytology and biopsy were performed in phase II. Results The predominant habit was smokeless tobacco (SLT), in 582 subjects. The most commonly encountered lesion was tobacco pouch keratosis seen in 397 subjects. Biopsy was performed for 71 subjects, most cases showed hyperkeratosis and mild dysplasia. One subject had moderate dysplasia. Conclusion There was minimal alteration of tissues in our study subjects, which can be considered as low-risk. Use of mHealth empowered frontline healthcare workers to identify subjects with lesions and enabled remote diagnosis by specialist in resource-constrained settings. Clinical significance Use of mHealth enabled us have an electronic record of subject details. This data shall be used for a planned follow-up of the same cohort after 3 years. How to cite this article Desai R, Birur P, Bajaj S, Shubhasini AR, Bhanushree R, Shubha G, Keerthi G, Tiwari V, Patrick S, Hegde U, Shetty S, Nagabhushan V, Kankanala S, Shah S. Smokeless Tobacco-associated Lesions: A Mobile Health Approach. J Contemp Dent Pract 2015;16(10):813-818.

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Borges, Naida C., João R. B. Nardotto, Raquel S. L. Oliveira, Larissa H. E. Rüncos, Rejane G. Ribeiro und Andria M. Bogoevich. „Anatomy description of cervical region and hyoid apparatus in living giant anteaters Myrmecophaga tridactyla Linnaeus, 1758“. Pesquisa Veterinária Brasileira 37, Nr. 11 (November 2017): 1345–51. http://dx.doi.org/10.1590/s0100-736x2017001100025.

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ABSTRACT: The giant anteater has specific anatomical adaptations resulting from its ant and termite feeding habits. The unique arrangement of its hyoid apparatus is essential for the ingestion of food. However, its description in the literature is based on fragments and fossils, making it difficult to determine existing anatomical details in live animals. Imaging techniques, which enable the topographical anatomy of animals to be examined noninvasively, provide essential information for the diagnosis and prognosis of diseases. The aim of this study is to describe the bone contours in the hyoid apparatus of the giant anteater by means of radiographic and tomographic images. Giant anteaters of varying ages from the Wild Animal Screening Center (CETAS-GO) were used, seven for X-ray exams and two adults for CT exams. The hyoid elements in all the animals were evaluated using the two imaging techniques, and were visualized in the cervical region of C2 to C6, which comprises three paired bones (stylohyoid, epihyoid, ceratohyoid) and one unpaired bone (basihyoid). The presence of air in the oropharynx enabled the assessment of soft tissue structures in this region, such as the epiglottis and the soft palate. CT axial sections are of limited usefulness for evaluating the hyoid bones, but enable assessments of the basihyoid bone and its characteristic V-shape. Thus, to analyze the hyoid region in anteaters based on radiographic and tomographic images, one must keep in mind that the stylohyoid, epihyoid and ceratohyoid bones are situated ventrally to the C2 to C5 vertebrae and that the basihyoid at the level of C5-C6 demarcates the transition between the nasopharynx and the trachea. The nasopharynx and oropharynx extend from C1 to C5, and the trachea begins at the level of C6.

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Dissertationen zum Thema "Seven habits of mind"

Badenhorst, Douw Hendrik. „Technology teachers’ disposition towards critical thinking in terms of their habits of mind“. Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/80461.

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The South African Department of Basic Education (2011) has articulated the need for learners to think critically. The development of critical thinking skills has therefore been explicitly included in various education policies, such as the National Curriculum Statement Grades R-12. Technology, a relatively new subject in South African schools, provides many opportunities to foster critical thinking skills through, for example, problem solving. Technology offers a wide spectrum of problems – ranging from well-structured to illstructured problems. Well-structured problems are constrained problems with convergent solutions and are the most commonly found problems in schools and universities, but ill-structured problems have multiple possible solutions and solutions paths, which often lead to uncertainty about, for example, the concepts, rules, and principles required to solve the problem. This is particularly true with regard to teaching technology, where there is the added complexity resultant from the designing of solutions (artefacts) to ill-structured problems. This calls for teachers with certain habits of mind, who will be able to nurture a positive disposition toward critical thinking in learners. Facione (2000) points out that engendering the desire to use critical thinking as a means of problem solving prepares the ground for teaching and learning critical thinking skills. Teachers, however, must be willing to use these opportunities to cultivate critical thinking skills in the classroom. While much research has been done on Critical Thinking skills, there is a paucity of literature about teachers’ disposition toward Critical Thinking. This study sought to investigate technology teachers’ disposition toward critical thinking with reference to their habits of mind. Profiling technology teachers’ disposition toward critical thinking can enhance our understanding of the extent to which they are positively or negatively disposed toward critical thinking (CT) in terms of their habits of mind. Such understanding can inform, inter alia, teacher training and curricula in order to reciprocally enhance critical thinking skills and the required habits of mind needed to teach technology The study used a survey design to investigate South African Technology teachers’ disposition toward CT. Grades 8, and 9 technology teachers were targeted; they were invited via an email to participate in the study in which standard ethical protocols were followed. A link in the email directed the participants to an online survey collecting data with 42 statements. Participants were asked to rate their level of agreement with each statement on a six-point scale. The statements were derived from the seven habits of mind as identified by Facione. These are: Self-confidence, Inquisitiveness, Systematicity, Analyticity, Truth-seeking, Open-mindedness and Maturity of Judgment. Half of the statements were formulated to express a clearly favourable disposition toward CT, while the other half were framed to be clearly unfavourable. The frequency of responses in terms of each scale for each statement was counted in order to reveal trends regarding their habits of mind. The research findings reveal that this sample seems to be positively disposed toward CT. The habits of mind that recorded the highest scores were Self-confidence, Inquisitiveness, and Systematicity. The habits of mind that recorded the lowest scores were Open-mindedness and Maturity of Judgment. Females outperformed males in four of the seven habits of mind. Male and female participants scored an equal balance percentage toward Self-confidence and male participants outperformed females in Truth-seeking and Analyticity. Further research is needed to investigate how the disposition and practice of technology teachers encourage critical thinking skills in the classroom.
Dissertation (MEd)--University of Pretoria 2019.
pt2021
Science, Mathematics and Technology Education
MEd
Unrestricted

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Coombs, Cyril Paul. „Reflective practice, developing habits of mind“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58645.pdf.

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Harley-McClaskey, Deborah K. „Seven Habits, Common Knowledge, Not Common Practices“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4076.

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Augustine, Tami. „Habits of the heart, habits of the mind: Teacher education for a global age“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403734827.

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Vicens, de Sanchez Lizette. „Dona Elena twenty-seven years later /“. Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620084.

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Royce, William. „An Evaluation of the Habits of Mind Character Education Program“. Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/71.

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This program evaluation, which used the context-input-process-product program evaluation model (Stufflebeam, 2003, 2010), was implemented within a suburban elementary school. The problem addressed through the evaluation was that the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), which was implemented as the character education program at the study site in the 2008-2009 academic year, had not been evaluated. By conducting the study, the researcher evaluated the program to determine its effectiveness in promoting academic achievement and appropriate school behaviors. By conducting the evaluation, the researcher identified 4 findings suggesting that the (a) need exists to ensure the fidelity with which the intervention is implemented, (b) academic performance of students in Grades 3 and 4 improved while the intervention was ongoing, (c) behavioral performance of students in kindergarten through Grade 3 improved during program implementation, and (d) viability of sustaining and implementing a character development program with integrity will require the concerted effort of all staff members. Recommendations for educational practice are to (a) continue implementing the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), (b) include members of the support team and parents in a training event during the present school year, and (c) provide ongoing training to teachers as well as recognition of related practices noted through supervisory observations. It is further recommended that the school principal identify a viable approach for assisting members of the school leadership team in the development of skills for recognizing and managing the conflict presently occurring among teachers. It is also recommended that members of the leadership team address the stated concerns of teachers in their questionnaire responses. Two recommendations for future research were identified. First, it is recommended that additional research on Habits of Mind at nearby elementary schools be conducted to determine the integral processes through which the program is implemented within other settings. Second, it is recommended that the level of student understanding involving the 16 components of Habits of Mind be identified and then the findings be used to guide future program development.

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Margeson, Alana. „Grade 9 Teachers' Perceptions of Habits of Mind and Academic Success“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6237.

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Grade 9 students' academic failure has been documented to lead to future academic failure at the secondary level. Research has shown that lack of persistence and problem solving behaviors when dealing with adversity have multiple consequences, including low self-esteem and dropout. The purpose of this qualitative exploratory case study was to examine Grade 9 teachers' perceptions related to the use of Habits of Mind, a program designed to address the dispositions of thinkers when faced with problems such as resilience or persistence. Guided by Bandura's social cognitive learning theory, which holds that environment relates directly to behaviors and feelings of self-efficacy, the study was designed to examine teachers' perceptions regarding Habits of Mind and academic success. The research questions addressed teachers' perceptions about utilizing specific habits of mind to support students' academic success as well as how teachers' instructional designs incorporate Habits of Mind. Interviews with 10 9th grade teachers and surveys were used to gather data. Data analysis was conducted in a process of pre-coding, ongoing coding, and development of themes from the data. Results showed that teachers perceived habits of mind as necessary for success, handling adversity, and adapting to life beyond high school. They also indicated that the desire for purposeful collegial interactions most effectively embeds habits of mind instruction within and beyond classrooms. Implications for social change include maximizing students' problem solving strategies and knowledge related to dealing with adversity, including failure, in order to help prepare students for successful post-secondary academic experiences, employment, and productive, responsible citizenship.

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Hogan, Jillian. „Ensemble Habits of Mind: Which are Taught (and Not Taught) in High School Music“. Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109221.

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Thesis advisor: Ellen Winner
Public polling and anecdotal evidence suggests that the general public greatly values music education. I argue that this is not because of content, discipline-specific skills like reading music notation or playing the trumpet, but because of the generalizable habits of mind, or broad thinking dispositions, that teachers teach in ensembles. Through analysis of systematic observation and interview data from multiple rehearsals of six band, choir and orchestra ensembles, eight Ensemble Habits of Mind emerged: Evaluate, Express, Imagine, Listen, Notice, Participate in Community, Persist, and Set Goals & Be Prepared. Using methodology similar to that of parallel work identifying Studio Habits of Mind in visual arts education (Hetland et al., 2013), this study shows many similarities between habits of mind in the two disciplines. However, two habits of mind that were specifically sought out in observations because they are frequently reported in advocacy arguments, Use Creativity and Recognize More than One Correct Answer, were not observed even under broad inclusion criteria. Suggestions are given for the practical application of these findings and discussion of how this framework can simultaneously support the good thinking happening in traditional large ensembles while bolstering rationale that informal music learning and other means of student-centered music making should be included in music programs in order to advance students’ creative thinking and tolerance for ambiguity
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology

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Spiegel, Jason Robert. „Summer food habits and gill raker morphology of seven Catostomid species in Iowa rivers“. [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476352.

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Imoro, Kari Benge. „Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education“. Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228117.

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This study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of Mind and propose an additional Habit of Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a mind-centered approach in the visual arts classroom and the use of a mind-centered template for unit and lesson planning.

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Bücher zum Thema "Seven habits of mind"

A, Wallach Michael, Hrsg. Seven views of mind. New York: Psychology Press, 2012.

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Mark, June. Algebraic habits of mind: Teaching guide. Portsmouth, NH: firsthand/Heinemann, 2014.

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Flach, Frederic F. The seven habits of highly successful angels. New York: Red Brick Press, 1998.

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Graham, Watts, und Association for Supervision and Curriculum Development., Hrsg. Developing habits of mind in elementary schools. Alexandria, Va: ASCD, 2009.

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Boyes, Karen. Developing habits of mind in secondary schools. Alexandria, Va: ASCD, 2009.

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Boyes, Karen. Developing habits of mind in elementary schools. Alexandria, Va: ASCD, 2009.

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Boyes, Karen. Developing habits of mind in elementary schools. Alexandria, Va: ASCD, 2009.

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1102-1176, Ye-śes-rdo-rje ʼChad-kha-ba, und Blo-bzaṅ-ʼjam-dbyaṅs-smon-lam, Keʼu-tshaṅ Sprul-sku, active 18th century, Hrsg. Seven steps to train your mind. Boston: Wisdom Publications, 2015.

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The seven points of mind training. Delhi: Sri Satguru Publications, 2002.

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Scorza, Jason A. Strong liberalism: Habits of mind for democratic citizenship. Medford, MA: Tufts University Press ; University Press of New England, 2007.

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Buchteile zum Thema "Seven habits of mind"

Furnham, Adrian. „Seven habits of super failures“. In Head & Heart Management, 169–72. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230598317_64.

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Honigmann, E. A. J. „Lear’s Mind“. In Shakespeare: Seven Tragedies Revisited, 101–25. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230503038_7.

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Gross, Zoltan. „The Dyad“. In Changing Habits of Mind, 1–25. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-1.

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Gross, Zoltan. „A Theory of the Mind“. In Changing Habits of Mind, 44–74. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-3.

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Gross, Zoltan. „The Ghost in the Machine“. In Changing Habits of Mind, 75–92. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-4.

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Gross, Zoltan. „The “I” and Its Psychological Selves“. In Changing Habits of Mind, 93–115. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-5.

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Gross, Zoltan. „What Emotions and Feelings Really Are!“ In Changing Habits of Mind, 116–28. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-6.

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Gross, Zoltan. „Emotions and Feelings“. In Changing Habits of Mind, 129–58. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-7.

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Gross, Zoltan. „A Portrait of the Person“. In Changing Habits of Mind, 159–79. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-8.

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Gross, Zoltan. „The Art of Psychotherapy“. In Changing Habits of Mind, 180–209. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367824150-9.

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Konferenzberichte zum Thema "Seven habits of mind"

Leemis, Larry. „Seven habits of highly successful input modelers“. In the 29th conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268437.268445.

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Carleton, Lawrence R. „Seven software engineers as one mind“. In Companion of the 17th annual ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/985072.985102.

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Williams, Laurie. „Seven habits of highly impactful empirical software engineers“. In the 7th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2020390.2020391.

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Wyatt, Kenneth. „The seven habits of highly successful EMC consultants“. In 2017 IEEE International Symposium on Electromagnetic Compatibility & Signal/Power Integrity (EMCSI). IEEE, 2017. http://dx.doi.org/10.1109/isemc.2017.8078110.

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Murphy-Hill, Emerson, und Andrew P. Black. „Seven habits of a highly effective smell detector“. In the 2008 international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1454247.1454261.

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Wyatt, Kenneth. „The Seven Habits of Highly Successful EMC Consultants“. In 2018 IEEE Symposium on Electromagnetic Compatibility & Signal/Power Integrity (EMCSI). IEEE, 2018. http://dx.doi.org/10.1109/emcsi.2018.8495230.

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Warner, Mark, und Richard Summers. „The seven habits of highly effective project managers“. In SPIE Astronomical Telescopes + Instrumentation, herausgegeben von George Z. Angeli und Philippe Dierickx. SPIE, 2016. http://dx.doi.org/10.1117/12.2228381.

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Alkiyumi, Mohammed. „THE TRANSITION OF MIND HABITS TOWARDS WRITING SCIENTIFIC RESEARCH“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1862.

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Hizqiyah, Ida Yayu Nurul, Moh Nurhadi, Ari Widodo und Riandi Riandi. „Developing Habits of Mind through Web Based Learning Approach“. In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.73.

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Hizqiyah, Ida Yayu Nurul, Ari Widodo, Siti Sriyati und Wawan Setiawan. „The profile of biology teacher’s habits of mind in high school“. In INTERNATIONAL CONFERENCE ON BIOLOGY AND APPLIED SCIENCE (ICOBAS). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5115710.

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Berichte der Organisationen zum Thema "Seven habits of mind"

Ischinger, Wolfgang, und Joseph S. Nye, Jr. Mind the Gap: Priorities for Transatlantic China Policy – Report of the Distinguished Reflection Group on Transatlantic China Policy. Munich Security Conference, Juli 2021. http://dx.doi.org/10.47342/gxwk1490.

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Annotation:

Today’s China presents fundamental challenges to the democracies of Europe and North America. Perspectives on China will continue to differ due to geography, economic exposure, perceptions, historical trajectories as well as foreign policy approaches. But there has been significant convergence among transatlantic partners. Today, areas of agreement are substantial and offer a solid basis for cooperation. What is needed is a pragmatic approach identifying joint action where possible and managing differences where necessary. This report proposes a transatlantic agenda aimed at achieving quick wins, with recommendations organized by seven issue areas.

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