Relevant bibliographies by topics / Critical approaches to development

Academic literature on the topic 'Critical approaches to development'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Critical approaches to development"

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Agarwal, Arun. "POSTSTRUCTURALIST APPROACHES TO DEVELOPMENT: SOME CRITICAL REFLECTIONS." Peace & Change 21, no. 4 (October 1996): 464–77. http://dx.doi.org/10.1111/j.1468-0130.1996.tb00283.x.

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Cunliffe, Ann L., and Jackie Margaret Ford. "Critical Approaches to Leadership Learning and Development." Academy of Management Proceedings 2012, no. 1 (July 2012): 15499. http://dx.doi.org/10.5465/ambpp.2012.15499symposium.

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Grydehøj, Adam. "Critical approaches to island geography." Area 52, no. 1 (March 10, 2019): 2–5. http://dx.doi.org/10.1111/area.12546.

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O’Brien, Dave, Pablo Bose, and Christopher Harker. "The limits of critical approaches." City 12, no. 1 (April 2008): 126–31. http://dx.doi.org/10.1080/13604810801933792.

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Divrik, Burkay. "Critical Approaches to the Concept of Sustainable Development." International Journal of Rural Development, Environment and Health Research 6, no. 3 (2022): 26–29. http://dx.doi.org/10.22161/ijreh.6.3.4.

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It has been observed that while living in harmony with nature on earth until the industrial revolution, with the industrial production and consumption society formed after the industrial revolution, humanity has started to dominate nature more and the damage caused to nature has increased. Economic growth, contrary to expectations, increasing inequality in the distribution of income, the impoverishment of the broad masses of the natural environment in the emergence of problems such as destruction of natural resources, growth and development of the concept of sustainable development has revealed the new concept. Sustainable development suggests that both economic development can continue and the ecological system can be protected; the contradiction between the environment and development will disappear. The concept of sustainable development has been considered to be able to solve many country problems since its first appearance, and has been applied to many fields such as economics, politics, the environment and social culture. In fact, there are many aspects of the concept of sustainable development that are open to criticism. The aim of this study is to address the criticisms brought to the concept with a collective perspective. For this purpose, the criticisms brought to the concept of sustainable development based on the previous studies conducted on the subject were examined. It is thought that the study will contribute to the literature by eliminating the lack of a critical perspective on sustainable development in this way.
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Moreira, João M. "Approaches to Teacher Professional Development: a critical appraisal*." European Journal of Teacher Education 19, no. 1 (January 1996): 47–63. http://dx.doi.org/10.1080/0261976960190106.

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Connolly Carmalt, Jean, and Todd Faubion. "Normative approaches to critical health geography." Progress in Human Geography 34, no. 3 (August 21, 2009): 292–308. http://dx.doi.org/10.1177/0309132509343783.

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Billings, Jennifer Ruth. "Community development: a critical review of approaches to evaluation." Journal of Advanced Nursing 31, no. 2 (February 2000): 472–80. http://dx.doi.org/10.1046/j.1365-2648.2000.01278.x.

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Edwards, Gareth, Carole Elliott, Marian Iszatt-White, and Doris Schedlitzki. "Critical and alternative approaches to leadership learning and development." Management Learning 44, no. 1 (February 2013): 3–10. http://dx.doi.org/10.1177/1350507612473929.

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Özçelik, Onur, and D. Turgay Altilar. "Test-Driven Approach for Safety-Critical Software Development." Journal of Software 10, no. 7 (July 2015): 904–11. http://dx.doi.org/10.17706//jsw.10.7.904-911.

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Dissertations / Theses on the topic "Critical approaches to development"

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Deuchar, Annelize. "Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4823.

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The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers provide opportunities for the development of critical thinking skills in Grade 8 in Mathematics classrooms. A literature study was undertaken to highlight the importance and nature of the development of critical thinking skills in the Mathematics classroom, and to establish how critical thinking could be nurtured during the teaching, learning and assessment of Mathematics. Various teaching methods and assessment strategies, types of learning material, a variety of classroom activities and how to create a classroom conducive to the development of critical thinking skills were explored. The literature review provided the framework to design a questionnaire that was utilized to obtain the perceptions of Grade 8 Mathematics teachers and learners regarding the opportunities provided for the development of critical thinking skills in Mathematics classrooms. By means of quantitative, non-experimental descriptive research, the self constructed, closed-ended questionnaire was administered to a convenient sample of a purposively selected group of Mathematics teachers (n = 92) and learners (n = 204) in the Ekurhuleni District of Gauteng, South Africa. The triangulation of learner and teacher data revealed that teachers do have an understanding of the importance of critical thinking in the Mathematics classroom, but that their understanding is not always fully translated into practical opportunities for the development of critical thinking skills. It was revealed that teachers do make use of questioning and allow learners to communicate during problem-solving, which are important strategies for the development of critical thinking. However, it was evident that teachers appear to be inhibiting the development of critical thinking skills by relying heavily on the use of textbooks and transmission of knowledge during teaching, and seem not to acknowledge the merits of cooperative learning and real life experiences during the teaching and learning of Mathematics. The study is concluded with recommendations on how to nurture and improve critical thinking in the Mathematics classroom.
Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.
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Öhman, Lisa. "The Importance of Educating Girls : A critical discourse analysis of western development approaches to girls’ education." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312903.

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Hatcher, Abigail M. "Evaluating the role of 'critical consciousness' in a rural South African development intervention : implications for structural approaches to HIV prevention." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/10601.

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Includes bibliographical references (p. 90-93).
Traditional, information-giving approaches to HIV prevention have failed to curb the rapidly expanding HIV/AIDS epidemic in South Africa. Scholars and practitioners have looked to new interventions for HIV which centre upon structural changes, or the broader societal forces which shape HIV vulnerability. In recent years, Paulo Freire's notion of 'critical consciousness' has been cited as a way to involve communities in critical analysis and social change for HIV prevention. However, increasing calls for critical consciousness within HIV literature fail to recognise the complexities of integrating the notion at the ground-level. The Intervention with Microfinance for AIDS and Gender Equality (IMAGE) is a South African structural intervention for HIV which has been guided by critical consciousness. IMAGE aims to impact on poverty and gender-based violence by partnering a participatory gender curriculum with group-based microfinance. The research examines how IMAGE has translated the notion of critical consciousness into distinct processes, and evaluates the implementation of these processes by drawing from qualitative research with programme planners, facilitators and participants.
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Hovden, Eivind. "The problem of anthropocentrism : a critique of institutionalist, Marxist and reflective international relations theoretical approaches to environment and development." Thesis, London School of Economics and Political Science (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245219.

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Koernig, Frida. "Reconsidering Participation : A Critical Review of Integrated Approaches in the Management of Water Resources and Contaminated Drinking Water." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-273968.

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Participation is often seen as fundamental in development studies and for development projects. There are also critical ideas claiming that there are power relations which should be taken into account before embracing participation as good in itself. From the basis of the critical ideas found in the book Participation: The New Tyranny? this paper examines the cases of ‘Integrated Water Resources Management’ and ‘Integrated Approach for Mitigation of Arsenic Contamination of Drinking Water in Bangladesh’ in order to determine whether the critical ideas in the book are applicable when analysing texts about these cases. After determining that there are indications of power imbalances between the facilitators and the local population in the two cases, this paper finally argues that the critical ideas are applicable and that there is a need for more and broader discussions and dialogues between various actors involved in development projects. Also mentioned in this paper is the importance of raising awareness of power relations and incorporating different views when planning and implementing development projects.
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Simpson, Elaine. "The development of critical thinking in Saudi nurses : an ethnographical approach." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/15868/1/Elaine_Simpson_Thesis.pdf.

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Introduction Saudi Arabia is the largest country in the Middle East occupying the majority of the Arabia Peninsula. In 1934 the exploration of oil propelled this country from one of the poorest to one of the highest in per capita income. Islamic law forms the basis of Saudi Arabia's constitution, its civil and penal codes and guides the Saudis in their daily and family lifestyles, governing morals, dress, eating habits and business dealings. Between 1970 and 1980, there was a sharp increase in the rate of population. Currently the population is estimated at 20.8 million with a projected increase to 44.8 million by the year 2025, with approximately 49% under the age of 20. This rise in population has implications for the health care industry, of which expatriates make up more that 85% of the country's health care system. Purpose The purpose of the study was to examine the social and cultural experiences associated with living and working as a registered nurse in a major teaching hospital in Saudi Arabia and to identify and understand how to develop critical thinking skills in Saudi nurses during a nursing education/intervention program in Saudi Arabia. Methodology The researcher reviewed the literature on critical thinking, which allowed the construction of a conceptual model (Appendix 1) to guide teaching and evaluation of critical thinking skills and maintained the focus on dialogue to stimulate interaction and participation in order to promote critical thinking abilities in Saudi nurses. This study adopted ethnography as a methodology and utilised Spradley's (1979)ethnographic research cyclical tasks for data collection and analysis, which are explained in the exploratory, descriptive and explanatory phases of the research. The researcher was a participant observer and collected ethnographic data in the social situation. A variety of data collection methods were employed, which included observation of students and clinical instructors, evaluation of clinical instructors teaching techniques in utilising critical thinking strategies, evaluation of students' responses in the use of critical thinking strategies, focus group interviews of students and clinical instructors and informal interviews conducted within the hospital setting with relevant informants. The use of multi-methods provided the opportunity to examine more fully the richness and complexities of the culture, by gathering data from various sources to validate the consistency of information to reflect the multiple realities of this cultural group. Cultural domains were identified after examining field notes and interviews for terms and clues repeatedly verbalised by informants, in particular students. The researcher organised the domains to formulate taxonomies, leading to cultural themes, which are answered within the research questions in Chapter 8. The research questions for this study are as follows: Research questions 1. What are the issues related to the implementation of critical thinking in a Professional Development Program to improve critical thinking in Saudi nurses? 2. What major elements are involved in creating and sustaining the Saudi Arabian nursing profession? 3. How might Saudi culture be used to support the development of professional nursing identity? Implications for the study This study has the potential to make a significant contribution to nursing education in Saudi Arabia in promoting critical thinking in nurses and in curriculum development for the following reasons. First, didactic instruction was replaced with an interactive approach by utilising critical thinking strategies and devices to facilitate the development of critical thinking abilities. Second, working with a conceptual framework or model made it easier to manage complex multifaceted concepts, such as critical thinking. The model maintained the focus on dialogue and experiential learning thereby assisting students and staff to integrate theory and practice. This model was effective for the program and if duplicated by other programs, could create a learning environment that would allow the effective development and evaluation of critical thinking. The model is reflected in Appendix 1. Recommendations for the nursing profession in Saudi Arabia * To establish the Nursing Practice Act which subsequently leads to the formation of a National Nursing Registration Board. * To transfer nursing into the higher education sectors, to be on par with their Western counterparts. To foster career incentives for men to meet the cultural needs of the people, increase Saudi nurses in the workforce and to raise the image of nursing. * To enact Saudiisation policy. * To incorporate Islamic nursing history into diploma nursing and other nursing educational programs and implemented into the workplace, government policy and the media. * To construct separate male and female hospitals to solve the gender issues. * To systematically collect, collate and analyse nursing data. * To develop continuing education programs to meet educational needs of nurses.
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Braga, Denise Bertoli. "Critical reading : a socio-cognitive approach to selective focus in reading." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018449/.

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This research discusses selective focus in reading a text in relation to the philosophical guidelines of critical education. To pursue this question a model for critical reading is initially sketched, and the literature on selective focus in text reading is reviewed. The existing literature analyses selective focus under the framework of two perspectives: reader-based and text-based. This thesis proposes a third possibility: a social-based perspective. A socio-cognitive conception of selective focus is delineated on the basis of theories that explore the effect of social factors on literacy, language use, and higher cognitive processes. The issues raised at the theoretical level are also investigated in an empirical study. Expert reader's insights about their own reading practices are taken into consideration. Three studies are reported. Two exploratory studies - designed to refine methodological procedures - analyse the response of two groups of four readers. The interview questionnaire that guides the main data collection is based on the results obtained in these initial investigations. The main study considers the data provided by fifteen structured interviews. The sample include readers from three type of course in higher education: initial teacher training for pos-graduate students, master degree students, and doctoral students. A qualitative analysis describes in detail how reader-based, text-based and social-based factors interact within the context of these readers' reading practices. Considering the empirical evidence, the thesis proposes that neither the reader nor the text should be investigated without an appreciation of the social context. However, socio-cultural context is shown not only to provide a further set of variables but also to permeate the development of text-based and reader-based factors. This has important theoretical and educational implications. The final argument of this study is that classroom practices that aim to promote critical reading should give a proper emphasis to the socio-cultural aspect of selective focus.
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Coombes, Andrew Charles. "A pragmatic approach to the formal development of safety-critical systems." Thesis, University of York, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259882.

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Simpson, Elaine. "The development of critical thinking in saudi nurses: an ethnographical approach." Queensland University of Technology, 2002. http://eprints.qut.edu.au/15868/.

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Introduction Saudi Arabia is the largest country in the Middle East occupying the majority of the Arabia Peninsula. In 1934 the exploration of oil propelled this country from one of the poorest to one of the highest in per capita income. Islamic law forms the basis of Saudi Arabia's constitution, its civil and penal codes and guides the Saudis in their daily and family lifestyles, governing morals, dress, eating habits and business dealings. Between 1970 and 1980, there was a sharp increase in the rate of population. Currently the population is estimated at 20.8 million with a projected increase to 44.8 million by the year 2025, with approximately 49% under the age of 20. This rise in population has implications for the health care industry, of which expatriates make up more that 85% of the country's health care system. Purpose The purpose of the study was to examine the social and cultural experiences associated with living and working as a registered nurse in a major teaching hospital in Saudi Arabia and to identify and understand how to develop critical thinking skills in Saudi nurses during a nursing education/intervention program in Saudi Arabia. Methodology The researcher reviewed the literature on critical thinking, which allowed the construction of a conceptual model (Appendix 1) to guide teaching and evaluation of critical thinking skills and maintained the focus on dialogue to stimulate interaction and participation in order to promote critical thinking abilities in Saudi nurses. This study adopted ethnography as a methodology and utilised Spradley's (1979)ethnographic research cyclical tasks for data collection and analysis, which are explained in the exploratory, descriptive and explanatory phases of the research. The researcher was a participant observer and collected ethnographic data in the social situation. A variety of data collection methods were employed, which included observation of students and clinical instructors, evaluation of clinical instructors teaching techniques in utilising critical thinking strategies, evaluation of students' responses in the use of critical thinking strategies, focus group interviews of students and clinical instructors and informal interviews conducted within the hospital setting with relevant informants. The use of multi-methods provided the opportunity to examine more fully the richness and complexities of the culture, by gathering data from various sources to validate the consistency of information to reflect the multiple realities of this cultural group. Cultural domains were identified after examining field notes and interviews for terms and clues repeatedly verbalised by informants, in particular students. The researcher organised the domains to formulate taxonomies, leading to cultural themes, which are answered within the research questions in Chapter 8. The research questions for this study are as follows: Research questions 1. What are the issues related to the implementation of critical thinking in a Professional Development Program to improve critical thinking in Saudi nurses? 2. What major elements are involved in creating and sustaining the Saudi Arabian nursing profession? 3. How might Saudi culture be used to support the development of professional nursing identity? Implications for the study This study has the potential to make a significant contribution to nursing education in Saudi Arabia in promoting critical thinking in nurses and in curriculum development for the following reasons. First, didactic instruction was replaced with an interactive approach by utilising critical thinking strategies and devices to facilitate the development of critical thinking abilities. Second, working with a conceptual framework or model made it easier to manage complex multifaceted concepts, such as critical thinking. The model maintained the focus on dialogue and experiential learning thereby assisting students and staff to integrate theory and practice. This model was effective for the program and if duplicated by other programs, could create a learning environment that would allow the effective development and evaluation of critical thinking. The model is reflected in Appendix 1. Recommendations for the nursing profession in Saudi Arabia * To establish the Nursing Practice Act which subsequently leads to the formation of a National Nursing Registration Board. * To transfer nursing into the higher education sectors, to be on par with their Western counterparts. To foster career incentives for men to meet the cultural needs of the people, increase Saudi nurses in the workforce and to raise the image of nursing. * To enact Saudiisation policy. * To incorporate Islamic nursing history into diploma nursing and other nursing educational programs and implemented into the workplace, government policy and the media. * To construct separate male and female hospitals to solve the gender issues. * To systematically collect, collate and analyse nursing data. * To develop continuing education programs to meet educational needs of nurses.
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Stigendal, Mikael, and Andreas Novy. "A critical realist knowledge production: Enhancing a Potential-oriented Approach." WU Vienna University of Economics and Business, 2018. http://epub.wu.ac.at/6433/1/sre%2Ddisc%2D2018_06.pdf.

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This article explores the implications of founding transdisciplinary collaborations of knowledge production in critical realism. We call such equal partnerships of researchers and practitioners knowledge alliances. Using the distinction between the referents that we refer to (what our research is about) and our references (our research about that), we show that practitioners can contribute to the process of knowledge production by providing access to referents and producing references but also by achieving relevance. Researchers and practitioners bring different types of knowledge. To become excellent, knowledge production should be organized in ways, which engage these different types in a constructive interplay. We call this approach potential-oriented, which we put in contrast to the empiricism of evidence-based research and policy-making. Our deliberate choice of the term potential-oriented reflects the shifts in philosophy suggested by critical realism, but also a sensitivity for how practitioners communicate and express themselves.
Series: SRE - Discussion Papers
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Books on the topic "Critical approaches to development"

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Cross, Charlotte, and John D. Giblin. Critical Approaches to Heritage for Development. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107361.

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Jo, Rowlands, and Oxfam, eds. Development methods and approaches critical reflections: Selected essays from Development in practice. Oxford: Oxfam, 2003.

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Social literacies: Critical approaches to literacy in development, ethnography, and education. London: Longman, 1995.

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Implementing a critical approach to organization development. Malabar, Fl: Krieger, 2010.

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Palgrave advances in peacebuilding: Critical developments and approaches. New York: Palgrave Macmillan, 2010.

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Nicolson, Paula. A Critical Approach to Human Growth and Development. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-01548-8.

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M, Proyect Mitchell, ed. Critical pathway development guide: A team-oriented approach for developing critical pathways. Chicago: Precept Press, 1998.

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Green, Nancy Sokol. Curious and creative: Critical thinking and language development. Reading, Mass: Addison-Wesley, 1993.

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Pohoaţă, Ion, Delia Elena Diaconaşu, and Vladimir Mihai Crupenschi. The Sustainable Development Theory: A Critical Approach, Volume 2. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61322-8.

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Pohoaţă, Ion, Delia Elena Diaconaşu, and Vladimir Mihai Crupenschi. The Sustainable Development Theory: A Critical Approach, Volume 2. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61322-8.

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Book chapters on the topic "Critical approaches to development"

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Raymond-McKay, Maureen, and Malcolm MacLachlan. "11. Critical Incidents in emergency relief work." In Development Methods and Approaches, 167–82. Oxford, United Kingdom: Oxfam Publishing, 2003. http://dx.doi.org/10.3362/9780855987008.011.

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Mendenhall, Mary. "The Relief-Development Transition." In Critical Approaches to Comparative Education, 181–97. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101760_11.

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Kothari, Uma. "Towards Decolonising Development." In Critical Approaches to Heritage for Development, 270–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107361-22.

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Leurs, Robert. "15. Critical reflections on rapid and participatory rural appraisal." In Development Methods and Approaches, 220–26. Oxford, United Kingdom: Oxfam Publishing, 2003. http://dx.doi.org/10.3362/9780855987008.015.

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Chirikure, Shadreck. "Decolonising Heritage for Development." In Critical Approaches to Heritage for Development, 275–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107361-23.

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Melhuish, Clare. "Heritage in Urban Development." In Critical Approaches to Heritage for Development, 91–107. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107361-7.

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Cross, Charlotte, and John D. Giblin. "Introducing Heritage for Development." In Critical Approaches to Heritage for Development, 1–33. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107361-1.

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Lehaney, Brian, and Steve Clarke. "Critical Approaches to Information Systems Development." In Systems for Sustainability, 333–37. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0265-8_55.

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Clarke, Steve, and Brian Lehaney. "Critical Approaches to Information Systems Development." In Systems for Sustainability, 555–59. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0265-8_91.

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Giblin, John D., Maurice Mugabowagahunde, and André Ntagwabira. "Heritage and Post-Conflict Development." In Critical Approaches to Heritage for Development, 250–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107361-19.

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Conference papers on the topic "Critical approaches to development"

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"Agile Development of Critical Software – Can It be Justified?" In 7th International Conference on Evaluation of Novel Approaches to Software Engineering. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003984101340139.

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Nilsen, Kelvin. "Harmonizing alternative approaches to safety-critical development with Java." In the 9th International Workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2043910.2043920.

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"Identifying Critical Areas for Improvement in Agile Multi-site Co-development." In 8th International Conference on Evaluation of Novel Software Approaches to Software Engineering. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004446501650172.

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Vintere, Anna. "PEDAGOGICAL APPROACHES TO TEACHING MATHEMATICS FOR BUILDING ANALYTICAL, PROBLEM SOLVING SKILLS AND CRITICAL THINKING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1668.

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Vescovi, Marcos, Flavio Varejão, and Vagner Cordeiro. "ROBUSTIFYING THE SCRUM AGILE METHODOLOGY FOR THE DEVELOPMENT OF COMPLEX, CRITICAL AND FAST-CHANGING ENTERPRISE SOFTWARE." In 6th International Conference on Evaluation of Novel Software Approaches to Software Engineering. SCITEPRESS - Science and Technology Publications, 2011. http://dx.doi.org/10.5220/0003459800700079.

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Morales Bueno, Patricia. "CRITICAL THINKING SKILLS IN A HYBRID PBL APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1353.

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Liu, Xiao-Yi. "A Critical Evaluation of the Plenary Approaches to the Management of English Teaching of Large Classes." In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.78.

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Arora, S., and P. Sasikala. "Developmental approaches for Agent Oriented system — A critical review." In 2012 CSI Sixth International Conference on Software Engineering (CONSEG 2012). IEEE, 2012. http://dx.doi.org/10.1109/conseg.2012.6349475.

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Khoirunnisa, Khoirunnisa, A. Surbakti, and Rochmiyati Rochmiyati. "The Development of Student Worksheet with SETS Approaches for Train Students’ Critical and Creative Thinking Skills." In Proceedings of the First International Conference of Science, Engineering and Technology, ICSET 2019, November 23 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2301285.

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Aldaberdikyzy, Aidyn, and Zhazira Sagynova. "DEDUCTIVE AND INDUCTIVE JUDGMENTS AS BASIC CONCEPTS OF THE SUBJECT OF CRITICAL THINKING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(4).

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The article shows the importance of critical thinking and its structure in the modern educational process. Explicit approaches to the development of critical thinking, the foundations of deductive and inductive thinking are clarified. There are given the opinions about these methods in the works of scientists in the field of world pedagogy. The article also describes the structures of deductive and inductive reasoning and methods of rational use of them.
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Reports on the topic "Critical approaches to development"

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Pylypenko, O. S. Development of critical thinking as a means of forming STEM competencies. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/4544.

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The article analyzes the scientific literature in order to determine different approaches to the interpretation of the concept of “critical thinking”, describes its components, discusses the basic concepts, functions of critical thinking in teaching. Critical thinking is presented as one of the main competences of STEM education. The conditions for the development of critical thinking in the process of STEM-learning are determined. Methodical problems are solved, which should help students to develop STEM competences based on the development of their critical thinking.
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Carty, Anthony, and Jing Gu. Theory and Practice in China’s Approaches to Multilateralism and Critical Reflections on the Western ‘Rules-Based International Order’. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/ids.2021.057.

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China is the subject of Western criticism for its supposed disregard of the rules-based international order. Such a charge implies that China is unilateralist. The aim in this study is to explain how China does in fact have a multilateral approach to international relations. China’s core idea of a community of shared future of humanity shows that it is aware of the need for a universal foundation for world order. The Research Report focuses on explaining the Chinese approach to multilateralism from its own internal perspective, with Chinese philosophy and history shaping its view of the nature of rules, rights, law, and of institutions which should shape relationships. A number of case studies show how the Chinese perspectives are implemented, such as with regards to development finance, infrastructure projects (especially the Belt and Road Initiative), shaping new international organisations (such as the Asian Infrastructure Investment Bank), climate change, cyber-regulation and Chinese participation in the United Nations in the field of human rights and peacekeeping. Looking at critical Western opinion of this activity, we find speculation around Chinese motives. This is why a major emphasis is placed on a hermeneutic approach to China which explains how it sees its intentions. The heart of the Research Report is an exploration of the underlying Chinese philosophy of rulemaking, undertaken in a comparative perspective to show how far it resembles or differs from the Western philosophy of rulemaking.
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Bushweller, John H., and Michal Walczak. A Novel Approach to the Development of Highly Specific Inhibitors of a Critical Transcription Factor in Prostate Cancer. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada503509.

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Bushweller, John H., and Tomasz K. Kabzinski. A Novel Approach to the Development of Highly Specific Inhibitors of EFG, a Critical Transcription Factor in Prostate Cancer. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada482540.

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Santhya, K. G., Sigma Ainul, Snigdha Banerjee, Avishek Hazra, Eashita Haque, Basant Kumar Panda, A. J. Francis Zavier, and Shilpi Rampal. Addressing commercial sexual exploitation of women and children through prevention and reintegration approaches: Lessons from Bangladesh and India. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1036.

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The Global Estimates of Modern Slavery report of 2021 stated that 6.3 million people were in situations of forced commercial sexual exploitation (CSE) on any given day worldwide. Asia and the Pacific region (which includes South Asia) were host to more than half of the global total of forced labor, including those in CSE. Bangladesh is one of the three main countries of origin for trafficked persons in South Asia. India has been identified as a source, destination, and transit location for trafficking of forced labor, including CSE. Though governments in both countries have made commitments to prevent and combat trafficking and CSE of women and children, critical gaps in implementation remain, along with inadequate victim care. The Global Fund to End Modern Slavery in partnership with the Norwegian Agency for Development Cooperation supported pilot-testing of three prevention and reintegration projects to address CSE of women and children in Bangladesh and India. The Population Council undertook a study to assess and compare the acceptability of these projects. Using qualitative methods, the study focused on examining intervention coherence, affective attitude, self-efficacy, and perceived effectiveness of the interventions.
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Walz, Yvonne, Florence Nick, Oscar Higuera Roa, Udo Nehren, and Zita Sebesvari. Coherence and Alignment among Sustainable Land Management, Ecosystem-based Adaptation, Ecosystem-based Disaster Risk Reduction and Nature-based Solutions. United Nations University - Institute for Environment and Human Security, November 2021. http://dx.doi.org/10.53324/mwgp9896.

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Approaches integrating environmental management practices have been gaining importance in recent years. Sustainable Land Management (SLM), Ecosystem-based Adaptation (EbA), Ecosystem-based disaster Risk Reduction (Eco-DRR) and Nature-based Solutions (NbS) are widely applied approaches that tackle certain drivers of challenges such as food insecurity, water scarcity, decline in biodiversity and threats to livelihoods, while also considering both human well-being and ecosystem functions and services. Better understanding the similarities, differences and relationships between these approaches helps to improve efficiency in implementation and leverage synergies. By shedding more light on where these approaches align, investments in land-based solutions in response to different types of environmental challenges can be more effectively designed to achieve multiple targets. In response to the United Nations Convention to Combat Desertification (UNCCD) decision 19/COP.14 paragraph 4, the main objective of this report is to understand and elaborate upon the characteristics of SLM, EbA, Eco-DRR and NbS. The report begins with an overview of the historical backgrounds and origins of SLM, EbA, Eco-DRR and NbS. Despite differences in their specific goals and targeted benefits, all approaches aim for the support of biodiversity, land-based ecosystems and ecosystem services and functions, and employ measures to conserve, restore and sustainably use land to support ecosystem services and functions, including SLM technologies. Furthermore, irrespective of their different goals, the projects developed under any approach can generate comparable co-benefits, especially due to their support of biodiversity. The capacity for all these approaches to deliver multiple co-benefits means that projects of each approach can directly contribute to implementing the specific goals of the other approaches as well. Thus, multiple global and national targets, frameworks, strategies and conventions which call for the implementation of one or more of these approaches, can benefit from this report by avoiding duplication and reducing the overall investments necessary to achieve the set targets and goals. This is critical for achieving the ambitious Agenda 2030, including voluntary land degradation neutrality (LDN) targets and climate action under the Paris Agreement. It will also be the case for the post-2020 global biodiversity framework currently under development. The added value that will come from optimizing the links among these approaches extends from national policymakers to the practitioners of SLM, EbA and Eco-DRR projects, which all share the ultimate goal of sustainable development. To capture the coherence and alignment among these approaches, their similarities and differences have been summarized in a conceptual framework. The framework has been designed to help practitioners understand the specific goals of each approach, and to link these to the relevant global and national targets, frameworks, strategies and conventions, which can support monitoring and evaluation as well as reporting processes. The synergies among these approaches are further illustrated based on three case studies in order to demonstrate opportunities for leveraging multiple co-benefits and targets at implementation level irrespective of the different objectives under each. The results of this assessment demonstrate that activities under one approach can be beneficial to achieve the specific goals of other approaches with little additional effort. It is essential for policymakers, project developers and practitioners to recognize that. This is key to the achievement of sustainable development.
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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Flandin, Simon, Germain Poizat, and Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, February 2021. http://dx.doi.org/10.57071/948rpn.

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In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement – but also sometimes as a counterpoint – to management approaches based on anticipation and preparedness, resilience-based approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors’ approach are worth emphasizing: - They adopt a broad definition of “training”, which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. - They are more interested in activities and methods that develop professionals’ ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. - They see safety as resulting as much from the daily work activities that develop professionals’ ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: - Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. - Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulation-based methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
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Frazer, Sarah, Anna Wetterberg, and Eric Johnson. The Value of Integrating Governance and Sector Programs: Evidence from Senegal. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0028.2109.

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As the global community works toward the Sustainable Development Goals, closer integration between governance and sectoral interventions offers a promising, yet unproven avenue for improving health service delivery. We interrogate what value an integrated governance approach, intentionally combining governance and sectoral investments in strategic collaboration, adds to health service readiness and delivery using data from a study in Senegal. Our quasi-experimental research design compared treatment and control communes to determine the value added of an integrated governance approach in Senegal compared to health interventions alone. Our analysis shows that integrated governance is associated with improvements in some health service delivery dimensions, specifically, in aspects of health facility access and quality. These findings—that health facilities are more open, with higher quality infrastructure and staff more frequently following correct procedures after integrated governance treatment—suggests a higher level of service readiness. We suggest that capacity building of governance structures and an emphasis on social accountability could explain the added value of integrating governance and health programming. These elements may help overcome a critical bottleneck between citizens and local government often seen with narrower sector or governance-only approaches. We discuss implications for health services in Senegal, international development program design, and further research.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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