Relevant bibliographies by topics / Thought and thinking

Contents

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

Academic literature on the topic 'Thought and thinking'

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

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Journal articles on the topic "Thought and thinking"

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

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

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

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

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

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

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

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Kristeva, Julia, and Marc Trottier. "Thinking about literary thought." Sign Systems Studies 30, no. 2 (December 31, 2002): 406–17. http://dx.doi.org/10.12697/sss.2002.30.2.02.

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

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Abidin, Zainal. "REFLECTION OF MUTHAHHARI MURTADHA THOUGHTS: Methodology, Epistemology and Thought Agenda." HUNAFA: Jurnal Studia Islamika 16, no. 2 (December 24, 2019): 83–107. http://dx.doi.org/10.24239/jsi.v16i2.566.83-107.

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

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

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Thought-action fusion (TAF) is the phenomenon whereby one has difficulty separating cognitions, particularly those that are intrusive and disturbing, from their corresponding behaviors. Recent work has suggested that TAF is malleable and amenable to change. The current study examined the effects of three different psychoeducational interventions on thought-action fusion, anxiety, thought suppression, magical thinking, and responsibility cognitions. Assessments were conducted both immediately following the interventions and after a two-week period. Results indicated that individuals who received a cognitive-based intervention that targeted irrational thoughts had significantly lower TAF scores than individuals who received an intervention that discussed thoughts from a non-evaluative framework and individuals in the control group, both immediately following the intervention and at the two-week follow-up. As hypothesized, all groups experienced a significant decrease in anxiety between the post-intervention and follow-up assessments; however, there was a trend towards significance for those who were exposed to the cognitive-based intervention to experience a greater decrease in anxiety than those in the control group. The cognitive-based intervention group was the only group that did not experience a significant increase in thought-suppression from baseline to post-intervention, and was also the only group to experience an increase in both frequency of and belief in low-responsibility thoughts from baseline to follow-up. No significant group differences were found for the construct of magical thinking. Implications are discussed.
Ph.D.
Department of Psychology
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Martin, Gwen A. ""Thinking the truth"." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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

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

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Philosophical and physiological investigations define thought to be the result of thinking. psychological Inquiry has mainly focused on discovery of the mechanisms and topology of thought. Philosophical Inquiry either has explored the mind-body problem or has analyzed the linguistics of the expression of a thought. However, neither has Investigated adequately phenomenal characteristics of thought Itself, the Intermediary between the production and the expression of a thought. The use of thought to analyze phenomenal characteristics of thought engenders a paradox. If the expression of thought requires finite series of linked words with rules governing syntax, then analysis of both the thought and the expression of the thought must necessarily transcend the linguistic level. During the last century many examples of logical paradoxes In linguistics of thought have been given. The culminating difficulty of dealing with a finite structure, a characteristic of any language, Is Godel's Incompleteness Theorem, which says in essence that in order to render all decisions about a finite system requires the use of material outside the system. Thus, a potentially complete interpretation of thought must use some technique which is basically non-linguistic . Wittgenstein proposed such a method with his "Picture theory. " This technique solves the major paradoxical problem generated by investigation of a reflective system using the system itself , but leaves unsolved the question of ultimate resolution . Using pictorial models with examples to assist in understanding phenomenal characteristics of thought, this paper investigates basic units of thought, attempting to identify properties of a basic unit of thought and of the collection of thoughts for a person, and analyzes relationships and interactions between units of thought.
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Moir, Philip. "Training continuing educators for divergent thinking /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7698.

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

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

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This study had two objectives. The first objective was to investigate whether or not local and international school students in Hong Kong have different thinking styles. The second objective was to examine the predictive power of socialization variables for thinking styles among students in secondary schools. Three hundred and two students from three schools in Hong Kong responded to the Thinking Styles Inventory – Revised II based on Sternberg’s theory of mental style government, and a survey on two groups of socialization variables: student characteristic and school environment. The student characteristic variables included personological and situational variables, while the school environmental variables included in-class experience and assessment-related variables. Results indicated that there were statistically significant differences in thinking styles between local and international school students in Hong Kong. Results also indicated that the subgroup of in-class experience was the most powerful in predicting thinking styles at the international school, the subgroup of assessment-related variables was the most powerful in predicting thinking styles at the traditional local school, and the subgroup of personological characteristics was the most powerful in predicting thinking styles at the direct subsidy scheme local school. Implications of the findings are discussed for parents, teachers, school administrators and policy makers.
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Master of Education
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Farber, Kathleen S. "Thought and knowledge : a neurophysiological view /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541709041.

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

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

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Books on the topic "Thought and thinking"

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Kirby, Gary R. Thinking. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2002.

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Kirby, Gary R. Thinking. Englewood Cliffs, N.J: Prentice Hall, 1995.

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Kirby, Gary R. Thinking. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1999.

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

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

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

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

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

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

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

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Book chapters on the topic "Thought and thinking"

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Ryde, Robin. "Thinking on Autopilot." In Thought Leadership, 1–39. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206618_1.

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Cooper, Seiso Paul. "Thinking, not thinking, beyond thought." In Zen Insight, Psychoanalytic Action, 80–95. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429458606-7.

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Halpern, Diane F., and Dana S. Dunn. "Creative Thinking." In Thought and Knowledge, 319–49. 6th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-10.

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Halpern, Diane F., and Dana S. Dunn. "Critical Thinking." In Thought and Knowledge, 1–32. 6th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-1.

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Halpern, Diane F., and Dana S. Dunn. "Thinking Starts Here." In Thought and Knowledge, 33–68. 6th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-2.

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Karlsohn, Thomas. "Bildung, Emotion and Thought." In The Thinking University, 103–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77667-5_8.

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Georgalis, Nicholas. "Thinking Differently About Thought." In Perception, Cognition and Aesthetics, 170–86. 1 [edition]. | New York : Taylor & Francis, 2019. | Series: Routledge studies in contemporary philosophy ; 119: Routledge, 2019. http://dx.doi.org/10.4324/9780429462658-10.

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Bleeker, Maaike. "Thinking No-One’s Thought." In Dance Dramaturgy, 67–83. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137373229_4.

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Halpern, Diane F., and Dana S. Dunn. "Thinking as Hypothesis Testing." In Thought and Knowledge, 181–209. 6th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003025412-6.

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Butterworth, George. "Thought and things: Piaget's theory." In Thinking in Perspective, 65–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003349679-4.

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Conference papers on the topic "Thought and thinking"

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

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in Notes on the Synthesis of Form and A Pattern Language, the idea of “pattern languages” can be used to develop a curriculum that relies on math and computation to connect the visual and social systems at work in the design process. Design curricula can integrate computational thinking based on vector math, geometry, calculus, matrices, set theory, visual programming, and scripting to build students’ computational literacy through visual problem-solving. George Stiny’s “shape grammars” offer an intuitive analog method for introducing students to computational thinking through elements and rules in preparation for designing with digital tools. The further we distance ourselves from the fundamental operations of mathematics and computation, the more we risk becoming obsolete in the process. Computer programs can automate modeling, analyzing, programming, reviewing, and even designing buildings. For now, that places the architect in a narrow domain of design and visual aesthetics, which will quickly be subsumed by machine algorithms deployed by software companies. These machine constructions operate at the social/cultural scale, a place suited for the critical position and service of architects. The education of an architect should therefore provide students with critical knowledge and skills that position them to define the parameters of automation and challenge the computer programmers with radical ideas, communicated in a shared language of mathematics that is both visual and abstract.
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Ra, Seung. "Doing the Right Things." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335082.

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In John Tabita’s essay "Doing Things Right versus Doing the Right Things," he discusses two different approaches in the business management world: tactical thinking and strategic thinking. This opens up an interesting debate between creating the vision and implementing the vision. He offers a fair argument for both approaches. They are beneficial to tackling a problem and fundamental to success in business. Yet there is a critical tension between a tactical thinker who tends to "do things right" and a strategic thinker who is inclined to "do the right things." "If you do something 'right,' but it is the wrong thing to do, your efforts will be futile. Conversely, if you do the 'right thing,' but you do it wrong, you will also fail miserably" (Tabita 2011, n.p.). How can we apply this inquiry to architectural pedagogy? The current model of architectural program curricula is based on the tactical approach, predominantly skill-based design education. Therefore, the measure of success in architectural pedagogy of NAAB-accredited programs tends to be solutions for tackling a design problem. While the tactical thinking process is needed and essential, how can we implement the strategic thinking process into our current architecture curricula to promote the idea of "Doing the Right Things"? The research paper is rooted in an upper-division special topics course, Data-Driven Research Methods, and will showcase two projects. The first, Spatial Network Analysis for Oklahoma City Streetcar, is focused on the infrastructure of the streetcar and its effects on the urban environment. The second project, Interactive Podium, uses embedded computing technology to create a visual platform for interaction between users. By developing diverse perspectives of the research process, the architecture curricula can nurture an effective decision-making process and proactively seek the "right things."
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Criss, Shannon, and Nils Gore. "Igniting Community Through Engaged Teaching." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335071.

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Much of what we consider to be traditional teaching practices has been formed within the limits of a classroom setting, buried within a disciplinary focus. Yet our students face great societal, economic, and environmental challenges. We must ask what are we educating our students for? Do traditional models prepare our undergraduate and graduate students for a dynamic and changing world? Service-learning gets students involved in thinking in the context of real-world issues about how to address pressing community needs in partnership with community organizations. In this paper, community-engaged teaching and service-learning will be illuminated by highlighting four diverse pedagogical approaches. This paper will provide new considerations for how to integrate or advance service-learning through courses: (1) learn by designing and making; (2) learn by cross-disciplinary engagement; (3) learn by engaging in other fields and cultures; and (4) learn by serving in the pipeline.
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Kang, Lanbo. "Thinking on the thought-premise about information ethnics." In The 4th International Conference on the Foundations of Information Science. Basel, Switzerland: MDPI, 2010. http://dx.doi.org/10.3390/fis2010-00316.

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

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This paper acknowledges the extent to which the majority of people who work in the field of architecture are white, examines the way that whiteness in the prevailing charity-service model of community-engaged design undermines meaningful social justice design, calls for dismantling white cultural dominance in architectural education, and outlines a pedagogical method that has shown some promise in uncovering blind spots caused by dominant culture belonging that commonly prevents architects from understanding the experiences of others during design analysis, especially where asymmetrical privilege exists, such as in the field of community-engaged design. With roots in improvisational theater tactics and a thinking framework from speculative realism that helps undermine defaulting to traditional hierarchies, these oblique pedagogical strategies appear to expand student capacity for open inquiry and self-reflection, revealing previously invisible biases, and may point to more meaningful social justice design with community. The hope is that this is an entry to providing transformative education in undergraduate architecture studios that creates unfettered creative space for students of color and productively reveals bias to white students. The concern remains that the tactic persists in centering white feelings of comfort in a way that erases BIPOC distress in the studio. Early experiments with this pedagogical approach showed promise in a fifth-year undergraduate capstone studio at Jefferson University focused on how architects (a largely privileged population) can form alliances with communities experiencing gentrification (a largely marginalized population) and again in a -second-year undergraduate studio deployed within a design fundamentals curriculum at the University of Wisconsin–Milwaukee School of Architecture and Urban Planning.
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Peterson, Benjamin, and R. Kyle Warren. "Contested Territories: Evaluating the Limits and Liberties of Design (and Designers) in Public Space." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335073.

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Recent accounts in Boston highlight tensions among individuals experiencing homelessness, individuals seeking treatment for substance use disorder, service providers, advocates, residents, and business owners in geographies colloquially referred to as “Mass and Cass.” The dynamic frictions of lived experience unfold in public spaces entangled in a field of social, political, economic, and spatial conditions. The Boston Architectural College, mission-driven to “provide excellence in design education emerging from practice and accessible to diverse communities,” sits less than a mile from these geographies. A curriculum in applied learning, where practicing and learning occurs concurrently, distinguishes the BAC’s educational approach from co-op or externship models. Its educational agenda recognizes the vital dialogue between academia and practice and locates teaching and learning directly within these conduits. This research-driven project focuses on the spatial, sociocultural geographies of Mass and Cass and examines the pedagogies of community participation and engagement in design education. The project addresses the nature of interdisciplinary teaching and learning in design settings through examining modes of critical thinking, listening, reflection, and translation as integral to civic spatial practices. Using the tools of spatial designers and conceptual frameworks from other disciplines, students attempt to understand the agents, actors, and forces at play in the conditions of Mass and Cass. Through critical inquiry into the sociocultural contexts that characterize the spatial narratives of Mass and Cass, students (and city agencies as collaborators) seek to identify moments when design or designers have, may have, or could have intervened in these contested territories.
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Vallerand, Olivier. "Coalition Building and Discomfort as Pedagogical Strategies." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335079.

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Innovative design solutions come from inclusive and diverse design teams (Page 2008). In this paper, I reflect on how such insights can be used in developing pedagogical approaches that use coalition building, knowledge translation between disciplines, and pedagogies of discomfort to foreground implicit biases impacting architectural practice and education. Based on interviews with educators thinking about the built environment, as well as Kevin Kumashiro’s (2002) anti-oppressive education framework and Megan Boler’s (1999) notion of a pedagogy of discomfort, and building on examples from queer and feminist educators, I suggest in this paper that the disruptive use of feelings and emotions in architectural education can prepare students for more collaborative and inclusive practices. Such discussions allow students to understand the impact of biases but also to think about tools to acknowledge and challenge inequity in the design of the built environment and in the design professions themselves. Cross-disciplinary collaboration, at both the students and the educators level, can also create opportunities for coalition building, particularly in contexts where a limited number of faculty are explicitly discussing race, gender, disability, class, sexuality, or ethnicity in their teaching. Faculty members with diverse individual self-identifications can multiply their impact by working together to tackle the intersecting ways in which minoritized experiences are pushed aside in mainstream architecture discourses and education. They can also foreground their combined experiences as positive role models to create a constructive learning environment to address these issues, both within universities and directly in the community.
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Pannone, Michelle. "Agency in the Education of an Architect: Models of Engagement Toward Empowering Students." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335065.

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The disparity between education and practice continues to dominate academic discourse, but oftentimes forgotten is the impact that agency plays in architectural education and, in turn, a student’s presence and contributions within the future of the built environment. Integrating a haptic and tangible process with easily recognizable social implications alongside traditional didactic models in architectural education engenders a sense of empowerment and obligation to a larger social authority. How might agency drive the education of an architect? In addition to teaching technical skills, how might academia address the methods to develop students’ skill sets working with and through local and political actors? Implemented as an experimental design-build course, the intention is to enable students to apply their understanding of the design thinking process and knowledge of architectural principles in their community. The specific course that is the case study engages students across a variety of levels outside their comfort zone through collaborating with departments, administrators, and stakeholders to truly understand the inner workings of a project at the scale of a community. The outcomes, presented through a case study of an experimental course, further exemplify how architecture students employ the concepts of environmental psychology and participatory planning in action, within the context of a semester-long design-build, to create a more integrated user-driven approach to architectural education. Leveraging the next generation of thinkers by empowering them to apply their skills for the betterment of society is critical to the future. In cultivating experiences that empower students, it is imperative to recognize each student’s ability to impact the built environment, further establishing the basis of their responsibility as a designer through developing a sense of collective agency in their design education. Therefore, not only addressing but actively pursuing engagement in the context of their education transforms their academic experience from a passive learner to an active participant.
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Dubyoski, Jodi. "Putting Participation into Practice: Strategies for Evolving Architecture." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335072.

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For decades, schools of architecture have included hands-on education in their curricula in the form of design-build studios; often these studio experiences are guided by a social mission and employ participatory methods. In other cases, university community design centers provide opportunities for students to engage with community members on real-world projects. My own academic experience (which was far from unusual) involved the former, beginning with a summer studio focused on asset-based community development and participatory engagement framed within a design-build experience that launched me on a career-long path. Being confronted with a profession that conducts business as usual while academia is grooming a generation of socially responsible architects is jarring for new graduates . Today’s professionals approaching mid-career are unsatisfied with outdated business models that do not address contemporary concerns about social impact. Barriers to participatory engagement in practice include hourly billing that discourages clients from commissioning non-mandatory stakeholder engagement, as well as a culture of pro-bono work that ultimately accelerates burnout and devalues professional services. New ways of thinking require new ways of doing business. Today’s practitioners are seeking more sustainable methods of integrating the participatory strategies they employed in academia into contemporary practice. Drawing on extensive research conducted on the history of community design during my Master of Architecture, and using illustrations from my own path—from a student during the post-Katrina era to owning a community design practice—I propose strategies for challenging current models of practice. Specifically, I demonstrate how my current work with private landowners and nonprofit economic development groups incorporates participatory methods learned during my academic experience, borrowing from an interdisciplinary range of sources, including anthropology, sociology, and planning, as well as others who are disrupting the status quo of delivering creative services.
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Beach, David. "Developing Intent and Application Through Virtual Design-Build." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335066.

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The process of design-build links intention and application within a curriculum that is difficult to replicate in a traditional educational studio. While most effective in the analogue world, design-build can be simulated within a classroom by leveraging virtual reality as a curriculum connecting client, spatial immersion, precedent study, construction, fabrication, and a digital design toolset. This paper and presentation will outline a course curriculum for second-year design students at the Hammons School of Architecture that leverages the pedagogy of design-build within a virtual process. The project connects specific intent for our client by crafting spatial experiences for the CHIL (Children’s Hospital Innovation Lab) Zone, a pediatric care unit of Montefiore Medical Center in New York that brings technology to their patients. Leveraging tools like AR (alternate reality), VR (virtual reality), and 3D fabrication, patients in the CHIL Zone are moved virtually beyond the confines of rooms when their medical limitations often reduce their opportunities for exploration. Approaching the process in a parallel modality to a design-build curriculum, student application happens through the construction of virtual versions of a precedent design study, including site, phasing, construction methods, details, and basic communication of the spatial concepts for their clients (kids from twelve to eighteen in a pediatric care unit). The process happens within the immersive qualities of virtual reality, creating a narrative about the architectural design that each student must communicate. Each project is resolved by finalizing a VR “docummersion” film that includes the precedent study and specific spatial elements of their own design. This process is directly generating new understandings of the design-build process. It is developing considerations of architecture and design thinking, including spatial exploration as a form of rehabilitation and health care, architectural design intended solely for use in virtual reality, and the connection of virtual reality and cognitive spatial awareness for design education.
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Reports on the topic "Thought and thinking"

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Minson, Valrie, Laura I. Spears, Adrian Del Monte, Margaret Portillo, Jason Meneely, Sara Gonzalez, and Jean Bossart. Library Impact Research Report: Facilitating Innovative Research, Creative Thinking, and Problem Solving. Association of Research Libraries, September 2022. http://dx.doi.org/10.29242/report.uflorida2022.

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As part of ARL’s Research Library Impact Framework initiative, the Marston Science Library (MSL) of the University of Florida (UF) George A. Smathers Libraries partnered with the UF Department of Interior Design (IND) to explore how research libraries facilitate innovation, creativity, and problem-solving competencies among their patrons. The MSL-IND team explored a three-tiered hypothesis that included: (1) students’ use of library spaces can contribute to building knowledge and practical applications for library space renovations; (2) student perceptions of space desirability as measured by the Place-based Semantic Differential can be used to indicate gaps in the library space facilitation of creativity; and (3) the creative thought process requires spaces that are diverse, flexible, and under a certain amount of student control. The research team developed a mixed-method study that included a spatial analysis, a survey utilizing an adjective checklist, and several focus groups designed to validate the adjective checklist. The research team analysis of the resulting data identified recommendations related to creating a sense of place, solving for the group by addressing the individual, offering a palette of posture, increasing biophilia, and offering choice and control.
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zhang, Ziyu, Yingqiao Wang, Ziyun Jiang, Yuan Tang, Luyao Liu, and Xun Li. Thought Imprint Psychotherapy in a lowed resistance state(TIP) for Depression: A Systematic Review Based on RCT. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0076.

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Review question / Objective: The aim of this systematic review is to evaluate the effectiveness and safety of Thought Imprint Psychotherapy in a lowed resistance state(TIP) for depression. Condition being studied: Depression is a kind of mental disease which is characterized by low mood and loss of interesting in daily life, accompanied by disturbance of appetite, sleep disturbance, psychomotor, retardation or agitation, loss of energy, feeling of worthlessness and guilt, difficulty in thinking and even recurrent thought of death or suicide. According to WHO, more than 320 million people are suffering from depression, which had caused great financial burden. It affects all kinds of people and all aspects of life, including performance at school, productivity at work, relationships with family and friends, and ability to participate in the community.
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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.
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Webb, Philip, and Sarah Fletcher. Unsettled Issues on Human-Robot Collaboration and Automation in Aerospace Manufacturing. SAE International, November 2020. http://dx.doi.org/10.4271/epr2020024.

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This SAE EDGE™ Research Report builds a comprehensive picture of the current state-of-the-art of human-robot applications, identifying key issues to unlock the technology’s potential. It brings together views of recognized thought leaders to understand and deconstruct the myths and realities of human- robot collaboration, and how it could eventually have the impact envisaged by many. Current thinking suggests that the emerging technology of human-robot collaboration provides an ideal solution, combining the flexibility and skill of human operators with the precision, repeatability, and reliability of robots. Yet, the topic tends to generate intense reactions ranging from a “brave new future” for aircraft manufacturing and assembly, to workers living in fear of a robot invasion and lost jobs. It is widely acknowledged that the application of robotics and automation in aerospace manufacturing is significantly lower than might be expected. Reasons include product variability, size, design philosophy, and relatively low volumes. Also, the occasional reticence due to a history of past false starts plays a role too. Unsettled Issues on Human-Robot Collaboration and Automation in Aerospace Manufacturing goes deep into the core questions that really matter so the necessary step changes can move the industry forward.
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Quick, Stephen A. Self Evaluation of OVE's Work: 2001-2010. Inter-American Development Bank, April 2011. http://dx.doi.org/10.18235/0010551.

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This self evaluation has been prepared by the Office of Evaluation and Oversight (OVE) in response to a request from Executive Directors to support the work of the Independent Review Panel (IRP), which has been tasked with undertaking an external, independent review of the evaluation function at the Inter-American Development Bank (IDB). Over the 10 years of its existence, OVE has produced a substantial volume of evaluation work, including 47 country program evaluations, 98 other documents in the "RE" series that are sent to the Board for consideration, 27 evaluation reports for the MIF, IIC and Japan Special Fund, and 65 technical reports and working papers. OVE has established formal procedures for the quality control of its evaluations, relying on both internal and external peer reviews of documents sent to the Board. The quality of data available varies across the range of evaluation studies, and some are able to mobilize better empirical information than others. Comments on the quality of OVE documents recorded in the minutes of Board discussions are overwhelmingly favorable. Across a broad range of issues, OVE has issued reports that challenge the empirical basis of prevailing claims regarding the relevance, efficiency, effectiveness, impact, and sustainability of Bank interventions in the region. These challenges have sometimes provoked controversy, but on the whole, it is OVE's view that these controversies have been helpful to the institution in deepening thought and opening up new possibilities. In thinking about the future of the evaluation function at the IDB, this self evaluation highlights the role that an independent, empirically focused, challenging OVE can play in opening up possibilities for institutional change and improvement. While there are clear opportunities for improvement in the work of the Office, (including improved outreach, more explicit and actionable recommendations, explicit and measurable quality standards for evaluation work) it's essential institutional role of challenging complacency deserves to be preserved.
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Leslie, Jean. Pandemic paradoxes and how they affect your workers. Center for Creative Leadership, October 2021. http://dx.doi.org/10.35613/ccl.2021.2046.

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

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This essay uses the context of the Inter-American Development Bank's (IDB) tripartite collaboration meetings between the Caribbean's civil society groups, governments and international development partners (IDPs) to discuss the role of public scholarship in a country's pursuit of modern development. We define public scholarship as collaborative knowledge-making with, for and about various publics and communities. It derives its importance from the appreciation that meeting the challenges of modern national development requires holistic, comprehensive and synergistic collaboration between differently-experienced and endowed stakeholders, and between formal disciplines and experiential knowledge and knowledge-makers. Its utilization encourages modern development thinking to reach beyond the wisdom of conventional thoughts and approaches, and to become grounded in societal issues such as justice, equity, democratic inclusiveness and community empowerment. This approach and framework are necessary if the aspirational goals of various publics and communities are to meaningfully influence national development in the face of internal dislocations resulting from the pressures of globalization, rapid technological change and demands for sustained improvements in citizens' well-being.
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Wilkinson, Annie, Hayley MacGregor, Ian Scoones, Megan Schmidt-Sane, Melissa Leach, Peter Taylor, Santiago Ripoll, Shandana Khan Mohmand, Syed Abbas, and Tabitha Hrynick. Pandemic Preparedness for the Real World: Why We Must Invest in Equitable, Ethical and Effective Approaches to Help Prepare for the Next Pandemic. Institute of Development Studies, March 2023. http://dx.doi.org/10.19088/cc.2023.002.

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The cost of the Covid-19 pandemic remains unknown. Lives directly lost to the disease continue to mount, while related health, livelihood and wellbeing impacts are still being felt, and the wider ramifications across society, politics and the economy are yet to fully materialise. What is known about these costs though, is that they have been unequally distributed both within and between countries. Preparedness plans proved inadequate in many settings – especially when it came to protecting those most vulnerable, including those marginalised by geography, poverty, or exclusion along the lines of religion, ethnicity or gender. The top-down, surge-style, biomedically dominated and technologically driven preparedness approach that has dominated global health thinking and which was propelled into action with Covid-19 was found wanting not only on the grounds of effectiveness, but also of social justice. This presents both a challenge and an opportunity for a convergence of the preparedness and development agendas. Drawing on a growing body of social science evidence, this report contends that securing health in the face of today’s uncertain disease threats in often unpredictable settings means making social, economic and political priorities as core to the preparedness agenda as biological and technological ones. We present here a framework for a vision of pandemic preparedness for the real world – one that accepts that context is paramount, embraces inclusivity and justice, shifts power centres and rejects simplistic, one-size-fits-all solutions.
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The underserved middle: defining excluded enterprises in agricultural value chains. Commercial Agriculture for Smallholders and Agribusiness (CASA), 2020. http://dx.doi.org/10.1079/20240191181.

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This brief is intended to establish the concept and quantify the size of the "underserved middle" in the agricultural value chains of sub-Saharan Africa, Latin America and Asia; this is the sector underserved by financial, policy and market-making institutions. The aim is to build on existing concepts and published information to provide clarity to the investor community and their financing partners on the definition and size of the underserved middle, as well as on existing opportunities for investment, as identified by the Commercial Agriculture for Smallholders and Agribusiness (CASA) programme. The underserved middle represents a diverse range of small and medium-sized enterprises (SMEs) at all stages of the value chain - though predominantly downstream of production - characterized as being unable to exploit the potential to scale up that exists in the market due to their effective exclusion from normal market-supporting policies, financing and institutions. This exclusion is largely due to the size of the enterprises: they are typically larger than micro enterprises, which can self-finance and operate successfully within their local social, political and economic ecosystem, but are smaller than large companies, which are attractive to external financiers and have the capacity to engage with and influence decision makers and institutions. Although figures are not available for the number of agricultural SMEs or their specific financing needs, very rough estimates of the financing gap range from $170 billion annually for all smallholder financing needs in sub-Saharan Africa, Latin America and Asia to $100 billion for agricultural SMEs in sub-Saharan Africa alone. More recent thinking is currently being done by Reardon and Jayne, and by institutions such as the World Bank on the complexity of the underserved middle, particularly in terms of access to finance, institutions and policymakers. Whilst formal financing remains difficult to obtain and is expensive, informal sources are likely to be more important than previously thought. Both the demand and supply of formal and informal financing vary considerably by type of enterprise and funding need. However, investors and other stakeholders also need to consider how changes to policy, regulation and infrastructure will unshackle excluded SMEs and release their ability to scale themselves up.
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Developments in Eating Disorders Research. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13456.

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