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David McGavock

Jazz and Fundamentals, Part 3: Improvisation - 1 views

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    "Fundamentals are not "because I said so" facts and figures; they're the tools, the equipment, we need to get to the real stuff, the critical thinking and the creativity in any endeavor. When you hear a jazz musician riffing at a million miles an hour, he is absolutely improvising; he is not winging it. He's giving his brain the freedom to be brave, to explore, unencumbered by the burden of needing to actively cogitate on those fundamentals. He knows his art so thoroughly that he has the discipline to toe the line, the freedom to confidently act outside preconceived parameters, and-most importantly-the wisdom to know when to do one or the other."
David McGavock

The Partnership for 21st Century Skills - Information Literacy - 2 views

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    "Information Literacy Print Access and Evaluate Information * Access information efficiently (time) and effectively (sources) * Evaluate information critically and competently Use and Manage Information * Use information accurately and creatively for the issue or problem at hand * Manage the flow of information from a wide variety of sources * Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information"
David McGavock

epfr515 - 0 views

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    "Effective Reading Comprehension Strategies Introduction Reading comprehension is fundamental to ultimate educational success. Yet elementary students struggle with it on a daily basis. In order for students to comprehend their reading materials, it is helpful to explicitly teach comprehension strategies. (Check out this list!) I will be looking at three aspects of human cognition to be of assistance in this task: metacognition, working memory, and activating prior semantic knowledge. As an educator, it is important that I help my students reach as much of their potential as I can. Testing different strategies on my students can help me, but even more importantly, can help my students identify the best ones for each of them."
David McGavock

The 9-to-5 doesn't always make sense. How I work: Discipline. Differences. Structures. ... - 1 views

  • In all of this, creative and intellectual pursuits require exceptional discipline, or else these individuals can become swallowed by the banal of chasing information and products that yield no results.
  • In any given day, I probably only have 5 hours of ‘great’ work time, time when I’m focused on writing and complex problem solving; I regard these hours as fundamentally precious and push everything to the wayside during these times.
  • I am a fastidious multi-tasker; in that I do many tasks throughout the day and let some percolate in the back of my mind while focusing most of my energy on the job at present.
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  • Throughout it all, I set targets and goals and deadlines, knowing the importance of self-discipline above all else–and in the mornings, I write out fresh post-it notes with clear, tangible goals and deadlines.
  • it’s like morning, when I get back from a walk, and I’m ready.
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    A few months ago, I tried to explain to my Granpda why my style of working worked for me, and what it was that I was doing differently than his generation-for better or for worse. I've decided to revisit and revise the essay, here. Let me know what you think-and what style of working has worked for you: how do you work best? Do you think the structure of 9 to 5 is antiquated? Where did the 9-to-5 system come from? How is it helpful, and how is it a hindrance? More importantly, how can we make it better?
David McGavock

Western News - Study calls critical thinking into question - 0 views

  • whether student apathy is to blame or if the study reflects a fundamental failing in the post-secondary education system.
    • David McGavock
       
      Perinnial question. Is it the students "fault" or the "institution"?
  • Doerksen
  • “opportunities are there for students who are willing to learn and develop academically. The environment is very rich on university campuses.”
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  • Mark Blagrave
  • students have the right level of motivation
  • places more responsibility on educators to encourage comprehensive learning in the university community.
  • “It’s up to us to make sure we spark that intellectual curiosity and are able to meet today’s students on today’s terms.” 
  • “We’ve gone a long while knowing that (critical thinking) is part of what we teach, but we’re not necessarily articulating or reminding students that it’s happening.” 
  • define critical and creative skills and look at the tools that we have to encourage them, as well as the constraints we face.”
  • When asked if he thought Arum’s study would have similar results if conducted in Canada, Doerksen says he would be extremely surprised. “If a student wants to learn, there is an appropriate environment for that here.”
    • David McGavock
       
      Go to Canada?
  • 45 per cent of students made no significant improvement in critical thinking, reasoning or writing skills during the first two years, and 36 per cent showed no improvement after four years of schooling.
David McGavock

The New Toolkit | the human network - 3 views

  • Everyone is directly connected, as in the tribe, but in unknowably vast numbers, as in the city.
  • there are roughly 5.4 billion directly addressable individuals on the planet, individuals who can be reached with the correct series of numbers.
  • 5,400,000,000 / 6,900,000,000 or 0.7826
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  • deeper into the 21st century, this figure will approach 1.0:
  • This type of connectivity is not simply unprecedented, nor just a unique feature in human history, this is the kind of qualitative change that leads to a fundamental reorganization in human culture. 
  • can be termed hyperconnectivity, because it represents the absolute amplification of all the pre-extant characteristics in human communication, extending them to ubiquity and speed-of-light instantaneity.
  • II: Hyperdistribution What happens after we are all connected?
  • Language is a distribution medium, a mechanism to replicate the experience of one person throughout a community.
  • any culture which develops effective new mechanisms for knowledge sharing will have greater selection fitness than others that do not, forcing those relatively less fit cultures to either adopt the innovation, in order to preserve themselves, or find themselves pushed to the extreme margins of human existence.
  • Where humans are hyperconnected via mobile, a recapitulation of primate ‘grooming behaviors’ appears almost immediately. 
  • The human instinct is to share that which piques our interest with those to whom we are connected, to reinforce our relations, and to increase our credibility within our networks of relations, both recapitulations of the dual nature of the original human behaviors of sharing.
  • III: Hyperintelligence
  • Those who possess knowledge also hold power.  The desire to conserve that power led the guilds to become increasingly zealous in the defense of their knowledge domains, their ‘secrets of the craft’.
  • The advent of Gutenberg’s moveable-type printing press made it effectively impossible to keep secrets in perpetuity.
  • he professions of medicine, law, engineering, architecture, etc., emerged from this transition from the guilds into modernity.  These professional associations exist for one reason: they assign place, either within the boundaries of the organization, or outside of it.  An unlicensed doctor, a lawyer who has not ‘passed the bar’, an uncredentialed architect all represent modern instances of violations of ritual structures that have been with us for at least fifty thousand years.
  • Hyperconnectivity does not acknowledge the presence of these ritual structures;
  • There is neither inside nor outside.  The entire space of human connection collapses to a point, as everyone connects directly to everyone else, without mediation.
  • Both Kenyan farmers and Kerala fishermen9 quickly became irrevocable devotees of the mobile handset that provided them accurate and timely information about competing market prices for their goods.
  • Once hyperdistribution acquires a focal point, and becomes synonymous with a knowledge domain, it crosses over into hyperintelligence: the dedicated, hyperconnected hyperdistribution of domain-specific knowledge.
  • IV: Hyperempowerment A group of hyperconnected individuals choosing to hyperdistribute their knowledge around an identified domain can engender hyperintelligence. 
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    The Age of Connection now takes its place alongside these earlier epochs in humanity's story. We are being retribalized, in the midst of rising urbanization. The dynamic individuality of the city confronts the static conformity of the tribe. This basic tension forms the fuel of 21st century culture, and will continue to generate both heat and light for at least the next generation. Human behavior, human beliefs and human relations are all reorganizing themselves around connectivity. It is here, therefore, that we must begin our analysis of the toolkit.
David McGavock

Can neuroscience inform management accountants? | CIMA Financial Management Magazine - 1 views

  • In business we regularly have to consider what level of risk is acceptable to the organisation. Management control systems typically assume that people adhere to some rational decision rules and are able to estimate the probabilities and values of future outcomes.
  • Pre-neuro behavioural studies have shown that this is most often not the case. Moreover, the way in which alternatives to a decision are presented to people affects their opinion about them and their choice between them.
  • Behavioural economics shows that if alternatives are framed as gains, decision-makers usually opt for safer options, thereby exhibiting risk-averse behaviour, but they reverse their choice when alternatives are framed as losses.
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  • Management accountants need to consider what kind of presentation of information may reduce hidden fear and anxiety.
  • Management accountants need to provide management with overviews of the inter-temporal consequences of managerial decisions
  • People simply have such a strong preference for sooner rather than later (positive) outcomes that it appears to be hard to change that.
  • people barely make a difference between two outcomes that lie in the distant future.
  • Neuroscientific research may provide a starting point in the analysis and solution of this problem, as its results suggest that humans’ preference for short-term outcomes is the consequence of the emotional system’s strong response to immediate, rather than to delayed, rewards.
  • When applying neuroscientific methods for fundamental or applied research, management accountants have to deal with at least four challenges.
  • First, neuroscience requires a mastery of observation techniques that are not the normal repertoire of social researchers
  • Second, given the technological complexities of neuroscientific research, it is crucial to develop cooperation in multidisciplinary teams consisting of neurologists, economists and psychologists, as well as management accountants.
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    A new pilot study has been looking at how neuroscience can be used to understand how business decisions are arrived at, and the role it can play in management accountancy by evaluating the decision-making process and the role that emotional responses play their part in this
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