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Volume 6, Issue 1 2009 Article 36 Journal of Homeland Security and Emergency Management Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses Linda Kiltz, Texas A&M University - Corpus Christi Recommended Citation: Kiltz, Linda (2009) "Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses," Journal of Homeland Security and Emergency Management: Vol. 6: Iss. 1, Article 36. DOI: 10.2202/1547-7355.1558 Developing Critical Thinking Skills in Homeland Security and Emergency Management Courses

Volume 8, Issue 2 2011 Article 4 Journal of Homeland Security and Emergency Management FUTURE OF HOMELAND SECURITY AND EMERGENCY MANAGEMENT EDUCATION An Exploratory Research Design Further Demonstrating the Need for the Integration of Critical Thinking Skill Curricula in Homeland Security and Emergency Management Higher Education Academic Programs Matthew L. Collins, Walden University Stacy L. Peerbolte, Federal Emergency Management Agency Recommended Citation: Collins, Matthew L. and Peerbolte, Stacy L. (2011) "An Exploratory Research Design Further

Abstract

In 2011, the course Introductory Project in Electrical Engineering took place for the first time at the Department of Electrical Engineering of the Technion – Israel Institute of Technology. The course was devised to expose sophomore students to the discipline of electrical engineering and improve their systems thinking skills. The core of the course was a design project of a window cleaning robot. This task was carried out by teams of five students, with personal instruction by a mentor, a senior engineer in the Department. The present research, which used quantitative tools alongside qualitative ones, indicates significant improvement in systems thinking skills of students who took the course.

Getting to higher ground: The development of thinking skills for Spanish-speaking students Jose Salvador Hernandez Introduction The development of thinking skills for Spanish-speaking students has not been a part of their educational experience. Rather, the educa- tional history of these students has been overwhelmingly concerned with the remediation of problems and deficits that these students supposedly bring to school. This kind of perspective seriously under- estimates the intellectual and academic potential of these students. In response to this view an

1 Introduction With the rapid progression of globalization and internationalization, university graduates who are proficient in English and can operate globally are urgently needed in Japan. In order to cultivate such “global human resources,” the Japanese government has developed and implemented policies and action plans over the past decade. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) promotes educational reforms aiming to help students become successful world citizens and develop critical thinking skills ( MEXT 2008 ). Generally

“epistemic” – which above all medi- ate between student experience and pure abstraction, and invite students to think with and about tools and texts rather than blindly apply models. The rela- tionship of the tool with literary theory and the appropriate age for learning such a tool are also discussed. Keywords: modality; literary semantics; secondary education; thinking tool, thinking skill; literary and cultural analysis Daniel Candel: Universidad de Alcalá de Henares. E-mail: daniel.candel@uah.es This article presents a tool of fictional analysis for secondary

References 1. Zuckerman, M. Study reorganization and changes in learning emphases: requisitioned survey as background material for the work of the specialists committee on the subject of “pioneer research: suggestion for reorganized learning” , 2012, retrieved on 18.05.2019 from http://education.academy.ac.il 2. Brookhart, S. M. How to assess higher order thinking skills in your classroom ; ASCD; Alexandria, VA, 2010, pp 1-38. 3. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D.R. Taxonomy of educational objectives: The

, D. C.: Association for the Study of Higher Education. Laoriandee, W. (2010). Patterns and strategies for learning management to develop thinking skills. 5 th Edition. Bangkok: Silpakorn University. McDade, S.A. (1995). Case Study Pedagogy to Advance Critical Thinking. Teaching of Psychology, 22 (1), 9–10. McDonald, N.C. (1993). A Critical Thinking/Learning Model for Education Adults. Proceedings International Conference of the International Council for Innovation in Higher Education. Phoenix. Arizona U.S.A. 10(2): 111-118. Ministry of Education. (2014

1 Introduction With an increasing awareness of the importance of critical thinking skills development in higher education, much research has been done to foster learners’ critical thinking skills in the classroom. Such a trend has certainly been reflected in the area of second language teaching in universities, where many researchers have shifted their attention from the traditional focus on language forms to the development of students’ critical thinking skills ( Adam & Mason, 2014 ; McKinley, 2013 ). However, despite little argument among theorists and

foundation. Interactive television, internet education components, local clinical experiences, and distant nursing faculty liaisons were used. The nursing course sequence was completed by 101 of 102 students. Hall’s Professionalism Scale, the California Critical Thinking Disposition Inventory, and the California Critical Thinking Skills Test measured the increases found in professional socialization and critical thinking. Use of the adapted theoretical framework represented a strategic approach to developing a distance delivered nursing education program. KEYWORDS