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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Empowering Your Staff To Solve Problems: Evidence-Based Training For Strategic Thinking, Rebecca B. French, Jennifer A. Keach
Empowering Your Staff To Solve Problems: Evidence-Based Training For Strategic Thinking, Rebecca B. French, Jennifer A. Keach
Libraries
Are you teaching procedures or are you teaching problem solving? Discover an approach to help develop your staff’s strategic thinking skills to meet the needs of the 21st-century library workplace. Explore how to apply learning theory and walk away with actionable steps for training independent problem solving.
Puzzles, Problems And Provention: Burton And Beyond, Terry Beitzel
Puzzles, Problems And Provention: Burton And Beyond, Terry Beitzel
International Journal of Peace Studies
The following provides a brief overview of one of the founders of conflict studies, John Burton, and his Basic Human Needs theory. Since Burton is seldomly cited in contemporary scholarship1 the following relies heavily on the reflections of David Dunn, published in 2004 and on a collection of writings written by Burton’s colleagues in 1990. While a set of questions remain incredibly important — are needs universal, how do they differ from interests and desires, do they exist in a hierarchy of importance, and, what is the relation between needs and culture? — the following concentrates primarily on two features …
To Move Or Not To Move: The Impact Of Instruction On Planning And The Role Of Inhibitory Control, Sarah Anne Marrs
To Move Or Not To Move: The Impact Of Instruction On Planning And The Role Of Inhibitory Control, Sarah Anne Marrs
Masters Theses, 2010-2019
The purpose of this study was to investigate the impact of instructing 7- and 8-year old children to plan their moves prior to beginning Tower of London (TOL) problems and the degree to which inhibitory control ability was related to performance on the TOL. Half of the sample received explicit instructions to plan their moves while half of the sample did not. The results indicate that the two groups of children do not differ significantly in their TOL performance. Thus, prompting children to use more efficient problem solving strategies may not result in improved problem solving ability. Contrary to previous …