This book provides an excellent illustration of the need of critical thinking skills in the evaluation, creation, validation, and presentation of reasoning processes in education. Readers are also able to observe the variations in teaching methods because critical thinking skills are being practiced in the educational system in various Asian nations. This book provides an overview of studies the author conducted to advance knowledge and is appropriate for reference-related critical thinking. Each chapter’s themes are explained in simple terms, so the reader won’t have any trouble comprehending them. Additionally, it instructs educators to consider two things: the way that students are currently behaving in the classroom and any potential talents they may have. In fact, this book may also serve as a vital source of information for scholars studying the value of critical thinking abilities in the educational setting as well as students, lecturers, and teachers in schools, colleges, and further education institutions

High Impact Educational Practices (HIEPs) have been extensively tested as compelling pedagogies for university students from an array of backgrounds, especially for the underprepared, and those with limited opportunity for high-impact learning experiences. This handbook is written with our firm belief that while higher education practitioners around the world are focused on improving student outcomes, not many have access to a better understanding of the conceptual foundations, empirical research and best practices in student engagement and high impact educational pedagogies. In this book, we unpack the essential conceptual constructs around the notions of student engagement to encourage readers to purposefully add HIEPs to their pedagogical repertoire and engage in Scholarship of Teaching and Learning (SoTL) practices.

This monograph discusses the importance of lifelong learning in developing knowledge workers and human capital. Facets of lifelong learning, knowledge workers and human capital are highlighted to provide basic understanding to all readers. The facets of lifelong learning include accessibility to learning, investment for learning, methods and contents of learning, values of learning, direction and guidance in learning and learning opportunities closer to home. Meanwhile, the facets of knowledge worker are problem solving, using intellectual skills, requiring a high level of autonomy, emphasizing on quality of judgment, using unique processes, possessing un-codified knowledge, sourcing between his ears and using knowledge and information to add to deeper knowledge and information. There are several individuals whom we would like to thank for their contributions to this monograph. This monograph has benefited greatly from the inputs, comments and expertise as well as working experience of all contributors. We also would like to thank the School of Business Management, the College of Business, Universiti Utara Malaysia, the Research Innovation and Management Center (RIMC) of Universiti Utara Malaysia and the top leaders of the University for their encouragement and support. Those who have contributed directly or indirectly toward the publication of this monograph also deserve our appreciation.

Social Return on Investment (SROI): The Agenda for Sustainable Development is a spellbinding blend of academics and general knowledge, exploring themes of social responsibility and its relation with Sustainable Development Goals (SDG). With each page, readers will be drawn deeper into a world of social responsibility, humanity and mankind. As readers turn the pages, they embark on a journey into a world where these themes are not merely abstract concepts but living, breathing elements of the narrative. This book consists of seven chapters. This book is targeted at three groups of readers. First, this book will benefit the academia of various academic backgrounds, particularly the humanities, accounting, finance, education and entrepreneurship as it has been written with this particular audience in mind throughout. The second group are readers from the industry and government agencies and the third group of readers comprise the general public, including students. This book will help them gain a better understanding of SROI and SDGs, and will create awareness among the public on the importance of safeguarding people, the planet, prosperity, peace, and partnership in sustaining the global ecosystem.

Human-Machine Shared Contexts considers the foundations, metrics, and applications of human-machine systems. Editors and authors debate whether machines, humans, and systems should speak only to each other, only to humans, or to both and how. The book establishes the meaning and operation of "shared contexts between humans and machines; it also explores how human-machine systems affect targeted audiences (researchers, machines, robots, users) and society, as well as future ecosystems composed of humans and machines. This book explores how user interventions may improve the context for autonomous machines operating in unfamiliar environments or when experiencing unanticipated events; how autonomous machines can be taught to explain contexts by reasoning, inferences, or causality, and decisions to humans relying on intuition; and for mutual context, how these machines may interdependently affect human awareness, teams and society, and how these "machines" may be affected in turn. In short, can context be mutually constructed and shared between machines and humans? The editors are interested in whether shared context follows when machines begin to think, or, like humans, develop subjective states that allow them to monitor and report on their interpretations of reality, forcing scientists to rethink the general model of human social behavior. If dependence on machine learning continues or grows, the public will also be interested in what happens to context shared by users, teams of humans and machines, or society when these machines malfunction. As scientists and engineers "think through this change in human terms," the ultimate goal is for AI to advance the performance of autonomous machines and teams of humans and machines for the betterment of society wherever these machines interact with humans or other machines. This book will be essential reading for professional, industrial, and military computer scientists and engineers; machine learning (ML) and artificial intelligence (AI) scientists and engineers, especially those engaged in research on autonomy, computational context, and human-machine shared contexts; advanced robotics scientists and engineers; scientists working with or interested in data issues for autonomous systems such as with the use of scarce data for training and operations with and without user interventions; social psychologists, scientists and physical research scientists pursuing models of shared context; modelers of the internet of things (IOT); systems of systems scientists and engineers and economists; scientists and engineers working with agent-based models (ABMs); policy specialists concerned with the impact of AI and ML on society and civilization; network scientists and engineers; applied mathematicians (e.g., holon theory, information theory); computational linguists; and blockchain scientists and engineers. - Discusses the foundations, metrics, and applications of human-machine systems - Considers advances and challenges in the performance of autonomous machines and teams of humans - Debates theoretical human-machine ecosystem models and what happens when machines malfunction

Teaching Critical Thinking in Psychology features currentscholarship on effectively teaching critical thinking skills at alllevels of psychology. Offers novel, nontraditional approaches to teaching criticalthinking, including strategies, tactics, diversity issues, servicelearning, and the use of case studies Provides new course delivery formats by which faculty cancreate online course materials to foster critical thinking within adiverse student audience Places specific emphasis on how to both teach and assesscritical thinking in the classroom, as well as issues of widerprogram assessment Discusses ways to use critical thinking in courses ranging fromintroductory level to upper-level, including statistics andresearch methods courses, cognitive psychology, and capstoneofferings

This concise, yet comprehensive reference provides nurses with a resource for their role in the preceptorship experience, whether they are the preceptors, preceptees, teachers of the educational programs, or administrators of the practice agencies. The book discusses the different dimensions of preceptorship as well as addresses directly the teaching-learning climate, goals and objectives of preceptorship, and the nature of the teaching-learning experience. Other areas covered are a look at the student as a learner and the all-important area of communication. A final bonus chapter offers useful suggestions on the setting up or instituting of a preceptorship program.