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Communication
Published in Rhona Flin, Paul O’Connor, Margaret Crichton, Safety at the Sharp End, 2008
Rhona Flin, Paul O’Connor, Margaret Crichton
More recent studies in other domains, such as healthcare, have shown that status differences in groups affect communication behaviours, such as speaking up or challenging another’s behaviour (Edmondson, 2003; Reader et al., in press). Assertiveness can be understood as a disposition situated between one that is too passive and one that is too aggressive: Passive – failing to stand up for yourself, or standing up for yourself in such a way that others can easily disregard your words or actions. This communication mode typically involves a failure to honestly express feelings, which may be with the purpose of avoiding conflict. A passive mode can be appropriate when the issues being discussed are minor.Assertive – standing up for yourself in such a way as not to disregard the other person’s opinion. This communication mode respects the boundaries of all parties, results in fewer emotional outbursts, but takes practice. Assertiveness requires persistence, objectivity and validation, to stay focused on the issue and avoid becoming defensive or emotional. Assertiveness may also involve inquiry and advocacy. Inquiry is defined as asking questions to acquire additional information. This requires the communicators to be able to ask questions to acquire additional information that may be required to establish a position or to resolve a question. Advocacy is defined as the assertiveness of the individual in stating and defending a position.Aggressive – standing up for yourself, but in such a way as to disregard the other person’s opinion. Aggressive behaviour is demonstrated by the use of verbal and non-verbal cues, such as defensive, superior statements, insincere or overblown descriptions of importance and a dominating posture. However, more aggressive behaviour may be required in a time-pressured situation, such as an emergency.
Statistical engineering – Part 2: Future
Published in Quality Engineering, 2022
Christine M. Anderson-Cook, Lu Lu, William Brenneman, Jeroen De Mast, Frederick Faltin, Laura Freeman, William Guthrie, Roger Hoerl, Willis Jensen, Allison Jones-Farmer, Dennis Leber, Angela Patterson, Marcus Perry, Stefan H. Steiner, Nathaniel T. Stevens
In Q2 of Part 1, we talked about academic statistics being preoccupied with applications in science, and their underappreciation for statistics applications in business and industry. A second challenge is that problem solving is not recognized as a proper subject of study by statistics journals, and editors are often uncertain on how to assess contributions studying statistics in the context of problem solving rather than in the context of scientific inquiry. For the time being, an escape for academics pursuing a career in SE is offered by journals in the fields of management science, OR, and industrial engineering. Journals, such as Omega, European Journal of Operational Research, the Decision Sciences Journal, and the Int. Journal of Production Economics are well respected and have high impact (thus satisfying criterion 1), while at the same time recognizing problem solving as a proper subject of study and welcoming applications of statistics and analytics in business and industry.
Fostering collateral creativity through teaching school mathematics with technology: what do teachers need to know?
Published in International Journal of Mathematical Education in Science and Technology, 2022
When is experience educative? An answer to this question was given by John Dewey, one of the most influential reformers of education in North America, who argued that experience is educative only when it leads to one’s intellectual growth (Dewey, 1938). This argument requires certain educational conditions in order to structure one’s experience. One of such conditions is the pedagogy of reflective inquiry – a problem-solving method which integrates knowing and doing (Dewey, 1933). That is, knowledge stems from experience and develops in the course of appropriately designed educational activities which foster reflection. Often, especially in mathematics, reflection includes reorganization and reconstruction of the previous experience which then becomes a basis for the development of new knowledge. This kind of reflection was referred by Piaget (1973) as reflective abstraction and was directly connected to mathematics seeing the subject matter as ‘a model of creativity’ (Piaget, 1981, p. 227). In the age of technology,1 a search for a didactic approach to the development of one’s intellectual growth in mathematics through the appropriate use of their diverse learning experience is particularly important in the context of teaching all students to be creative. Including every student in the realm of creativity is not a pretentious statement; rather, it is the main focus of the paper.
STEM Integration through shared practices: examining secondary science and engineering technology students’ concurrent think-aloud protocols
Published in Journal of Engineering Design, 2022
Inquiry-based learning engages students in an authentic situated scientific problem-solving process. While engaging in inquiry-based learning, students experience inquiry phases, which include Orientation, Conceptualisation, Investigation, Conclusion, and Discussion (Pedaste et al. 2015). In their article, A Conceptual Framework for Integrated STEM Education, Kelley and Knowles (2016) advocated inquiry-based learning that is situated in an authentic context. Often when learning is grounded within a situated context, learning is authentic and, therefore representative of an experience found in actual STEM practice. When considering integrating STEM content, engineering design can become the situated context and the platform for STEM learning. (Kelley and Knowles 2016, 4)