Here, at Tennessee Bun Co., we were approached by a customer who was looking for a supplier of buns, which sounds easy enough, because after all, we produce buns.

Event Begins: Thursday, November 14, 2024 6:00pm
Location: Study Center
Organized By: Maize Pages Student Organizations

Hi all,We are excited to invite you to Ratio Christi Meeting this Thursday 11/14 from 6-7 pm! The question for this week is: "How do Christianity and Buddhism  differ?" Our meeting will be held at the Study Center at 611 1/2 E. William St. Ann Arbor. This is a safe space for inquiring about religion and faith. Your perspectives are valued in fostering a thoughtful understanding of these subjects. All are welcome!! There will be pizza! If you are interested in learning more about us, you can join the Ratio Christi Maize page for updates and discussions: Ratio Christi Maize page. We're also active on Instagram: Ratio Christi Instagram page. We are excited to see you all soon and please feel free to reach out with any questions! Sincerely,Ratio Christi Team ????

The pandemic had the hospitality industry rethinking its operating models for safety, security and survival. This crisis event promoted innovation and new concepts and applications in all businesses, including hospitality and tourism.

Skift Research came with its much anticipated Hotel Distribution Outlook 2024. In this report, based on the wishes of both branded and independent hoteliers surveyed, Skift Research predicts that by 2030, direct digital channels will have overtaken the OTAs as the dominant distribution channel for hoteliers: $409 billion of hotel gross bookings are expected to come from direct digital channels, compared to just $333 billion from OTAs.

A strong customer experience strategy bridges the gap between leadership and employees and aligns everyone around the goal of delighting customers.

Santa Marta, Colombia :: Logos Hope's crew moves programmed events off the ship and on to shore.

Elon uses the Richard Feynman technique from what I have read about his approach, mixed with first principles.

... which is, basically, in simple terms: do not try to remember, but try to understand; when you understand, you will remember automatically.

Sounds simple? But yet, so many people do not do it like that. They try to cram loads of info and facts into their brains, especially students, with the result of forgetting a lot of it.

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If you want to change your circumstances, you need to change the way you think. You have to stop believing that you are stuck in your situation and passively accepting that you’re incapable of doing anything about it.

Many people allow themselves to be caged by their fear and anxiety. For these people, an inner critic always seems to be whispering in their ears, keeping them from succeeding. The truth is, negative thinking will shackle you to a life that’s both mediocre and unfulfilling. If you want to stretch yourself to your fullest potential, you need to escape your self-imposed prison of negative thinking.

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Continuation from my posting in http://www.livejournal.com/users/bryanong/:

White Hat
When you think of white, think of neutral. de Bono has categorized information as a neutral subject. The white hat has to do with data and information.
What information do we have here?
What information is missing?
What information would we like to have?
How are we going to get the information?
When you ask for white hat thinking at a meeting you are asking people to forget about proposals and arguments and to concentrate directly on the information. What information is needed, what is available, and how it can be obtained.

Red Hat
When you think of red, think of fire and passion. The red hat allows people to show their emotions on a subject, their gut feelings. People don't need to justify their statements. It is often important to get feelings out in the open, rather than have people at a meeting have hidden agendas, feelings, or misgivings. The red hat allows these feelings to be expressed, to come out in the open.
This is what I feel about the project...
My instincts tell me this won't work.
I like this, I don't like that. The idea is that these statements are known to be "feelings" and nothing more. Once they are stated, the meeting can move on to a more constructive approach.

Black Hat
When you think of black, think of negative, or caution. The black hat is for critical judgment. It points out what cannot be done. The hope is that the black hat role will prevent us from making mistakes.

Yellow Hat
When you think of yellow, think of the sun and sunny, positive thoughts. The yellow hat role is for discussing ONLY the positive view of problems and solution possibilities. The yellow hat looks for benefits (and feasibility), but must be logically based, not intuitive like the red hat.
We are often better with the black hat. We are good at seeing what won't work, as opposed to what will. Forcing ourselves to look only at the positive aspects can be very valuable, since otherwise we don't always move forward.

Green Hat
When you think of green, think of plants and growth. The green hat is for new ideas, for creativity, for new alternative solutions.
Could this be done in another way?
Might there be another explanation?
Does anyone have another idea? (See brainstorming)

Blue Hat
When you think of blue, think of the sky and an overview. The blue hat is the hardest one to understand. It deals with controlling the thinking process. The blue hat is often "given" to one person, who controls what hat will be "worn", hence controlling the type of thinking being used. The different colours don't always follow in the same order. Depending on the situation, and the mix of people, it might be better to let people get their negative thoughts out first, or their intuitive sense, and then use yellow or green to move ahead. The blue hat comments on the thinking being used, asks for conclusions, decisions, etc. The blue hat can move from person to person, or can be a chairperson.

Source

Politics is an abyssmally bad service to America. The government, as a whole, does not serve the American people. They serve only the people that will reelect them, not the people that voted against them no matter how close the...

With the coincidence of the commemorations of the Seventh Ecumenical Council and Symeon the New Theologian, Fr. Andrew reflects on how these two feasts together reveal a crucial component of spiritual life.

How do our thoughts influence our lives? The Louhs answer this question and more on a new Healthy Minds, Healthy Souls.

Dr. Jeannie Constantinou enjoys a conversation with Fr. Nick and Dr. Roxanne about on her new book Thinking Orthodox: Understanding and Acquiring the Orthodox Christian Mind.

Fr. Michael shares his concerns with the familiar "Poop in the Brownies" story and offers some positive alternatives to talking about purity with children.

A new church school class has started at St. Ignatius Orthodox Church in Franklin, TN taught by Dn. Michael Hyatt. Dn. Michael is teaching through the popular book by Dr. Jeannie Constantnou - Thinking Orthodox. This is the introductory lesson. If you don't have a copy, order one today. Available in print, eBook, and Audiobook formats.

Dn. Michael Hyatt begins looking at chapter 2 of Thinking Orthodox by Dr. Jeannie Constantinou. It's called The Distinctiveness of Orthodox Christianity.

In this week’s class, Dn. Michael considers Orthodox Thinking from four different perspectives: Ancient Greek literature, the Biblical text, the writings of the fathers, and the practice of ordinary Orthodox Christians.

Now that we’ve discussed the two major expressions of the Western phronema (episode 122), Dn. Michael returns to the Orthodox phronema to compare and contrast it. If we are going to acquire it, we need to know what we’re looking for. In this episode he discusses the five main attributes of an Orthodox phronema.

The concept of “phronema” (a mindset, approach, stance, or way of thinking) is inescapable. Everyone has one. However, the phronema of the West is very different from that of the East. In this episode, Dn. Michael unpacks the two major expressions of the Western phronema: Protestantism and Roman Catholicism. While they seem very different, they are more similar than you might think.

Up until this point, we have focused on understanding the concept of an Orthodox phronema—what it is and how it is different from the Western phronema. In this episode, we explore five actions you need to take in order to acquire an Orthodox phronema. Thinking Orthodox by Dr. Jeannie Constantinou

Many people view theology as a dry, academic pursuit. In the Orthodox tradition, however, we understand theology as talking to God, not merely talking about Him. In this episode, we look at the three saints in the church’s history who bear the title “Theologian.” Their examples show us what true theology is and how to make it part of our Christian experience.

Tradition is the foundation of Orthodox Christianity. It permeates everything we believe and do. But when Orthodox Christians talk about Tradition, they mean something different that Protestants or Roman Catholics. In this episode, we consider five questions about Tradition, including what it is and what it’s not

We’ve seen the important role Tradition plays in the shaping of our phronema. But what role does the Bible play in its development? To answer that question, we consider Holy Scriptures from three perspectives: Inspiration, Interpretation, and Instruction. We also look at how Tradition and Scripture relate to each other.

An Orthodox Phronema sits on a three-legged stool: Tradition, Scripture, and the Fathers. In this episode, we consider the role of the Fathers. Specifically, we answer several questions about them: Who are they, why are they important, and how do they relate to Scripture and Tradition.

As we have learned, “the theologian is one who prays.” While that is certainly important, it’s not the only characteristic of true theologians. There’s more to it than that—much more. In this episode, Dn. Michael considers ten characteristics of true theologians. Surprisingly, they’re relevant to all Orthodox Christians not just theologians.

In this study, Dn. Michael wrap up his series on Thinking Orthodox. He summarizes the book, by looking at How Jesus Christ is the epitome of an Orthodox phronema. He considers seven truths about developing an Orthodox mindset.

Readers Sarah Werner and Catherine Kostyn review Thinking Orthodox: Understanding and Acquiring the Orthodox Mind by Dr. Jeannie Constantinou.

Is Orthodoxy really somehow immune to the liberalism and worldiness that afflicts everyone else in North America? Fr. Lawrence Farley argues, "No!"

Fr. Pat preaches on the Parable of the Rich Fool found in Luke 12:16-21.

Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children’s mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching computational thinking at a young age. This study explores the affordances of two very different programming interfaces for teaching computational thinking: a graphical coding application on the iPad (ScratchJr) and tangible programmable robotics kit (KIBO). Methodology : This study used a mixed-method approach to explore the learning experiences that young children have with tangible and graphical coding interfaces. A sample of children ages four to seven (N = 28) participated. Findings: Results suggest that type of user interface does have an impact on children’s learning, but is only one of many factors that affect positive academic and socio-emotional experiences. Tangible and graphical interfaces each have qualities that foster different types of learning

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.

Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.

Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies.

Analogical thinking is one of the most effective tools to generate innovative ideas. It enables us to develop new ideas by transferring information from well-known domains and utilizing them in a novel domain. However, using analogical thinking does not always yield appropriate ideas, and there is a lack of consensus among researchers regarding the evaluation methods for assessing new ideas. Here, we define the appropriateness of generated ideas as having high structural and low superficial similarities with their source ideas. This study investigates the relationship between thinking process and the appropriateness of ideas generated through analogical thinking. We conducted four workshops with 22 students in order to collect the data. All generated ideas were assessed based on the definition of appropriateness in this study. The results show that participants who deliberate more before reaching the creative leap stage and those who are engaged in more trial and error for deciding the final domain of a new idea have a greater possibility of generating appropriate ideas. The findings suggest new strategies of designing workshops to enhance the appropriateness of new ideas.

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners: The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research A comparative study between different high school grades and genders as well as between different countries or cultures.

Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.