Opportunities For Critical Thinking Research Articles

Positive perceptions of virtual didactics during the COVID-19 pandemic: a survey of dermatology residents' satisfaction, perception of efficacy and preferences.

During the COVID-19 pandemic, resident didactics at many institutions, including ours, were transitioned from in-person to virtual. We aimed to examine dermatology residents' attitudes towards virtual didactics, assessing their satisfaction, impression of effectiveness and preference, along with factors correlating with these responses. An online questionnaire was administered to dermatology residents at our institution 3-6 months following the transition to virtual didactics. The response rate was 26 of 31 residents (84%). Of the 26 respondents, 20 (77%) expressed satisfaction, 15 (58%) effectiveness and 12 (46%) a preference towards virtual didactics. Factors associated with satisfaction included feeling that virtual didactics positively impacted learning retention, represented time well spent and utilized high-quality images. Perception of effectiveness correlated with using high-quality images, baseline preference for online instruction and feeling engaged. Factors associated with preference for virtual didactics included having opportunities for critical thinking, using high-quality images and utilizing images applicable to teledermatology care. Advantages of virtual didactics included convenience, decreased commuting and easily hosting guest lecturers. Disadvantages included distractions/decreased focus, reduced social interaction and difficulty with communication. Residents expressed satisfaction with, effectiveness of and some preference towards virtual didactics, which correlated with numerous factors relating to the learning environment, prior educational experiences and technology. Our findings suggest that it is reasonable to maintain a virtual didactic component as part of dermatology resident education. Furthermore, our data provide insights into strategies that residency programme directors and educators may consider when/if integrating virtual didactics into future educational curricula.

Christian-Muslim Relations in the Second Half of 19th Century India in View of Syed Nāṣir-ul-Dīn Muḥammad Abūlmanṣūr Dehlvī (d. 1903)

The current study examined the nature of Christian-Muslim relationships in 19th-century India. It is argued that their relationships were largely shaped in the context of the polemical debates that were developed to defend the teachings and tenets of their respective religions. Syed Nāṣir-ul-Dīn Muḥammad Abūlmanṣūr Dehlvī (d. 1903) was a polemical Muslim writer who wrote approximately 25 books in the refutation of Christianity. He also defended the religion of Islam; however, his work remains in oblivion. The primary objective of the current research was to analyse Dehlvī's major works dedicated to refute Christianity and to assess their significance. This research holds importance under two key reasons. Firstly, it sheds light on the nature of Christian-Muslim relationships during the 19th century and secondly, it highlights the significance of Muslim writings about other religions, particularly Christianity, in the modern world. The research concluded that while the polemical technique, due to its confrontational aspect, may no longer be the primary method of religious studies. The texts, however, generated through this approach can still be significant resources for students and academics since they offer opportunities for critical thinking, historical investigation, and a better understanding of intricate relationships that exist between religious traditions. Therefore, polemical writings play a significant role in advancing the academic knowledge in the field of religious studies.

Developing a model to promote caretaker confidence and communication in treatment decisions for dairy cattle through case studies

The significant role of dairy caretakers in maintaining animal welfare on dairy farms emphasizes the necessity of appropriate training and education to ensure the implementation of practices that promote good animal welfare. This study explored the potential of case-based learning as a novel approach to training for dairy caretakers by investigating dairy caretakers' perspectives on case study discussions. Additionally, this study sought to understand thoughts and feelings of caretakers during case study discussions to help identify information that caretakers use to evaluate cases and make decisions. Two case studies were developed and presented to participants, and thematic analysis of case study discussion transcripts was performed. Pre- and post-training questionnaires for 21 caretakers (n = 21) were summarized. The study found that caretaker reactions to case studies were generally positive. Thematic analysis revealed that caretakers use previous knowledge to make treatment decisions for cattle, and valued discussion with coworkers. The results of this study suggest the need for further investigation into the use of case studies and other activities that provide opportunities for critical thinking as training opportunities on dairy farms.

Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion

Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.

Factors associated with classroom participation in preschool through third grade learners on the autism spectrum

BackgroundAccess to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. MethodsThis study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool–3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. ResultsStudents were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students’ participation within the learning opportunity. ConclusionsOur findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum—information that could be used to prepare both preservice and in-service teachers.

114 Evaluation of Assertions from Educational, Outreach and Engagement Programs in Pasture-Based Livestock Systems

Abstract Assertions about grazing management and grazing systems should be evaluated based on the scientific literature. Prior assumptions can limit our ability to achieve constructive dialogue regarding the merits of various stocking methods. These include the assumption that rotational stocking is inherently superior to continuous stocking, regardless of the nature of the overall grazing system, and the presumption that continuous stocking implies overgrazing. We revisited assertions about grazing management in general, but more specifically the choice of the stocking method, and considered their merit in the context of evidence from the literature, including a chapter titled Prescribed Grazing on Pasturelands from a National Resource Conservation Service (NRCS) literature synthesis published in 2012. We framed those assertions in the form of questions. The questions were: a) Does choice of rotational stocking ensure well-managed pastures?, b) Does rotational stocking result in greater accumulation of soil carbon than continuous stocking?, c) Does rotational stocking increase pasture productivity and optimal stocking rate compared with continuous stocking?, d) Does forage nutritive value and individual animal performance increase in rotational versus continuous stocking?, and e) Do pastures “look better” in rotational versus continuous stocking?. The objectives were to consider whether these often-stated assertions about grazing management were supported, refuted, or simply not adequately assessed by the body of scientific evidence. It is important to recognize that choice of stocking method is only one element of grazing management and grazing management is only one element of a grazing system. Thus, stocking method is “one piece of a very large pie”. Additionally, stocking rate (grazing intensity) is a separate and independent grazing management choice from stocking method, such that both rotationally and continuously stocked pastures can be understocked, overstocked, or optimally stocked. It is unfortunate that choice of stocking method dominates discussions of improving grazing management to the expense of other issues, when in fact intensity of grazing has been shown conclusively to be the most important determinant of a wide array of soil, plant, animal, and ecosystem responses. We have observed that terminology such us regenerative grazing, holistic planned grazing, adaptative multipaddock grazing, management intensive grazing, high intensity low frequency grazing, and others, arise frequently and can dominate discussions in the realm of education, outreach and engagement programs in pasture-based livestock systems. These words/themes lack clear definition, and this lack of specificity may promote misconceptions, thus hindering the opportunity for critical thinking and ultimately the advancement and improvement of grazing systems. Educational efforts in pasture management should strive to remain relevant by focusing on experimental evidence. Local (i.e., state or county level) outreach and engagement programs are challenged with providing timely and specific information with implementable guidelines based on frequent observations at the landscape and farm levels.

Introducing Debate as a pedagogical tool in pharmacy education

Communication skills are crucial for pharmacists’ role in counselling and providing information to patients, other healthcare practitioners, and the community. This study explores the implementation of debate as a pedagogical tool into pharmacy education to improve students’ communication skills.This study is part of the design-based research (DBR) project FREMFARM that aims to design, test, and evaluate the expansion of active learning modalities in pharmacy education at the University of Bergen. The project embeds an explicit focus upon the Scholarship of Teaching and Learning. The sample in the current study consisted of 4th year pharmacy students. Qualitative methods were used to explore students’ perception of implementing the debate activity in the Clinical Pharmacy course. Data were collected using a short pre and post questionnaire, observation using an adapted version of the Teaching Dimension Observation Protocol and post activity focus groups. Analysis was inspired by the systematic text condensation methodology. Our main finding was that students showed a high level of enthusiasm and interest in the new learning activity. Most students agreed that the debate helped them structure their thinking and simplify their language when communicating complex concepts. Students also expressed that preparing for the debate helped them organize thoughts, spurred them to gather information from prior taught courses, and draw connections to additional fields to prepare arguments. Some students reported transformation in their learning and change of their position and perspective after the debate. Still, some students found the effort used to prepare for the debate activity too large in relation to the gains. We conclude that the debate as a teaching tool increases students’ engagement and that the students experience that the activity had positive impact on their communication and argumentation skills. Despite students experiencing the debate as an unknown and demanding methodology, they considered it important for their academic and professional development. It generated opportunities for critical thinking, argumentative capacity, use of communication skills and teamworking skills. We consider the first trial successful and will continue to implement and upscale the use of debate as a pedagogical tool for future evaluation.

Using unfolding case scenarios to promote clinical reasoning for nurse practitioner students.

This article describes how an unfolding case study can be used to promote the development of clinical reasoning through students' self-reported perceptions, although at the same time facilitating collaboration among providers from various specialties. An unfolding case (evolving case) provides sequential information about a patient's illness trajectory as they experience the illness and related symptomology. An unfolding case study was implemented during a college skills laboratory immersion experience for 33 nurse practitioner (NP) students who were in their final year of the NP program. Students were invited per email to complete a confidential REDCap survey after the case presentation and discussion. Twenty-three students completed the survey. More than half of the students (52%) stated the review of the unfolding case offered "significant learning value" and 78% rated the unfolding case as being "very to extremely" helpful in creating opportunities for critical thinking and engagement in clinical reasoning. Implementing unfolding case studies in NP student program curricula promotes critical thinking, clinical reasoning, and allows opportunities to engage in interprofessional collaboration.

Priorities of Formation of the Educational Environment: Global and Local Features

Abstract. Introduction. Modern educational opportunities allow to expand the verbal, communicative, logical and analytical abilities of the individual. Gaining additional knowledge and skills in the field of general competencies determines the ability to search, perceive, analyze, interpret, evaluate information, express opinions, understand principles, phenomena and processes, critically evaluate facts, identify possible alternatives and make decisions. Purpose. The solution can be provided by the development of the educational environment in the field of adult education through the interaction of the provider that offers and provides educational services, androgynous, which provides direct educational services and the adult learner. For the domestic educational space, the development of adult education is at an early stage and requires the implementation of common tasks by all participants in the educational environment in order to ensure the effectiveness and efficiency of the planned areas. Results. Educational programs are actively implemented and joint educational projects are implemented in the direction of formation of professional and social knowledge, skills and abilities, general educational competencies taking into account trends in information technology development, use of artificial intelligence, digitization process and media distribution. The information environment has a significant impact on the consciousness of each individual and requires the acquisition of relevant knowledge and skills in order to adapt, socialize. Such mechanisms for spreading the field of media education are aimed at increasing the level of information literacy and effective interaction between participants in the educational process. The authors investigate the essence and priorities of the formation of the educational environment in view of global processes and phenomena, individual needs of the individual in the formation of individual educational trajectory, professional and social competencies. The importance of developing general competencies for adaptation in the global society is proved. The priority directions of development of the educational environment on the experience of other countries of the world and interaction between the participants in the field of adult education are determined. The relevance of effective partnership in the implementation of interaction mechanisms is determined. The authors emphasize the need to use best practices in the field of media education and dissemination of knowledge and skills in order to develop logical and analytical skills. It is stipulated that the information environment has a significant impact on the consciousness of each individual and requires the acquisition of relevant knowledge and skills in order to adapt to the information space. Such mechanisms for the dissemination of media education are aimed at increasing the level of information literacy and effective interaction, as evidenced by the experience of the United States and Canada. Conclusions. The result is the ability to adequately use information and critically perceive information messages. The authors proved that the implementation of the tasks in the educational environment will enhance the capacity to provide general competencies that provide opportunities for critical thinking, perception and understanding of the media, logical thinking and adequate perception of information that enhances its influence and expands spheres of interaction at all levels: from local to global, from global to local).

The Use of Learner Management System (MOODLE) in Promoting Teaching and Learning

The term e-learning was introduced in the 1990s with the emergence of new technology-based education where information was transferred via the internet. Most Universities have incorporated e-learning to enhance teaching and learning. This enhancement came with several challenges in developing countries. E-learning has been viewed as a positive initiative in Higher Education Institutions (HEIs) as it is said to improve opportunities for critical thinking, develop better problem-solving abilities and assist in the improvement of productivity and efficiency of employees. In other words, e-learning is one of the forms of building capacity as the advantages are not only limited to HEIs they go beyond the workplace as well. It is for this reason that researchers need to engage in continuous research on how to improve e-learning so it can be beneficial to universities. This article seeks to understand the Learner Management System (LMS) MOODLE use in enhancing teaching and learning. There are four research questions which the study seeks to address. In addressing the research questions a mixed-method approach was used where six participants at the University of Kwa-Zulu Natal were interviewed on one-on-one interviews and 501 questionnaires were collected from student participants. The results revealed that one of the main reasons why MOODLE was chosen as a LMS is that it is a free open system. Moreover, participants highlighted that the use of MOODLE is limited at the university as it is mostly used for uploading notes. Based on the information gathered from participants and literature some recommendations were given on how universities can utilise MOODLE to its best capacity.

Transformative Pedagogy as a Way of Mitigating School Violence in Public Secondary Schools in Nairobi, Kenya

The prevalence of school violence (SV) in public secondary schools in Kenya has resulted into injuries, loss of property and sometimes death. Penalties meted out on students ranging from fines on students, suspension or expulsion of students from school has been introduced in vain. Several commissions of inquiry have also been put in place to address this issue but not much has been achieved. Violence negatively affects students hence the need to identify ways of mitigating school violence. This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values hence the attainment of peaceful coexistence amongst students. Using Mezirow’s Transformative learning theory, the study adopted a Mixed Method Research methodology in which data was drawn from 426 respondents comprising 341 students and 85 teachers in 22 public secondary schools in Nairobi County, 28 Key informants and 7 Focus Group Discussions (FGDs). Data analysis was done using SPSS and N-vivo analysis techniques. The study found out that discussion groups and role play were the major learner centred teaching approaches used in the schools. The paper concluded that effective use of transformative pedagogical approaches positively influences behaviour change in students hence the attainment of a non-violent school community. The study recommended a review of the secondary school curriculum to adopt transformative teaching approaches as opposed to teacher centred learning.

<em>Reflecting worlds</em>: noción de mundo <em>transmedia</em> aplicada al género documental

Este trabajo parte de la concepción de la narrativa transmedia por parte de Henry Jenkins como el arte de making worlds, de construir mundos de ficción, para extender los fundamentos teóricos de esta definición al género documental. Si Bill Nichols indica que este género de no ficción tiene per se un gran poder persuasivo -por la naturaleza icónica de sus imágenes y sonidos y por el efecto psicológico de verosimilitud que suscita en el público-, aquí defendemos que este carácter se potencia por medio de la narrativa transmedia. La inmersión, la extrabilidad y la performatividad de este tipo de narrativa lleva a la participación activa del usuario en el mundo transmedia, que coincide con su propio mundo, el real. Por esa razón numerosos proyectos activistas han visto en el documental transmedia una oportunidad tanto para el ejercicio del pensamiento crítico como para el cambio social.

Life skills for ‘real life’: How critical thinking is contextualised across vocational programmes

ABSTRACTBackground: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes.

Instilling Critical Pedagogy in the Italian Language Classroom

This article explores theoretical underpinnings for the use of critical pedagogy in the Italian language learning classroom. Its description of various components of critical theory lends a historical context for critical pedagogy, particularly in the arguments of Gramsci and the Frankfurt School, that contrast with positivist tenets. These critical elements extend to the classroom in a Freirian framework, including concepts such as banking, coding, and conscientization. Such lenses apply to the realm of foreign language teaching, particularly aspects of transformative learning. Issues surrounding materials design are also considered. Avenues and opportunities for critical thinking are explored through lesson plan ideas, as well as possible thematic unit topic suggestions in Italian courses. This paper concludes with questions for future research by language scholars in the field of education, in addition to a call to action for educators of Italian.

Reflecting on a journey of resilience in children’s blood and cancer nursing

Reflective practice is recognised as an integral part of being a highly skilled and successful health care professional. Many benefits have been identified from being a reflective practitioner including the opportunity for critical thinking, growing self-awareness and supporting individual resilience. There is a growing body of literature recognising the negative emotional impact that caring for children with cancer and blood disorders can have on health professionals. Currently there is an emerging interest in a more strengths-based approach focused on maintaining staff wellbeing. Resilience has been suggested as a framework for coping and maintaining wellbeing in areas, like children’s oncology and has been used as a term to describe the ‘surviving’ health professional. This paper explores the first author’s (GA) experiences of being a children’s oncology nurse and paediatric palliative care nurse specialist in the context of existing empirical and theoretical literature, with a particular focus on how GA developed resilience. Reflective examples of practice are used within the context of themes identified from a recent literature review exploring how resilience is defined within empirical literature.

Developing Online Modules for a “Health and Wellness” Course: Adapting Active Learning Strategies to the Online Environment

Active learning refers to activities that engage students in the learning process. To make the learning process more active, instructors should add opportunities for reflection. However, reflection is not limited to the classroom environment. Instruction is shifting toward incorporating opportunities for active learning through online platforms. We developed four online health topic modules—sexual health, nutrition, environmental health, and alcohol awareness—and evaluated 1,090 student responses to course content. Students provided feedback on the activities that aided in learning course content. Thematic analysis was conducted to systematically review the data and elicit meaning. Using an inductive approach to students’ feedback, we synthesized the excerpts, quotations, and entire passages from students’ open-ended responses. Three major themes constructed from the data were (a) mode of delivery of the course content, (b) applicability of the content to students’ lives and the community, and (c) structure of the modules. The design and implementation resulted in six lessons for educators: students were engaged when the content was applicable to their personal life, students valued learning about how public health affects their community, course content must provide opportunities for critical thinking and self-reflection, students valued the hybrid nature of the course, student feedback of the online modules promoted self-reflection, and students and instructors appreciated the worksheet that guided the online class.

Efficient and effective precepting of pharmacy students in acute and ambulatory care rotations: A Delphi expert panel study.

Using the Delphi process, a panel of experienced preceptors achieved consensus on best practices to increase preceptor efficiency and effectiveness. The Delphi panelists completed 3 survey rounds and a face-to-face meeting. Survey questions covered several topics, including preparation of students for rotations, preceptor efficiency and effectiveness, potential resident contributions to precepting, methods of developing critical-thinking skills and providing assessment and feedback, precepting time metrics, and barriers to preceptor effectiveness. Panel consensus was defined as agreement of ≥80%. Fifteen of 36 invited preceptors (42%) completed all 3 survey rounds. The expert panel reached consensus on 6 essentials for effective rotations, 8 precepting contributions that could be made by appropriately trained residents, precepting barriers, 4 strategies for teaching critical thinking, and 5 valuable characteristics of the One Minute Preceptor model. Panelists reported on time spent with students presenting new patient cases (median, 10 minutes per case), time devoted to assessment of students' clinical performance (median, 22 minutes per student weekly), and time dedicated to student professional development (median, 20 minutes per student weekly). Important strategies for preceptors identified by the panel included (1) a thorough orientation to logistics, expectations, and scheduling of activities, (2) using appropriately trained residents in student training, (3) providing opportunities for critical thinking and therapeutic decision-making, (4) giving frequent, quality feedback on clinical activities, and (5) giving feedback to learners on a regular basis.

Lymphoma Therapy and Adverse Events: Nursing Strategies for Thinking Critically and Acting Decisively.

Multiple treatment options, combined with disease heterogeneity, have created nursing challenges in the management of adverse events (AEs) during antilymphoma therapy. Testing has revealed that less than half of participating nurses correctly graded peripheral neuropathy and neutropenia related to antilymphoma regimens. This article identifies nursing challenges in the management of AEs associated with therapy for lymphomas and describes how strategies in critical thinking can help meet those challenges. A comprehensive literature search in oncology nursing, nursing education, and critical thinking was conducted; participant responses to pre- and post-tests at nursing education programs were evaluated; and a roundtable meeting of authors was convened. Oncology nurses can cultivate critical thinking skills, practice thinking critically in relation to team members and patients, leverage information from the Patient-Reported Outcomes Common Terminology Criteria for Adverse Events, and manage workflow to allow more opportunity for critical thinking.

Studi Bahan Ajar Tentang Sejarah Islam di Indonesia dalam Buku Ajar Sejarah Nasional Indonesia Tingkat SMA/ MA dalam Perspektif Pendidikan Islam

The focus of this study is about the materials of History of Islam in Indonesia on Indonesian National History Textbook in the Perspective of Islamic Education. It�s not only knowing of this materials but also can be useful for people who want to master of historical of Islam in Indonesia. In the process of learning the teacher presenting the material, starting with the creation of teaching materials interesting and innovative. Teaching materials have great contribution for the success of the learning process. In this occasion the role of the teacher as a facilitator is very important because it also as a resource in teaching and learning. Learning based on the students-oriented could be possible to learn from a variety of sources of information independently, both of graphic media such as books, magazines, newspapers, newsletters, and others; or on electronic media such as radio, television, film slides, video, computer, or perhaps from the internet. Writing the past of historical of human life is strongly influenced by the ideology of the author, also at the time who was in the power in that country. So that it is presented to be criticize on its truth do not accept what if it were going to leave uncertainty forever. The method is used in this research is descriptive narrative, that research on describing what the data that the author has found from many sources that are the subject of a study of the Qur'an, Hadith, and scholarly opinion which strengthens. While the theory is used in this case is theories have Framing in content analysis. Framing analysis is used to determine how the reality framed by the media. Through analysis of the framing will be known who controls whom, who opposed the who, where friends where the opponent, where the patron and which clien. At the high school level (high school) or Madrasah Aliyah (MA) History teaching aims to encourage pupils can critical thinking, analysis and synthesis. Understanding the past life to be used as the foundation of life of the present and future. Also understand that history is a part of everyday life. The observation of the author after reading the teaching material for the National History Indonesia SMA / MA, there are theories that led to the materialist sourced from Western secular theory. The next presentation of teaching materials national history in SMA / MA when viewed from the perspective of Islamic education efforts are needed to Islamization include Islamization of Sciences, the Islamization of writing and teaching history, because history, as well as other science today predominantly influenced by the theories of secularism which considers a value-free and not nothing to do with religion; especially the Islamic religion that comes from revelation of Allah (Qur'an) and hadiths of The Messenger of Allah SAW. The teachers that administer the National History Lesson is expected to exploit the opportunities available that actively attending activities Subject Teachers Council (MGMP) to formulate, discuss and criticize the teaching materials that have been available in the Handbook both for teachers and for students. Of these activities are expected to grow curiosity continuously so that the teachers are always seeking to prepare themselves before teaching in the classroom. Likewise, students are stimulated to seek his own experiences with the task given of their selves both structured and unstructured task. Hopely the students can take advantage of opportunities for critical thinking in viewing and studying the teaching materials are available that they can eventually finds himself to be used as provision of his life in the future.<p><strong>Keyworld</strong>: teaching material, history of Islam, islamic education</p>

Grand Canyon Skywalk: Views of Law and Ethics

With ethics education being essential for business students, the intersection of law and ethics provides students with a view of how people are expected to conduct themselves legally and how that conduct also must meet ethical standards. 1 The story of the development and operation of the Grand Canyon Skywalk (“Skywalk”) is one that is perfectly suited to the task. It is a tale of dreams, schemes, law and the legal system, but, most importantly, it is a tale of how people behave and how that behavior raises questions of ethics regardless of the legal outcomes. This teaching case also provides the opportunity for students to engage in active learning, to interact with their classmates and to learn the importance of gathering information before making decisions, about law, about ethical conduct or about any proposed action. 2 It provides students the chance to look at the story of the Skywalk from different perspectives and to learn that perspective plays an important role in determining the ethical nature of human conduct. Moreover, the case provides ample opportunity for critical thinking and analysis, discussion and writing, skills which are crucial to the ethical decision making process. Finally, the tale of the Skywalk is a story of how legal and ethical behavior may or may not be synonymous. 3 From contract law to eminent domain, from defamation to trademark infringement, the story of the Skywalk has it all.