This study aimed to investigating the effect of problem-based learning with char-acter emphasis toward the students’ higher-order thinking skills (HOTS) and characters. This study an experimental research using the single factor independ-ent group design which conducted on secondary school in Mataram - Indonesia. The treatment was given to three independent randomly selected groups, namely Problem-Based Learning with Character Emphasis (PBL-CE), Problem Based-Learning (PBL), and Regular Learning (RL). The data of the students’ HOTS were collected through essay tests and the data of the students’ characters were collected through self-assessment sheets, and analyzed using MANOVA. The results showed that the highest mean score for HOTS was found in the PBL-CE group, its was significantly different with RL group, and not significantly differ-ent with PBL group. Meanwhile, for the average score of student characters, the PBL-CE group scored higher and was significantly different from the other two groups (PBL and RL). The generalization of the study results has shown that there is an effect of problem-based learning with character emphasis on students' higher order thinking skills and character.

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The Effect of Problem-Based Learning with Character Emphasis toward Students’ Higher-Order Thinking Skills and Characters

Character Development: Four Facets of Virtues

It is widely acknowledged that China is much wealthier than ever before. However, many have witnessed rising cases of moral disorders and the inefficiency of school-based moral education. As one of...

Moral education in mainland China today: A bio-ecological systems analysis

This study aimed to investigate the impact of problem-based learning with a focus on character development and naturalist intelligence on critical thinking (CT) abilities and curiosity of students. The study was conducted in a school in the city of Mataram - Indonesia, utilizing a 3x2 treatment by level design. Two groups of students, categorized as having high or low naturalist intelligence, were exposed to three different treatments: problem-based learning with character development (PBL-CD), problem-based learning, and regular learning. Data regarding the students' naturalist intelligence and CT abilities were collected through tests, while information on their curiosity was obtained through observation sheets and self-assessment. Statistical analysis using MANOVA at a significance level of 0.05 was performed. The findings revealed that: (a) PBL-CD had a positive impact on students' CT abilities and curiosity; (b) the naturalist intelligence did not significantly influence students' CT abilities and curiosity; and (c) there was no significant impact observed on students' CT abilities and curiosity when examining the interaction between PBL-CD and naturalist intelligence. Thus, PBL-CD presents itself as a viable strategy to cultivate students' critical thinking skills and inquisitiveness, offering an alternative pathway in routine learning in the classroom.

Exploring Students’ Critical Thinking and Curiosity: A Study on Problem-Based Learning with Character Development and Naturalist Intelligence

Complex projects typically involve high-consequence, project-specific risks that require detailed analysis and for which risk response actions (RRAs) need to be developed and implemented. The risk picture is dynamic. The sources and consequences of risks evolve and change over the project lifecycle; thus, it is necessary to constantly monitor risk. RRAs that do not keep pace with the changing project situation are a major cause of risk management failures. This paper extends traditional cost risk analysis from a purely macroscopic perspective by evaluating and tracking project-specific risks and RRAs at the microscopic level. The key elements of the method are (i) develop risk scenarios, (ii) model them using generalized decision trees, and (iii) quantify the risks using Monte Carlo simulation. For each risk the probability and cost values are conditional on the specific RRA and the preceding outcomes. The use of fractional factorial design provides a subset of all possible RRA combinations for efficiently determining the preferred total project RRA solution. Risk curves are generated to provide the necessary information to analyze, track, and manage the performance of the selected RRAs over time. Project managers and team leaders can use this information to dynamically manage the RRAs to keep pace with the changing project situation, thereby increasing the probability of project success in a cost-effective manner. The approach is detailed using a realistic but simplified case of a project examined first with one and then expanded to three technical risks. © 2009 Wiley Periodicals, Inc. Syst Eng 13

Monitoring risk response actions for effective project risk management

Research about the structure of character has largely assessed purported universal attributes. However, character develops within specific social, cultural and institutional contexts. As part of th...

Character in context: Character structure among United States Military Academy cadets

We discuss approaches to develop and improve habits of mind in our students. Several illustrations and strategies are offered and we demonstrate how popular culture and mystery can be used to motivate students. We offer an approach to assessing the work ethic efforts of our students based on an historical approach used at the United States Military Academy.

Developing students' "Habits of Mind" in a mathematics program.

The Use of Dynamic Decision Networks to Increase Situational Awareness in a Networked Battle Command

This paper explores the validity and usefulness of dynamic decision networks (DDNs) in approximating dynamic programming (DP). An approach for comparing the optimal policies of the DDNs and DP was developed and utilised to determine how well DDNs perform under different conditions. Computation times were also compared to determine if the time the DDN saves was worth any inaccuracy obtained. It was found that DDNs are exponentially faster than DP. However, an increase in the values of some of the parameters investigated, such as the number of time slices and objectives, improved the DDN's computational time advantage but reduced its ability to approximate DP optimal policies. A significant finding of this research concerned how close the expected values of the DDN optimal policies were to those of DP in the cases examined. It is shown that in the cases studies, when the DDN's optimal policies disagreed with the DP optimal policies, the expected values of the policies selected by the DDN were always quite close to those of DP. Thus, the DDN appears to be a very useful approximation technique for DP because of its accuracy and efficiency.

Dynamic decision networks: an alternative to dynamic programming

To address the challenge of developing students' mathematical intuition in our nonlinear optimization course, we crafted a novel methodology that integrates guided classroom discussions, graphical explorations using a custom procedure written to support unique MAPLE graphics, and an instructor led outside-the-classroom exercise that provides a common referential experience against which students can communicate their understanding of nonlinear search techniques that form the core of our course content. Rather than attempting to fabricate our perception of what should be a shared experience for our students, we created an actual terrain walk exercise to fill this need. Our students use this experience as a reference point for explaining their insights, critiquing suggested improvements or modifications in basic local search algorithms, and for illuminating the costs and benefits of adopting various search strategies in light of underlying problem characteristics.

A method for developing student intuition in nonlinear optimization

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