Search results

Thearticle is a response to the criticism of the author's work in the article by Yu.A.Shkuratok and contains both an analysis of her specific comments on the hydronyms Chesnokovka, Serebryanka and toponymic series in ukht-, and an analysis of fundamental methodological differences in the work with toponyms of linguists, geographers and historians. It is emphasized that for historians, the etiology (origin of the phenomenon) is much more important than the etymology (origin of the word)

I am grateful to Professor Wand for devoting so much space to my "conceptual apparatus." I should have been more grateful if he had got it more nearly right. His criticism of my concepts, particularly of the central concept of powers, is so wide of the mark that one wonders about his concept of criticism. The puzzle is how he can pronounce with such assurance his "grave charges" that my thought is confused and misleading. The answer I shall suggest is partly (a) that he has not paid attention to my definitions, and partly (b) that he has tried to fit my argument into a conceptual framework – his own – which he assumes has some absolute validity. Perhaps (b) accounts for (a): he was perhaps unable to read what I wrote because it does not fit his conceptual scheme. Let me take in reverse order his criticisms of the three concepts he deals with.

Long-standing wisdom holds that criticism is antithetical to effective brainstorming because it incites intragroup conflict. However, a number of recent studies have challenged this assumption, suggesting that criticism might actually enhance creativity in brainstorming by fostering divergent thinking. Our paper reconciles these perspectives with new theory and a multimethod investigation to explain when and why criticism promotes creativity in brainstorming. We propose that a cooperative social context allows criticism to be construed positively, spurring creativity without inciting intragroup conflict, whereas a competitive social context makes criticism more divisive, leading to intragroup conflict and a corresponding reduction in creativity. We found support for this theory from a field experiment involving 100 group brainstorming sessions with actual stakeholders in a controversial urban planning project. In a cooperative context, instructions encouraging criticism yielded more ideas and more creative ideas, whereas in a competitive context, encouraging criticism yielded fewer ideas and less creative ideas. We replicated this finding in a laboratory study involving brainstorming in the context of a union-management negotiation scenario, which allowed us to hold constant the nature of the criticism. Taken together, our findings suggest that the optimal context for creativity in brainstorming is a cooperative one in which criticism occurs but is interpreted constructively because the brainstorming parties perceive their goals as aligned.

The aim of the study was to investigate the texts in the sixth-grade Turkish textbook published by the Ministry of National Education Publishing House for the 2018-2019 academic year, which provide the basis for criticism. The data were collected through document analysis, which is a qualitative research method. The analysis results showed that the texts that provide the basis for criticism are subsumed under each theme. The elements that form the basis for criticism and seem to contribute to analytical thinking and expression were identified in the following components of the book: in the texts "This Is My Story", "I Am Looking For", and "My Dear Library" under the theme of Reading Culture and the activities of these texts; in the activity questions of the texts "Courage of the Turkish Soldier" and "July 15" and in a dialogue in the text "Old Granny" under the theme of the National Struggle and Atatürk; in the texts "Aziz Sancar", "How Did People Use to Measure Time?", and "Technology Addiction" under the theme of Science and Technology and the activities of these texts; throughout the text "Giving is Gaining" and in an activity of the text "Silver Wing" under the theme of Virtues; in the texts "What We Wonder", "Afyon" and "Water Pollution" under the theme of Nature and the Universe and the activities of these texts; in the texts "Anatolia" and "the Story of Tarhana" under the theme of Our National Culture; in an activity of the texts "Time to Bicycle" and "10 Questions about Obesity" and in the text "Eating, Drinking and Digesting" and an activity of the text under the theme of Health and Sport; and in the texts "Yes Sir/Madam", "Do a Favour" and "On Friendship" under the theme of Individual and Society and the activities of these texts. Keywords: Criticism, Turkish Textbooks, Analytical Thinking, Literature, Education.

The authors reply to criticisms by Somnath Saha & Allen H. Barton of their "Does Enrollment Diversity Improve University Education?" (all, 2003). Methodological issues cited as problematic by these commentators are defended, & Barton's call for additional data analysis is supported. Saha's allegations of "conflicts of interest" & the authors' "rush to publish" are strongly refuted. 3 References. K. Hyatt Stewart