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In both K-12 and higher education, parents, employers, and the general public consider critical thinking an essential education objective. It is a common theme in K-12 education and college marketing literature. Unfortunately, advocates of the humanities rarely define what they mean by the term critical thinking. This is not an accident. A clear definition of the social criticism practiced in much of the liberal arts reveals that it rejects what most people mean by 'critical thinking' -- traditional Western critical thinking (Gross and Levitt 1994; Sokal 1996a; Sokal and Bricmont 1998; Boghossian 2000, 2006; Koertge 2000a; Hanson and Heath 2001). For the purpose of this paper, let humanities 'critical thinking' he defined as social criticism, which also includes social justice. There is no consensus on critical thinking in education. Surveys suggest that the public expects rigorous, unbiased, and professional reasoning supported by careful empirical analysis. This is the Western model of critical thinking. Adapted from the source document.

ABSTRACTFranchised distribution accounts for a substantial proportion of retail sales each year. This form of vertical integration is frequently found in the accompaniment of parallel distribution through company‐owned establishments. Similarly, franchise contracts are characterized by mixed compensation strategies. This paper contains empirical models of the market for franchise opportunities where incentives for mixed distribution and compensation strategies are evaluated.