...Individual Week 1 Review Questions GLG/220 10/02/2013 Critical and Creative Thinking Questions Chapter 1 3. How do you think the principle of uniformitarianism accounts for occasional catastrophic events such as meteorite impacts, huge volcanic eruptions, or great earthquakes? The principle of uniformitarianism states the processes occurring on Earth today are very similar in manner as those throughout much of geologic times. In other words “the present is the key to the past.”(Murck, B. W., Skinner, B. J., & Mackenzie, D. (2010)). When looking at past geological events and occurrences that happened in the past with additions of new testing and technology they can predict when and if volcanic eruptions may occur, meteorite impacts and their damages, and if plate shifts will occur resulting in earthquakes. Scientists rate the earthquakes on a scale based on how damaging they are. 5. In what ways do geologic processes affect your daily life? Daily activities including the water we drink or the tress we plant to help prevent and control soil erosion are a part of geologic processes. Earth materials and processes affect our lives through our dependence on Earth resources; through geologic hazards such as volcanic eruptions, floods and earthquakes; and through the physical properties of the natural environment (Murck, B. W., Skinner, B. J., & Mackenzie, D. (2010)). Understanding Earth’s materials is important because we depend on its resources for building...
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...Associate Level Material Stages of Critical Thinking Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. |Stages of critical thinking |How to move to the next stage |Obstacles to moving to the next stage | |EXAMPLE: |Examine my thinking to identify problems |Deceiving myself about the effectiveness of| | |that affect my thinking. |my thinking | |The Unreflective Thinker | | | |, | | | |The Challenged Thinker |Determine the problems that I have in my |Thinking that there are no problems in my | | |own thinking |thinking | | |Take up new challenges and take control of |Not taking control and taking on new | |The Beginning Thinker |my thinking |challenges ...
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...Critical Thinking Reflection Practicing critical thinking is essential in everyday life, for a myriad of reasons. For instance, it is imperative when solving problems because, without doing so, rational, sound decisions cannot occur. Instead, internal and external barriers prevent us from systematically working through the five steps to problem-solving. That stated, defining critical thinking adequately is substantial to understanding how to apply it seamlessly in daily situations. Dr. Ridel (2015), defines critical thinking as follows: “Critical thinking is a continuous process of evaluating information, formulating opinions based on facts,...
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...EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-3-dq-1-critical-thinking-and-problem-solving-new Critical Thinking and Problem Solving In Week Two, you created a presentation on why linking assessments with report cards that reflect CCSS is imperative. In this discussion, you expand on your knowledge about CCSS and debate the idea of whether creating high-quality assessments is necessary. Note that some educators argue that it is not enough to just create a link between assessments and report cards, but that assessments need to be high level and should require students to synthesize their learning instead of only demonstrating mastery by rote memory. Alternatively, some educators argue that high-quality assessments cost more than lower quality assessments (Eisner, 2001; Matthews, 2006; Pulfrey, Buch, & Butera, 2011). One possible reason for this viewpoint is that higher-level assessments often include performance tasks and/or essays that require teacher scoring, and thus a great deal of time is spent on evaluating students’ work. Conversely, lower-level assessments measuring basic knowledge through multiple-choice and true/false responses; they can be measured using technology and take considerably less time and resources to measure. First, choose a side from the two opposing viewpoints described above and discuss one of these two points: a. Can the American education...
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...HCP 220 Week 6 Checkpoint Converting Dosages to Doses https://hwguiders.com/downloads/hcp-220-week-6-checkpoint-converting-dosages-doses/ HCP 220 Week 6 Checkpoint Converting Dosages to Doses Resource: Ch. 8 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft® Word document Complete the following exercises. Test Your Knowledge, p. 76 Problems 1, 2, 3, 4, 5, 6, 8 & 10 Critical Thinking, p. 77 Problems 1 & 2 Postyour responses along with a signed copy of the Certificate of Originality as an attachment under the Assignment link. HCP 220 Week 6 Checkpoint Converting Dosages to Doses https://hwguiders.com/downloads/hcp-220-week-6-checkpoint-converting-dosages-doses/ HCP 220 Week 6 Checkpoint Converting Dosages to Doses Resource: Ch. 8 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft® Word document Complete the following exercises. Test Your Knowledge, p. 76 Problems 1, 2, 3, 4, 5, 6, 8 & 10 Critical Thinking, p. 77 Problems 1 & 2 Postyour responses along with a signed copy of the Certificate of Originality as an attachment under the Assignment link. HCP 220 Week 6 Checkpoint Converting Dosages to Doses https://hwguiders.com/downloads/hcp-220-week-6-checkpoint-converting-dosages-doses/ HCP 220 Week 6 Checkpoint Converting Dosages to Doses Resource: Ch. 8 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall...
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...Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus Course Title: GEN 480 Interdisciplinary Capstone Course BSBM.04-08.BSMB0533A Course Schedule: 04/08/08 to 05/12/08 Required Text: Paul, R., & Elder, L., (2002), Critical thinking: Tools for taking charge of your professional and personal life. Upper Saddle River, NJ, Prentice Hall. Paul, R., & Elder, L., (2003), The Miniature guide to understanding the foundations of ethical reasoning, The Foundation for Critical Thinking, Dillon Beach, CA. Ruggiero, V., (2004), Thinking critically about ethical issues 6th edition, Burr Ridge, IL, McGraw-Hill. Electronic Resources: Note: All required text materials can be found on the GEN/480 course page. The page can be accessed through the University of Phoenix Student and Faculty Website at...
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...HUM 115 Entire Course For more course tutorials visit www.tutorialrank.com HUM 115 Entire Course HUM 115 Week 1 Individual Assignment Stages of Critical Thinking HUM 115 Week 2 Individual Assignment Barriers to Critical Thinking HUM 115 Week 3 Individual Assignment Points of View HUM 115 Week 4 Individual Assignment Problem Solving HUM 115 Week 5 Individual Assignment Critical Thinking Reflection ------------------------------------------------------------------ HUM 115 Week 1 Individual Assignment Stages of Critical Thinking For more course tutorials visit www.tutorialrank.com Complete the Template and grading matrix to the right. Before submitting use the grading matrix as a checklist to assure you did not miss any details. ------------------------------------------------------------------ HUM 115 Week 2 Individual Assignment Barriers to Critical Thinking For more course tutorials visit www.tutorialrank.com Identify three barriers that influence your thinking and write at least 100 words for each, describing how you can overcome them. USE THE GRADING MATRIX TO THE RIGHT AS A CHECKLIST BEFORE SUBMITTING. ------------------------------------------------------------------ HUM 115 Week 3 Individual Assignment Points of View For more course tutorials visit www.tutorialrank.com Write a 300- to 350- word response to the following-SEE PRESENTATION ON RIGHT FOR VISUAL AND AUDITORY INSTRUCTIONS. • Identify an opinion you possess on a specific...
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... |Creative Minds and Critical Thinking | Copyright © 2009, 2005 by University of Phoenix. All rights reserved. Course Description In this course, students will analyze the thinking process from a critical and creative perspective. The lives of prominent creative thinkers will be examined to identify the social, historical, psychological, and cultural elements that influenced their development. The salient aspects of creativity will be assessed along with the relationship between creativity and critical thinking. Students will apply critical thinking skills to contemporary creative and scientific thought. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Ruggiero, V. R. (2009). The art of thinking: A guide to...
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...ORG300: Applying Leadership Principles Credit Hours: | 3 | Contact Hours: | This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. | Faculty Information Name: Phone: CSU-GC Email: Virtual Office Hours: Course Description and Outcomes This required first course for all majors provides an overview of leadership basics. In the context of studying at CSU-Global Campus, students will develop strategies for success in the online learning environment. The course engages students in discussion, exploration and application of leadership skills, principles and practices. Students will learn about the relationships and connections among leaders, individuals, and organizations. Topics include strategy, communication, motivation, power, organizational change, and workplace conflict. Additionally this course relates leadership skill to those skills needed to be a successful lifelong and online learner. Course Learning Outcomes 1. Describe social problems, the various perspectives on problems, and possible solutions. 2. Apply knowledge of a particular major or discipline to pressing...
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...Overview Students will work in groups to select, research, prepare a report and present a case study on a selected innovative business organization. The principle objective of this assignment is twofold: 1. To identify what a real world company did to become a successful innovative organization; and 2. To assess the challenges and net benefits to the organization on doing so. This case is worth 30% of the final grade and with presentations on Week Thirteen and Fourteen. In weeks eleven and twelve there will be reviews based on the progress to date that will be worth 5% each. Students must be in class to achieve their grade out of 5% for each class. The final report and presentation will be worth 20%. Critical and Creative Thinking The following sub heading “The Required Areas of Work” outlines the focus that your report and presentation should take. However, I am looking for your team to apply critical and creative thinking in your research and analysis. This means that your responses to the questions will be clear, concise and simple (and not a copy and paste of patches of content). Business requires that you provide direct and relevant answers to questions in as little time as possible. I want you to summarize your answers to the questions below as follows: 1. Give a one word or max one short sentence responses that you can speak to (i.e. provide the more detailed backup). For example, for “Why is your company considered a successful company?” One word responses...
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...University of Phoenix Material Using Sources Review the Continuing Academic Success assignment requirements from Week 5. Conduct research in the University Library to find at least three sources that are relevant for your Week 5 essay. Complete the following table for each source you have chosen. Include the original passage when you provide the summary, paraphrase, and quote. Source 1 | | | |Title of the article |Setting goals | |Why did you choose this article? |It helps to touch on the point of how setting goals can lead to success | |Is the article credible? How? |The article was published May 2014 under a noted publishing company | |Is the author biased? How do you know?|No, the author is in agreement that setting personal goals can lead to success | |Is the article relevant? How? |It discusses results that can be obtained through appropriate goal setting | |Find a passage you might use and |When working to obtain your goals you need to revisit them to further help you to understand what| |summarize it. |you are striving for. It keeps things in perspective ...
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...HCP 220 Week 4 Checkpoint- Common Applications of Different Conversion Systems and Measurements of Time and Temperature https://hwguiders.com/downloads/hcp-220-week-4-checkpoint-common-applications-different-conversion-systems-measurements-time-temperature/ HCP 220 Week 4 Checkpoint- Common Applications of Different Conversion Systems and Measurements of Time and Temperature To avoid patient harm in the calculation of doses or dosages, pharmacy technicians must master methods for converting or changing calculations using different measurement systems. The exercises in this CheckPoint provide opportunities to practice these skills. Resources: Ch. 5–6 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft® Word document Answerthe following questions about the prescription in the scenario: A physician wrote a prescription for Tylenol® 325 mg/5 mL with codeine 10 mg/5 mL liquid, 5 mL three times a day x 4 days as needed for cough. 1. What household device should the patient use to administer the medication? 2. How much Tylenol® (in milligrams) is contained in a teaspoonful? Refer to Table 5-2 on p. 39. 3. How much codeine (in milligrams) is contained in a teaspoonful? Refer to Table 5-2 on p. 39. 4. How much elixir (in ounces) should the pharmacist dispense for a 4-day course of therapy? Refer to Table 4-6 on p. 30. Completethe following exercises. 1. Critical Thinking, p. 47: Problems...
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...499 Week 1 DQ 2.docx GEN 499 Week 1 DQ1.docx GEN 499 Week 2 Assignment Critique GEN 499 Week 2 DQ 1.docx GEN 499 Week 3 Assignment Final Paper Topic, Thesis Statement and Annotated Bibliography.docx GEN 499 Week 3 DQ 1.docx GEN 499 Week 3 DQ 2.docx GEN 499 Week 4 Critical Thinking Quiz.docx GEN 499 Week 4 DQ 1.docx GEN 499 Week 4 DQ 2.docx GEN 499 Week 5 Assignment Final Research Paper GEN 499 Week 5 DQ 1.docx GEN 499 Week 5 DQ 2.docx GEN 499 Entire Course GEN 499 Entire Course you will find the next documents: GEN 499 Week 1 DQ 2.docx GEN 499 Week 1 DQ1.docx GEN 499 Week 2 Assignment Critique GEN 499 Week 2 DQ 1.docx GEN 499 Week 3 Assignment Final Paper Topic, Thesis Statement and Annotated Bibliography.docx GEN 499 Week 3 DQ 1.docx GEN 499 Week 3 DQ 2.docx GEN 499 Week 4 Critical Thinking Quiz.docx GEN 499 Week 4 DQ 1.docx GEN 499 Week 4 DQ 2.docx GEN 499 Week 5 Assignment Final Research Paper GEN 499 Week 5 DQ 1.docx GEN 499 Week 5 DQ 2.docx GEN 499 Entire Course GEN 499 Entire Course you will find the next documents: GEN 499 Week 1 DQ 2.docx GEN 499 Week 1 DQ1.docx GEN 499 Week 2 Assignment Critique GEN 499 Week 2 DQ 1.docx GEN 499 Week 3 Assignment Final Paper Topic, Thesis Statement and Annotated Bibliography.docx GEN 499 Week 3 DQ 1.docx GEN 499 Week 3 DQ 2.docx GEN 499 Week 4 Critical Thinking Quiz.docx GEN 499 Week 4 DQ 1.docx GEN 499 Week 4 DQ 2.docx GEN 499 Week 5 Assignment Final Research Paper GEN 499 Week 5 DQ 1.docx ...
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...GEN 499 Week 1 DQ 2.docx GEN 499 Week 1 DQ1.docx GEN 499 Week 2 Assignment Critique GEN 499 Week 2 DQ 1.docx GEN 499 Week 3 Assignment Final Paper Topic, Thesis Statement and Annotated Bibliography.docx GEN 499 Week 3 DQ 1.docx GEN 499 Week 3 DQ 2.docx GEN 499 Week 4 Critical Thinking Quiz.docx GEN 499 Week 4 DQ 1.docx GEN 499 Week 4 DQ 2.docx GEN 499 Week 5 Assignment Final Research Paper GEN 499 Week 5 DQ 1.docx GEN 499 Week 5 DQ 2.docx GEN 499 Entire Course GEN 499 Entire Course you will find the next documents: GEN 499 Week 1 DQ 2.docx GEN 499 Week 1 DQ1.docx GEN 499 Week 2 Assignment Critique GEN 499 Week 2 DQ 1.docx GEN 499 Week 3 Assignment Final Paper Topic, Thesis Statement and Annotated Bibliography.docx GEN 499 Week 3 DQ 1.docx GEN 499 Week 3 DQ 2.docx GEN 499 Week 4 Critical Thinking Quiz.docx GEN 499 Week 4 DQ 1.docx GEN 499 Week 4 DQ 2.docx GEN 499 Week 5 Assignment Final Research Paper GEN 499 Week 5 DQ 1.docx GEN 499 Week 5 DQ 2.docx GEN 499 Entire Course GEN 499 Entire Course you will find the next documents: GEN 499 Week 1 DQ 2.docx GEN 499 Week 1 DQ1.docx GEN 499 Week 2 Assignment Critique GEN 499 Week 2 DQ 1.docx GEN 499 Week 3 Assignment Final Paper Topic, Thesis Statement and Annotated Bibliography.docx GEN 499 Week 3 DQ 1.docx GEN 499 Week 3 DQ 2.docx GEN 499 Week 4 Critical Thinking Quiz.docx GEN 499 Week 4 DQ 1.docx GEN 499 Week 4 DQ 2.docx GEN 499 Week 5 Assignment Final Research Paper GEN 499 Week 5 DQ 1.docx GEN...
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...[pic] School of Business Syllabus MGT/350 Version 5 Critical Thinking: Strategies in Decision Making Lou Ferracane Course Start Date: 10/26/2010 Course End Date: 11/23/2010 Campus/Learning Center: Oklahoma City Campus Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright © 2009, 2006, 2004, 2003, 2001, 2000 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Facilitator Information Lou Ferracane ferracal@email.phoenix...
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