...Focusing questions on intellectual standards: Intellectual standards in critical thinking plays a vital role. These standards are nothing but the way you define the way of questioning. The main theme is to infuse the questions in thinking process, which lay a road map, and finally turns them to better and better reasoning. There are several universal standards deals with questioning, of them all the following are some of the essential. Clarity, accuracy, precision, relevance, depth, breadth, logic and fairness. Clarity is the gateway standard. I want to buy a car with features I like. I failed to elaborate the features that I need in my car. Also I failed in providing a example of what I need. My statement is clear but not accurate. I failed in providing accuracy of what I need. I need a leather seated car but I did not provided what kind of leather I need. After a long discussion, I have told a particular leather seat but I am not specific. I made clear of what feature and leather seat but I failed to be specific. In view, I would have told the color of the leather. Relevant to the topic. As we are discussing the topic of leather seat, I started talking about blue tooth feature. It is one of the feature I needed but is not relevant to current situation. Depth, of the question here is how well are the seats are equipped with. As my feature for leather seat comes with heated technology, I failed to ask the significance factor like how...
Words: 919 - Pages: 4
...financial information to parties external to business enterprises. True False | 2. | Accrual accounting attempts to measure revenues and expenses that occurred during accounting periods so they equal net operating cash flow. True False | 3. | The FASB is currently the public-sector organization responsible for setting accounting standards in the United States. True False | 4. | The FASB's due process invites various interested parties to indicate their opinions about whether financial accounting standards should be changed. True False | 5. | Accounting for stock-based compensation is an area in which the FASB has received little political interference. True False | 6. | The Public Reform and Investor Protection Act of 2002 (Sarbanes-Oxley) changed the entity responsible for setting auditing standards in the United States. True False | 7. | A rules-based approach to standard setting stresses professional judgment as opposed to following a list of rules. True False | 8. | Under federal securities laws, the SEC has the authority to set accounting standards in the United States. True False | 9. | The primary responsibility for properly applying GAAP when communicating with investors and creditors through financial statements lies with a firm's auditors. True False | 10. | Auditors play an important role in the resource allocation process by adding credibility to financial statements...
Words: 17634 - Pages: 71
...the: A. Option A B. Option B C. Option C D. Option D AACSB: Reflective thinking Bloom's: Knowledge Learning Objective: 01-01 Describe the function and primary focus of financial accounting. Level of Learning: Easy 28. The primary focus for financial accounting information is to provide information useful for: A. Option A B. Option B C. Option C D. Option D AACSB: Reflective thinking Bloom's: Knowledge Learning Objective: 01-01 Describe the function and primary focus of financial accounting. Level of Learning: Easy 29. Which of the following is not true about net operating cash flow? A. It is the difference between cash receipts and cash disbursements from providing goods and services. B. It is a measure used in accrual accounting and is recognized as the best predictor of future operating cash flows. C. Over short periods of time, it may not be indicative of long-run cash-generating ability. D. It is easy to understand and all information required to measure it is factual. AACSB: Reflective thinking Bloom's: Knowledge Learning Objective: 01-01 Describe the function and primary focus of financial accounting. Level of Learning: Medium 30. Which of the following groups is not among financial intermediaries? A. Mutual fund managers B. Financial analysts C. CPAs D. Credit rating organizations AACSB: Reflective thinking Bloom's: Knowledge Learning Objective: 01-01 Describe the function and primary focus...
Words: 2702 - Pages: 11
...Critical Thinking These stages in the intellectual development of the critical thinker are paraphrased from the article “Critical Thinking Development: A Stage Theory” by Linda Paul and Richard Elder, available at www.criticalthinking.org. Stage One: The Unreflective Thinker Defining Features: These thinkers are basically unaware of the role of thinking in their lives and of potential problems with their own reasoning – they lack the ability to be metacognitive. They do not identify concepts or assumptions behind ideas, and they rarely assess the logic of their opinions or conclusions. They may have developed some skills in thinking (compare and contrast, analyze, conclude, etc.), but these skills are inconsistently applied and these thinkers tend to retain biases and prejudices. Though these thinkers may be highly educated, they tend to be unable to “fix” problems in thinking or adopt new strategies to solve problems. Stage Two: The Challenged Thinker Defining Features: These thinkers have become aware of the role thinking plays in their lives. They have begun to understand that problems in thinking and logic can cause significant trouble for them, and they recognize that productive thinking requires effort and deliberate attention. They have an understanding of the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.) and standards for the assessment of thinking (clarity...
Words: 1163 - Pages: 5
...Critical Thinking These stages in the intellectual development of the critical thinker are paraphrased from the article “Critical Thinking Development: A Stage Theory” by Linda Paul and Richard Elder, available at www.criticalthinking.org. Stage One: The Unreflective Thinker Defining Features: These thinkers are basically unaware of the role of thinking in their lives and of potential problems with their own reasoning – they lack the ability to be metacognitive. They do not identify concepts or assumptions behind ideas, and they rarely assess the logic of their opinions or conclusions. They may have developed some skills in thinking (compare and contrast, analyze, conclude, etc.), but these skills are inconsistently applied and these thinkers tend to retain biases and prejudices. Though these thinkers may be highly educated, they tend to be unable to “fix” problems in thinking or adopt new strategies to solve problems. Stage Two: The Challenged Thinker Defining Features: These thinkers have become aware of the role thinking plays in their lives. They have begun to understand that problems in thinking and logic can cause significant trouble for them, and they recognize that productive thinking requires effort and deliberate attention. They have an understanding of the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.) and standards for the assessment of thinking (clarity...
Words: 1163 - Pages: 5
...Accounting AACSB assurance of learning standards in accounting and business education require documentation of outcomes assessment. Although schools, departments, and faculty may approach assessment and its documentation differently, one approach is to provide specific questions on exams that become the basis for assessment. To aid faculty in this endeavor, we have labeled each question, exercise and problem in Intermediate Accounting, 7e with the following AACSB learning skills: Questions 1–1 1–2 1–3 1–4 1–5 1–6 1–7 1–8 1–9 1–10 1–11 1–12 1–13 1–14 1–15 1–16 1–17 1–18 1–19 1–20 1–21 1–22 1–23 1–24 1–25 1–26 1–27 1–28 1–29 AACSB Tags Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking 1–30 1–31 1–32 Reflective thinking Reflective thinking Reflective thinking Brief Exercises 1–1 1–2 1–3 1–4 1–5 1–6 AACSB Tags Analytic Reflective thinking Reflective thinking Reflective thinking Reflective thinking Reflective thinking Exercises 1–1 1–2 1–3 1–4 1–5...
Words: 7572 - Pages: 31
...The goal of this chapter is to set out clearly what critical thinking is in general and how it plays itself out in a variety of domains: in reading, in writing, in studying academic subjects, and on the job. Richard Paul and Jane Willsen provide down-to-earth examples that enable the reader to appreciate both the most general characteristics of critical thinking and their specific manifestations on the concrete level. It is essential, of course, that the reader becomes clear about the concept, including its translation into cases, for otherwise she is apt to mis-translate the concept or fail to see its relevance in a wide variety of circumstances. The danger of misunderstanding and mis-application is touched upon in this chapter at the end, but is developed at great length in another chapter, “Pseudo Critical Thinking in the Educational Establishment” (p. 47). Is this a good idea or a bad idea? Is this belief defensible or indefensible? Is my position on this issue reasonable and rational or not? Am I willing to deal with complexity or do I retreat into simple stereotypes to avoid it? If I can’t tell if my idea or belief is reasonable or defensible, how can I have confidence in my thinking, or in myself? Is it appropriate and wise to assume that my ideas and beliefs are accurate, clear, and reasonable, when I haven’t really tested them? Do I think deeply or only on the surface of things? Do I ever enter sympathetically into points of view that are very different from...
Words: 1271 - Pages: 6
...Critical thinking has always played a major role in my life. I believed that critical thinking was just coming up with a solution to a problem. I believed that if I could come up with a quick fix to an issue or problem, then I was definitely a critical thinker. Here lately, I have learned otherwise. My current course readings on critical thinking have opened my eyes and showed me the truth in that critical thinking is a process of skill and intellectual standards. My theory was proven wrong. There are many steps that one must take to think critically and apply all nine intellectual standards into any situation. According to The Critical Thinking Community, Universal intellectual standards are standards which must be applied to thinking whenever...
Words: 329 - Pages: 2
...appointed chief operating officer of Shangri-La Hotels and Resorts, was thinking about a number of organizational issues that presented challenges to Shangri-La's rapid expansion strategy. There werethree major issues at hand: (1) the company was expanding into high-wage economies in Europe and North America; (2) the company was expanding its presence in China-a country where front-line employees were not used to exercising decision-making authority; and (3) newcomers in the Chinese hotel market were poaching Shangri-La's staff and driving up wages in historically low-waged markets. As a COO, Bridle needed to ensure that Shangri-La's signature standards of "Asian Hospitality" were maintained during this expansion. In November 2006, Symon Bridle, the newly appointed chief operating officer of Shangri-La Hotels and Resorts, was thinking about a number of organizational issues that presented challenges to Shangri-La's rapid expansion strategy. There were three major issues at hand: (1) the company was expanding into high-wage economies in Europe and North America; (2) the company was expanding its presence in China-a country where front-line employees were not used to exercising decision-making authority; and (3) newcomers in the Chinese hotel market were poaching Shangri-La's staff and driving up wages in historically low-waged markts. As a COO, Bridle needed to ensure that Shangri-La's signature standards of "Asian Hospitality" were maintained during this expansion. In...
Words: 1557 - Pages: 7
...between Critical Thinking and Ethics Eva Garver GEN/201 June 23, 2016 Gloria Martin RELATIONSHIP BETWEEN CRITICAL THINKING AND ETHICS Ethics is a standard by which we as individuals or as a society measure and decide what is wrong or right. Ethics are beneficial and necessary to professional and societal success. The critical thinking process is vital in making ethical and moral decisions, as it is the process by which we assess situations and solve problems and make decisions based on facts and reasoned logic, rather than by emotion or bias, which affects our professional lives and our society as a whole. What is Critical Thinking? (Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. Critical thinking is, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcoming our native egocentrism and sociocentrism.) (Paul and Elder, 2014). Critical thinking is the careful and thoughtful evaluation of information (while ignoring personal bias) that allows people to reach a conclusion, which leads to beliefs, which lead to considered and thoughtful actions. Six Steps of Critical Thinking? There are six levels/steps of critical thinking. The first level is REMEMBERING: This level of thinking only asks if I can...
Words: 828 - Pages: 4
...Intellectual standards of critical includes the following: clarity,relevance,logicalness,accuracy,depth,significance,precision,breadth,and fairness. Clarity is getting an understanding while relevance is how important somethings is. While accuracy is representing something in accordance with the way it really is that then focuses on precision which is getting the details to see why something is accurate. Then logicalness which making sure your thoughts make sense or good reasoning. Depth is thinking deeply to get beneath the issue or situation at hand. In contrast, breadth is focusing on making the thinking broader. Significance is the importance of something or relevance. Lastly, fairness is making sure the thinking has been justified or looked...
Words: 321 - Pages: 2
...Ethics in Criminal Justice Administration Analysis CJHS/484 March 23, 2015 In this paper I will discuss and “analyze the relationship between ethics and professional behavior in the administration of the criminal justice system. Also discuss the role of critical thinking with the regards to the relationship to ethics and professional behavior” (The University of Phoenix, 2015). And a proposal a seminar on due process and how there are several steps that fall into the classification of the professional standards and values that have to do with the criminal justice system. The due process model meets the criteria for professional and ethical standards that are within the criminal justice system. The model goes to show that those in the criminal justice system is conducting themselves in a professional and ethical manor that uphold the rights of all those involved from inmates to co-workers within the criminal justice system. Due process model “is a type of justice system which is based on the principle that a citizen has some absolute rights and cannot be deprived of life liberty or property without appropriate legal procedures and safeguards” ("USLegal: Due Process Model Law & Legal Definition", 2001-2015). “The due process generally requires fairness in government proceedings” ("USLegal: Due Process Model Law & Legal Definition", 2001-2015). In example a person that is charged with a crime has the right to counsel, “right to a speedy trial and to be heard and...
Words: 1776 - Pages: 8
...Critical and Creative Thinking in Professional Development Analysis Using critical thinking was not an easy task for Nancy Yates in a professional career and personal life. The writer believes in a professional workplace the rules and regulations in place and the need to survive to take care of her family was the motivation to learn and apply critical thinking. The job held workers to a code of standard. For instance as a human service representative, obeying HIPPA laws are essential. If the rules are violated, the action of termination or possibility of criminal charges maybe the consequences. Also the workplace will constantly require workers to participate in in-service courses. As the writer matured, she applied the same knowledge retain in the workplace to her personal life. Together critical thinking has enhance her ability to excel in leadership and relate to the public. For instance understanding different cultures code of standards. If a client is reacting to a situation that may seem reckless, it is best to listen and then respond in a correct manner. This technique the writer applied at home and received similar results. Critical thinking as no bearing on a person intelligence, social economic standards, or public perception; however, it respectful obtaining how to achieve the best outcome for the situation. Last year my school district started the implementation of common core standards. The staff was given a set of rules that they had to apply when...
Words: 926 - Pages: 4
...LIMITED DOWNLOAD COPY The Miniature Guide to Critical Thinking C onCepts and t ools By Dr. Richard Paul and Dr. Linda Elder The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 cct@criticalthinking.org LIMITED DOWNLOAD COPY Why A Critical Thinking Mini-Guide? This miniature guide focuses on of the essence of critical thinking concepts and tools distilled into pocket size. For faculty it provides a shared concept of critical thinking. For students it is a critical thinking supplement to any textbook for any course. Faculty can use it to design instruction, assignments, and tests in any subject. Students can use it to improve their learning in any content area. Its generic skills apply to all subjects. For example, critical thinkers are clear as to the purpose at hand and the question at issue. They question information, conclusions, and points of view. They strive to be clear, accurate, precise, and relevant. They seek to think beneath the surface, to be logical, and fair. They apply these skills to their reading and writing as well as to their speaking and listening. They apply them in history, science, math, philosophy, and the arts; in professional and personal life. When this guide is used as a supplement to the textbook in multiple courses, students begin to perceive the usefulness of critical thinking in every domain of learning. And if their instructors provide examples of the application of the subject to daily life, students...
Words: 1122 - Pages: 5
...(1996, Winter) article listed in Part 1, you need a reference page. Please see the Associate Level Writing Handbook for assistance (posted in the Course Materials forum and Materials section of the classroom). Part 1: A Stage Theory of Critical Thinking Complete the matrix below by using the article in the Week One Electronic Reserve Readings Link #2: Elder, L., & Paul, R. (1996, Winter). Critical thinking: A stage theory of critical thinking… Journal of Developmental Education, 20(2), 34-36. Stages of Critical Thinking(Elder & Paul, 1996) | Description of Self-Assessment(This is the requirement to move forward.) | 2 Potential Obstacles (Try to select 2 different ones from the previous stage if possible.) | Stage One: The Unreflective Thinker | Elder and Paul (1996) state that I have to be aware of how important thinking is in my life and how problems in my thinking cause significant problems in my life. | 1. Self-deception2. Natural egocentrism (Elder & Paul, 1996) | Stage Two:The Challenged Thinker | According to Elder and Paul (1996) I need to recognize area of my thinking that I need to work on. | 1. Self-deception2. Rationalization | Stage Three:The Beginning Thinker | I need to become aware of my thinking process. Elder and Paul (1996) advice that I need to be able to pinpoint my own misconceptions. | 1. Self-deception 2. Egocentric defensiveness | Stage Four:The Practicing Thinker | According to Elder and...
Words: 1077 - Pages: 5
