...University of Phoenix Material Critical Thinking Worksheet Chose one of the following scenarios: You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day that your research is due, and you concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. * A position opens in your department at work. You recommend to a coworker and friend in another department that she should apply. You previously consulted with this person on small projects, and she appears knowledgeable and responsible. In fact, you became friends through these work contacts. Your friend appreciates your recommendation and arranges a meeting to ask you more details about the work done by your department. The meeting is productive...
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...Critical Thinking Worksheet Chose one of the following scenarios: • You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. • A position opens in your department at work. You recommend to a coworker and friend in another department that she should apply. You previously consulted with this person on small projects, and she appears knowledgeable and responsible. In fact, you became friends through these work contacts. Your friend appreciates your recommendation and arranges a meeting to ask you more details about the work done by your department. The meeting is productive, and your friend takes notes to help with...
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...Critical Thinking Worksheet Associate Level Material Appendix I Critical Thinking Worksheet Chose one of the following scenarios: You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing, and submitting the project with your name included. Write five questions to help you think through the situation and determine a course of action. Question 1: What the projected timeline assigned for this project from start to finish? * Question 2: Which group member appointed note taker? This would make it easier for me to ask for the notes or any updates from. * Question 3: What could have corrected or did something in a different way so I can have done my...
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...Critical Thinking Caps Worksheet Angela Martin, Bridget Frey, Heidi Abraham, Jennifer Shaver, Natalie Amenhauser, Nicole Hale (Team B) NUR/391 Professional Nursing Practice April 14, 2014 Sharon Little-Stoetzel University of Phoenix Material Questions for Critical Thinking Caps Worksheet Read the description of the six caps and the “Case Study for Six Caps” on p. 175 of Professional Nursing. Answer the following questions individually. Then, discuss your answers in your Learning Team forum online. After you have discussed each question and achieved a consensus, compile a group response, which will be submitted as a Learning Team assignment. White cap: What pieces of information are needed to assist the family in making a decision regarding Marianne’s care? The information provided explains that Marianne, 79, was admitted to the emergency department yesterday with a sever headache. She became unresponsive and a CT scan of her brain revealed she had a hemorrhagic stroke. Her pupils are dilated and unresponsive to light. She is breathing only with a respirator. The piece of information to assist the family in decision-making is the fact that her pupils are dilated and she is unresponsive breathing only with a respirator device. The surgeon cannot guarantee quality of life even with the clot removed (Black, p. 175, 2010). We know that Marianne’s children and husband are involved in the decision making regarding her care and have differing...
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...Thinking Critically Simulation Review Names Mgt/350 Due Date Professor Problem Formulation and Identification When making decisions toward a problem, a manager is responsible for coming up with a solution or solutions to solve the problem. There may be the same situation that may occur in but not every individual will choose the same solution to solve the problem. Based on the Thinking Critically Simulation an individual is to assume a role of a manager and find ways to come up with solutions to solve the problem. The four people on Team X took the simulation will result in four different ways of using the tools and techniques to solve the problems. For Team X to complete the simulation members had to record their information on three documents that would help them come up with a valid solution to solve the problems that was mention in the simulation. Allowing each individual to discuss what she thought of the simulation, discusses how the tools and techniques used and how changing an individual’s way of thinking will prove that not everyone think alike and that there is not right solution. The simulation is designed to test Team X’s problem formulation and decision implementation skills. Terria’s impression of the simulation was that it allowed an individual to see what problems managers have when trying to manage a business and how they will come up with a decision. She believed that this allowed the individual to be put...
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...ANNOTATING WORKSHEET A Write out the answers/responses to these prompts in your spiral notebook. |If reading a new piece or a first chapter, what is the genre… and who is the audience… and why do you say that? | |What is the author’s main point? | |What arguments does the author use to support his/her point? | |How does the author appeal to Logos? | |How does the author appeal to Pathos? | |How does the author appeal to Ethos? | |How does all of this relate to your life? | ANNOTATING WORKSHEET B Write out the answers/responses to these prompts in your spiral notebook. |What kinds of appeals have been made in this article? Use examples! ...
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...Course Design Guide GEN/200 Version 2 Course Syllabus College of Humanities GEN/200 Version 2 Foundations for General Education and Professional Success Copyright © 2011, 2008 by University of Phoenix. All rights reserved. Course Description This general education course is designed to introduce the intentional learner to communication, collaboration, information utilization, critical thinking, problem solving, and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal academi c strategies in order to reach desired goals and achieve academic success . 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 Ellis, D. (2011). Becoming a master student (13th ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. 1 Course Design Guide GEN/200 Version 2 Week...
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...A Database of Competencies, Behaviors, & Interview Questions Interview Generator COMPETENCY WORKSHEET Position: ® Use this worksheet to identify the core competencies that are essential for the job for which you are developing an interview guide. Select only those competencies that truly distinguish superior performance in the role overall (minimum 4; maximum 10). Use the space in the margins of the page for notes that may be helpful in isolating specific behaviors, or levels of expertise that need to be attained in the selected competency areas. Refer to the Job Analysis Process on the reverse side. I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I Ability to Take Initiative/Responsibility Altruistic Orientation Anticipation/Proactive Thinking Skills Big Picture Thinking Ability Cooperate and Collaborate Capacity to Take Accountability Commitment Conflict Management Ability Critical Thinking Ability Customer Focus Delegation Skills Diplomacy Skills Drive Empathy with People Ethical Conduct Feedback Receiving Skills Functional Knowledge Interpersonal Skills Learning Attitude Listening Skills Marketing Ability Organization/Planning Skills Persistence/Perseverance Skills Problem Solving Ability Resourcefulness Risk Taking Ability Sales Ability Service Orientation Teamwork Orientation Time Management Ability I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I Ability to Work Independently Analytical Skills Attention to Detail Business Mindedness Coaching...
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...Associate Level Material Six Dimensions of Health Worksheet Part 1 For each of the following six dimensions of health, list at least one characteristic, activity, belief, or attitude that reflects that dimension in your life. Provide a brief explanation with each example. Refer to Ch. 1 in the text for explanations of these dimensions. Please remember to use complete, mechanically correct sentences in all responses. Physical health: Being physically healthy entails eating right, exercising the right amount and having an adequate (7-8 hours) of sleep a night. Eating right, exercising and sleeping correctly will keep the physical inside and outside healthy because the body will be less susceptible to disease and disorders. The body will also be able to function properly in daily like at work and home. Social health: Social health can be defined by a person’s diversity in social interactions. Diversity is healthy because having a unique and individual piece of a picture within a whole more needed and more useful within a group giving motivation and purpose. Intellectual health: Critical thinking strengthens intellectual health. Critical thinking can be thinking outside of the box and challenging knowledge that has already been obtained. When critical thinking is applied, brain power is being utilized and stimulated to strengthen intellectual health. Environmental health: A person’s controllable surroundings define their environmental health. The...
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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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...Higher Order Thinking and Diverse Learners Grand Canyon University: Secondary Methods and Data-Driven Pedagogy April Smith GCU: SED-444 August 25, 2013 Higher Order Thinking and Diverse Learners Grand Canyon University: Secondary Methods and Data-Driven Pedagogy April Smith GCU: SED-444 August 25, 2013 Higher Order Thinking and Diverse Learners This unit is designed for students in beginning Algebra classes. It is an introduction to the basic functions of algebra including the definition of an equation, using basic mathematical skills to solve equations, and applying equations to problem solving. South Carolina Standard 8-3: Through the process standards students will demonstrate an understanding of equations, inequalities, and linear functions (South Carolina Department of Education, 2007). Specific Indicators as outlined by the South Carolina Department of Education 8-3.1 Translate among verbal, graphical, tabular and algebraic representations of linear functions. 8-3.2 Represent algebraic relationships with equations and inequalities. 8-3.3 Use properties to examine equivalence of a variety of algebraic expressions. 8-3.4 Apply procedures to solve multi-step equations. 8-3.5 Classify relationships between two variables as linear or non-linear. Objectives Day 1 Objective: Students will learn the definition of an algebraic equation and the parts of an equation. Day 2 Objective: Students will apply their knowledge of addition and...
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...2015 Instructor John * * Three Technologies Review (From your list of five technologies above, you will select three to review) Web Address | Description of resource | Targeted Grade Level | Content Areas | 1. http://kids.nationalgeographic.com/ | National Geographic for kids, there are games, videos, pictures and information on nature. | 3rd-6th | Science and Social Studies | 2. https://www.brainpop.com/ | It has a variety of subjects with videos, games, and even worksheets. | 3rd -12th | Science, Social Studies, Math, English, Engineering and Tech., Art and Music, Health | 3. https://www.khanacademy.org/welcome | There is a variety of subjects and videos on this site. | K-Beyond High School | Math, Science, Economics and Finance, Arts and Humanities, Computing and Test Prep. | 4. http://www.funbrain.com/ | Fun games to learn math and reading skills. | K-8th | Math and Reading | 5. http://www.kidsknowit.com/ | Lots of information on this sight. Movies, posters, worksheets, games, etc. | K-12th | Science, Math and Spelling | Introduction Technology has inundated our home, work place and yes, our schools. With that, one needs to look at the importance of integrating technology in the classroom and why it is so important. “Researchers, educators, administrators, policymakers, and parents are now searching for the best ways to integrate technology into classrooms in order to enhance teaching and learning” (Rafool, Sullivan, and Al-Bataineh, 2012). While...
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...|[pic] |Instructor Policies | | |HUM 150 | | |Introduction to Film Studies | | | |Facilitator Information | | | |Mr. Hilary Clay Hicks, M.A. | |hillyboy@email.phoenix.edu (University of Phoenix) | |hillyboy@altrionet.com (Personal) | |626-821-9532 (PST) ...
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...University of Phoenix Material Critical Analysis Worksheet Read “Common Core” and “The Battle Against Common Core Standards.” Perform a critical analysis of each reading using critical thinking techniques from this week’s readings. Respond to the following based on your critical thinking analysis of the “Common Core” and “The Battle Against Common Core Standards” readings. 1) Define the term conclusion. To arrive at a decision | | | | 2) What is the conclusion of each article? The loss of the state control | | | | 3) Define the term premises. A previous statement proposition from which another is inferred or follow as a conclusion. | | | | 4) What premises support the conclusions...
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...University of Phoenix Material Critical Analysis Worksheet Read “Common Core” and “The Battle Against Common Core Standards.” Perform a critical analysis of each reading using critical thinking techniques from this week’s readings. Respond to the following based on your critical thinking analysis of the “Common Core” and “The Battle Against Common Core Standards” readings. 1) Define the term conclusion. |Conclusion is the last main division of a discourse, usually containing a summing up of the points and a statement of opinion or | |decisions reached. | | | 2) What is the conclusion of each article? |The Battle Against Common Core Standards conclusion states “The problem is loss of state control in making the standards. Keeping| |standards under state control puts more power into the hands of parents as opposed to bureaucrats. | |Common Core conclusion states - Common Core was developed by the National Governors Association and Council of Chief State School| |Officers. Alabama has a debate about if Alabama students are learning the same concepts in the same grades as students anywhere | |else in the country. ...
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