An Outline of Critical Thinking
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Third Year Preceptor Evaluation Form
3rd Year Preceptor Evaluation Please select student’s home campus: Auburn Carolinas Virginia Printed Student Name: Start Date: End Date: Printed Preceptor Name and Degree: Discipline: The below performance ratings are designed to evaluate a student engaged in their 3rd year of clinical rotations which corresponds to their first year of full time clinical training. Unacceptable – performs below the expected standards for the first year of clinical training (OMS3) despite feedback and direction Below expectations – performs below expectations for the first year of clinical training (OMS3). Responds to feedback and direction but still requires maximal supervision, and continual prompting and direction to achieve tasks Meets expectations – performs at the expected level of training (OMS3); able to perform basic tasks with some prompting and direction Above expectations – performs above expectations for their first year of clinical training (OMS3); requires minimal prompting and direction to perform required tasks Exceptional – performs well above peers; able to model tasks for peers or juniors, of medical students at the OMS3 level Place a check in the appropriate column to indicate your rating for the student in that particular area. Clinical skills and Procedure Log Documentation Preceptor has reviewed and discussed the CREDO LOG (Clinical Experience) for this Yes rotation. This is mandatory for passing the rotation for OMS 3. No Area of Evaluation - Communication Question Unacceptable Below Meets Above Exceptional N/A Expectations Expectations Expectations 1. Effectively listen to patients, family, peers, & healthcare team. 2. Demonstrates compassion and respect in patient communications. 3. Effectively collects chief complaint and history. 4. Considers whole patient: social, spiritual & cultural concerns. -
The Pragmatic Origins of Critical Thinking
The Pragmatic Origins of Critical Thinking Abstract Because of the ancient origins of many aspects of critical-thinking, notably logic and language skills that can be traced to traditional rhetoric, it is easy to perceive of the concept of critical thinking itself as also being ancient, or at least pre-modern. Yet the notion that there exists a form of thinking distinct from other mental qualities such as intelligence and wisdom, one unique enough to be termed “critical,” is a twentieth-century construct, one that can be traced to a specific philosophical tradition: American Pragmatism. Pragmatism Pragmatism is considered the only major Western philosophical tradition whose geographical origin was not in Europe but the United States. Just as other schools of philosophy can be traced to a single individual (such as Phenomenology, the invention of which is generally credited to Germany’s Edmund Husserl), Pragmatism has its origin in the work of the nineteenth and early twentieth century American philosopher Charles Sanders Peirce. Son of Harvard professor of astronomy and mathematics Benjamin Peirce, Charles was trained in logic, science and mathematics at a young age in the hope that he would eventually grow to become America’s answer to Immanuel Kant. In spite of this training (or possibly because of it) Peirce grew to be a prickly and irascible adult (although some of his dispositions may have also been a result of physical ailments, as well as 1 likely depression). His choice to live with the woman who would become his second wife before legally divorcing his first cost him a teaching position at Johns Hopkins University, and the enmity of powerful academics, notably Harvard President Charles Elliot who repeatedly refused Peirce a teaching position there, kept him from the academic life that might have given him formal outlets for his prodigious work in philosophy, mathematics and science. -
The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns
atmosphere Review The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns Susan Prichard 1,*, N. Sim Larkin 2, Roger Ottmar 2, Nancy H.F. French 3 , Kirk Baker 4, Tim Brown 5, Craig Clements 6 , Matt Dickinson 7, Andrew Hudak 8 , Adam Kochanski 9, Rod Linn 10, Yongqiang Liu 11, Brian Potter 2, William Mell 2 , Danielle Tanzer 3, Shawn Urbanski 12 and Adam Watts 5 1 University of Washington School of Environmental and Forest Sciences, Box 352100, Seattle, WA 98195-2100, USA 2 US Forest Service Pacific Northwest Research Station, Pacific Wildland Fire Sciences Laboratory, Suite 201, Seattle, WA 98103, USA; [email protected] (N.S.L.); [email protected] (R.O.); [email protected] (B.P.); [email protected] (W.M.) 3 Michigan Technological University, 3600 Green Court, Suite 100, Ann Arbor, MI 48105, USA; [email protected] (N.H.F.F.); [email protected] (D.T.) 4 US Environmental Protection Agency, 109 T.W. Alexander Drive, Durham, NC 27709, USA; [email protected] 5 Desert Research Institute, 2215 Raggio Parkway, Reno, NV 89512, USA; [email protected] (T.B.); [email protected] (A.W.) 6 San José State University Department of Meteorology and Climate Science, One Washington Square, San Jose, CA 95192-0104, USA; [email protected] 7 US Forest Service Northern Research Station, 359 Main Rd., Delaware, OH 43015, USA; [email protected] 8 US Forest Service Rocky Mountain Research Station Moscow Forestry Sciences Laboratory, 1221 S Main St., Moscow, ID 83843, USA; [email protected] 9 Department of Atmospheric Sciences, University of Utah, 135 S 1460 East, Salt Lake City, UT 84112-0110, USA; [email protected] 10 Los Alamos National Laboratory, P.O. -
Journals in Assessment, Evaluation, Measurement, Psychometrics and Statistics
Leadership Awards Publications Resources Membership About Journals in Assessment, Evaluation, Measurement, Psychometrics and Statistics Compiled by (mailto:[email protected]) Lihshing Leigh Wang (mailto:[email protected]) , Chair of APA Division 5 Public and International Affairs Committee. Journal Association/ Scope and Aims (Adapted from journals' mission Impact Publisher statements) Factor* American Journal of Evaluation (http://www.sagepub.com/journalsProdDesc.nav? American Explores decisions and challenges related to prodId=Journal201729) Evaluation conceptualizing, designing and conducting 1.16 Association/Sage evaluations. Offers original articles about the methods, theory, ethics, politics, and practice of evaluation. Features broad, multidisciplinary perspectives on issues in evaluation relevant to education, public administration, behavioral sciences, human services, health sciences, sociology, criminology and other disciplines and professional practice fields. The American Statistician (http://amstat.tandfonline.com/loi/tas#.Vk-A2dKrRpg) American Publishes general-interest articles about current 0.98^ Statistical national and international statistical problems and Association programs, interesting and fun articles of a general nature about statistics and its applications, and the teaching of statistics. Applied Measurement in Education (http://www.tandf.co.uk/journals/titles/08957347.asp) Taylor & Francis Because interaction between the domains of 0.33 research and application is critical to the evaluation and improvement of -
LOGIC and CRITICAL THINKING: the MISSING LINK in HIGHER EDUCATION in NIGERIA Chinweuba Gregory Emeka
International Journal of History and Philosophical Research Vol.6, No.3, pp.1-13, July 2018 ___Published by European Centre for Research Training and Development UK (www.eajournals.org) LOGIC AND CRITICAL THINKING: THE MISSING LINK IN HIGHER EDUCATION IN NIGERIA Chinweuba Gregory Emeka (Ph.D) and Ezeugwu Evaristus Chukwudi (Ph.D) Philosophy Unit, General Studies Division, Enugu State University of Science and Technology, (ESUT) Enugu. ABSTRACT: Sustainable development and good living condition in the modern world are determined by people who possess more than normal reasoning abilities. The present Nigerian socio-political, economic and technological dilemma therefore results from the redundancy of mind paved by gross deficiency in logic and critical thinking competencies. This deficiency broadly stems from Nigerian poor educational system which has neglected acquisition of reflective and critical reasoning skills in theoretical and practical terms. This hampers critical competence, and results to irrational judgments, biased policies and dishonest governance. Consequently, problem solving and critical competence in various sectors of Nigerian existence have remained a mirage resulting to unsustainable development. This paper analytically investigates the meaning, cradle, essence, relevance and state of logic and critical thinking in Nigerian higher education and existence. The research finds that logic and critical thinking has been negligently relegated to one of those optional General Studies’ courses rarely needed to make up the required credit load. As such, not every department of education in Nigeria offers logic and critical thinking. This is coupled with the fact that in some Nigerian Higher Institutions, logic and critical thinking is managed by unqualified staff. The paper as well finds that knowledge of logic and critical thinking is indispensable in the daily human expressions, decisions, right choices and actions. -
Research Designs for Program Evaluations
03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 79 CHAPTER 3 RESEARCH DESIGNS FOR PROGRAM EVALUATIONS Introduction 81 What Is Research Design? 83 The Origins of Experimental Design 84 Why Pay Attention to Experimental Designs? 89 Using Experimental Designs to Evaluate Programs: The Elmira Nurse Home Visitation Program 91 The Elmira Nurse Home Visitation Program 92 Random Assignment Procedures 92 The Findings 93 Policy Implications of the Home Visitation Research Program 94 Establishing Validity in Research Designs 95 Defining and Working With the Four Kinds of Validity 96 Statistical Conclusions Validity 97 Working with Internal Validity 98 Threats to Internal Validity 98 Introducing Quasi-Experimental Designs: The Connecticut Crackdown on Speeding and the Neighborhood Watch Evaluation in York, Pennsylvania 100 79 03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 80 80–●–PROGRAM EVALUATION AND PERFORMANCE MEASUREMENT The Connecticut Crackdown on Speeding 101 The York Neighborhood Watch Program 104 Findings and Conclusions From the Neighborhood Watch Evaluation 105 Construct Validity 109 External Validity 112 Testing the Causal Linkages in Program Logic Models 114 Research Designs and Performance Measurement 118 Summary 120 Discussion Questions 122 References 125 03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 81 Research Designs for Program Evaluations–●–81 INTRODUCTION Over the last 30 years, the field of evaluation has become increasingly diverse in terms of what is viewed as proper methods and practice. During the 1960s and into the 1970s most evaluators would have agreed that a good program evaluation should emulate social science research and, more specifically, methods should come as close to randomized experiments as possible. -
Leibniz on China and Christianity: the Reformation of Religion and European Ethics Through Converting China to Christianity
Bard College Bard Digital Commons Senior Projects Spring 2016 Bard Undergraduate Senior Projects Spring 2016 Leibniz on China and Christianity: The Reformation of Religion and European Ethics through Converting China to Christianity Ela Megan Kaplan Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2016 Part of the European History Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Kaplan, Ela Megan, "Leibniz on China and Christianity: The Reformation of Religion and European Ethics through Converting China to Christianity" (2016). Senior Projects Spring 2016. 279. https://digitalcommons.bard.edu/senproj_s2016/279 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Leibniz on China and Christianity: The Reformation of Religion and European Ethics through Converting China to Christianity Senior Project submitted to The Division of Social Studies Of Bard College by Ela Megan Kaplan Annandale-on-Hudson, New York May 2016 5 Acknowledgements I would like to thank my mother, father and omniscient advisor for tolerating me for the duration of my senior project. -
Critical Thinking: Intellectual Standards Essential to Reasoning Well Within Every Domain of Human Thought, Part Two
Critical Thinking: Intellectual Standards Essential to Reasoning Well Within Every Domain of Human Thought, Part Two By Richard Paul and Linda Elder In our last critical thinking column we introduced the idea of intellectual • I hear you saying “___.” Am I hearing you correctly, or have I misun- standards and pointed out that all natural languages are repositories for such derstood you? standards, which, when appropriately applied, serve as guides for assessing Accuracy: free from errors, mistakes or distortions; true, correct. human reasoning. We argued that intellectual standards are necessary for A statement can be clear but not accurate, as in “Most dogs weigh more cultivating the intellect and living a rational life, are presupposed in many than 300 pounds.” Thinking is always more or less accurate. It is useful to concepts in modern natural languages, and are presupposed in every subject assume that a statement’s accuracy has not been fully assessed except to the and discipline. In this column, the second in the series, we introduce and extent that one has checked to determine whether it represents things as explicate some of the intellectual standards essential to reasoning well through they really are. Questions that focus on accuracy in thinking include: the problems and issues implicit in everyday human life. • How could I check that to see if it is true? Some Essential Intellectual Standards • How could I verify these alleged facts? We postulate that there are at least nine intellectual standards important • Can I trust the accuracy of these data given the source from which they come? to skilled reasoning in everyday life. -
Presuppostions in the Slogans of Indonesian Universities
PRESUPPOSTIONS IN THE SLOGANS OF INDONESIAN UNIVERSITIES Atika Puspasari Dosen Universitas Bina Darma Jalan Ahmad Yani No.12, Palembang Sur-el: [email protected] Abstract: The objectives of the study were to identify and analyze the presuppositions implied in the slogans of Indonesian universities which are listed in the General Directorate of Higher Education website, and to discuss pragmatic transfer found in the English version of those slogans. The objects of the study were slogans of Indonesian universities. The writer used documentation technique in collecting the data. Then, qualitative method with triangulation was applied by the writer in analyzing the data. The findings showed that existential, factive, and lexical potential presuppositions were implied in the analyzed slogans. Then, actual presuppositions provide clearer and better ideas of the implied messages in the slogans. Meanwhile, the writer did not find any pragmatic transfer in the English version of the slogans. Keywords: Slogans, Presuppositions, Pragmatic Transfer Abstrak: Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menganalisis praanggapan yang terkandung dalam slogan universitas-universitas di Indonesia yang terdaftar pada website dirjen Dikti. Objek penelitian ini adalah slogan dari universitas-universitas yang ada di Indonesia. Penulis menggunakan teknik dokumentasi dalam pengumpulan data dan analisis data dilakukan dengan menggunakan metode kualitatif ditambah dengan triangulasi. Temuan dari penelitian ini menunjukkan bahwa praanggapan yang terkandung dalam slogan tersebut adalah praanggapan existensial, factive , dan lexical. Kemudian, praanggapan aktual lebih memberikan ide yang lebih baik dan lebih jelas mengenai pesan yang terkandung di dalam slogan-slogan tersebut. Sedangkan temuan lainnya yaitu pragmatik transfer tidak ditemukan di dalam slogan-slogan universitas di Indonesia. -
Critical Thinking in the Classroom…And Beyond
Critical Thinking in the Classroom…and Beyond Linda M. Murawski, EdD Adjunct Professor Department of Human Resources Development Graduate & Professional Studies Tusculum College Knoxville, Tennessee ABSTRACT Critical thinking in the classroom is a common term used by educators. Critical thinking has been called “the art of thinking about thinking” (Ruggiero, V.R., 2012) with the intent to improve one’s thinking. The challenge, of course, is to create learning environments that promote critical thinking both in the classroom and beyond. Teaching and practicing critical thinking provides adults with the opportunity to embrace and take charge of their learning. Adults engaged in critical thinking approach the classroom experience differently. Typically, students who implement critical thinking skills approach the courseware in a more thoughtful and effective manner, ask more challenging questions and participate in the learning process more intensely. This critical thinking process endures beyond the classroom and into the workplace. This session examines the background of critical thinking, its role in the classroom and beyond that to the workplace. INTRODUCTION of many years of research, analysis, teaching and practice, Ennis concluded that critical thinking is “focused on de- Critical thinking is a common course in college and uni- ciding what to believe or do,” (Ennis, p. 10). versity settings today. Frequently taught as a way to “im- prove” thinking, the art of critical thinking involves an Ennis separated critical thinking into two categories: dis- approach to thinking--more importantly to learning--that positions and abilities. The ideal critical thinker, in his embraces changing how one thinks about thinking. Criti- writings, is disposed to reach a “right” decision, present cal thinking incorporates how learners develop and apply that position honestly and clearly, consider others’ points thought to understand how thinking can be improved. -
Logic and Critical Thinking Course Code: Phil 1011
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA MINISTRY OF SCIENCE AND HIGHER EDUCATION LOGIC AND CRITICAL THINKING COURSE CODE: PHIL 1011 By: Teklay G. (AkU), Adane T. (MU), and Zelalem M. (HMU) Page 1 LOGIC AND CRITICAL THINKING MODULE COURSE CODE: PHIL101 COURSE CRDIT HOURS: 3 PREPARED BY: Mr. TEKLAY G/MESKEL (AKSUM UNIVERSITY) Mr. ADANE TEKLAY (MEKELLE UNIVERSITY) Mr. ZELALEM MAMO (HARAMAYA UNIVERSITY) AUGUST 2019 ADDIS ABABA, ETHIOPIA By: Teklay G. (AkU), Adane T. (MU), and Zelalem M. (HMU) Page 2 ORGANIZATION OF THE MODULE: 1. Module Introduction: - Teklay G. (AkU) 2. Chapter One: - Teklay G. (AkU) 3. Chapter Two: - Teklay G. (AkU) 4. Chapter Three: - Adane T. (MU) 5. Chapter Four: - Zelalem M. (HMU) 6. Chapter Five: - Zelalem M. (HMU) 7. Chapter Six: - Adane T. (MU) By: Teklay G. (AkU), Adane T. (MU), and Zelalem M. (HMU) Page 3 Table of Contents COURSE INTRODUCTION ........................................................................................................................ 8 COURSE OBJECTIVES ............................................................................................................................ 10 CHAPTER ONE ......................................................................................................................................... 11 INTRODUCING PHILOSOPHY ............................................................................................................... 11 Chapter Overview .................................................................................................................................. -
Project Quality Evaluation – an Essential Component of Project Success
Mathematics and Computers in Biology, Business and Acoustics Project Quality Evaluation – An Essential Component of Project Success DUICU SIMONA1, DUMITRASCU ADELA-ELIZA2, LEPADATESCU BADEA2 Descriptive Geometry and Technical Drawing Department1, Manufacturing Engineering Department2, Faculty of Manufacturing Engineering and Industrial Management “Transilvania” University of Braşov 500036 Eroilor Street, No. 29, Brasov ROMANIA [email protected]; [email protected]; [email protected]; Abstract: - In this article are presented aspects, elements and indices regarding project quality management as a potential source of sustainable competitive advantages. The success of a project depends on implementation of the project quality processes: quality planning, quality assurance, quality control and continuous process improvement drive total quality management success. Key-Words: - project management, project quality management, project quality improvement. 1 Introduction negative impact on the possibilities of planning and Project management is the art — because it requires the carrying out project activities); skills, tact and finesse to manage people, and science — • supply chain problems; because it demands an indepth knowledge of an • lack of resources (funds or trained personnel); assortment of technical tools, of managing relatively • organizational inefficiency. short-term efforts, having finite beginning and ending - external factors: points, usually with a specific budget, and with customer • natural factors (natural disasters); specified performance criteria. “Short term” in the • external economic influences (adverse change in context of project duration is dependent on the industry. currency exchange rate used in the project); The longer and more complex a project is, the more it • reaction of people affected by the project; will benefit from the application of project management • implementation of economic or social policy tools.