What is the critical thinking?
Are you a critical thinker?
In my opinion, the basic concept of "Critical thinking" is: an ability of logical thinking, we use it every day. It makes us better understand the information from our life.
I was not a good critical thinker before I learned this course. After one semester, I learned much knowledge and methods from our professor, textbooks, and talk with my classmates. I understood the methods how to become a critical thinker. Let me show my summary as followed:
1. Ask questions
Not only ask questions to others for an answer, but also ask questions to yourself for an answer. And ask questions about the answers you get. At last, to think about the questions, ask questions about the questions.
2. Define the problem; try to know how do I describe it?
An accurate use of words improves our thinking. To find the definition of the words from the dictionaries, make sure that you understand what the vocabulary means.
3. Examine the evidence
The goal is to have evidence or facts that are reliable and true. When we think well, we assess all facts, derive as many inferences as we can, and devise strategies for confirming or obtaining more information.
At last, we need to make a conclusion from evidence. This course brought me a new concept "Critical Thinking", I like it and I'll use it every time in the future.
Tuesday, May 5, 2009
Monday, April 20, 2009
Apr21 Exercise (CRCB11 Advanced Strategies)
CRCB C11 Exercises
Exercise 11J
Outlines pp.368
Use this textbook’s table of contents to answer the following questions.
1. What information is being presented in this outline?
An overview of the textbook – the types of information to be taught
2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”
1) What is efficient reading?
2) Becoming a more efficient reader
Exercise 11J
Outlines pp.368
Use this textbook’s table of contents to answer the following questions.
1. What information is being presented in this outline?
An overview of the textbook – the types of information to be taught
2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”
1) What is efficient reading?
2) Becoming a more efficient reader
Apr21 Summary (CRCB11 Advanced Strategies)
CRCB C11 Summary
This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.
When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.
This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.
When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.
Tuesday, April 14, 2009
Apr14 Summary (TFY C11, Induction)
TFY, chapter 11 Summary
This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.
Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.
This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.
Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.
Monday, April 13, 2009
Apr14 Exercise (CRCB1 Reading)
CRCB C1 Exercises
Exercise 1a
pp.9
Read each of the following statements and respond to them based on your current reading habits. In the space provided, write yes if the statement correctly describes you, or no if it does not.
1. I know that concentration is a skill that can be learned.
NO
2. I have a study area, complete with study supplies, and this area is used only for studying.
NO
3. I try to concentrate as I read, but my mind usually drifts to other things, such as bills I have to pay or people I have to call.
YES
4. If I get angry, I am unable to concentrate on my reading.
YES
5. I know how to minimize all distractions.
NO
6. I cannot read unless my house, or study environment, is immaculate.
YES
7. I have a system to let others know when I am reading and that I do not want to be disturbed.
NO
8. I lose concentration easily when I am bored with what I’m reading.
YES
Exercise 1a
pp.9
Read each of the following statements and respond to them based on your current reading habits. In the space provided, write yes if the statement correctly describes you, or no if it does not.
1. I know that concentration is a skill that can be learned.
NO
2. I have a study area, complete with study supplies, and this area is used only for studying.
NO
3. I try to concentrate as I read, but my mind usually drifts to other things, such as bills I have to pay or people I have to call.
YES
4. If I get angry, I am unable to concentrate on my reading.
YES
5. I know how to minimize all distractions.
NO
6. I cannot read unless my house, or study environment, is immaculate.
YES
7. I have a system to let others know when I am reading and that I do not want to be disturbed.
NO
8. I lose concentration easily when I am bored with what I’m reading.
YES
Apr14 Summary (CRCB1 Reading)
CRCB C1 Summary
Reading is an active process based on an active process besides on author’s to convey meaning though the write word and your ability to extract meaning from those words. Keeping a learning journal is also an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear. It can help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty. Using learning will help you to identify, analyze and correct reading and leaning difficulties.
Leading is an active process based on an author’s ability to convey meaning through the written word and I ability to extract meaning from those words.
Learning styles and techniques for improving learning ability, Reading is learning Process by using many different strategies your learning styles ability will greatly
Enhanced, these techniques will help you to improve your college reading and learning.
Reading is an active process based on an active process besides on author’s to convey meaning though the write word and your ability to extract meaning from those words. Keeping a learning journal is also an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear. It can help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty. Using learning will help you to identify, analyze and correct reading and leaning difficulties.
Leading is an active process based on an author’s ability to convey meaning through the written word and I ability to extract meaning from those words.
Learning styles and techniques for improving learning ability, Reading is learning Process by using many different strategies your learning styles ability will greatly
Enhanced, these techniques will help you to improve your college reading and learning.
Sunday, April 5, 2009
Apr07 Exercise (CRCB8 Texts)
CRCB C8 Exercises
pp.272
Exercise 8h
Journalists typically omit organizational word clues because they have a limited amount of space for their stories, and they want to reserve as much space as possible for content. Access the following Internet source: www.ABCNEWS.com and pick a story. Print it out, read it, and infer the overall organizational method. Add OWCs that you think would help others identify the overall organizational method, ones the writer might have used if space had not been a constraint.
#1: analysis “was”
#2: definitions/example “But” “meant”
#3: sequence “first” “then”
#4: sequence “process” “after” “for years”
#5: sequence “the first thing” “but”
#6: sequence “also” “the first thing” “then” “also”
1. C
2. B
3. C
4. D
5. A
pp.272
Exercise 8h
Journalists typically omit organizational word clues because they have a limited amount of space for their stories, and they want to reserve as much space as possible for content. Access the following Internet source: www.ABCNEWS.com and pick a story. Print it out, read it, and infer the overall organizational method. Add OWCs that you think would help others identify the overall organizational method, ones the writer might have used if space had not been a constraint.
#1: analysis “was”
#2: definitions/example “But” “meant”
#3: sequence “first” “then”
#4: sequence “process” “after” “for years”
#5: sequence “the first thing” “but”
#6: sequence “also” “the first thing” “then” “also”
1. C
2. B
3. C
4. D
5. A
Apr07 Summary (CRCB8 Texts)
CRCB C8 Summary
The authors usually organize information using certain classic methods or patterns.
Begging able to recognize organizational methods will help understand the ideas in how they are connected t each other, because they will fit into logical patterns already familiar with.
It will also help to remember what you have read, because you are not memorizing facts in isolation, but relating them to each other to form patterns that hold and organize them in your member. A useful way to identify an author’s method of organization is to look for the organization word clues that indicate which patterns using.
It is also important to assess an author’s overall method of organization. Author will frequently use more than one method from paragraph to paragraph to paragraph, but have one overall method for each.
The authors usually organize information using certain classic methods or patterns.
Begging able to recognize organizational methods will help understand the ideas in how they are connected t each other, because they will fit into logical patterns already familiar with.
It will also help to remember what you have read, because you are not memorizing facts in isolation, but relating them to each other to form patterns that hold and organize them in your member. A useful way to identify an author’s method of organization is to look for the organization word clues that indicate which patterns using.
It is also important to assess an author’s overall method of organization. Author will frequently use more than one method from paragraph to paragraph to paragraph, but have one overall method for each.
Monday, March 30, 2009
Mar31 Exercise (CRCB12 Arguments)
CRCB C12 Exercises
Exercise 12a pp.395
Read the following version of the fairy tale Cinderella and decide whether the statements that follow it are true, false, or questionable. Provide a reason for each of your answers. For the purpose of this exercise, accept each sentence of the fairy tale as fact and forget about the common version of it. Think about what information each sentence conveys before making judgments about the statements that follow. Afterward you will share your responses with other members of your class. Some will agree with you and some will disagree, and you will see how a harmless fairy tale can turn into an argument.
1. Cinderella had more than one stepsister.
T – Directly stated in the passage.
2. Cinderella’s natural mother was dead.
? – Not enough information provided.
3. The stepmother and stepsisters went to many social events.
? – Passage says that they went to ALL of the important events, it doesn’t say how many. There may have been very few.
4. Cinderella’s stepmother and stepsisters didn’t buy any beautiful clothes for Cinderella.
? – The passage didn’t directly state that they didn’t buy her beautiful clothes – she may have preferred to be trendy and wear rags.
5. A pumpkin can’t be turned into a gold-plated automobile.
F – The passage directly states that the pumpkin was turned into a gold-plated automobile.
6. The stepmother and stepsisters disliked Cinderella.
T – Directly stated in the passage.
7. Cinderella’s stepmother or stepsisters made Cinderella stay home when they went to the important social events.
? – Not enough information provided – the passage said that she had to stay home, but it didn’t say who made her.
8. The step mother and stepsisters offered to take Cinderella to the Prince’s Ball with them.
? – Not enough information provided.
9. Cinderella walked to the Prince’s Ball.
F – Directly stated that she rode to the ball.
10. Cinderella wanted to go to the Prince’s Ball.
? – Not enough information provided – she may have been pushed into going by the fairy godmother.
11. The stepmother and stepsisters left Cinderella home on the night of the Prince’s Ball.
T – Directly stated in the passage.
12. Cinderella rode to the Prince’s Ball in a carriage drawn by six white horses.
? – Not enough information provided.
13. Although the stepmother and stepsisters had beautiful clothes, they never bought clothes for themselves.
F – Directly stated that they bought themselves beautiful clothes.
14. The stepmother and stepsisters went only to social events that were important.
? – Not enough information provided. Although they went to all important social events, it didn’t say that they went to ONLY important events.
15. Cinderella’s fairy godmother was an evil in disguise.
? - Not enough information provided. Passage doesn’t tell us that she is or isn’t an evil witch in disguise.
Exercise 12a pp.395
Read the following version of the fairy tale Cinderella and decide whether the statements that follow it are true, false, or questionable. Provide a reason for each of your answers. For the purpose of this exercise, accept each sentence of the fairy tale as fact and forget about the common version of it. Think about what information each sentence conveys before making judgments about the statements that follow. Afterward you will share your responses with other members of your class. Some will agree with you and some will disagree, and you will see how a harmless fairy tale can turn into an argument.
1. Cinderella had more than one stepsister.
T – Directly stated in the passage.
2. Cinderella’s natural mother was dead.
? – Not enough information provided.
3. The stepmother and stepsisters went to many social events.
? – Passage says that they went to ALL of the important events, it doesn’t say how many. There may have been very few.
4. Cinderella’s stepmother and stepsisters didn’t buy any beautiful clothes for Cinderella.
? – The passage didn’t directly state that they didn’t buy her beautiful clothes – she may have preferred to be trendy and wear rags.
5. A pumpkin can’t be turned into a gold-plated automobile.
F – The passage directly states that the pumpkin was turned into a gold-plated automobile.
6. The stepmother and stepsisters disliked Cinderella.
T – Directly stated in the passage.
7. Cinderella’s stepmother or stepsisters made Cinderella stay home when they went to the important social events.
? – Not enough information provided – the passage said that she had to stay home, but it didn’t say who made her.
8. The step mother and stepsisters offered to take Cinderella to the Prince’s Ball with them.
? – Not enough information provided.
9. Cinderella walked to the Prince’s Ball.
F – Directly stated that she rode to the ball.
10. Cinderella wanted to go to the Prince’s Ball.
? – Not enough information provided – she may have been pushed into going by the fairy godmother.
11. The stepmother and stepsisters left Cinderella home on the night of the Prince’s Ball.
T – Directly stated in the passage.
12. Cinderella rode to the Prince’s Ball in a carriage drawn by six white horses.
? – Not enough information provided.
13. Although the stepmother and stepsisters had beautiful clothes, they never bought clothes for themselves.
F – Directly stated that they bought themselves beautiful clothes.
14. The stepmother and stepsisters went only to social events that were important.
? – Not enough information provided. Although they went to all important social events, it didn’t say that they went to ONLY important events.
15. Cinderella’s fairy godmother was an evil in disguise.
? - Not enough information provided. Passage doesn’t tell us that she is or isn’t an evil witch in disguise.
Mar31 Summary (CRCB12 Arguments)
CRCB C12 Summary
Recognizing arguments as you read lets you critically examine an author’s line of reason and one conclusion. One way to detect them is to look for an author’s conclusions and then track the reasons he or she used to reach them. Another way is to look for the argument word clues an author used to indicate when reasons are being presented and conclusions stated.
When you find an argument, you should break it down into its constituent parts so that you can determine whether it is well found and logical.
Arguments can be evaluated using specific criteria including deterging dependability fact from opinion, and detecting fallacies.
The two primary types of arguments are deductive and inductive .Deductive arguments have at least one premise that logically leads to a conclusion. Inductive argument begging with a series of specific observation and conclude with a generalization that logically flow from them. As they are observation, even well-constructed inductive arguments cannot be considered absolutely true. Author’s view should be actively questioned so that flaws in the presentation of information are not passively accepted. Begging able to detect and evaluate argument in book, and to create argument using book reading material, forces to analyze the logic of what read and help we present we own ideas
In arguments we come across deductive argument, inductive and evaluating arguments. A deductive argument is that the premise is to be undeniably true that the conclusion is also unquestionably true as well. In an inductive argument the premise is highly probable to be true as well as the conclusion. The main thing to understand between the two is probability as which you know is the absolute truth and what you know is high probable. In an argument you want to have a deductive stance because nothing can argue with one hundred percent fact.
Recognizing arguments as you read lets you critically examine an author’s line of reason and one conclusion. One way to detect them is to look for an author’s conclusions and then track the reasons he or she used to reach them. Another way is to look for the argument word clues an author used to indicate when reasons are being presented and conclusions stated.
When you find an argument, you should break it down into its constituent parts so that you can determine whether it is well found and logical.
Arguments can be evaluated using specific criteria including deterging dependability fact from opinion, and detecting fallacies.
The two primary types of arguments are deductive and inductive .Deductive arguments have at least one premise that logically leads to a conclusion. Inductive argument begging with a series of specific observation and conclude with a generalization that logically flow from them. As they are observation, even well-constructed inductive arguments cannot be considered absolutely true. Author’s view should be actively questioned so that flaws in the presentation of information are not passively accepted. Begging able to detect and evaluate argument in book, and to create argument using book reading material, forces to analyze the logic of what read and help we present we own ideas
In arguments we come across deductive argument, inductive and evaluating arguments. A deductive argument is that the premise is to be undeniably true that the conclusion is also unquestionably true as well. In an inductive argument the premise is highly probable to be true as well as the conclusion. The main thing to understand between the two is probability as which you know is the absolute truth and what you know is high probable. In an argument you want to have a deductive stance because nothing can argue with one hundred percent fact.
Tuesday, March 24, 2009
Mar24 Exercise (CRCB C4 Time)
CRCB C4 Exercises
pp. 127
1. Which of the following statements is not accurate according to the excerpt?
b. prostitutes have flawed characters lacking in values
2. Which of the following statements is true, according to the excerpt?
d. Almost nine out of 10 Ranch prostitutes had earned their general equivalency diplomas or had graduated from high school.
3. According to the excerpt, what is one reason why streetwalkers rarely become regular brothel prostitutes?
c. Brothels have lots of rules and mandatory confinement.
4. According to the author, the prostitutes she investigated at the Mustang ranch were
b. Women who were very committed to their families.
5. In your opinion, the author’s attitudes toward the prostitutes at Mustang Ranch is
b. Accepting
pp. 127
1. Which of the following statements is not accurate according to the excerpt?
b. prostitutes have flawed characters lacking in values
2. Which of the following statements is true, according to the excerpt?
d. Almost nine out of 10 Ranch prostitutes had earned their general equivalency diplomas or had graduated from high school.
3. According to the excerpt, what is one reason why streetwalkers rarely become regular brothel prostitutes?
c. Brothels have lots of rules and mandatory confinement.
4. According to the author, the prostitutes she investigated at the Mustang ranch were
b. Women who were very committed to their families.
5. In your opinion, the author’s attitudes toward the prostitutes at Mustang Ranch is
b. Accepting
Monday, March 23, 2009
Mar24 Summary (CRCB C4 Time)
CRCB C4 Summary
Several strategies, including skimming, regressing, sub vocalizing, and pacing, that will increase your reading efficiency.
Comprehension should be your main reading goal, not how fast you read.
Develop a general study schedule that shows specifically when you plan to study for each class and for how long.
The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Time is not the only criterion used in judging reading efficiency in college. It is not even most important one. Efficient reading can be defined as being able to read and comprehend textbook material in an appropriate amount of time for you.
Deciding what an appropriate amount of time is for you depends on many factors. It is related to how much time you actually have available to read for each course, the level of difficult of the textbook material, and the grade you want to earn in a course.
How to manage your reading is more important than learning how to read rapidly. Always make comprehension your primary goal: reading efficiently the first time through is often faster. If you make speed your priority, you may finish more quickly, but understand less. As a result, you may have to reread material before a test in order to understand and remember it, which is time-consuming.
Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plans for several weeks, you will find that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read a little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Several strategies, including skimming, regressing, sub vocalizing, and pacing, that will increase your reading efficiency.
Comprehension should be your main reading goal, not how fast you read.
Develop a general study schedule that shows specifically when you plan to study for each class and for how long.
The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Time is not the only criterion used in judging reading efficiency in college. It is not even most important one. Efficient reading can be defined as being able to read and comprehend textbook material in an appropriate amount of time for you.
Deciding what an appropriate amount of time is for you depends on many factors. It is related to how much time you actually have available to read for each course, the level of difficult of the textbook material, and the grade you want to earn in a course.
How to manage your reading is more important than learning how to read rapidly. Always make comprehension your primary goal: reading efficiently the first time through is often faster. If you make speed your priority, you may finish more quickly, but understand less. As a result, you may have to reread material before a test in order to understand and remember it, which is time-consuming.
Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plans for several weeks, you will find that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read a little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Monday, March 9, 2009
Mar10 Exercise (CRCB14 Evaluations)
CRCB C14 Exercises
P488
Part1
Objective questions
1.
1). Rubric - b
2). HTML – d
3). 2RCA – e
4). WWW – a
5).Internet – c
a. A visual component of the internet, which can include pictures, sound, video clips, and more.
b. A type of chart used to evaluate a product or process.
c. Countless networks of computers that are connected
d. The computer language of the WWW
e. A mnemonic used to remember the sever-step website evaluation.
2. An ”open-minded skeptic” refers to someone
a. Who does not accept everything read as truth but is willing t consider and research questionable information
3. Which of the seven steps of the internet source evaluation system is missing from this list: know your purpose; evaluate the look and content;..
c. consider the source
4. Which of the following is not a reason to use a rubric?
d. To determine if you will receive a good grade on your research paper.
5. If information is relevant, it is
b. Related to the topic you are researching.
P488
Part1
Objective questions
1.
1). Rubric - b
2). HTML – d
3). 2RCA – e
4). WWW – a
5).Internet – c
a. A visual component of the internet, which can include pictures, sound, video clips, and more.
b. A type of chart used to evaluate a product or process.
c. Countless networks of computers that are connected
d. The computer language of the WWW
e. A mnemonic used to remember the sever-step website evaluation.
2. An ”open-minded skeptic” refers to someone
a. Who does not accept everything read as truth but is willing t consider and research questionable information
3. Which of the seven steps of the internet source evaluation system is missing from this list: know your purpose; evaluate the look and content;..
c. consider the source
4. Which of the following is not a reason to use a rubric?
d. To determine if you will receive a good grade on your research paper.
5. If information is relevant, it is
b. Related to the topic you are researching.
May10 Summary (CRCB14 Evaluations)
CRCB C14 Summary
In this chapter on evaluating internet resources, I learned: how to use a seven-step evaluation system to determine the accuracy and reliability of internet information sources; how to use a rubric to rate website information.
One of the greatest resources we know have on hand is the World Wide Web. We can find information to almost any subject imaginable with just the click of a button. This resource is extremely useful but at the same time can crippling as well. A lot of time when books are published they are made sure that the information written is legitimate as where on web that is not always the case. When getting reliable references from the web you must make sure the information that you’re gathering is coming from a credible source rather than form a 15 year old kid who’s posting nonsense on the web. The fact is that anybody can put stuff on the web so it is important to make sure the information you’re receiving is factual.
Evaluating internet source of information helps we determine if they are reliable and useful. Knowing how to critically evaluate internet material not only helps we become a better student, but will help you in your work life beyond college.
Use the internet source evaluation system described in this chapter as a tool for assessing websites. Two Rand C A uses following seven steps:
1. Know your purpose
2. Double –check facts and sources
3. Consider the source
4. Evaluate content
5. Determine intended audience
6. Evaluate the writing
7. Use what you already know.
In this chapter on evaluating internet resources, I learned: how to use a seven-step evaluation system to determine the accuracy and reliability of internet information sources; how to use a rubric to rate website information.
One of the greatest resources we know have on hand is the World Wide Web. We can find information to almost any subject imaginable with just the click of a button. This resource is extremely useful but at the same time can crippling as well. A lot of time when books are published they are made sure that the information written is legitimate as where on web that is not always the case. When getting reliable references from the web you must make sure the information that you’re gathering is coming from a credible source rather than form a 15 year old kid who’s posting nonsense on the web. The fact is that anybody can put stuff on the web so it is important to make sure the information you’re receiving is factual.
Evaluating internet source of information helps we determine if they are reliable and useful. Knowing how to critically evaluate internet material not only helps we become a better student, but will help you in your work life beyond college.
Use the internet source evaluation system described in this chapter as a tool for assessing websites. Two Rand C A uses following seven steps:
1. Know your purpose
2. Double –check facts and sources
3. Consider the source
4. Evaluate content
5. Determine intended audience
6. Evaluate the writing
7. Use what you already know.
Monday, February 23, 2009
Feb24 Exercise (TFY C6, Opinions)
P177 An Exercise in Evaluating Opinions
Rate the following opinions as:
A. An opinion I would accept and act on
B. Worthy of Consideration
C. I’d want another opinion
D. Forget It!
1. Your doctor says you need surgery immediately.
A
2. A psychiatrist testifies in court that the defendant is not guilty by reason of insanity.
B
3. The weather forecaster says it will rain tomorrow.
B
4. Your attorney says you should sue your neighbor for damages.
B
5. You want to rent an apartment but the neighbor next door says the landlord is a weirdo.
C
6. Your best friend tells you your fiancée is tacky.
D
7. Your English instructor says you don’t know how to think and should see a psychiatrist.
D
8. Your astrologer tells you not to go on any long trips in May.
D
9. The judge says you are guilty of driving under the influence of alcohol.
A
10. An engineer says you can prevent your basement from flooding by blasting holes for drainage in your foundation.
C
11. Your utility energy advisor says you can conserve energy by having your floors insulated.
B
12. A Pentagon general advises bombing Mexico.
D
P187 Chapter Quiz
1. Expert opinion calculates the risk involved in spacing the gap between the known and the unknown for a particular situation.
True
2. Giving advice is not a way of offering an opinion.
False
3. The results of public opinion polls are equivalent to votes in elections.
False
4. Opinions in the forms of judgments state what is right and wrong, bed and good.
True
5. Some opinions are based on generalizations, such as stereotype, as in the statement “All Chinese look alike."
True
6. Responsible opinions are based on a careful examination of the evidence.
False
7. Opinions are the same as facts.
False
8. Gossip is opinion sharing without any requirement for substantiation.
True
9. Everyone is entitled to his or her own opinion because all opinion carries equal value.
False
10. Prevailing sentiment refers to popular opinion that changes with the times.
True
Rate the following opinions as:
A. An opinion I would accept and act on
B. Worthy of Consideration
C. I’d want another opinion
D. Forget It!
1. Your doctor says you need surgery immediately.
A
2. A psychiatrist testifies in court that the defendant is not guilty by reason of insanity.
B
3. The weather forecaster says it will rain tomorrow.
B
4. Your attorney says you should sue your neighbor for damages.
B
5. You want to rent an apartment but the neighbor next door says the landlord is a weirdo.
C
6. Your best friend tells you your fiancée is tacky.
D
7. Your English instructor says you don’t know how to think and should see a psychiatrist.
D
8. Your astrologer tells you not to go on any long trips in May.
D
9. The judge says you are guilty of driving under the influence of alcohol.
A
10. An engineer says you can prevent your basement from flooding by blasting holes for drainage in your foundation.
C
11. Your utility energy advisor says you can conserve energy by having your floors insulated.
B
12. A Pentagon general advises bombing Mexico.
D
P187 Chapter Quiz
1. Expert opinion calculates the risk involved in spacing the gap between the known and the unknown for a particular situation.
True
2. Giving advice is not a way of offering an opinion.
False
3. The results of public opinion polls are equivalent to votes in elections.
False
4. Opinions in the forms of judgments state what is right and wrong, bed and good.
True
5. Some opinions are based on generalizations, such as stereotype, as in the statement “All Chinese look alike."
True
6. Responsible opinions are based on a careful examination of the evidence.
False
7. Opinions are the same as facts.
False
8. Gossip is opinion sharing without any requirement for substantiation.
True
9. Everyone is entitled to his or her own opinion because all opinion carries equal value.
False
10. Prevailing sentiment refers to popular opinion that changes with the times.
True
Feb24 Opinions Summary (TFY C6, Opinions)
This chapter explores that familiar word opinion and examines the way it affects our ability to think critically.
Opinions are based on an understanding of evidence and risks in a situation and is important and highly valued. It can be well substantiated or not. They can be based either on reasons or solely on whim, feelings, emotions or prejudice. We recognize the difference between responsible and irresponsible opinion and that we distinguish statements based on evidence from statements based solely on feelings.
Opinions are one of the few things that are based clearly on an individual personal ideas and thoughts. It’s what makes us different from one another. If everybody had the same opinions perhaps we would live in a much more peaceful world, but it would be so boring everybody would view everything in the same way not much would have been accomplished.
Critical thinking requires that we recognize the difference between responsible and irresponsible opinion.
Opinions are based on an understanding of evidence and risks in a situation and is important and highly valued. It can be well substantiated or not. They can be based either on reasons or solely on whim, feelings, emotions or prejudice. We recognize the difference between responsible and irresponsible opinion and that we distinguish statements based on evidence from statements based solely on feelings.
Opinions are one of the few things that are based clearly on an individual personal ideas and thoughts. It’s what makes us different from one another. If everybody had the same opinions perhaps we would live in a much more peaceful world, but it would be so boring everybody would view everything in the same way not much would have been accomplished.
Critical thinking requires that we recognize the difference between responsible and irresponsible opinion.
Feb24 Summary (CRCB C9, PSR Strategies)
Summary on chapter 9 from CRCB Using Preview, Study-Read, and Review(PSR)Strategies.
The PSR technique requires that you question yourself before, during and after you read. It encourages you to participate in a reader-author conversation rather than to read passively. In this conversation, you access what the author says and decide if it makes sense to you. By asking questions, predicting textbook content, and hypothesizing about the main idea, you are participating in a conversation with the author. You also add what you know to the conversation by recalling related information. It helps to understand and remember the text material.
The PSR technique also requires responding to readings by writing in your journal. Commenting in writing helps to digest and understand an author's ideas and articulate your own, by identifying exactly where you become confused in a reading, you can return to that point and reread the relevant section of text.
The PSR technique also requires you to respond to readings by writing in your journal. Review reading using your journal can helps you to understand an author’s ideas and helps you relate the material to what you already know.
There are many different strategies in studying one of the strategies is known as PSR. In PSR There are three basic steps the first preview, this is where you get a glimpse in what you will be reading, how long the reading of study assignment is and a the major points in your reading. This process is called skimming and it when you quickly read through the whole chapter to get an idea of what later you will be going in to depth with.
The PSR technique requires that you question yourself before, during and after you read. It encourages you to participate in a reader-author conversation rather than to read passively. In this conversation, you access what the author says and decide if it makes sense to you. By asking questions, predicting textbook content, and hypothesizing about the main idea, you are participating in a conversation with the author. You also add what you know to the conversation by recalling related information. It helps to understand and remember the text material.
The PSR technique also requires responding to readings by writing in your journal. Commenting in writing helps to digest and understand an author's ideas and articulate your own, by identifying exactly where you become confused in a reading, you can return to that point and reread the relevant section of text.
The PSR technique also requires you to respond to readings by writing in your journal. Review reading using your journal can helps you to understand an author’s ideas and helps you relate the material to what you already know.
There are many different strategies in studying one of the strategies is known as PSR. In PSR There are three basic steps the first preview, this is where you get a glimpse in what you will be reading, how long the reading of study assignment is and a the major points in your reading. This process is called skimming and it when you quickly read through the whole chapter to get an idea of what later you will be going in to depth with.
Monday, February 16, 2009
Feb17 Exercise (TFY C5, Assumptions)
P145 Discovery Exercise
Defining Assumption,
Using at least two dictionaries, write your own definition of assumption.
1. A statement that is assumed to be true and from which a conclusion can be drawn; "on the assumption that he has been injured we can infer that he will not to play"
2. a thing that is accepted as true or as certain to happen, without proof
My definition of assumption: an uncertain belief
Defining Assumption,
Using at least two dictionaries, write your own definition of assumption.
1. A statement that is assumed to be true and from which a conclusion can be drawn; "on the assumption that he has been injured we can infer that he will not to play"
2. a thing that is accepted as true or as certain to happen, without proof
My definition of assumption: an uncertain belief
Feb17 Summary (TFY C5, Assumptions)
This chapter takes a look at that familiar word, assumption. It is something we take for granted, something we accept prematurely as being true, something we do not check out carefully.
Firstly, Assumptions can be conscious or unconscious, warranted or unwarranted. The different is that unconscious and unwarranted assumptions can lead to faulty reasoning, whereas conscious and warranted assumptions can be useful tools for problem solving. Training in critical thinking can help us avoid making as many unconscious assumptions as well as unwarranted ones.
Furthermore, Hidden assumptions exert a powerful effect on our reasoning. How should we go about identifying hidden assumptions? There are two main steps involved. First, determine whether the argument is valid or not. If the argument is valid, the conclusion does indeed follow from the premises, and so the premises have shown explicitly the assumptions needed to derive the conclusion. There are then no hidden assumptions involved. But if the argument is not valid, you should check carefully what additional premises should be added to the argument that would make it valid. We perceive incongruities when we observe situations that do not meet our expectations or assumptions.
Incongruity is something that does not meet our expectations about what is correct, appropriate, logical, or standard. In studying, you have had the choice of either avoiding the disequilibrium they aroused or staying with the task long enough to reach a satisfactory for their incongruities – and thus finding a way to restore your equilibrium.
At last, as a conscious tool, we can look for assumptions when we are confronted with a problem to solve.
Firstly, Assumptions can be conscious or unconscious, warranted or unwarranted. The different is that unconscious and unwarranted assumptions can lead to faulty reasoning, whereas conscious and warranted assumptions can be useful tools for problem solving. Training in critical thinking can help us avoid making as many unconscious assumptions as well as unwarranted ones.
Furthermore, Hidden assumptions exert a powerful effect on our reasoning. How should we go about identifying hidden assumptions? There are two main steps involved. First, determine whether the argument is valid or not. If the argument is valid, the conclusion does indeed follow from the premises, and so the premises have shown explicitly the assumptions needed to derive the conclusion. There are then no hidden assumptions involved. But if the argument is not valid, you should check carefully what additional premises should be added to the argument that would make it valid. We perceive incongruities when we observe situations that do not meet our expectations or assumptions.
Incongruity is something that does not meet our expectations about what is correct, appropriate, logical, or standard. In studying, you have had the choice of either avoiding the disequilibrium they aroused or staying with the task long enough to reach a satisfactory for their incongruities – and thus finding a way to restore your equilibrium.
At last, as a conscious tool, we can look for assumptions when we are confronted with a problem to solve.
Feb17 Summary (CRCB C10, Marking)
An important skill to have while studying or writing a report is the ability to find the main points in any type of text. Textbook marking is a systematic way of marking, highlighting, and labeling ideas to show how they are related to each other and which are most important. It also helps you to remember what you had read.
At the end of the study-reading stage of textbook reading, you should look for and mark these items: main ideas, major supporting details, and new vocabulary. Beyond these three basic elements of textbook marking, you should use your experience in lecture and lab to decide if you need to mark more. Always mark information that is unclear; to remind yourself to find out what it means before you are tested on the material. The benefit of doing this is, you have six books that you have collected and it would be a waste of time to go back through them again, when highlighted you can just go to where you have previously marked and pull out what you need.
A personalized system will work well as long as it is consistent, makes sense to you and achieves the main goal of textbook marking; showing the relationships between ideas in what you read.
At the end of the study-reading stage of textbook reading, you should look for and mark these items: main ideas, major supporting details, and new vocabulary. Beyond these three basic elements of textbook marking, you should use your experience in lecture and lab to decide if you need to mark more. Always mark information that is unclear; to remind yourself to find out what it means before you are tested on the material. The benefit of doing this is, you have six books that you have collected and it would be a waste of time to go back through them again, when highlighted you can just go to where you have previously marked and pull out what you need.
A personalized system will work well as long as it is consistent, makes sense to you and achieves the main goal of textbook marking; showing the relationships between ideas in what you read.
Sunday, February 8, 2009
Feb10 Exercise (CRCB C7, Inference)
CRCB Chapter7 Inference Exercise
Exercise 7b, Determining an Author’s Purpose,P214
1. to inform
2. to persuade you
3. to inform
4. entertain
5. to inform
Exercise 7c, Comparisons,P216
1. Comparison between: a Sun-bath b. a drink of wine to the reptile
Implied similarity: it was very enjoyable
2. Comparison between: a. under pressure b. lion
Implied similarity: he feels ambitious
3. Comparison between: a. facts b. air on which the scientist learns.
Implied similarity: Scientists need facts.
4. Comparison between: a. battleship b. computer
Implied similarity: The hacker uses his computer to assail the weak and subvert the unsuspecting.
5. Comparison between: a. liquid b. people in the stadium aisles
Implied similarity: They both move freely.
6. Comparison between: a. the protagonist b. delicate vegetable
Implied similarity: They both start indoors, where it is safe, and are moved outside. In this case, the protagonist starts out in urban England.
Exercise 7d, Setting the Tone,P219
1. c. Troubled
2. a. Intense
3. c. Humorous
4. c. Sarcastic
Exercise 7e, Detecting Bias in Paragraphs- Emotive Words,P221
1. This author is biased, or sympathetic, towards poor people and believes that they have not been dealt with fairly in terms of equal access to good jobs.
2. The author believes that it is wrong.
3. He believes that things have gotten better, but there is still a long way to go.
4. He doesn’t like it.
Exercise 7f, More Practice in Detecting Bias,P223
1. I agree with the article. I believe with the statement about him hanging.
2. He wanted to express his views.
3. The USA needs to go after Osama Bin Laden.
4. Swinging from the end of the rope, vanquished
5. Angry, “Swing from the end of the rope…”
Exercise 7b, Determining an Author’s Purpose,P214
1. to inform
2. to persuade you
3. to inform
4. entertain
5. to inform
Exercise 7c, Comparisons,P216
1. Comparison between: a Sun-bath b. a drink of wine to the reptile
Implied similarity: it was very enjoyable
2. Comparison between: a. under pressure b. lion
Implied similarity: he feels ambitious
3. Comparison between: a. facts b. air on which the scientist learns.
Implied similarity: Scientists need facts.
4. Comparison between: a. battleship b. computer
Implied similarity: The hacker uses his computer to assail the weak and subvert the unsuspecting.
5. Comparison between: a. liquid b. people in the stadium aisles
Implied similarity: They both move freely.
6. Comparison between: a. the protagonist b. delicate vegetable
Implied similarity: They both start indoors, where it is safe, and are moved outside. In this case, the protagonist starts out in urban England.
Exercise 7d, Setting the Tone,P219
1. c. Troubled
2. a. Intense
3. c. Humorous
4. c. Sarcastic
Exercise 7e, Detecting Bias in Paragraphs- Emotive Words,P221
1. This author is biased, or sympathetic, towards poor people and believes that they have not been dealt with fairly in terms of equal access to good jobs.
2. The author believes that it is wrong.
3. He believes that things have gotten better, but there is still a long way to go.
4. He doesn’t like it.
Exercise 7f, More Practice in Detecting Bias,P223
1. I agree with the article. I believe with the statement about him hanging.
2. He wanted to express his views.
3. The USA needs to go after Osama Bin Laden.
4. Swinging from the end of the rope, vanquished
5. Angry, “Swing from the end of the rope…”
Feb10 Summary (CRCB C7, Inference)
This chapter explaining to fully understand a reading assignment, In order to fully understand a reading assignment, one need to read the material and combine what is stated with the additional information you generate using inference as a tool.
Inference is the process of thinking making assumptions and drawing conclusions about information. What we see, what we read, when an author’s opinions or ideas that are directly or indirectly implied in a reading stated materials.
Inference is a skill you practice every day, inferring meaning from textbooks and other college reading material requires you to use specific strategies such as detecting an author’s bias, nothing comparisons, and recognizing information gaps.
You also need to understand how an author’s purpose, tone, and use of key words and emotive language can be used as clues to his or her implied main idea.
Inference is the process of thinking making assumptions and drawing conclusions about information. What we see, what we read, when an author’s opinions or ideas that are directly or indirectly implied in a reading stated materials.
Inference is a skill you practice every day, inferring meaning from textbooks and other college reading material requires you to use specific strategies such as detecting an author’s bias, nothing comparisons, and recognizing information gaps.
You also need to understand how an author’s purpose, tone, and use of key words and emotive language can be used as clues to his or her implied main idea.
Feb10 Summary (TFY C4, Inferences)
This chapter explains how inferences take place in our minds, how they relate to facts, and how far wrong we can go when we mistake inferences for facts.
Infer means to take what you know and make a guess. When we infer, we use imagination or reasoning to provide explanations for situations in which all the facts are either not available or not yet determined. For example, If you get fired from your job, you can infer, maybe you did something wrong. It can be used as a strategy in planning and choosing alternatives. It detects and consultants all kind of valued for their ability to examine facts, imagination, reasoning to link with explanation and generalization ties to all information together into meaningful whole.
Responsible report writing or descriptive writing lets the facts speak for themselves as much as possible. Inference thinking is natural to humans, if someone walks up to us with a gun in there are hand we are going to assume they mean us harm. Inference is a way of gathering information, due to other things that may give to the ultimate finding. It is important to remember that inference is not factual. Just because one may infer something is going to happen, it may not happen at all, the exact opposite might happen.
Infer means to take what you know and make a guess. When we infer, we use imagination or reasoning to provide explanations for situations in which all the facts are either not available or not yet determined. For example, If you get fired from your job, you can infer, maybe you did something wrong. It can be used as a strategy in planning and choosing alternatives. It detects and consultants all kind of valued for their ability to examine facts, imagination, reasoning to link with explanation and generalization ties to all information together into meaningful whole.
Responsible report writing or descriptive writing lets the facts speak for themselves as much as possible. Inference thinking is natural to humans, if someone walks up to us with a gun in there are hand we are going to assume they mean us harm. Inference is a way of gathering information, due to other things that may give to the ultimate finding. It is important to remember that inference is not factual. Just because one may infer something is going to happen, it may not happen at all, the exact opposite might happen.
Monday, February 2, 2009
Feb03 Summary (CRCB C6, Details)
This chapter is about Using Inference to Identify Implied Main Ideas. The authors use details to help reads understand the supporting details.
Details are specific pieces of information that serve as the "arms and legs" of the main idea. They are usually presented as facts, opinions, examples, illustrations, explanations or definitions and are frequently discovered by asking questions. In order to understand a paragraph, you need to be able to pinpoint the topic and locate the main idea. It is the "key concept" being expressed. It supports the main idea by telling how, what, when, where, why, how much, or how many. Location the topic, main idea and supporting details helps you understand the points, the writer is attempting to express. Identifying the relationship between these will increase your comprehension.
If you are able to distinguish between the major and main supporting details, in your reading materials, it means you have understood what you have reading.
Details are specific pieces of information that serve as the "arms and legs" of the main idea. They are usually presented as facts, opinions, examples, illustrations, explanations or definitions and are frequently discovered by asking questions. In order to understand a paragraph, you need to be able to pinpoint the topic and locate the main idea. It is the "key concept" being expressed. It supports the main idea by telling how, what, when, where, why, how much, or how many. Location the topic, main idea and supporting details helps you understand the points, the writer is attempting to express. Identifying the relationship between these will increase your comprehension.
If you are able to distinguish between the major and main supporting details, in your reading materials, it means you have understood what you have reading.
Feb03 Exercise (CRCB C6, Details)
Learning Journal, P139
Exercise 6a, Identifying Major Supporting Details, P180
Your question:
How is it that the pain from a beating does not come until about eight or ten seconds after the stroke?
Major supporting detail: The stroke itself is merely a loud crack and a sort of blunt thud against your backside, numbing you completely.
Your question: Why is a tattoo a bad thing in the white-collar world?
Major supporting detail: You cannot earn power.
Your question: Why didn’t she approve of him?
Major supporting details: A. fell asleep at desk
B. Sniffled all the time
Your question: How does the visitor’s hand feel?
Major supporting detail: It was cool and quite oily and seemed human to me.
Your question: What advantages does the pointed arch offer?
Major supporting detail:
A. Because the sides arc up to a point, weight is channeled down to the ground at a steeper angle, and therefore the arch can be taller.
B. The vault constructed from such an arch also can be much taller than a barrel vault.
Your question: How does the Bacillus subtitles bacterium reproduce?
Major supporting details:
It splits every twenty minutes.
Exercise 6a, Identifying Major Supporting Details, P180
Your question:
How is it that the pain from a beating does not come until about eight or ten seconds after the stroke?
Major supporting detail: The stroke itself is merely a loud crack and a sort of blunt thud against your backside, numbing you completely.
Your question: Why is a tattoo a bad thing in the white-collar world?
Major supporting detail: You cannot earn power.
Your question: Why didn’t she approve of him?
Major supporting details: A. fell asleep at desk
B. Sniffled all the time
Your question: How does the visitor’s hand feel?
Major supporting detail: It was cool and quite oily and seemed human to me.
Your question: What advantages does the pointed arch offer?
Major supporting detail:
A. Because the sides arc up to a point, weight is channeled down to the ground at a steeper angle, and therefore the arch can be taller.
B. The vault constructed from such an arch also can be much taller than a barrel vault.
Your question: How does the Bacillus subtitles bacterium reproduce?
Major supporting details:
It splits every twenty minutes.
Feb03 Summary (CRCB C5, Main Ideas)
Chapter 5 is about Locating Stated Main Ideas Being able to determine the main idea is like having the answer to a puzzle. In order to achieve this, you must first be able to tell the difference between the general topic and the more specific ones. A topic is the most general idea while a main idea is more specific in covering the idea of the piece of writing, such as food being a topic and fish being a main idea.
The main idea is to understanding your reading. Details which are more specific support and illustrate the main idea like types of unusual foods, tongue, ants, alligator, and kangaroo. Noticing clue words and categorizing ideas helps you to separate examples and other supporting ideas from the larger, main points, so the relationships between ideas become clear. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must infer their meaning from the reading and then restate them in your own words. Implied main ideas and strategies for detecting them will be explored.
In most cases the main idea of the text being presented is going to be found in the introductory paragraph. You will also find a jumper of aid points around the main idea supporting it. The main idea will also be what mostly discuses throughout the body of the paper are. When you have completed read the test skim over what have read.
The main idea is to understanding your reading. Details which are more specific support and illustrate the main idea like types of unusual foods, tongue, ants, alligator, and kangaroo. Noticing clue words and categorizing ideas helps you to separate examples and other supporting ideas from the larger, main points, so the relationships between ideas become clear. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must infer their meaning from the reading and then restate them in your own words. Implied main ideas and strategies for detecting them will be explored.
In most cases the main idea of the text being presented is going to be found in the introductory paragraph. You will also find a jumper of aid points around the main idea supporting it. The main idea will also be what mostly discuses throughout the body of the paper are. When you have completed read the test skim over what have read.
Feb03 Exercise (CRCB C5, Main Ideas)
Learning Journal, P139
Without reading ahead, write down your definitions of the terms main idea, topic, details, major supporting details, and minor supporting details in your journal.
Main Idea: the major point the author makes about the topic.
Topic: a matter dealt with in a text, discourse, or conversation
Details: an individual feature
Major Supporting Details : supporting facts
Minor Supporting Details: descriptions
Exercise 5a, General and Specific Ideas,P141
Circle the most general item in each list. The first one is modeled for you.
1. Saab Audi Mustang cars
2. genetics DNA RNA
3. English history majors
4. gas matter solid liquid
5. Buddhism Sikhism religions Islam
6. control group variables research data
Exercise 5b, Identifying Topics, P142
For each list, think about what the separate items have in common and ask yourself, what is the general subject, or topic, of this list? The first one is modeled for you.
1. Topic: holidays
Labor Day
Fourth of July
Memorial Day
Christmas
2. Topic: Authors
Langston Hughes
Emily Dickinson
T.S. Eliot
Walt Whitman
3. Topic: Puzzles
crossword
riddles
jigsaw
conundrum
4. Topic: health
calories
carbohydrates
fat
protein
5. Topic: Resume
name
education
employment experience
references
6. Topic: Teeth
gingivitis
tarter
periodontal disease
plaque
Without reading ahead, write down your definitions of the terms main idea, topic, details, major supporting details, and minor supporting details in your journal.
Main Idea: the major point the author makes about the topic.
Topic: a matter dealt with in a text, discourse, or conversation
Details: an individual feature
Major Supporting Details : supporting facts
Minor Supporting Details: descriptions
Exercise 5a, General and Specific Ideas,P141
Circle the most general item in each list. The first one is modeled for you.
1. Saab Audi Mustang cars
2. genetics DNA RNA
3. English history majors
4. gas matter solid liquid
5. Buddhism Sikhism religions Islam
6. control group variables research data
Exercise 5b, Identifying Topics, P142
For each list, think about what the separate items have in common and ask yourself, what is the general subject, or topic, of this list? The first one is modeled for you.
1. Topic: holidays
Labor Day
Fourth of July
Memorial Day
Christmas
2. Topic: Authors
Langston Hughes
Emily Dickinson
T.S. Eliot
Walt Whitman
3. Topic: Puzzles
crossword
riddles
jigsaw
conundrum
4. Topic: health
calories
carbohydrates
fat
protein
5. Topic: Resume
name
education
employment experience
references
6. Topic: Teeth
gingivitis
tarter
periodontal disease
plaque
Sunday, February 1, 2009
Feb03 Summary (TFY C3, Facts)
This chapter concerns some of the complexities of the word fact: how facts are determined, how they relate to observations, how facts get confused with inferences, how facts relate to truth and reality, how they relate to language.
A fact is something known with certainty through experience, observation, or measurement that can be objectively demonstrated and verified how that people agree corresponds to reality. This can only be determined over time with repeated feedback and testing. In critical thinking we must evaluate all parts of a situation before coming to a final conclusion. We must observe all that surrounds our argument otherwise how can one come to a educate conclusion. You must not only look for facts that are present but also facts that are not there, narrowing down what it truth from foe. When taking observation you must know the difference between a reliable observation and an unreliable observation. It is also important while collecting all this data to not allow it to sway your judgment because it is an ongoing process, keep an open mind until you have the full picture in front of you.
Facts are not the equivalent of truths or reality, they are best, only our decision about what seems to be most real. Human beings need facts because they need certainties in order to proceed through the world. But we should not forget that human beings are fallible. It is our interpretations of what is real and true.
A fact is something known with certainty through experience, observation, or measurement that can be objectively demonstrated and verified how that people agree corresponds to reality. This can only be determined over time with repeated feedback and testing. In critical thinking we must evaluate all parts of a situation before coming to a final conclusion. We must observe all that surrounds our argument otherwise how can one come to a educate conclusion. You must not only look for facts that are present but also facts that are not there, narrowing down what it truth from foe. When taking observation you must know the difference between a reliable observation and an unreliable observation. It is also important while collecting all this data to not allow it to sway your judgment because it is an ongoing process, keep an open mind until you have the full picture in front of you.
Facts are not the equivalent of truths or reality, they are best, only our decision about what seems to be most real. Human beings need facts because they need certainties in order to proceed through the world. But we should not forget that human beings are fallible. It is our interpretations of what is real and true.
Feb03 Exercise (TFY C3, Facts)
Chapter3 - TFY - Facts Exercise
P94 Chapter Quiz
1. Some facts can be determined by measurements.
True
2. Some facts can be confirmed by the senses, others by records.
False
3. The most reliable facts are those that have been repeatedly confirmed by test over time.
True
4. Facts often consist of obvious details that are seen but not consciously recognized.
True
5. Sometimes what we clam to be fact are untrue because the human perceptions used to determine them are limited and fallible.
True
6. A person educated in critical thinking qualifies statements to reflect probabilities such as it appears that...
True
7. Often it is hard to make a decision because we do not have enough facts.
True
8. The study of many subjects consists of memorizing facts.
True
9. All newspapers can be depended upon as reliable sources of facts about world events.
False
10. An atmosphere that permits disagreements about widely accepted perceptions and belief helps critical thinking to flourish.
True
P94 Chapter Quiz
1. Some facts can be determined by measurements.
True
2. Some facts can be confirmed by the senses, others by records.
False
3. The most reliable facts are those that have been repeatedly confirmed by test over time.
True
4. Facts often consist of obvious details that are seen but not consciously recognized.
True
5. Sometimes what we clam to be fact are untrue because the human perceptions used to determine them are limited and fallible.
True
6. A person educated in critical thinking qualifies statements to reflect probabilities such as it appears that...
True
7. Often it is hard to make a decision because we do not have enough facts.
True
8. The study of many subjects consists of memorizing facts.
True
9. All newspapers can be depended upon as reliable sources of facts about world events.
False
10. An atmosphere that permits disagreements about widely accepted perceptions and belief helps critical thinking to flourish.
True
Sunday, January 25, 2009
Jan27 Summary (CRCB C2, DEVELOPING YOUR COLLEGE VOCABULARY)
Chapter 2 is about Developing Your College Vocabulary by learning new vocabulary you are building important reading strategies. Building vocabulary is one of the most significant impacts on student Achievement, by expanding your vocabulary; you increase your understanding in knowledge.
Developing your vocabulary is about learning or understanding the words of textbooks information. It builds an important reading strategy and increases your ability to speak and write well to communication effectively. It allows you to fully understand and increase your word power and chances of getting job of your choice what you desire for. Developing Your Vocabulary; reading and listening comprehension will improve more words. You can use these important strategies to help you figure out the meaning of unfamiliar words: context clues and word part analysis, writing in your textbook, creating word maps, understanding denotation and connotation, journal writing, and the card review system. One of the best ways of making word a part of your vocabulary is the use of it in your daily life.
Reading is an important way to learn new words and in rich your vocabulary in Daily life, by writing a journal on regular basis you will improve.
Developing your vocabulary is about learning or understanding the words of textbooks information. It builds an important reading strategy and increases your ability to speak and write well to communication effectively. It allows you to fully understand and increase your word power and chances of getting job of your choice what you desire for. Developing Your Vocabulary; reading and listening comprehension will improve more words. You can use these important strategies to help you figure out the meaning of unfamiliar words: context clues and word part analysis, writing in your textbook, creating word maps, understanding denotation and connotation, journal writing, and the card review system. One of the best ways of making word a part of your vocabulary is the use of it in your daily life.
Reading is an important way to learn new words and in rich your vocabulary in Daily life, by writing a journal on regular basis you will improve.
Jan27 Exercise (CRCB C2, DEVELOPING YOUR COLLEGE VOCABULARY)
Exercise 2a, Context Clues,P36
2.She was so overcome with joy by the birth of her baby that she was able to say nothing other than that the whole experience was simply ineffable.
c. incapable of being expressed in words
3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.
c. marked by roundabout or indirect procedures
4. The preacher took a pedagogic approach with the sermon, hoping that those attending would learn something meaningful from it.
a. instructional
5. Although teaching is not a lucrative profession, I know that I wouldn’t want to
do anything else. Helping others learn is far more important to me than money
c. well paying
6. Buying the lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.
d. unpredictable
Exercise 2b, Context Clues in Textbooks,P37
(1).Alcoholism exacts a horrible toll on the drinker and on the drinker's family, but the damage doesn't stop there. Drunk driving, workplace losses, and issues related to alcohol abuse. The search for effective methods of intervention has never been more intense.
B - Forces.
(2)The natural circadian rhythm of most animals, including humans, is 25 to 26 hours, but our internal clocks easily adapt to the 24-hour rhythms of the turning earth. When we are isolated from environmental cues, our sleep/wake cycles continue to be rather constant but slightly longer than 24 hours.
B - Daily behavioral cycle.
(3) when the commissioner of Indian affairs took office in 1933,he vowed to defend Indian rights. the conciliatory attitudes of the commissioner and the Indian office, regarding Indian rights, conformed with legal precedents established by state and federal courts.
B - agreeable, accommodating.
(4) Our own daily rhythms can become desynchronized when we take a cross country or transoceanic flight. if you fly from los Angeles to new York and then go to bed at 11pm.Eastern standard time, you may have trouble falling asleep because your body is still on west coast time.
Definition: Broken or full apart.
(5)if my argument so far has been sound, neither our distance from a preventable evil nor the number of other people who, in respect to that evil are in the same situation as we are, lessens our obligation to mitigate or prevent that evil’s shall therefore take as established the principle i asserted earlier. As I have already said need to assert it only in its qualified form; if it is in our power to prevent something bad from happening, without thereby sacrificing anything else morally significant, we ought, morally, to do it.
Definition: Seize, stop.
Exercise 2d, Roots,P41
1) Equal - same, similar.
2) circumscribe - event, situation.
3) Predict - expect, girt.
4) Untenable - not able to held or excessive.
5) Currently - recently.
6) Extend - to expand or give more time.
7) Extensible - capable to be extended.
8) Scribble - one who writes or copies writing.
9) Retentive - recover.
10) remit-to sends back or remind.
Exercise 2f, Prefix – Create a Word,P43
1) A prefix that means good or well is bene, benefit, benediction.
2)A prefix that means out is Ex-exist-exfoliate.
3)A prefix that means skill is techn-technology-technical.
4)A prefix that means bad is mal-malevolent-malicious.
5)A prefix that means against is anti-antibacterial-antivirus.
6)A prefix that means half is semi-semicolon-semisweet.
7)A prefix that means after is meta-metabolic-metallic.
8)A prefix that means many is nulti-multiple-metallic.
9)A prefix that means more than usual is hyper-hyperactive-hypervetilate.
10)Aprefix that means before is ante-antecedent-antemeridian.
Exercise 2h, Create Words with Suffixes,P45
1)one who professes knowledge-professor.
2)able to mend-mendable.
3)full of spite -spiteful.
4)like a mother-motherhood.
5)characterized by harmony-harmonious.
6)a beginning,start or graduation-preparation.
7)sad at feeling alone-sadness.
8)a scientist who specialises in chemistry-chemist.
9)the act,practise,or profession of istructing-instructor.
10)unable to manage by oneself.dependent-dependant.
Exercise 2i, Identify the Roots,P46
1.harmlessly-harm.
2.controversially-controversy.
3.commercialization-commercial.
4talkatively-outspoke.
5.mindlessness-mind.
6.simplisstically-simple.
7.neighbourliness-neighbour.
8.wakefulness-wake.
9.peacefully-peace.
10.sinfulness-sin.
Exercise 2j, Define the Following Words,P46
1)maltreat-to treat badly,to abuse.
2)autonomous-self worth.
3)emit-to duke away.
4)fidelity-to be faithful.
5)convey-to agree or give regards.
6)equivocal-equilibrium.
7)posthumous-after.
8)carnal-flash.
9)misogynist-wrong.
10)synchronized-together.
2.She was so overcome with joy by the birth of her baby that she was able to say nothing other than that the whole experience was simply ineffable.
c. incapable of being expressed in words
3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.
c. marked by roundabout or indirect procedures
4. The preacher took a pedagogic approach with the sermon, hoping that those attending would learn something meaningful from it.
a. instructional
5. Although teaching is not a lucrative profession, I know that I wouldn’t want to
do anything else. Helping others learn is far more important to me than money
c. well paying
6. Buying the lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.
d. unpredictable
Exercise 2b, Context Clues in Textbooks,P37
(1).Alcoholism exacts a horrible toll on the drinker and on the drinker's family, but the damage doesn't stop there. Drunk driving, workplace losses, and issues related to alcohol abuse. The search for effective methods of intervention has never been more intense.
B - Forces.
(2)The natural circadian rhythm of most animals, including humans, is 25 to 26 hours, but our internal clocks easily adapt to the 24-hour rhythms of the turning earth. When we are isolated from environmental cues, our sleep/wake cycles continue to be rather constant but slightly longer than 24 hours.
B - Daily behavioral cycle.
(3) when the commissioner of Indian affairs took office in 1933,he vowed to defend Indian rights. the conciliatory attitudes of the commissioner and the Indian office, regarding Indian rights, conformed with legal precedents established by state and federal courts.
B - agreeable, accommodating.
(4) Our own daily rhythms can become desynchronized when we take a cross country or transoceanic flight. if you fly from los Angeles to new York and then go to bed at 11pm.Eastern standard time, you may have trouble falling asleep because your body is still on west coast time.
Definition: Broken or full apart.
(5)if my argument so far has been sound, neither our distance from a preventable evil nor the number of other people who, in respect to that evil are in the same situation as we are, lessens our obligation to mitigate or prevent that evil’s shall therefore take as established the principle i asserted earlier. As I have already said need to assert it only in its qualified form; if it is in our power to prevent something bad from happening, without thereby sacrificing anything else morally significant, we ought, morally, to do it.
Definition: Seize, stop.
Exercise 2d, Roots,P41
1) Equal - same, similar.
2) circumscribe - event, situation.
3) Predict - expect, girt.
4) Untenable - not able to held or excessive.
5) Currently - recently.
6) Extend - to expand or give more time.
7) Extensible - capable to be extended.
8) Scribble - one who writes or copies writing.
9) Retentive - recover.
10) remit-to sends back or remind.
Exercise 2f, Prefix – Create a Word,P43
1) A prefix that means good or well is bene, benefit, benediction.
2)A prefix that means out is Ex-exist-exfoliate.
3)A prefix that means skill is techn-technology-technical.
4)A prefix that means bad is mal-malevolent-malicious.
5)A prefix that means against is anti-antibacterial-antivirus.
6)A prefix that means half is semi-semicolon-semisweet.
7)A prefix that means after is meta-metabolic-metallic.
8)A prefix that means many is nulti-multiple-metallic.
9)A prefix that means more than usual is hyper-hyperactive-hypervetilate.
10)Aprefix that means before is ante-antecedent-antemeridian.
Exercise 2h, Create Words with Suffixes,P45
1)one who professes knowledge-professor.
2)able to mend-mendable.
3)full of spite -spiteful.
4)like a mother-motherhood.
5)characterized by harmony-harmonious.
6)a beginning,start or graduation-preparation.
7)sad at feeling alone-sadness.
8)a scientist who specialises in chemistry-chemist.
9)the act,practise,or profession of istructing-instructor.
10)unable to manage by oneself.dependent-dependant.
Exercise 2i, Identify the Roots,P46
1.harmlessly-harm.
2.controversially-controversy.
3.commercialization-commercial.
4talkatively-outspoke.
5.mindlessness-mind.
6.simplisstically-simple.
7.neighbourliness-neighbour.
8.wakefulness-wake.
9.peacefully-peace.
10.sinfulness-sin.
Exercise 2j, Define the Following Words,P46
1)maltreat-to treat badly,to abuse.
2)autonomous-self worth.
3)emit-to duke away.
4)fidelity-to be faithful.
5)convey-to agree or give regards.
6)equivocal-equilibrium.
7)posthumous-after.
8)carnal-flash.
9)misogynist-wrong.
10)synchronized-together.
Jan27 Summary (TFY C2, Language and Thought )
This chapter concerns the process of translating observations into words. In order to share our experiences with others through writing, we need to give much thought to our choice of words.
This chapter takes a close look at that process of translation. Clear thinking depends on a clear understanding of words we use. Words confusion leads to less consciousness, or disequilibrium, which can only be restored through word clarification. The test of our understanding of a word is our ability to define it. This ability is particularly important for words representing key ideas that we wish to explain or defend. Taking the time to define the words we use is an essential preliminary to genuine communication.
And the first stage of critical reading is objective receptivity to the material; this means having the technical ability as well as the willingness to accurately reproduce its content without alterations or distortions. If we question and interact with material that we have not accurately interpreted, our criticisms will not be fair or worthwhile.
This chapter takes a close look at that process of translation. Clear thinking depends on a clear understanding of words we use. Words confusion leads to less consciousness, or disequilibrium, which can only be restored through word clarification. The test of our understanding of a word is our ability to define it. This ability is particularly important for words representing key ideas that we wish to explain or defend. Taking the time to define the words we use is an essential preliminary to genuine communication.
And the first stage of critical reading is objective receptivity to the material; this means having the technical ability as well as the willingness to accurately reproduce its content without alterations or distortions. If we question and interact with material that we have not accurately interpreted, our criticisms will not be fair or worthwhile.
Jan27 Exercise (TFY C2, Language and Thought )
P62 Chapter Quiz
1. When Frederick Douglass grasped the concept of abolition,he understood it was possible for him to become free.
False
2. Words can be used to do a better or worse job of describing experiences but can never be more than translations of the experiences themselves.
False
3. A dictionary can help us think better when we use it to clear up word confusion.
True
4. Definitions of a word show the word's boundaries.
True
5. Knowing the words for things helps us see them better.
True
6. We do not fully understand a word unless we can define it.
True
7. When people debate a tropic, understanding is greatly helped by their taking the time to define the key terms
True
8. Etymology gives us word histories.
True
9. Pocket dictionaries are sufficient guides for a critical study of word meanings.
False
10. The word ohm comes from the Sanskrit language and means the sound of creation.
True
11. According to most dictionaries, there is more than one acceptable spelling of the word cooperate.
True
12. The term French leave means to say good-bye with a big kiss.
False
13. The prefix in the words insignificant and inflammable means not in Latin.
True
14. The following words all contain the sound called a schwa; mass, polite, placement, bogus, visible.
False
15. The word nausea can be pronounced at least three different ways.
False
16. The word round can function as six different parts of speech; adjective, noun, transitive and intransitive verb, adverb, and preposition.
False
17. Egregious comes from a Latin word meaning standing out from the herd.
True
18. The word nadir in the phrase "the nadir of politics" means the highest point.
False
19. A cogent argument is a convincing one.
True
20. The words decimate means to dice something up into pieces.
True
1. When Frederick Douglass grasped the concept of abolition,he understood it was possible for him to become free.
False
2. Words can be used to do a better or worse job of describing experiences but can never be more than translations of the experiences themselves.
False
3. A dictionary can help us think better when we use it to clear up word confusion.
True
4. Definitions of a word show the word's boundaries.
True
5. Knowing the words for things helps us see them better.
True
6. We do not fully understand a word unless we can define it.
True
7. When people debate a tropic, understanding is greatly helped by their taking the time to define the key terms
True
8. Etymology gives us word histories.
True
9. Pocket dictionaries are sufficient guides for a critical study of word meanings.
False
10. The word ohm comes from the Sanskrit language and means the sound of creation.
True
11. According to most dictionaries, there is more than one acceptable spelling of the word cooperate.
True
12. The term French leave means to say good-bye with a big kiss.
False
13. The prefix in the words insignificant and inflammable means not in Latin.
True
14. The following words all contain the sound called a schwa; mass, polite, placement, bogus, visible.
False
15. The word nausea can be pronounced at least three different ways.
False
16. The word round can function as six different parts of speech; adjective, noun, transitive and intransitive verb, adverb, and preposition.
False
17. Egregious comes from a Latin word meaning standing out from the herd.
True
18. The word nadir in the phrase "the nadir of politics" means the highest point.
False
19. A cogent argument is a convincing one.
True
20. The words decimate means to dice something up into pieces.
True
Monday, January 19, 2009
Jan20 Summary (CRCB C13, Reading beyond the words)
Critical reading means to asking and answering questions about your reading material at all level thinking.
Critical reading comprehension involves challenging yourself to understand what you read in your textbooks at different levels of complexity. When reading you must a as certain level of knowledge in what you are reading and you must always be trying to interpret what the author is saying because a lot of time it may not be in front of you in black and white.
Bloom’s taxonomy lists six levels of critical thinking –knowledge, comprehension, application, analysis, synthesis, and evaluation- that you can use to deepen your understanding of textbook material. By creating and answering questions at each of these levels, you will be better able to predict the kind of questions your instructor will ask on an exam and better prepared to answer them. Everything the author is saying to you must be taken in to account in what he may be trying to accomplish by getting his work across.
As a reader you should look through all of this to try to learn what is trying to be put across. Once you have read what has been presented evaluates and tries to summarize what you got out of this reading.
Critical reading comprehension involves challenging yourself to understand what you read in your textbooks at different levels of complexity. When reading you must a as certain level of knowledge in what you are reading and you must always be trying to interpret what the author is saying because a lot of time it may not be in front of you in black and white.
Bloom’s taxonomy lists six levels of critical thinking –knowledge, comprehension, application, analysis, synthesis, and evaluation- that you can use to deepen your understanding of textbook material. By creating and answering questions at each of these levels, you will be better able to predict the kind of questions your instructor will ask on an exam and better prepared to answer them. Everything the author is saying to you must be taken in to account in what he may be trying to accomplish by getting his work across.
As a reader you should look through all of this to try to learn what is trying to be put across. Once you have read what has been presented evaluates and tries to summarize what you got out of this reading.
Jan20 Exercise (CRCB C13, Reading beyond the words)
Learning Journal, P435
The word taxonomy means the branch of science concerned with classification.
Exercise 13a, Knowledge Level,P438
1. B
Your proposal is the work of a fool with one eye and half a brain.
2. C
Employees with the most seniority are best at making a decision that affects us all.
3. D
Because it can lead to a win-win solution.
Exercise 13c, Application Level, P444
1. 60
2. 1026
3. 1
The word taxonomy means the branch of science concerned with classification.
Exercise 13a, Knowledge Level,P438
1. B
Your proposal is the work of a fool with one eye and half a brain.
2. C
Employees with the most seniority are best at making a decision that affects us all.
3. D
Because it can lead to a win-win solution.
Exercise 13c, Application Level, P444
1. 60
2. 1026
3. 1
Jan20 Exercise (TFY C1, Observation)
P38 Chapter Quiz
1. Observation skills are learned mainly through book learning. Support for Answers. On the contrary, observation is learned from participation, which is more active and spontaneous than reading. Samuel Scudder learned observing through the active coaching of his teacher Agassiz as well as from his own efforts, curiosity, and persistence in studying his fish.
False
2. The standard academic study of all the physical sciences requires observation skills, whether in the field or laboratory.
True
3. In thinking, the correctness of our conclusions usually depends on the clarity of our perceptions.
True
4. Observation skills can be extended to observing how you observe.
True
5. An insight is an experience of understanding that can occur spontaneously after we observe something intently for a while. One illustration of this experience is the story of Archimedes, who, while in his bath, discovered the means of measuring the value of an irregular solid by the displacement of water.
True
6. Agassiz was simply too busy to give his student all the assistance he needed.
False
7. Perception and sensation are synonyms.
True
8. It is difficult to feel sensation and to think at the same time. If we want to feel whether a pair of new shoes fits properly, we have to pay attention.
True
9. Assimilation, according to Piaget, is an experience of easily understanding something that readily fits into our preexisting schemes or world view.
True
10. The word thinking, according to the dictionary, has only one meaning.
False
1. Observation skills are learned mainly through book learning. Support for Answers. On the contrary, observation is learned from participation, which is more active and spontaneous than reading. Samuel Scudder learned observing through the active coaching of his teacher Agassiz as well as from his own efforts, curiosity, and persistence in studying his fish.
False
2. The standard academic study of all the physical sciences requires observation skills, whether in the field or laboratory.
True
3. In thinking, the correctness of our conclusions usually depends on the clarity of our perceptions.
True
4. Observation skills can be extended to observing how you observe.
True
5. An insight is an experience of understanding that can occur spontaneously after we observe something intently for a while. One illustration of this experience is the story of Archimedes, who, while in his bath, discovered the means of measuring the value of an irregular solid by the displacement of water.
True
6. Agassiz was simply too busy to give his student all the assistance he needed.
False
7. Perception and sensation are synonyms.
True
8. It is difficult to feel sensation and to think at the same time. If we want to feel whether a pair of new shoes fits properly, we have to pay attention.
True
9. Assimilation, according to Piaget, is an experience of easily understanding something that readily fits into our preexisting schemes or world view.
True
10. The word thinking, according to the dictionary, has only one meaning.
False
Jan20 Summary (TFY C1, Observation)
From this chapter, I understand why thinking skills depend upon the ability to observe well.
Observation is a process of sensing, perceiving and thinking. Careful observation can help us see details that contain the key to unlocking problems or arriving at insights. It also helps us discover new knowledge. It also requires us to stay awake, take out time, given full attention, and suspend thinking in an attitude of listening. Sensing is collecting data through the sense organs. Perceiving is holding sense data in consciousness until we can categorize and interpret it. It requires us to stay awake, take our time, give full attention and suspend thinking in an attitude of listening. It help us to discover new knowledge, self understanding and recognize our strengths and weaknesses.
At last, the rewards of cultivating observation skills are self-understanding, creativity, rapture power, and wonder.
Observation is a process of sensing, perceiving and thinking. Careful observation can help us see details that contain the key to unlocking problems or arriving at insights. It also helps us discover new knowledge. It also requires us to stay awake, take out time, given full attention, and suspend thinking in an attitude of listening. Sensing is collecting data through the sense organs. Perceiving is holding sense data in consciousness until we can categorize and interpret it. It requires us to stay awake, take our time, give full attention and suspend thinking in an attitude of listening. It help us to discover new knowledge, self understanding and recognize our strengths and weaknesses.
At last, the rewards of cultivating observation skills are self-understanding, creativity, rapture power, and wonder.
Sunday, January 18, 2009
Where Do You Stand?
Where do you stand with regard to critical thinking? Critical Thinking is the most common, useful and important ability of people, and it is one of the best way to absorb knowledge and develop skills.
FEET: What do I stand for as a foundation of critical thinking?
The foundation of critical thinking is observation, analysis and evaluation.
STOMACH: What upsets me about critical thinking?
I don’t know whether critical thinking will cause a simple thing to become a difficult one. And it’ll spend many times on a simple problem that can be solved for a minute.
HEART: What do I love about critical thinking?
I love to input and output ideas in an efficient and scientific way, avoiding disorder and useless information and errors.
HANDS: What do I feel about critical thinking?
In China, critical thinking is combined with traditional thinking abilities from ancient times and a new philosophy which can be used in vast varieties of fields.
EARS: What do I hear about critical thinking?
Many majors aimed at training critical thinking ability have appeared, for instance, history, politics, philosophy, etc.
EYES: What do I see about critical thinking?
Critical thinking will broaden your mind, and, the most significant, it will distinguish you from the errors.
BRAIN: What do I think about critical thinking?
In order to master critical thinking ability, I have practiced in reading, speaking and writing from childhood, and continue my study till remote future.
FEET: What do I stand for as a foundation of critical thinking?
The foundation of critical thinking is observation, analysis and evaluation.
STOMACH: What upsets me about critical thinking?
I don’t know whether critical thinking will cause a simple thing to become a difficult one. And it’ll spend many times on a simple problem that can be solved for a minute.
HEART: What do I love about critical thinking?
I love to input and output ideas in an efficient and scientific way, avoiding disorder and useless information and errors.
HANDS: What do I feel about critical thinking?
In China, critical thinking is combined with traditional thinking abilities from ancient times and a new philosophy which can be used in vast varieties of fields.
EARS: What do I hear about critical thinking?
Many majors aimed at training critical thinking ability have appeared, for instance, history, politics, philosophy, etc.
EYES: What do I see about critical thinking?
Critical thinking will broaden your mind, and, the most significant, it will distinguish you from the errors.
BRAIN: What do I think about critical thinking?
In order to master critical thinking ability, I have practiced in reading, speaking and writing from childhood, and continue my study till remote future.
Subscribe to:
Posts (Atom)