Instructor: Johnny Wan Question (1) I would have accommodated David Cheung’s vacation request. According to the network diagram above The critical path of the project is: Activity 1 Activity 2 Activity 5 Activity 7 Activity 10 Activity 13 Activity 15 As audit of liquid assets (activity 4) is not on the critical path‚ it is not a critical activity. This slack job has a slack time of 178 hours for which slack time= late start time – early start time (231-53) = late finish time – early
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In the book “Asking the Right Questions‚ A Guide to Critical Thinking” M. Neil Browne and Stuart M. Kelley discuss the ten steps to critical thinking. In the following pages I will apply these steps to a memo that was sent to Mr. Robert Shaw of Triad Insurance Company of Indianapolis and discuss them in detail. The memo was from Ms. Denise Khali‚ Vice President of Human Resources. D. Khali‚ personal communication‚ October 04‚ 2010. Step 1: What are the issues and conclusions? The major
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or perhaps confusion‚ then there will be no common conclusion between two people. If two people agree or have the same or close to the same thought then they are more likely than unlikely to come to a common conclusion. * Ch. 5 & 6 of Critical Thinking cover fallacies and rhetoric. What are two examples of persuasion that are not valid arguments according to the text? Why are these invalid arguments? * * The first example of persuasion that is not a valid is the argument of popularity
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Abstract The primary purpose of this paper is to identify how critical thinking skills contribute to confident‚ quality decisions‚ how critical thinking assisted me in my decision to become an occupation therapist as well as in my choice to attend the University of ------------. According to Michael Scriven and Richard Paul in their work Defining Critical Thinking ‚ critical thinking is defined as the "intellectually disciplined process of actively and skillfully conceptualizing‚ applying‚ analyzing
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Critical Thinking I. What is critical thinking? a. Combination of reasoned thinking‚ openness o alternatives‚ and ability to reflect and desire to seek truth. II. Critical thinkers ask questions. Inquiring minds what to know. a. What am I taking for granted b. Did I explore all points of view c. Do I understand the question d. What information do I need e. Do I need to report anything f. What complications should I anticipate
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Critical appraisal Holland R et al Effectiveness of visits from community pharmacists for patients with heart failure: HeartMed randomised controlled trial http://www.bmj.com/cgi/reprint_abr/334/7603/1098 AIM The aim was to see if community pharmacists can reduce re-admission to hospital for patients known to have heart failure. Heart failure is a common and serious illness so this is a worthwhile research topic. SETTING AND EXCLUSIONS The setting is stated as three large district
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Critical Analysis #5 To this point Victor is accused for the murder of Henry and is put into jail. The court later then‚ based on evidence‚ releases victor as innocent and now he may return to Geneva. Victor stops at Paris to rest‚ and then returns to Geneva to Elizabeth wanting to tell her his secret‚ but until after the wedding. He decides to take her off to a much hidden family cottage and marries her there. Later Victor makes the biggest mistake by sending Elizabeth to bed while he searched
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below. | | | Form/Genre It’s structured in the form of a free verse. The author chose to describe the beauty of nature‚ and says we should protect it. | Diction The author uses “no…” and”did not…” because he is showing us that this field is important‚ even though nothing significant happened there. | Imagery I see a green‚ open‚ big field with birds silently flying overhead‚ with the wind blowing across the field. | | | Point of View The author is the narrator. He is speaking in 1st person
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E.‚ and A. Wilson. (2002). Demystifying reflection: a study of pedagogical strategies that encourage reflective journal writing. Teachers College Record. Vol. 104‚ Iss. 7; pp. 1393-2005. Van Woerkom‚ M.‚ Nijhof‚ W. and L. Nieuwenhuis. (2002). Critical reflective working behaviour: a survey research. Journal of European Industrial Training. Vol. 26‚ Iss. 8/9; pp. 375-383. Varner‚ D.‚ and S. Peck. (2003). Learning from learning journals: the benefits and challenges of using learning journal assignments
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Critical Reflection After careful analysis of assignment one‚ a couple of conclusions can be drawn in regards to the completion process. The route taken to complete this assignment was to get together as a group and discuss the case as a whole and begin to learn the most significant parts that we had to focus on. We had to generate the different parts of the case and create a situation as a company that we could produce solutions for. It was interesting to realize building a case is quite difficult
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