¶ … difficult, in retrospect, to point to an instance where I was ahead of everyone else, but I have been able to solve problems. I remember I was in need of a career change. Mostly, things just did not feel right in my career. I did not really know what it was -- did I need a new company? A new boss? It turned out that my career path that I was on really was not a good career path for me. I went off the grid, so to speak, and came back after a period of a few months with a new sense of what I wanted. I don't know if that is a creative solution -- I think I just see things as solutions and let the "creative" or "uncreative" judgment fall to someone else. But I do know that it was an somewhat unorthodox approach to things -- not so unique you would say that I thought it up, but I did step outside of my programmed thinking to learn new truths about myself and re-orient myself in this direction.
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I feel that performance evaluations need to be every six months. There are a few reasons why I say this. The first is that the reviews need to be sufficiently spaced apart that the data used in the evaluation has statistical significance. Very frequent reviews can be undermined by small sample sizes. However, one of the major purposes of a performance review is to alert the employee to areas that need improvement. It is to the benefit of everyone that this is done more frequently. Give the employee a change to get meaningful feedback, but with enough frequency that there is opportunity for corrective action. To me, that period is every six months. For new employees, there might be cause to have a review every three months for the first year. But ultimately, even long-time employees will benefit from the six-month cycle because it can help to keep them on their toes, whereas annual reviews might breed a certain amount of complacency.
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Although the circularity of the logic of insanity as demonstrated by the very fact that a man desires to be eaten (because he is insane, because he wants to be eaten, because he is insane…) loses credibility due to the redundancy of such thinking, the implicit conclusion that the author comes to regarding this matter, "if every person with emotional problems were denied the right to determine what is
Critical Thinking Skills When today's university student is asked to apply critical thinking skills to a specific social problem, does that student understand what is being asked and how to go about applying critical thinking skills? When questions from the professor involve, for example, the current dilemma in the United States Congress -- Democrats and Republicans engaged in a near-constant standoff when it comes to ideology and legislation -- does the
exercises improve critical thinking skills?, Cotter and Tally take a closer look at how effective the teaching of critical thinking skills actually is. They had students complete a number of different tests. The authors noted that while there was a correlation between the scores of the different tests, that these scores and the correlation did not improve over the course of the semester. They suggest that "critical thinking assignments
Critical Thinking in Humanities Essential Characteristics of Critical Thinking in Humanities We, the students of humanities, are aware that critical thinking and inquire are essential for our discipline. But what does it really mean? How do we understand and exercise critical thinking? The readings in this class taught me that critical thinking is learn best from real life experiences of people who have struggled and fought for freedom and liberation of the
Critical Thinking and Society Exercise: Critical thinking is a process that is used by individuals on a daily basis though many people use it without realizing it. Critical thinking can basically be defined as the process of exercising or involving skilled observation or judgment. This process requires the use of a variety of cognitive skills and intellectual capabilities to evaluate arguments, overcome personal biases and prejudices, and make intelligent and reasonable
Critical thinking is the rationally closely controlled process of aggressively and competently conceptualizing, applying, analyzing, synthesizing, and assessing information gathered from observation, experience, reflection, reasoning, or communication, as a guide to belief and action. It involves the scrutiny of those structures or elements of thought implicit in all reasoning, purpose, problem, or question, assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame
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