Critical Thinking Example

Critical Thinking Example Critical Thinking – Term Paper Example Time Management Mr Herman is truly facing a time management challenge especially when it comes to arriving at his workplace in time. Additionally, he encounters other obstacles that magnify his problem making it near impossible to solve. From his story, these obstacles include those attributable to him and others that are inevitable. This paper seeks to identify the obstacles Mr Herman faces and possible solutions to help him avoid being late for work.First, Mr Herman lives far away from the workplace. The distance between his home and Dewey, Cheetum the chat with his friends before he goes to work is an obstacle. The possible solution to the obstacle is to either hold the chats for only 10 -15 minutes or avoid chatting with them on his way to work altogether.Thirdly, Mr Herman’s’ habit of stopping for coffee at Tim Hortona causes his lateness as the time he spend taking coffee could be spent on the road and thereby save him from lateness. The solution is to desist fro m the stopping over habit and explore other options like taking coffee at home or sipping it as he drives to work. Work CitedPorter, Jessica. Saving time. Cambridge: Nightingale, 2007. Print. Critical Thinking Example Critical Thinking – Term Paper Example Critical Thinking: Mr. Herman Good Eagle Case Study Punctuality is a trait any person can master, because it does not require any unique ability or talent (Bliss 34). The strong academic and professional background that Mr. Herman Good Eagle has makes him feel that it is important to develop the skill. However, he is still struggling with on time and has already developed the habit of lateness no wonder he already has four warnings. Mr. Herman is constantly late, because he has a tendency to get easily distracted. It is evident when he chooses to chat with friends instead of going to work. Subsequently, Herman underestimates the duration things will take. He is not certain about how long it will take to cross the railroad or get delayed by the bus picking kinds. Equally, Herman has a misperception of the passage of time and enjoys working under pressure.To solve the punctuality problem, Herman has first to own up to the problem. There is no need of rationalizing lateness. Then, he ha s to work on his powers of concentration. The lateness in this case is the outcome of not staying on task with the activities that can guarantee that Herman will get to work on time. The activities that he should consider as of great importance are limiting charting with friends, crossing the railroad early, taking the cup of coffee promptly, and choosing the right route to work. Herman should build his mental discipline and the ability to focus. He should redefine getting to work on time as a matter of integrity. It is easier to attain punctuality when Herman feels motivated and has a strong sense of purpose. Finally, he has to practice taking note of benefits of getting to work on time.Bliss, Dominic. Being the best man for dummies. s.l.: John Wiley, 2013. Print. Critical Thinking Example Critical Thinking – Article Example Critical Thinking The context refers to the consideration of the situation that an intervention is being administered as well as that of the person and the desired outcome. It enhances the capacity to develop good interventions in managing the developmental problems that children face. The application of context can ensure that the problem becomes clearly understood and the intervention being applied is able to provide a lasting solutions to the problem (Cale et al., 2009). This becomes a critical part in the assessment by making it accurate through the minimisation of various errors that might occur.The use of context remains essential during assessments and making interventions as the results of the solution that is developed are based on the problem which a child has. The application of different contexts can enable care givers to identify the specific challenges faced by a child and be able to focus on assisting the child from the perspective of the particular problem identified (Harry, 2008). Through such an approach, the solution devised provides comprehensive solution. The different levels of skills that children have can also be identified through the application of context. This will enable the separation of the children according to their development al capabilities.Conceptualisation of a problem ensures that the impact of the assessment and intervention can also be examined to determine effectiveness. Conceptual approach ensures that the functional challenges that children face are addressed completely since they can be accurately identified (Klingner & Harry, 2006). Accurate assessment is the beginning point for an accurate intervention. Through the conceptualisation process of a problem, the observable behavioural transformation coming as a result of the intervention can also be conceptualised. The interventions can then be compared to other situations and assessed for effectiveness in other developmental challenges.ReferencesCale, S. I., Carr, E. G., Blakeley-Smith, A., & Owen-DeSchryver, J. S. (2009). Context-Based Assessment and Intervention for Problem Behavior in Children With Autism Spectrum Disorder. Behavior Modification, 33(6), 707–742.Harry, B. (2008). Collaboration With Culturally and Linguistically Diverse Families: Ideal Versus Reality. Exceptional Children, 74(3), 372–388.Klingner, J. K., & Harry, B. (2006). The Special Education Referral and Decision-Making Process for English Language Learners: Child Study Team Meetings and Placement Conferences. Teachers College Record, 108(11), 2247–2281.