critical thinking scenario university of phoenix

Welcome to HUM/115

• Post author By Sanyogeeta Vinod Patil
• Post date January 19, 2022

Critical Thinking in Everyday Life

Course overview.

You probably don’t spend a lot of time thinking about thinking. In this course, you’re going to do a lot of thinking specifically about your thinking. What you learn in this course will influence every aspect, like the course title says, of your everyday life.

Critical thinking skills help you make effective decisions and solve problems.

The study of critical thinking will involve learning about reason, errors and bias, fallacies, and recognizing and evaluating arguments. While that all may sound quite academic, and it is, all of the things you learn about them will directly apply to the practical aspects of critical thinking, decision-making, and solving problems.

Students learn how to think critically, focusing on developing the necessary tools and skills to analyze problems, make decisions, and formulate well‐supported points of view on key academic, social, and professional issues.

Classroom Resource Center  

Student Resources Guide  

Academic Policies & Procedures  

Plagiarism: SafeAssign ®  Instructions 

Center for Writing Excellence  

Career Relevance

Each course outcome is linked to an In-Demand skill. The course outcome and skill are measured though specific assignments in the course.

Course Learning Outcome

Identify common challenges to effective critical thinking.

In-Demand Skill

Decision Making

Workplace Example

You must be able to identify possible solutions, evaluate the impact of the options, and determine the best course of action.

Explain strategies to overcome barriers to effective critical thinking.

Strategic Thinking

You must view opportunities from multiple perspectives and recognize narrow-mindedness and resistance to find original solutions to complex problems.

Apply critical thinking skills in real-world problem solving and decision-making scenarios.

Problem Solving

You must be able to evaluate and construct arguments considering the needs and concerns of people from diverse cultures, religious beliefs, and perspectives to effectively solve problems free from fallacy and reduced bias.

Course Tools

Boss, J. (2021).  THiNK: Critical thinking and logic skills for everyday life  (5th ed.). McGraw-Hill Education.

Course Tools:

This course includes a series of interactive videos designed to expand on the weekly course topics. These videos were created by University of Phoenix and their interactive features are supported by the web-based tool PlayPosit®.

The textbook for this course is hosted in a system called BibliU. You can access the text via the links in Blackboard.

Course Resources

HUM/115 Library Resources  

University of Phoenix Writing & Style Guidelines

Course Notes

Attendance & participation policy.

One of the biggest factors in success is showing up! It is difficult to take advantage of opportunities if you aren’t present. We want you to have every chance for success in your education, so we strongly encourage you to read the   attendance policies  and  Creating a Substantive Post  to take an active role in your educational success.

Faculty Member Feedback

Each week, you will be provided feedback from your instructor (faculty member) on your participation and assignments. The feedback is to help you understand areas of possible improvement and resources you can use to enhance your work. Carefully review your faculty’s feedback to apply it in future assignments.

Overview of Interactive Videos in This Course

This course includes a series of interactive videos designed to expand on the weekly course topics. An expert in critical thinking discusses specific concepts with you to help clarify their meaning, importance, and how they can be applied to your daily life. Completing each video activity is worth points; points are not based on the number of correct answers.

These videos were created by University of Phoenix and their interactive features are supported by the web-based tool PlayPosit ® . Familiarize yourself with the basic functionality of the  PlayPosit video player  to ensure you’re comfortable with their use. 

To access the videos: 

• Click on the interactive video link in each week. 
• Click  Preview  to launch the video and ensure that you earn credit for completion of the video and questions. 

The video content can also be viewed without interactions at any time. 

Summative Assessments

There are summative assessments in Weeks 1, 3, and 5 that require you to use the knowledge and skills you have learned in prior courses, in addition to applying the knowledge and skills you are learning in this course. These assignments also you require you to download documents from Blackboard.

Your faculty member will use rubrics to grade these assessments.

The assessment instructions describe what you must do to complete the assessment. The rubric describes the performance levels. Ask your faculty member any questions you may have about the assessment instructions or the rubrics.

• Preview the summative assessment instructions at the beginning of the week.
• Preview the assessment rubric before you start to work on the assessment.
• Remember, Summative Assessments are worth a high percentage of points, so it’s important that you complete them.

Check Your Work for Plagiarism – SafeAssign®

Your assignment submissions will automatically be checked for plagiarism by SafeAssign, a feature in Blackboard. SafeAssign compares your submission to a database of student work and the internet and then generates an Originality Report that you and your instructor can review. Review the full  SafeAssign instructions  to learn more about this feature. 

Frequently Asked Questions

Why should I take this course?

In an era of misinformation and information overload, the ability to analyze problems, make decisions, and formulate well-supported points of view are essential skills for students and citizens. HUM/115 provides you with the skills and tools needed to think critically in a variety of environments.

This course looks a little different, how can I access the textbook?

You can access the textbook in Blackboard. Just open the “Learning Activities” folder in each week of the course and you will find the links to the reading materials for that week.

There are “Interactive Videos” each week. Do I earn points for watching them?

Yes, you do. However, you must also answer the questions that are presented in the video to earn all the points for these assignments. Keep in mind, there is a question at the end of each video that you must answer in order for your points to be sent to the Blackboard gradebook.

Wait, I missed the last question in the “Interactive Video” can I go back and watch it again if I want to earn more points?

Yes, but you will need to notify your faculty member as your points will not automatically be sent to the Blackboard gradebook after your first attempt.

My schedule gets a little crazy, can I work ahead on assignments?

You can read and work ahead if you want to/are able to. However, there are a couple of things to keep in mind if you want to work ahead on the Summative Assessments. The Summative Assessments build off the concepts learned in prior weeks, so you may not want to start on an assignment before you have fully explored the topic/s covered in the assignment.

It looks like the Week 1 and Week 3 Summative Assessments are about “barriers to critical thinking.” Where can I learn more about those barriers?

The best place to start is in Chapter 1 of the text THiNK: Critical Thinking and Logic Skills for Everyday Life. There is a whole section on barriers to critical thinking. In fact, your faculty member likely prefers that you use the list of barriers in the text as the basis of your assignments.

I’ve had issues in the past with my assignment submissions being blank. What’s going on there and how can I make sure that doesn’t happen in this course?

After you upload the file, leave the assignment area and then go back in and check. If you can see the file, then your faculty member can see the file.

I turned in my assignment, why is the gradebook in Blackboard red?

No worries, all assignments will turn red after the week is completed whether they have been submitted or not.

Where do I see my grades and feedback?

You can view your points and feedback by going to the “Gradebook” link at the top screen in Blackboard. The graded assignments will show as “Graded”. For most assignments (besides the myBook activities which are auto graded), you should see a purple comment bubble which is where you can read the feedback from your faculty member.

Can I complete my work on a tablet or my phone?

You can access Blackboard on your tablet and phone. However, it is best to complete your work using your desktop or laptop computer, especially the Summative Assessments.

• Tags Course Guide , HUM/115

HUM/115: Critical Thinking in Everyday Life

Beyond the five-paragraph essay.

Watch the video to learn how to move beyond the five-paragraph essay.

• On ProQuest Research Companion, click on Use Information at the top left.
• Under Learning Modules , click How do I organize my argument?
• On the left, click Beyond the five-paragraph essay and watch the video.

Library Resources

• Global Issues in Context This link opens in a new window Global Issues in Context is a great database to research today's world issues. It integrates news, global viewpoints, reference materials, country information, primary source documents, videos, and statistics to give you a global perspective on your issue. Library Tip: Click on the Browse Topic link in the bar below the search box to view an alphabetical list of topics. You can also use the Choose a Category drop down menu.
• Opposing Viewpoints in Context This link opens in a new window Opposing Viewpoints in Context is one of our most popular databases and is great to use for your pro/con paper or to research diverse views on an issue. It covers current social issues and includes pro/con viewpoints, news, commentary, reference articles, interactive maps, and more. Library Tip: Each topic page consists of Pro/Con Articles that then link to additional types of resources on the topic.

Center for Writing Excellence

These resources from the Center for Writing Excellence (CWE) will help you with the writing stage of your assignment.

• APA Paper Template: 100-299 This template has been pre-formatted in APA and provides a starting point for your paper.
• PowerPoint Example The Center for Writing Excellence has many great examples of the types of writing associated with academic programs. Please review the Sample Powerpoint.
• Plagiarism Tutorial Learn about plagiarism and why it's important to give credit to others' ideas in your work.
• Next: Week 1 >>
• Last Updated: Apr 23, 2024 12:29 PM
• URL: https://library.phoenix.edu/HUM115r10

Stop COVID Cohort: An Observational Study of 3480 Patients Admitted to the Sechenov University Hospital Network in Moscow City for Suspected Coronavirus Disease 2019 (COVID-19) Infection

Collaborators.

• Sechenov StopCOVID Research Team : Anna Berbenyuk ,  Polina Bobkova ,  Semyon Bordyugov ,  Aleksandra Borisenko ,  Ekaterina Bugaiskaya ,  Olesya Druzhkova ,  Dmitry Eliseev ,  Yasmin El-Taravi ,  Natalia Gorbova ,  Elizaveta Gribaleva ,  Rina Grigoryan ,  Shabnam Ibragimova ,  Khadizhat Kabieva ,  Alena Khrapkova ,  Natalia Kogut ,  Karina Kovygina ,  Margaret Kvaratskheliya ,  Maria Lobova ,  Anna Lunicheva ,  Anastasia Maystrenko ,  Daria Nikolaeva ,  Anna Pavlenko ,  Olga Perekosova ,  Olga Romanova ,  Olga Sokova ,  Veronika Solovieva ,  Olga Spasskaya ,  Ekaterina Spiridonova ,  Olga Sukhodolskaya ,  Shakir Suleimanov ,  Nailya Urmantaeva ,  Olga Usalka ,  Margarita Zaikina ,  Anastasia Zorina ,  Nadezhda Khitrina

Affiliations

• 1 Department of Pediatrics and Pediatric Infectious Diseases, Institute of Child's Health, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 2 Inflammation, Repair, and Development Section, National Heart and Lung Institute, Faculty of Medicine, Imperial College London, London, United Kingdom.
• 3 Soloviev Research and Clinical Center for Neuropsychiatry, Moscow, Russia.
• 4 School of Physics, Astronomy, and Mathematics, University of Hertfordshire, Hatfield, United Kingdom.
• 5 Biobank, Institute for Regenerative Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 6 Institute for Regenerative Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 7 Chemistry Department, Lomonosov Moscow State University, Moscow, Russia.
• 8 Department of Polymers and Composites, N. N. Semenov Institute of Chemical Physics, Moscow, Russia.
• 9 Department of Clinical and Experimental Medicine, Section of Pediatrics, University of Pisa, Pisa, Italy.
• 10 Institute of Social Medicine and Health Systems Research, Faculty of Medicine, Otto von Guericke University Magdeburg, Magdeburg, Germany.
• 11 Institute for Urology and Reproductive Health, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 12 Department of Intensive Care, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 13 Clinic of Pulmonology, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 14 Department of Internal Medicine No. 1, Institute of Clinical Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 15 Department of Forensic Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 16 Department of Statistics, University of Oxford, Oxford, United Kingdom.
• 17 Medical Research Council Population Health Research Unit, Nuffield Department of Population Health, University of Oxford, Oxford, United Kingdom.
• 18 Centre for Tropical Medicine and Global Health, Nuffield Department of Medicine, University of Oxford, Oxford, United Kingdom.
• 19 Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, United Kingdom.
• 20 Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• PMID: 33035307
• PMCID: PMC7665333
• DOI: 10.1093/cid/ciaa1535

Background: The epidemiology, clinical course, and outcomes of patients with coronavirus disease 2019 (COVID-19) in the Russian population are unknown. Information on the differences between laboratory-confirmed and clinically diagnosed COVID-19 in real-life settings is lacking.

Methods: We extracted data from the medical records of adult patients who were consecutively admitted for suspected COVID-19 infection in Moscow between 8 April and 28 May 2020.

Results: Of the 4261 patients hospitalized for suspected COVID-19, outcomes were available for 3480 patients (median age, 56 years; interquartile range, 45-66). The most common comorbidities were hypertension, obesity, chronic cardiovascular disease, and diabetes. Half of the patients (n = 1728) had a positive reverse transcriptase-polymerase chain reaction (RT-PCR), while 1748 had a negative RT-PCR but had clinical symptoms and characteristic computed tomography signs suggestive of COVID-19. No significant differences in frequency of symptoms, laboratory test results, and risk factors for in-hospital mortality were found between those exclusively clinically diagnosed or with positive severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) RT-PCR. In a multivariable logistic regression model the following were associated with in-hospital mortality: older age (per 1-year increase; odds ratio, 1.05; 95% confidence interval, 1.03-1.06), male sex (1.71; 1.24-2.37), chronic kidney disease (2.99; 1.89-4.64), diabetes (2.1; 1.46-2.99), chronic cardiovascular disease (1.78; 1.24-2.57), and dementia (2.73; 1.34-5.47).

Conclusions: Age, male sex, and chronic comorbidities were risk factors for in-hospital mortality. The combination of clinical features was sufficient to diagnose COVID-19 infection, indicating that laboratory testing is not critical in real-life clinical practice.

Keywords: COVID-19; Russia; SARS-CoV-2; cohort; mortality risk factors.

© The Author(s) 2020. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail: [email protected].

Publication types

• Observational Study
• Research Support, Non-U.S. Gov't
• Hospitalization
• Middle Aged

Grants and funding

• 20-04-60063/Russian Foundation for Basic Research

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CJS/225 Critical Thinking in Criminal Justice

Course level: Undergraduate

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Course level:  Undergraduate

This course introduces the topics of critical and creative thinking. This overview course defines and differentiates the two topics, and helps students explore how personal beliefs are formed and evaluated. Special attention is placed on how critical and creative thinking are used to create solutions to problems encountered by criminal justice and security personnel.

This undergraduate course is 5 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

PLEASE NOTE: Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

Prerequisites

A prerequisite is required for this course. The purpose of a prerequisite is to ensure students have the knowledge and/or skills needed to be successful in the course. Students are required to provide proof of prerequisite during the enrollment/registration process. To meet to a course prerequisite requirement, a student must have successfully completed the prerequisite course at University of Phoenix, provide proof via transcript of completing a comparable course (at least 75% match) or higher level course with at least a grade of C at another institution or have a University of Phoenix approved Student Appeal on file with the University.

This course requires the prerequisite below. Click on the prerequisite course to review the course topics and objectives.

• CJS/201 – Introduction to Criminal Justice   or equivalent

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