ASSIGNMENT 2 CRIMINOLOGY REPORT Essay Example | Topics and Well Written Essays - 1500 words - 1

ASSIGNMENT 2 CRIMINOLOGY REPORT - Essay Example 22). Since then, crime rates have been lessened in England and Wales. According to the Crime in England and Wales 2003/2004 annual report, violent crimes comprised 23% of all BCS crimes and 19% of police-recorded crime (Dodd et al, 2004, p. 11). The British Crime Survey (BCS) estimated 2,708,000 violent incidents occurred against adults in England and Wales (Dodd et al 2004, p. 67), which, overall, is a decrease of 36% in crime since 1995 (p. 67). However, in 2004 BCS report also noted that violent crime has stabilized (p. 67)). The police recorded 1,109,017 violent incidents, which is a 12% increase since 2002/2003, partly attributed to the implementation of the NCRS (p. 67), increases in the reporting of crime by the general public, increases in police activity, and improvements in recording crime (p. 69) For more than a quarter of a century, from 1969 to 1996, burglary and theft accounted consistently for about half of all recordable offences in England and Wales. The peak was reached in 1992 when they made up 52 percent of recorded crime. By 2004-5 the four types of theft accounted collectively 30% of all crime, according to British Crime Survey report (Home Office 2007). During the time period under study, there was a steady increase in robberies with two peaks followed by sharp declines occurring in 1996 and 2001-02, the latter of which may be partly attributed to the implantation of the NCRS. Ninety percent of the robberies were of personal property, while the balance was robberies of businesses (Dodd et al., 2004, p. 79). The BCS also recorded increases in the robbery rates between 1981 and its 2003-04 interviews, with a peak in 1999. Following this peak, rates declined significantly (-32%). In the Crime in England and Wales 2003-04 report, the conclusion was that for this time period, robbery numbers were too low to provide reliable estimates, although

Educational Organization Evaluation Process Research Paper

Educational Organization Evaluation Process - Research Paper Example Evaluation should be considered as an important part of the development process for an educational organization. Primarily, educational institutions use evaluation data to exhibit effectiveness and secondly, to present performance measure, which would be a very good marketing tool. Such evaluation is a specialized activity that educators must undertake in order to assess and develop the learning experience that they are offering (Stronge & Helm, 1990). An outline is presented showing the required processes for the educational organization evaluation. The process provides guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the steps aims to promote evaluations that are proper, useful, feasible, and accurate. The following steps could be undertaken in order to evaluate and analyze the Educational organization (Stufflebeam, 1999). The process could also be used to research and assess the effectiveness of the educational system which is used in an educational institution vital in the formulation of educational policies geared towards the realization of an empowered and globally competitive citizen. Goals for undertaking the evaluation should be clearly defined because these goals will significantly impact the shape of the organization’s efforts. Before the purpose could be fully identified, it is important to use information that is already available. Valuable information of a student can be obtained from the student’s classroom teacher, the cumulative file, and the parent regarding the learning problem.

Astronomy Essay Example | Topics and Well Written Essays - 500 words - 9

Astronomy - Essay Example 1 D. Advanced Computer methodologies are there which embed the light into arbitrary colors that are perceptible. The Hubble Space Telescope is intelligent to determine wavelengths starting from 0.1150 to 2 micrometers other than visible region. 2 A. Ions are charged particles whereas atoms are neutral. When an atom looses or gains an electron it is said to be ion. For example sodium metal in neutral state is composed of atoms where as sodium in sodium chloride is ion. 2 C. Hot objects release more of their light at short wavelengths. This is because of the reason that hot bodies have blue intensity peaks and thus the wavelength for blue color is relatively smaller whilst the cooler objects have red intensity peaks means their wavelength is relatively longer due to the color of the peak. 2 D. The spectrum produced from white light comprises of all colors is termed as a continuous spectrum. Continuous spectra are formed by all radiant solids, liquids and gases under high pressure. A gas at low pressure does not make a continuous spectrum but forms a line spectrum explicated as individual lines at definite frequencies of the gas. If the gas is manipulated luminescent by warmth or an electric discharge, the consequential spectrum is a bright-line, or emission, spectrum, consisting of a series of bright lines against a dark background. A dark-line, or absorption spectrum is the reciprocal of a bright-line spectrum; it is formed when white light comprising all frequencies transcends through a gas not hot sufficient to be radiant. 3. In astronomy, spectral classification is a classification of stars founded on their spectral distinctiveness. The spectral classification arrived at a specified class of a star explicating the radicalization of its chromospheres, what atomic excitations are mainly well-known in the light, providing a purposeful determination of the temperature in chromospheres. Light from a specific star is assessed by breaking it up

Educational Organization Evaluation Process Research Paper

Educational Organization Evaluation Process - Research Paper Example Evaluation should be considered as an important part of the development process for an educational organization. Primarily, educational institutions use evaluation data to exhibit effectiveness and secondly, to present performance measure, which would be a very good marketing tool. Such evaluation is a specialized activity that educators must undertake in order to assess and develop the learning experience that they are offering (Stronge & Helm, 1990). An outline is presented showing the required processes for the educational organization evaluation. The process provides guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the steps aims to promote evaluations that are proper, useful, feasible, and accurate. The following steps could be undertaken in order to evaluate and analyze the Educational organization (Stufflebeam, 1999). The process could also be used to research and assess the effectiveness of the educational system which is used in an educational institution vital in the formulation of educational policies geared towards the realization of an empowered and globally competitive citizen. Goals for undertaking the evaluation should be clearly defined because these goals will significantly impact the shape of the organization’s efforts. Before the purpose could be fully identified, it is important to use information that is already available. Valuable information of a student can be obtained from the student’s classroom teacher, the cumulative file, and the parent regarding the learning problem.

Research report Essay Example | Topics and Well Written Essays - 3000 words - 1

Research report - Essay Example Now-a-days, several organizations within the aerospace manufacturing industry are trying to select Singapore innovation hub for several favourable reasons. Being one of the leading aerospace manufacturing organizations, Rolls-Royce tried to focus on emerging South Asian markets in order to gain potential competitive advantages within this particular industry. The significant growth of the Asian market and effective business opportunities attracted the organizati0ons to develop its manufacturing hub in the emerging Asian Markets. Singapore is one state and one country. The government of Singapore is trying to influence the leading aerospace manufacturing organizations around the globe to invest within the country’s industry as this particular industry is playing a significant role in the economic development of country. The government as well as the policy makers are trying to limit the degree of external environmental challenges in order to attain positive economic growth rate in this particular period of global economic downturn. This essay will discuss about the challenges that are faced by Rolls-Royce in international supply chain management operation. In addition to this, this study will recommend some important facts and concepts that will help the management of the organization to mitigate the associated risks and improve its supply chain management performance in global market place. It is clear that Rolls-Royce has tried to implement several unique strategies in the business operation process in order to maintain its core competency in global market place. Rolls-Royce started to venture in the global aerospace business in the year 1990. Slowly and gradually, the organizations started to expand its business practices in global market places in order to increase its market share. However, it is true that that the organization capitalized several opportunities in the supply chain management processes

Metacognition knowledge and academic achievement of university students Essay Example for Free

Metacognition knowledge and academic achievement of university students Essay In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as â€Å"an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. † The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention. To increase their metacognitive abilities, students need to possess three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often â€Å"self-handicap† themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort. The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks. Students need to understand the task accurately in order to use the most effective strategies. Research Question: The basic aim of the study was to identify the relationship between meta-cognitive knowledge and academic achievement of university students. Methods: To analysis and interpretation of data and Survey was planned to collect data from University of education (UE) and Govt. College University Lahore (GCU). Twenty five (25) students were collected of UE and Twenty five (25) students from GCU randomly. Metacognitive Awareness Inventory (MAI) was used to measure meta-cognitive knowledge. This inventory consisted of six components i. e. Planning, monitoring, evaluation, declarative knowledge, conditional knowledge and procedural knowledge but researcher selected three components i. e. declarative knowledge, conditional knowledge, and procedural knowledge. Responses were collected on three point scale i. e. Yes, no and to some extent. Scores of these components were used to compare Metacognitive knowledge of UE and GCU students. Analysis of data was presented in the form of Tables. Null hypothesis: There is no difference b/w the metacognition knowledge and academic achievement of students. Alternative hypothesis: There is difference b/w the metacognition knowledge and academic achievement of students. Ho: ? 1 = ? 2 Ha: ? 1 ? ?2 Table 1. 1 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 6. 21 1. 63 6. 52 1. 23 .749 The result of independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Declarative Knowledge). The value of t (48) = . 749 is not significant at ? =0. 05. This means that mean scores of UE students and means score of GCU students are not different on component of Meta cognitive Knowledge (Declarative Knowledge). Fig 1. 1 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 2 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Conditional Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 2. 98 .87 3. 10 1. 08 .430 Table 1. 2 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Conditional Knowledge). The value of t (48) = . 430 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are not different on component of Meta cognitive Knowledge (Conditional Knowledge). Fig 1. 2 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 3 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive awareness (Procedural Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 4. 16 1. 01 3. 76 1. 109 1. 328 Table 1. 3 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Procedural Knowledge). The value of t (48) = 1. 328 is not significant at ? =0. 05. This means that means scores of UE students and means score of GCU students are same on component of Meta cognitive Knowledge (Procedural Knowledge). Fig 1. 3 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 4 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge by Independent samples t-test University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 13. 38 2. 83 13. 30 2. 60 .104 Table 1. 4 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive by Independent samples t-test. The value of t (48) = . 104 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are same on component of Meta cognitive by Independent samples t-test. Fig 1. 4 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 5 Comparison of mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test UE GCU Low Achiever (n=25) High Achiever (n=25) t-value Mean SD Mean SD Declarative knowledge 5. 08 1. 49 7. 33 0. 78 4. 64 Procedural Knowledge 2. 46 0. 72 3. 46 0. 72 3. 48 Conditional Knowledge 3. 50 1. 07 4. 77 0. 44 4. 0 Meta-cognitive knowledge 11. 04 2. 18 15. 54 1. 09 6. 6 Table 1. 5 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test. These results show that mean scores of Metacognitive knowledge and academic achievement of both universities student’s are different. Procedure: To fulfill the above mentioned purpose instrumentation, data collection methods and procedures for analysis of data were used. The study was descriptive in nature as it addressed the prevailing situation of using meta-cognitive knowledge in daily life by students. The target population for this study was the students of UE and GCU Lahore. The researcher selected sample by using convenient sampling technique from the students of UE and GCU Lahore. Fifteen items wee included in the questionnaire taken from meta-cognitive awareness inventory. After the selection of sample and development of the questionnaire, the questionnaires were distributed. The questionnaire was administered personally by the respondent and filled questionnaire collected back. The return rate of the questionnaire was 100% due to personal administration. To analyze the data means standard deviations, independent sample t. test, was calculated. Results: 1. The mean score of Meta-cognitive knowledge (declarative knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 2. The mean score of Meta-cognitive knowledge (conditional knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 3. The mean score of Meta-cognitive knowledge (procedural knowledge) of (UE) are same from mean score of (GCU) because the value of t is not significant at ? =0. 05. 4. The mean score of Meta cognitive Knowledge and mean score of academic achievement are different among both universities. Because the value of t is significant at ? =0. 05.

Ways To Overcome Plagiarism

Ways To Overcome Plagiarism As we know, plagiarism has becoming part of life among colledge student. They cannot live without doing plagiarism because of it is easy way for them to do their assingment. Almost al the fresh graduate nowdays is not in high quality because of their plagiarism while their studying. They doenst really understand what they been studied and this will affected when they started to work. Their perfomance are poor because of no experiences and understanding while studying. Employers will complaints and not satiesfied of their work and this will increasing the number of unemployed people. However, there are many ways have been found to solve this plagiarized problem. For example colledge have reacted to this situation with writing rule which is student convicted of plagiarism will go through application to graduate school,job application later with one word clear that is plagiarised. There also have been created a program that can detected that the report or work is a plagiarized or not. This program are known as Turnitin that can detect that the report is a plagiarized or not. This program work to identify the passage or paragraph and it will tell you where it have been found. With this report I have been listed what is plagiarism and plagiarism that happen among student. I also suggested some ways that we can used in order to overcome this problem. SIX HATS WHITE HAT (INFORMATION, FACTS) Professor Amrin got a complaint from the industry about a percentage of gardutes from EITM does not perform well in their work. After he got the complaint, Professor Amrin had do a random check on their previous work. From the result he found that, the majority of studentd got the element of plagiarism because from their works had some same point. In this case, professor amrin expected that its will be give impact to the whole process being a genuine graduates. From that case, he found that plagiarism have many type. Some types of plagiarism is: Total / partial copying When you submit an assigment, report or project that you have copied totally or partially from a website, a friends work, or some other sources without acknowledgement, this is plagiarism besause: You did not do any original research or writing. The work is created by someone else and yet you put your name on it. If you were to change a few words or substitute some words / phrases in the original text with your own, you would still be plagiarizing. Plagiarized text with word changes. Qualitative research is an approach to research methodology in social sciences. Qualitative research involves a deep understanding of human behaviour and the reason that control human. It relies on reasons behind various aspects of behaviour. Cut and paste Another type of plagiarism involves copying large chunks of text from one or more original sources and inserting them into the assignment. For example, suppose you are doing the above assignment on Qualitative Research and you include a few sentences from the wikipedia website. Unless you present the sentences as a quote with full citation, you are committing plagiarism. Inappropriate paraphrase A more subtle type of plagiarism is the Inappropriate Paraphase. In this form of plagiarism, the quoted text is: Altered only slightly from the original and no acknowledgement of the original author is given. Extensively paraphrased but with acknowledgement of the original author. GREEN HAT (CREATIVITY,NEW IDEAS,SUGGESTION) Professor Amrin suggest and generate new ideas. The ideas include what to do and what not to do. Quotation A quotation is a word for word presentation of what is said or written in someone elses work. Its presented by using quotation mark (.). The sourceof the quote must be cited in the text and reference list. Sometimes quotation referred to as a Direct Quote. What To Do: Quote only when necessary the quoted part should only be supplementary to your own work. Copy the sentence(s) exactly the same as the original. Emti is committed to the fight against plagiarism. Use quotation marks () At the beginning and the end of the quote (for a long quote, use an indented block set off from the main text. Identify every source of the quote; write its author, title of article / journal / book, volume number, year and place of publication, publisher, page number, website address, etc. What Not To Do: Substituting just a few words in the original text and passing it off as your own also borrowing large portions of the original work. Manage your time If you have to meet a deadline, start work early. So you have plenty of time to research and write. Lack of time is one reason many people, especially stressed-out students, intentionally or unintentionally plagiarize. Paraphase A paraphase is a restatement of what someone else wrote or said (in your own words). What To Do: Use you own words. Your paraphased text can be shorter oe longer than the source. The source of the paraphase must be cited in the text and reference list. What Not To Do: Use the original words, phases and expression. There than that omit details of the original source. The third way, lose the original sense of the source and replace only a few words in the original. Then rearrange the order of words or sentences. Reference List / Bibliography At the end of your work, you need to acknowledge the information that you have referred in your text by providing a list of all your sources. This reference list or bibliography should be based on whichever particular style your faculty uses. Once you are familiar with the references style, you need to note that all references in the references list must be cited in the text and the site of the references must be include in the reference list. Therefore it should start with a new page. The title of the list should be Reference / Bibliography, centre at the top of the page and the references are listed in alphabetical order by authors surname, while the reference list should be double spaced with a hanging indent for the second and subsequent lines. RED HAT (FEELING, EMOTION) Professor Amrin related his emotion and feelings on plagiarism. In this case, he feel scared about the technology because rampant plagiarism and it make very afraid what could happen. He as a professor and also as a Head of the Undergraduate Thesis Evaluation Committee feel frustrated over plagiarism. This is because that they fear they are missing a change to teach student. He also felt anger and betrayal at student who turned in work that wasnt original. YELLOW HAT (BENEFITS, SUNSHINE, POSITIVE) From the view, Professor Amrin find that the plagiarism also have some benefits. There is : Energy saving copy and paste uses far fewer resources than does thinking your own way around any subject. Time saving its quite obviously, time not spent doing your own research and your own thinking, it also can be spend in other and more worthwhile pursuits. Meanwhile in finding other people to steal from for instance. Esteem of colleagues what writer could help but admire a person who can meet the assignment deadlines with efficiency. Evolution the plagiarist will, after all and be teaching his/her children that it is perfectly acceptable to misuse the property of another, especially if you can do it without having go through pesky details such as permission. Surely the advantage to the body politic of that childs adulthood is self evident. BLACK HAT (JUDGEMENT, BAD POINT) Professor Amrin give penalties for plagiarism. He think plagiarism is a very serious academic offence, and can result in serious consequences for you as a student including: A fail grade for your work (assignment, project thesis, course). Suspension of one semester or one academic session. Expulsion from the university. Withdrawal of your degree. BLUE HAT (THINKING ABOUT THINKING, NEXT STEP) Summary A summary is a shortened version of the original source without changing the meaning. Students have clearly identify the main points and leaves out details and examples also the source of the summary must be cited. They must not to change the original meaning of the text. Citation A citation is an identification of the source of a quote, paraphrase or summary. Academic and professional writing requires a full citation that there are in text, in a bibliography at the end of the text and includes author and title of article / journal / book, volume number, year and place of publication / publisher, page number, website address and etc. Discussion College plagiarism seems to be on the increase. So we round up and decry the usual suspects. The rise of the internet and the decline of student writing. To be sure, there are term papers for sale on the internet and the vary process of surfing the web encourages looseness in borrowing and surely fewer student seem to master the art of sustained research and argument in long papers these days. Each semester a term paper time a few of the colleagues invariably seek computer help for diagnosing and tracing suspected instances of plagiarism. By then it is almost too late. For many teacher or lecture the labor of proving suspected plagiarism is a formidable obstacle to face at the end of the semester. If the plagiarism is to be combated, it must be done regularly throughout the semester and not just at the end. SCAMPER SUBTITUTE You can change the sentence of the article or journal, but it is still plagiarism. You need to do more research to get more idea and information for your summary or its more better if you use your own word and idea. Each time you choose your words, order you thoughts and convey your idea, you can improve your writing. Practise make perfect. COMBINE You may combine the new idea and more information from your friends or lecturer during discussion to your summary or thesis. One solution has many weakness but combination of many solution may overcome the weakness. It will give your summary and the thesis much stronger to avoid the plagiarism. ADAPT You cannot copy the other person idea to make it for our assignment. If the own writer know that you copy their journal, the writer can sue you in the court. You need to create by own self with elaborate that word or use more journal to classified your jounal as one jounal. MAGNIFY Now a days, people are more brilliant to make plagiarism like sham paraphrasing, illicit paraphrasing, verbatim copying, recycling, ghost writing and purloining. But we cant do it like that because it stills same we copyright someone work. It is still plagiarism. PUT TO OTHER USE You can use your current idea to the markets and industries if your idea is still not plagiarism. We need to be more creative to discover and think the new thing or method.People always measure your originality of your work and appreciate the originality that you do it than you just copy from someone else. ELIMINATE You need to read a lot of the journal or article and make your own summary that you understand from your reading. You also have do some research to more understand what you want to simplify from the article. REVERSE It is still plagiarism if you do that way even you change their word. To avoid the plagiarism, the better way that you need to do is just thinking the new idea even your idea is not much, at least you already try it. REFERENCES http://en.wikipedia.org/wiki/Open_source_software http://en.wikipedia.org/wiki/American_Historical_Association http://en.wikipedia.org/wiki/Plagiarism http://www.plagiarism.org/plag_article_what_is_plagiarism.html http://kidshealth.org/kid/feeling/school/plagiarism.html http://ezinearticles.com/?7-Tips-to-Overcome-Plagiarism-in-Your-Essaysid=1401495 http://eduscapes.com/tap/topic24b.htm http://www.buzzle.com/articles/how-can-you-prevent-plagiarism.html Aziz Yahya, Aida Nasirah Abdullah, Hazmillah Hassan, Raja Roslan Raja Abd Dahman, Critical and Creative Thingking Skills.