Computer Science Is Not A Science Essay - 1583 Words

Everyday we hear more and more about the continuing advancements in computer science, featuring headlines like: â€Å"LIVING ROBOT with HUMAN BRAIN Close to Creation as Super AI Computer Around the Corner† (Millar, 2016) or â€Å"Automating Big-Data Analysis† (Hardesty, 2016) But what is computer science really? When asked what computer science is, most respond by saying that it is coding, software development, using computers, or the field where people just fix computers. While although those are the components of computer science, when put to the test of Whewell’s three phases in the evolution of a science, computer science does not pass. Computer science is not a science, for it does not follow the maturing process of science, nor does it fit in the categories of what is considered either a â€Å"hard† or a â€Å"soft† science. Rather than being a science, it is actually an art form, or at its very simplest form, a tool. While there are countless ways to define and describe what science is, from the scientific method to a bland dictionary definition, William Whewell’s explanation best fits the majority of scientific fields. According to Whewell, there are three parts to the evolution of a science, essentially, three steps a science must go through in order to become a mature science. In order to show how computer science does not fit in a scientific paradigm... The initial stage, the descriptive stage, is the time within a science when all the components of a field are being observedShow MoreRelatedComputer Science As A Science1021 Words   |  5 PagesSTATEMENT OF PURPOSE Computer science spans the range from theory through programming to cutting-edge development of computing solutions. Computer science offers a foundation to adapt new technologies and new ideas. It has become one of the booming fields in the world. So this inspired me to pursue computer science as major field. Many individuals have an aspiration to be a part of this highly coveted field and I am one of those. My passion in the Computer Science developed ever since I was in schoolRead MoreThe Science Of Computer Science1277 Words   |  6 PagesAcademic Statement of Purpose NAME: Master of Science in Computer Science The 21st century has been driven by the advances of technology. Its applications span from the primitive audio players to the advanced robotics involving Artificial Intelligence. All this has happened only because of the continuous development of the modern technology. This rapidly advancing field of science attracted my interest and made me choose Computer Science as the major field of study in my Bachelor of Engineering.Read MoreComputer Science And Engineering And Science1428 Words   |  6 PagesComputer Science and Engineering By 2050 the world will need 6-7 cubic miles of oil. This is the equivalent to 28 gorge dams, 728 coal fired plants, 364 nuclear power plants, 229,550 wind turbines, or 638,750,000 solar panels. The world will also need clean water for 9 billion people. To make this happen engineers around the world will have to come together to maintain that much energy by 2050. Computer Scientists will be a major part in this process. Computer Science is very unique becauseRead MoreComputer Science1693 Words   |  7 Pagesfacilities to the public. Common carriers are profit-oriented, and their primary products are services for voice and data transmissions, both over traditional wired circuits as well as cellular services. Common carriers often supply a broad range of computer-based services, such as the manufacturing and marketing of specialized communication hardware and software. 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These fields have just recently started seeing more and more women pursuing them. Computer Science is an amazing field and offers a variety of op portunities in terms of how it can be applied; it can be a combination of computer science and another field-- computer science and medicine or art/design. There are endless possibilities as to what future technologyRead MoreComputer Science And Education : Computers1577 Words   |  7 PagesComputer Science in Education As the people of the world change, the skills that are necessary to survive do as well. Every time a new technology is invented and inserted into everyday use, it is expected of people to learn to use it in order to progress. For example, when shoes with laces were invented and popularized, people were taught at a very early age how to tie them, and it is now common knowledge to know how to tie shoelaces into a bow. Now there is a new technology that the world is becomingRead MoreComputer Science : Computers Are Useless1061 Words   |  5 PagesEnglish 11 25 January 2015 Computer Science According to Pablo Picasso, â€Å"Computers are useless. They can only give you answers.† There is much more than the computer involved with the process of giving you the answers. This is where computer science comes in, from making the computers to the programs. Computer scientist not only have to know how the computer works but, they must also know all the programming languages that come along with them from HTML to C++. Computer scientists require a vastRead MoreThe Origins Of Computer Science1131 Words   |  5 PagesThe origins of computers date back to the mid 1900s. During the creation, the binary code of zeros and ones was formulated as a basic foundation of what computers can run off of. This code was used to communicate to a computer and manipulate it to assess whatever tasks need to be dealt with. As more of these problems arose, the communication between computers and humans became more complicated. Computers began growing more in fame and need. Computer enginee rs were faced with a problem as to how toRead MoreComputer Science As A Computer Programmer1645 Words   |  7 Pages For many years, I have been interested in studying computer science to become a computer programmer. Since I moved to the United States, my passion for computing developed while I was trying to find something to do keep myself busy after losing the freedom I had in my country as a child. My parents always said that I m addicted to my computer but what they never understood was why my computer was my best friend. Curiosity is the main reason. I ve always wondered how the internet is operated

The Effects Of Dietary Supplement Use On Heat Injuries...

My practical experience was done at Fort Bragg in North Carolina. I worked with LTC Sheryl Bedno, who is the Chief of Preventive Medicine here at Ft. Bragg. My role was as an observer on an ongoing study titled, â€Å"Dietary Supplement use on Heat Injuries among Military Personnel†. The study was conducted by administering surveys to soldiers that were being seen by medical staff at the Department of Preventive Medicine. The goals were to be able to understand what the possible effects of dietary supplement use are on the body, especially during extreme heat, to find out why soldiers decided on using supplements. To achieve these goals, I observed each survey that was administered and took mental note of their responses (as I was prohibited from writing in the participant s presence). I did additional research and a literature review on methods of use, reasons for use, dangers of use and alternatives to using. The intention of the study was to find a more effective way for physicians to treat heat injuries. The popular supplement ingredient, 1,3 dimethylamine (DMAA) was linked to several fatalities and as a result was put on a medical hold in 2012 by the Food and Drug Administration. The ingredient was later banned for use in any supplement. In March of 2012, two Army soldiers died during a workout in which both had reportedly taken supplements that had DMAA in it.1 Events like that cannot be allowed to occur on a continual basis. Unregulated dietary supplement use is anShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagespermission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458. Many of the designations by manufacturers and seller to distinguish their productsRead MoreAccounting Information System Chapter 1137115 Words   |  549 Pagesexamples of how differences among organizations are reflected in their AIS. An organization’s AIS must reflect its business processes and its line of business. For example:  ·  ·  ·  ·  ·  · 1.5 Manufacturing companies will need a set of procedures and documents for the production cycle; non-manufacturing companies do not. Government agencies need procedures to track separately all inflows and outflows from various funds, to ensure that legal requirements about the use of specific funds areRead MoreMarketing Management130471 Words   |  522 Pagesmanagement process for identifying, anticipating and satisfying customer requirements profitably.† The functions of marketers: In order to reach the goal of creating a relationship that holds value for customers and for the organization, marketers use a diverse set that includes (but is not limited to) making decisions regarding: †¢ Target Markets – those markets identified as possessing needs the marketer believes can be addressed by its marketing efforts †¢ Products/Services – a tangible or intangibleRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesposition of a number of organisations in the same industry with a relatively short case. For a case that permits a more comprehensive industry analysis The Pharmaceutical Industry could be used. However, if the purpose is more focused – illustrating the use of ‘ï ¬ ve forces’ analysis – the TUI case study or Illustration 2.3 on The Steel Industry could be used. Some cases are written entirely from published sources but most have been prepared in cooperation with and approval of the management of the organisationRead MoreProject Mgmt296381 Words   |  1186 Pagescritical topics found in PMI’s Project Management vii viii Preface Body of Knowledge (PMBOK). People at all levels in the organization assigned to work on projects will find the text useful not only in providing them with a rationale for the use of project management tools and techniques but also because of the insights they will gain on how to enhance their contributions to project success. Our emphasis is not only on how the management process works, but more importantly, on why it worksRead MoreThe Government and Not-For-Profit Environment100975 Words   |  404 Pages 4. TA government’s internal managers rely on general purpose financial statements for a considerable amount of information about their government. 5. FGovernments and not-for-profits may never engage in business-type activities. 6. TLenders use the financial statements of governments and not-for profits just as they would those of businesses, that is, to help assess the borrower’s credit-worthiness. 7. TFinancial statements, no matter how prepared, do not directly affect the economic worth

Service Learning And Integration Within Community Education Essay Free Essays

string(32) " do with it and how they do it\." The impression â€Å" community † is interpreted as the extent at which pupil instructors would travel in lending their services to the community. Service acquisition is an integrating of academic survey with community. It means pupils can use what they have learned during service larning to their academic life. We will write a custom essay sample on Service Learning And Integration Within Community Education Essay or any similar topic only for you Order Now Group Endeavours in Service Learning ( GESL ) was made compulsory to all freshers in an attempt to advance service larning in National Institute of Education ( NIE ) . Student instructors are indiscriminately grouped together to organize a squad and are led by an assigned coach. They so meet up on a regular basis to be after an event for a non-profit organisation of their pick. Point to observe that Service learning/GESL defers from community service. Community service involves voluntary work for the community. GESL on the other manus, is a mandatory group attempt to supply service through acquisition, reflecting and learning the community. Therefore, GESL can be really good for pupil instructors as they are able to lend back to the community. Unfortunately, I find that clip is a factor when be aftering an event. It farther adds on to the work load a pupil instructor already has. Therefore, does making a good cause seems like a load to student instructors now? If NIE makes GESL non-compulsory, would student instructors still take up this service larning on their ain or as a group? Student instructors have to take a stance for themselves as to whether GESL is good or merely a waste of clip. As supported by ( Butin, 2005 ) , a pupil can non stay impersonal when prosecuting in service acquisition as that would place oneself in a immune individuality. In this state of affairs, we tend to oppugn the effectivity of service acquisition in impacting a pupil ‘s academic life. Since GESL completion is necessarily required within a twelvemonth, a pupil instructors ‘ part may look nonvoluntary. Furthermore, GESL has no recognition unit awarded after its completion. In this paper, I sought to find whether the chief aim of service acquisition is lost through the procedure. In add-on, I will besides happen out factors that hinder a pupil ‘s engagement in GESL. Hence, if there is no accent on GESL, would student instructors volunteer for service larning throughout their academic life in NIE? This inquiry will be examined farther in this paper. Methods and Methodology A questionnaire was designed to happen out the impact of service acquisition ( GESL ) on first twelvemonth undergraduates at National Institute of Education ( NIE ) . The mark sample comprises 10 Bachelor of Humanistic disciplines pupils majoring in different academic topics. GESL was introduced to all freshers in NIE and hence first twelvemonth pupils were chosen for this study. The study was conducted through a face-to-face meet up session and participants were required to finish a questionnaire signifier on the topographic point. Students were surveyed on their willingness, understanding and outlook of GESL. Five inquiries were included in the questionnaire. The first inquiry asked pupils whether they knew the difference between service acquisition and community service. A â€Å" yes † and â€Å" no † options were given to them. The responses from this inquiry will reflect pupils ‘ apprehension of these two services. A misunderstanding could be a conducive factor to GESL being involuntarily completed. In the 2nd inquiry, pupils were required to take one out of four options given. The inquiry asked them on what they expect to derive from GESL. The four options were â€Å" Experience/Satisfaction † , â€Å" Academic Credits † , â€Å" Certificate † and â€Å" Good repute ( Example, for sketch ) † . Additionally, a 5th open-ended option was made available for them to stipulate any relevant reply. This inquiry was intended to happen out the intent or benefit that a pupil expects from GESL. Collated consequences for this inquiry were compared with the chief aim of service larning to reflect a consistence throughout the procedure. The 3rd inquiry asked pupils whether they would desire GESL to be made non-compulsory. A â€Å" yes † and â€Å" no † options were given to them. This inquiry was chosen to back up the forth inquiry that asked pupil instructors on how long they are willing to perpetrate to GESL. The forth inquiry had four options and they were â€Å" one twenty-four hours † , â€Å" one hebdomad † , â€Å" one month † and â€Å" one twelvemonth † . Students ‘ acuteness in lending their services will be determined by both inquiry three and four. Last, the fifth and the 6th inquiry were open-ended inquiries. Student instructors were asked â€Å" what they enjoyed most about GESL † and â€Å" what they enjoyed least about GESL † in inquiry 5 and 6 severally. Both inquiries aimed at happening out what pupil instructors gained from GESL and what are the possible factors that hinders them during the procedure. Findingss and Discussion The per centum of pupils ‘ responses to oppugn 1 is shown in Table 1. It can be seen that 70 % answered â€Å" yes † and 30 % answered â€Å" no † to this inquiry. The high per centum of â€Å" yes † is perchance due to the changeless briefings and negotiations on GESL by NIE, which has enabled pupils to better understand the differences between these two services. However, the little per centum of 30 % indicates that there are pupils who still misinterpreted service larning to be similar to community service. Even though there are a high per centum of pupils who knew the differences, so to what widen do they cognize about GESL? The fact that GESL has to be completed within a twelvemonth, pupils might desire to merely acquire it over and done with. This is supported by ( Clark A ; Young, 2005 ) who states that service larning without deep reliable battle would merely be a normal field trip for pupils. ( Clark A ; Young, 2005 ) besides highlighted the limited position or apprehension of service acquisition: â€Å" When viewed as merely assisting those â€Å" less fortunate, † pupils may neglect to see the function that their ain privilege dramas in the kineticss of power † ( p. 72 ) The manner pupils view service-learning will as such determine what they do with it and how they do it. You read "Service Learning And Integration Within Community Education Essay" in category "Essay examples" Students with equal cognition on service acquisition would be able to hold a deeper apprehension and grasp for GESL as compared to pupils with minimum position of it. Therefore a pupil ‘s intent and aim were non wholly lost during the procedure but it was non even established at the start. In Table 2, it shows the responses from pupils on what they expect to derive from GESL. A high per centum chose â€Å" experience/satisfaction † , followed by â€Å" academic credits † and â€Å" good repute † . Indeed experience and satisfactions are one of the expected results of GESL. This is supported by ( Group Endeavours in Service Learning, 2005 ) which quotation mark: â€Å" GESL is an experiential acquisition experience for trainees to get and develop accomplishments in undertaking direction, self- and team-development, and community service. † Table 2 besides shows that 30 % of pupil expects to derive academic credits from GESL. Unfortunately, GESL is mandatory and has no recognition units awarded after its completion which make pupils experience burdened. With mention to inquiry 6, the same 30 % of pupils who expect to derive academic credits from GESL provinces that what they enjoyed least about GESL is it being very clip devouring. Hence, we can see that this 30 % wants their clip to be rewarded alternatively of interchanging it for valuable experiences. Surprisingly, the same 30 % of pupils ‘ responses to oppugn 5 was non consistent with inquiry 2. They expected to derive academic credits but alternatively what they enjoyed most about GESL was the â€Å" ability to run into new friends † and â€Å" meaningful experiences † . Therefore, this shows that to appreciate service larning better, one has to travel through the fuss of planning and forming foremost. They would so be able to harvest the priceless wagess from this undertaking. Ultimately, the pupils did interchange their clip with meaningful experiences. Next, the pupils were asked on whether they want GESL to be made non-compulsory. As seen in table 3, 60 % of the pupil answered â€Å" yes † and staying 40 % answered â€Å" no † . The difference between the per centums is instead little, which mean there are pupils who still want GESL to be made compulsory. Why do pupils desire GESL to be made compulsory? The ground could perchance be them seeking to avoid the incommodiousness of registering for GESL on their ain. They do non mind assisting out but it is non something they are passionate about. This is supported by ( Jones, Gilbride-Brown, A ; Gasiorski, 2005 ) : â€Å" Like volunteering for a specific organisation when ( pupils in his leading and service bookmans plan ) in general merely like assisting out and volunteering, non because they want to endeavor to rectify a societal job, merely because they like assisting out. † ( p. 15 ) However, the high per centum showed that GESL should be non-compulsory, but would student instructors still contribute their service to the community? GESL has a undertaking life of one academic twelvemonth. With mention to postpone 4, merely 20 % are willing to perpetrate to serve larning for one twelvemonth. A figure of 20 % is exceptionally low. On the contrary, 40 % of the pupils are more willing to make service larning for one twenty-four hours, which defeats the intent of GESL. Furthermore, the aims of GESL can non be accomplished in one twenty-four hours or one hebdomad. Due to the deficiency of pupils ‘ engagement for the past few old ages, NIE had to do GESL compulsory for all freshers. As for the twelvemonth 2011, doing GESL compulsory will merely ensue in nonvoluntary part but higher engagement rate compared to old old ages. Therefore, doing GESL non-compulsory will merely take to similar tendency that happened in the yesteryear ; lower engagement rate. Students would instead prioritise on their academic faculty alternatively of GESL. Decision To reason, I looked into possible factors that are impeding pupil instructors during GESL and how this minimizes the impact of service larning on them. Through the study consequences, I was assured that clip was decidedly the chief factor refering pupils. From experience, it was hard to hold on a common timeslot for a meeting as everyone had different academic timetables. Hence, alternatively of sing GESL as a good undertaking, pupils find GESL to be really clip consuming. A pupil who engage in GESL with a mentality that planning and organizing is merely a waste of clip ; GESL will so be that manner. Therefore, it is of import to re-iterate the importance of holding a constructive position of GESL before being involved. Another lending factor was the rejection pupils received from the non-profit organisations themselves. What is surprising here is that pupils want to supply their services but these organisations were non acute in accepting their proposals due to certain restraints. On a whole, with all these factors impeding them, would pupils still volunteer for service larning throughout their academic life? From my position, they will take part in service acquisition, provided NIE do alterations to GESL so that pupils view it more positively. As suggested by ( Clark A ; Young, 2005 ) : â€Å" Devoid of any brooding activities that require pupils to link their experiences in service sites to their schoolroom work, service-learning becomes, at best, volunteerism and at worst, simply the logging of hours toward a community service graduation requirement. † ( pg. 72 ) Normally, after the completion of GESL, pupils had to finish a simple self-reflection signifier. NIE should supply a deeper reflective activity whereby pupils can use their experiences to their academic work. This is supported by ( Torres, n.d ) that province, â€Å" Without contemplation, pupils merely describe on experiences alternatively of analyzing what they do impact themselves and those they serve. † ( p. 3 ) In this manner, GESL will non be perceived as merely a waste of clip but a undertaking that is relevant and impactful to their academic life. GESL could so be promoted as a instruction method that bonds both theoretical cognition and educational experiences together. Since some factors are inevitable, it is still of import to guarantee that pupil instructors ‘ service larning journey is a smooth and meaningful 1. As future instructors, it would be much easier for them to promote their pupils to follow suit when they themselves understood and experienced how informative service acquisition can be. Furthermore, service acquisition can be promoted as a pedagogical tool when they venture out to learn in the hereafter. How to cite Service Learning And Integration Within Community Education Essay, Essay examples

Critical Thinking And Management Of Education †Free Samples

Question: Discuss about the Critical Thinking And Management Of Education. Answer: The report focuses on reviewing an article that provides evidence about the manner in which critical thinking can be enhanced by teaching two different approaches to management. The authors Dyck et al. (2012) explore the possible effects that students may have while implementing one approach tomanagement as compared with two such approaches. For conducting, the research in a proper manner a quasi-experiment was conducted which included a survey method, interview method and analysis of a case. The article focuses on the differences that are seen among students having knowledge about only one conventional approach tomanagement with those that have been taught both conventional and alternative approaches. The article suggests that the students taught with only the conventional method may face problems in the application ofmanagement approaches in a practical manner. The conventional approach to management includes the emphasizing of the maximum productivity, competitiveness and profitab ility in an organisation. On the other hand, the alternative approach includes the balance of multiple wellbeing that assist stakeholders in the enhancement of critical thinking (Cottrell 2017). The application of both the conventional as well as the alternative approach is focused on this article along with its implications for the management of education. Critical thinking and management of education is the main topic for the article. The article focuses on the manner in which agreement is posed in favour of teaching critical thinking to students. The most important focus for the application of such thinking is in the business schools. This is mainly because of the fact that these schools provide critical reflection as one of the main goals for gaining accreditation. Furthermore, the article states that critical thinking is an essential skill set for managers as it can be applied in any organisational settings. However, McPeck (2016) have criticised the concept of critical thinking and the manner in which it can be measured and the manner in which it can be developed among students. Management education in the case of literature cannot be linked with the critical thinking of the people. The article states that critical thinking has two basic dimensions that can be used to enhance the thought process among the students. These dimension s include the technical and philosophical dimension. According to Jackson (2015), critical thinking can be enhanced by focusing on the content and process. Research has suggested that business schools undertake a better job in teaching technical dimension than the philosophical dimensions. The literature review suggests that opportunities for improvement exist in the field of critical thinking. The focus is more on the business schools as it can help in increasing the focus by encouraging students to enhance the philosophical dimension and the content dimension. This is maybe because of the fact that the critical approach of the business school students lacks the idea of philosophical dimension than the technical dimension. However, Dean (2015) it has also been seen that the development of classrooms has focused more on the materials rather than the course. In this case, it can be said that the article creates a gap in the literature in the manner that in the modern business schools, the use of philosophical as well technical dimensions are given equal focus. The process used in business schools and the process used in the nurturing of students are similar thereby providing an opportunity that enhances the growth of the students. Every instructor in the business school needs to be well versed with the knowledge that highlights the technical as well the philosophical dimensions of critical thinking. Moreover, as observed by Shiraev, Shiraev and Levy (2016), the article has failed to explain the proper implementation of the critical thinking process for the convenience of the managers. The article had conducted the research in six sections taking into consideration undergraduate introduction to the management course. The course was conducted during a 13-week semester at a large Canadian university. It has been seen that the research was in the form a quasi-experiment, which was done keeping in mind certain measures such as surveys, interviews, and an analysis of a case. The contents of the course were organised based on the four management functions of Fayol. Students were taught only one conventional management approach and three regular management approaches. The survey was conducted during the class time of the second last week. The course instructors were not involved in the data collection method and the survey contained nine items developed for critical thinking. The interview was conducted by recruiting students to participate in a 30-minute interview that was designed explore the issues that arise during the critical thinking process. The participants were even paid a sum of $20 to provide encouragement. The participants were asked to use a seven-point Likert-type scale to assist in the investigation of critical thinking both technically and philosophically. The third method that was conducted composed of analysing a case. The article was written after a considerable amount of research that involved both primary and secondary method of collection of data. The critical thinking of the students was based on a case analysis and responses were coded depending on the insight and logic level. The report is based on the survey, interview and case analysis. The survey showed that a one-way ANOVA revealed that the treatment group had higher scores as they used to think in a unique manner to approach a given solution. This is mainly seen among the people involved in the critical thinking of philosophical domain. However, after comparing with the second hypothesis significant differences had not been seen among the control group. For the interviews, the H1 and H2 were tested in three different manners. The analysis of the Likert-type scale of the student was conducted based on the one-tailed t-test. After this analysis, ratings of the comments of the interviewees were conducted. There was a significant difference between the students that were taught the only approach with the students taught more than one approach. The students in the treatment group were rated higher than the control participants. Finally, the transcripts of the interviews were analysed and similarities, as well as differences between the themes of the interviewees, were analysed. The authorities described both groups with processes that were important for critical thinking. The results from the case based analysis showed that the treatment group showed that thinking is more critical and less judgement in errors than the students involved in the control group. At the same time, the students in the thinking group were discriminated. According to Cotter (2017), the management practice of critical thinking was mainly implied based on the scores of the survey, interview and case analysis. The overall score of the three measures showed that the students who were taught two different approaches for management had a higher score at a consistent level. The philosophical level and the critical thinking component were measured after analysing the three measures and it was proven that the critical thinking level of two managerial approaches was more effective than the one. As stated by LoBiondo-Wood and Haber (2017) the critical thinking needs to focus on the content of the things that are taught at the school level. The article was judged in the manner in which critical thinking can help individuals understand the deeper meaning the managerial aspects. The differences in the students enhanced the quality of thinking of the students. The treatment and the control groups were based on the critical analysis of the mentality of the students and the philosophical and technical dimensions were examined by identifying the capabilities of the students. The business schools were assisted with the philosophical and technical dimensions that were the main basis for the analysis of the critical thinking. The article focuses on the application of more than one form of management for the students. Overall, the article provides valuable information about the manner in which critical thinking can be used for managerial purposes. The fact that practical and theoretical knowledge is important for increasing the opportunities for the students highlights the need for change in the courses adopted by the business schools. The institutional study made in the article may help in overcoming any type of obstacles and develop strategies for teaching alternative approaches in the management schools. The fact that three types of measures were conducted during the identification of the feasibility of critical thinking makes this article valid (Howard, Tang Austin, 2015). The article provides strong results for the students seeking to improve critical thinking by applying management process. The benefits involved in the critical thinking are management courses that provided an introductory management course for the business schools. The article helps in making the idea of introducing two app roaches of management necessary for the business schools. The article provides an analysis of the benefits and the manner in which it can be used for enhancing the critical thinking process of students. However, the perception of the students about the critical thinking ability need to be focused more so that future research can be developed. Bibliography Bowell, T., Kemp, G. (2014).Critical thinking: A concise guide. Routledge. Cotter, C. R. (2017). New Atheism, Open-Mindedness, and Critical Thinking. InNew Atheism: Critical Perspectives and Contemporary Debates(pp. 33-50). Springer, Cham. Cottrell, S. (2017).Critical thinking skills. Macmillan Education. Dean, M. J. (2015). Collaborative preparation and critical thinking in academic writing. Dyck, B., Walker, K., Starke, F. A., Uggerslev, K. (2012). Enhancing critical thinking by teaching two distinct approaches to management.Journal of Education for Business,87(6), 343-357. Halpern, D. F. (2014).Critical thinking across the curriculum: A brief edition of thought knowledge. Routledge. Howard, L. W., Tang, T. L. P., Austin, M. J. (2015). Teaching critical thinking skills: Ability, motivation, intervention, and the Pygmalion effect.Journal of Business Ethics,128(1), 133-147. Huber, C. R., Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis.Review of Educational Research,86(2), 431-468. Jackson, S. L. (2015).Research methods and statistics: A critical thinking approach. Cengage Learning. LoBiondo-Wood, G., Haber, J. (2017).Nursing Research-E-Book: Methods and Critical Appraisal for Evidence-Based Practice. Elsevier Health Sciences. McPeck, J. E. (2016).Critical thinking and education. Routledge. Shiraev, E. B., Shiraev, E. B., Levy, D. A. (2016).Cross-cultural psychology: Critical thinking and contemporary applications. Taylor Francis.