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% Document Info
\author{lov49381}
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  /Title (as-fs-17-i.pdf)
  /Creator (Cheatography)
  /Author (lov49381)
  /Subject (AS FS 17 I Cheat Sheet)
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\begin{multicols}{3}
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{AS FS 17 I Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{lov49381} via \textcolor{DarkBackground}{\uline{cheatography.com/44651/cs/13183/}}}
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\noindent
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}lov49381 \\
  \uline{cheatography.com/lov49381} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 18th October, 2017.\\
   Updated 18th October, 2017.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\mymulticolumn{4}{x{8.4cm}}{\bf\textcolor{white}{Critical Thinking}}  \tn
% Row 0
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History of Critical Thinking & \seqsplit{Fundamentals} & Skills Needed & \seqsplit{Intellectual} \seqsplit{Standards} \tn 
% Row Count 4 (+ 4)
% Row 1
\SetRowColor{white}
The \seqsplit{Beginning:}  Socrates & The ability to assess reasoning; & LISTENING to maximize the accurate \seqsplit{understanding} of what others say & \seqsplit{Clarity} \tn 
% Row Count 11 (+ 7)
% Row 2
\SetRowColor{LightBackground}
Early Years:  Plato, Aristotle & The ability to take apart thoughts to draw logical \seqsplit{conclusions.} & READING: An active, \seqsplit{intellectually} engaged process of reading, \seqsplit{interpreting} and \seqsplit{understanding} text & \seqsplit{Accuracy} \tn 
% Row Count 20 (+ 9)
% Row 3
\SetRowColor{white}
Middle Ages:  Francis Bacon &  & WRITING: Arranging our ideas in a logical order to express ourselves in a \seqsplit{disciplined} manner & \seqsplit{Precision} \tn 
% Row Count 29 (+ 9)
% Row 4
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Today: Albert Einstein, Mark Twain &  & Thinking & \seqsplit{Relevance} \tn 
% Row Count 33 (+ 4)
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\mymulticolumn{4}{x{8.4cm}}{\bf\textcolor{white}{Critical Thinking (cont)}}  \tn
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 &  &  & Depth \tn 
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 &  &  & \seqsplit{Breadth} \tn 
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 &  &  & \seqsplit{Logicalness} \tn 
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% Row 8
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 &  &  & \seqsplit{Significance} \tn 
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% Row 9
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 &  &  & \seqsplit{Fairness} \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}----}
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\mymulticolumn{4}{x{8.4cm}}{Elements of Reasoning: Purpose, Question at Issue, Point of View, Information/Data, Concepts Theories and Ideas, Assumptions, \seqsplit{Implications/Consequences}, Inferences \newline Fallacy: An argument that appears sound, at first glance, but contains a flaw in reasoning which makes it unsound}  \tn 
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\mymulticolumn{4}{x{8.4cm}}{\bf\textcolor{white}{Airpower: End of WWI Through WWII}}  \tn
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Gen. \seqsplit{Mitchell's} Crusade & Org Changes & U.S. Offensive & End of War \tn 
% Row Count 3 (+ 3)
% Row 1
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Dickman Board of \seqsplit{1919•Assigned} aviation units to ground control \seqsplit{•Identified} aviation unit functions & Air Corps Act of \seqsplit{1926–Changed} the name of the Air Service to Air Corps; implied the Air Corps was capable of \seqsplit{independent} operatio & Four major targets were \seqsplit{–Electrical} power \seqsplit{facilities–Transportation} assets and \seqsplit{structures–Synthetic} petroleum \seqsplit{production} \seqsplit{plants–Aircraft} industry \seqsplit{facilities} & Japan \seqsplit{surrendered} 15 August 19 \tn 
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% Row 2
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Menoher Board of \seqsplit{1919-20•First} nation to mobilize an air fleet in wartime would have the advantag & 23•Army Air Corps and GHQ Air Force merged in June 1941 to form AA & \seqsplit{Casablanca} \seqsplit{Conference} (January 1943) \seqsplit{established} strategic bombing as a major object & WWII ended formally with \seqsplit{ceremonies} on the USS Missouri on 2 September 194 \tn 
% Row Count 30 (+ 10)
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\mymulticolumn{4}{x{8.4cm}}{Gen Lemay- Tokyo fire bombing (strategic bombing) \newline Gen Tunner- China-India-Burma Hump (Airlift) \newline Gen Spaatz- North Africa (Centralized Command, CAS,Interdiction) \newline Gen Kenny- Tactical Island hopping (Interdiction) \newline Gen Arnold- Alaska flight and AA}  \tn 
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% That's all folks
\end{multicols*}

\end{document}