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Relevant bibliographies by topics / Group problem solving

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Academic literature on the topic 'Group problem solving'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Group problem solving"

1

Stucker, Aaron I. "GROUP PROBLEM SOLVING." PRIMUS 2, no. 1 (January 1992): 39–44. http://dx.doi.org/10.1080/10511979208965647.

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Shindo, Seiichi, and Masato Sumida. "Group Problem Solving For Task-Allocation Problems." International Journal of Modelling and Simulation 13, no. 1 (January 1993): 13–19. http://dx.doi.org/10.1080/02286203.1993.11760171.

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Leithwood, Kenneth A., Rosanne Steinbach, and Tiiu Raun. "Superintendents' Group Problem-Solving Processes." Educational Administration Quarterly 29, no. 3 (August 1993): 364–91. http://dx.doi.org/10.1177/0013161x93029003008.

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Bordia, Prashant, Nicholas Difonzo, and Artemis Chang. "Rumor as Group Problem Solving." Small Group Research 30, no. 1 (February 1999): 8–28. http://dx.doi.org/10.1177/104649649903000102.

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Bottger, Preston C., and Philip W. Yetton. "Group Problem Solving: The Effect of Training in Individual Problem Solving on Group Performance." Academy of Management Proceedings 1985, no. 1 (August 1985): 119–23. http://dx.doi.org/10.5465/ambpp.1985.4978757.

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Sik-wah Fong, Patrick. "Function-Oriented Creative Group Problem Solving." Creativity and Innovation Management 8, no. 3 (September 1999): 210–22. http://dx.doi.org/10.1111/1467-8691.00138.

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LIBERATORE, PATRICIA, RENEE BROWN-WILLIAMS, JANET BRUCKER, NADINE DUKES, LISA KIMMEY, KATHY McCARTHY, JOANNE PIERRE, DONNA RIEGLER, and KATHY SHEARER-PEDU. "A Group Approach to Problem-Solving." Nursing Management (Springhouse) 20, no. 9 (September 1989): 68???72. http://dx.doi.org/10.1097/00006247-198909000-00015.

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Alley, Glen R., and Lester B. Brown. "A Diabetes Problem Solving Support Group." Social Work in Health Care 36, no. 1 (November 12, 2002): 1–9. http://dx.doi.org/10.1300/j010v36n01_01.

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Laughlin, Patrick R., Harold R. Carey, and Norbert L. Kerr. "Group-to-Individual Problem-Solving Transfer." Group Processes & Intergroup Relations 11, no. 3 (July 2008): 319–30. http://dx.doi.org/10.1177/1368430208090645.

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Liebmann, Rosemarie, and Michael A. Pannella. "Group Problem Solving Improves Student Skills." NASSP Bulletin 71, no. 503 (December 1987): 136–37. http://dx.doi.org/10.1177/019263658707150331.

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Dissertations / Theses on the topic "Group problem solving"

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Snellenburg, Sidney C. "Problem solving and The Idea Machine." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08062007-094359/.

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Abimbola, Gbemisola. "EFFECTS OF TASK STRUCTURE ON GROUP PROBLEM SOLVING." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/824.

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This thesis investigates the effect of problem structure on performance and behavioural variety in group problem solving. In addition, it examines the effects of problem solving strategy in group problem solving.

Previous researchers have focused their efforts on individual problem solving with minimal reference to groups. This is due to difficulties such as the presence of distributed information, the coordination of people and the large scale of work that typified group problems. Specifically, the effect of problem structure in group problems has been rarely studied due to the absence of an encompassing theory.

In this thesis, the effect of problem structure on group performance is studied using the fundamental characteristics of structure such as detour, redundancy, abstraction and degree of homogeneity. These characteristics were used in conjunction with existing problem solving theories (such as Information processing system, Gestalt approach and Lewin's lifespace approach) and Heider's balance theory to understand the effects of task structure on group performance and behavioural output.

Balance theory is introduced as a conceptual framework in which the problem solving process is viewed as a dynamic progression from cognitive imbalance towards a state of structural balance corresponding with the solution. This theoretical approach captures both incremental search processes and insight associated with cognitive restructuring, typical of existing problem solving approaches in the literature. It also allowed the development of unique measures for studying the effect of structure in group problem solving.

A Laboratory experiment was conducted using 153 undergraduate and 3 graduate students in groups of 4 subjects. The experiment examined the effect of task structure on groups' performance and behavioural variety. The stimulus used for the experiment was a categorization problem consisting of sixteen cards with two objects each shared equally among four participants. The objective was to form four groups of items with no cards left unused. The groups' performance data was collected and analyzed to verify the postulated hypotheses.

The results indicate that both increased problem structure complexity and the introduction of a restructuring dimension in the problem structure were associated with reduced performance and increased behavioural variety. With respect to problem solving strategy, early discussion in problem solving was associated with better performance and less behavioural variety. Finally, the results support the premise that group problem solving processes tend to be in the direction of attaining higher states of balance.

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Vanhorn, Renee E. "Locus of control, need for cognition, and a hierarchical approach to real-world problem solving : searching for a problem solving personality." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897524.

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The purpose of this study was to explore the effects of two problem-solving techniques and two personality variables upon the quantity and self-reported quality of solutions people generated to an ill-structured problem. College students completed the Locus of Control and Need for Cognition Scales and, after having been trained in either brainstorming or a hierarchical problem-solving method, they used their new skill to solve a problem. They also rated their solutions on quality. Subjects in the hierarchical condition produced more solutions than those in brainstorming. Moreover, those in the hierarchical group produced solutions of subjectively higher quality than did the brainstormers. Analyses of the personality variables suggested that as need for cognition increased, people generated more solutions before training. No relationship was found between need for cognition and quality ratings. Locus of control was not related to either quantity or quality. Implications for business are discussed and suggestions for future research are provided.
Department of Psychological Science

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Welch, Malcolm W. (Malcolm William). "The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40467.

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The purpose of this study was to investigate the problem-solving strategies of students as they attempted to find a solution to a technological problem. Ten Grade 7 students, who had received no prior technology education instruction, were formed into single-sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was transcribed. A description of their designing-in-action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem-solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing the design process used by subjects.
Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.

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Ma, Ka Leung. "In solving the dominating set problem : group theory approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ40311.pdf.

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Adams, Douglas R. "An early counselling intervention program for problem drinkers contrasting group and individual delivery formats." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31113.

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It is hypothesized that group treatment may be more effective than an individual treatment format. The purpose of this study was to address several deficiencies of previous research in contrasting group and individual treatment delivery formats and to assess the differential effectiveness of these two formats. The treatment area chosen was that of early problem drinker treatment as it was relatively easy to control treatment content across treatment formats since detailed content manuals and theory have been well developed in this area. Subjects were selected from those respondents to a media advertisement who passed several screening criteria and were alternately assigned to a group or individual format. A lack of the requisite number of subjects required some specific design changes. Each treatment condition was given a structured eight-week treatment program of once per week meetings of seventy-five minutes each or a wait-list control condition. Statistical contrasts were then performed on the following variables: total drink units per week, maximum drink units per day, Profile of Mood States -a measure of current affective state, Weissman Social Adjustment Scale - a measure of social functioning level, and a general problem checklist. Data units were gathered pre-treatment, weekly during treatment for drink units, at post-treatment follow-up, and at six months following the end of treatment. The other data were gathered pre-treatment, post-treatment, and at the six-month follow-up. Results of the data manipulations indicated that the treatment intervention was associated with greater improvement on alcohol consumptions than a wait-list control group, but that group treatment was not associated with greater treatment gains than the individual format on any measures. These results are given to be tentative given several major limitations of this study which are discussed. The research was found to be relevant in the area of treatment planning, and is interpreted as providing a more theoretically meaningful contrast of the two formats than previously achieved due to greater experimental control of possibly confounding variables. A useful initial test was performed of a treatment program developed for this study which shows promise for helping problem drinkers. It is also suggested that this research provides some important conclusions for the contrast of group and individual formats in psychological interventions generally. Future directions are suggested.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Lichacz, Frederick Michael John Carleton University Dissertation Psychology. ""The effects of perceived collective efficacy on social loafing."." Ottawa, 1992.

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Lai, Man-kin. "Performance differences across communication environments in collaborative problem solving /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21779235.

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Thomas, Kimberly M. "Generating alternative solutions to social problems : an evaluation of active and inactive approaches." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864914.

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Two experiments were designed to compare methods of generation used in solving social problems. First, the experimenters explored the effectiveness of a new approach based on hierarchical organization. One hour of training was sufficient for subjects to learn the technique.Subjects reported that they found the hierarchical technique to be very valuable and easy to use.The purpose of the second experiment was to compare three methods of generation, two active methods and an inactive approach. Clearly, active participants generated more solutions to a social problem than subjects in the inactive condition. This result points to the importance of direct problem solving training.The performance of participants in the active hierarchical and brainstorming conditions was compared. Although the two approaches were equally effective in facilitating the production of numerous, quality solutions, the experimenters found the hierarchical technique to be a superior method of generation for practical problems.
Department of Psychological Science

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Hender, Jillian Mary. "Improving group creativity : an evaluation of the use of creative techniques with a group support system." Thesis, Henley Business School, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387532.

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Books on the topic "Group problem solving"

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Robson, Mike. Problem-solving in groups. Wantage: MRA International, 1988.

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International Congress on Mathematical Education (5th 1984 Adelaide). Problem solving: A world view : proceedings of Problem Solving Theme Group. Nottingham: Shell Centre for Mathematical Education, 1988.

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Isaksen, Scott G. Creative approaches to problem solving. 3rd ed. Buffalo, NY: Creative Problem Solving Group, 1993.

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Isaksen, Scott G. Creative approaches to problem solving. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1994.

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Education, British Columbia Ministry of. Evaluating problem solving across curriculum. [Victoria, BC: The Ministry, 1995.

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Bonner, Gordon S. Implementing innovative solutions: Harvesting acres of diamonds. Buffalo, NY: The Creative Education Foundation, 1990.

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author, Heer Pauline de, ed. Solving complex problems: Professional group decision-making support in highly complex situations. The Hague: Eleven International, 2012.

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J, Gallagher Thomas. Problem solving--with people: The cycle process. Lanham, MD: University Press of America, 1987.

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McGoff, Chris. The primes: How any group can solve any problem. Hoboken, N.J: Wiley, 2012.

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Haan, Alexander de. Solving complex problems: Professional group decision-making support in highly complex situations. The Netherlands: Eleven International Publishing, 2015.

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Book chapters on the topic "Group problem solving"

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Eisner, Howard. "Group Problem-Solving." In Problem-Solving, 91–99. First edition. | Boca Raton, FL : CRC Press, 2021.: CRC Press, 2021. http://dx.doi.org/10.1201/9781003160618-9.

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Carss, Marjorie. "Theme Group 7: Problem Solving." In Proceedings of the Fifth International Congress on Mathematical Education, 212–26. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4757-4238-1_17.

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Vaughn, Krystal, Erin M. Dugan, and Kellie G. Camelford. "Developing Self-Awareness and Problem-Solving." In The Group Therapist's Notebook, 107–10. 2nd edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315457055-16.

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Gobbo, Linda Drake. "Problem Solving and Decision Making." In Advances in Group Decision and Negotiation, 239–74. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6957-4_9.

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Guo, Siming. "Using Videoconferencing for Group Problem-Solving." In Designing Courses with Digital Technologies, 130–34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-28.

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Rowe, Helga A. H. "The Utility of the Strategy Variables in the Identification of Individual and Group Differences." In Problem Solving and Intelligence, 251–92. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032636696-14.

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Sampels, Michael, Christian Blum, Monaldo Mastrolilli, and Olivia Rossi-Doria. "Metaheuristics for Group Shop Scheduling." In Parallel Problem Solving from Nature — PPSN VII, 631–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45712-7_61.

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Stasser, Garold, and Beth Dietz-Uhler. "Collective Choice, Judgment, and Problem Solving." In Blackwell Handbook of Social Psychology: Group Processes, 31–55. Oxford, UK: Blackwell Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470998458.ch2.

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Cortes, P., J. Larrañeta, and L. Onieva. "A Genetic Algorithm for Controlling Elevator Group Systems." In Artificial Neural Nets Problem Solving Methods, 313–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44869-1_40.

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Evans, Nick. "Problem-solving and Group Work -an Aside." In The Future of the Microcomputer in Schools, 82–95. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-08750-1_7.

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Conference papers on the topic "Group problem solving"

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Song, Min Hae, Jung Ae Park, and Jooyong Park. "Measuring Collaborative Problem Solving Capability in Creative Problem Solving Situation." In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3369884.

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Dong, Wen, and Alex "Sandy" Pentland. "Quantifying group problem solving with stochastic analysis." In International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1891903.1891954.

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de-Miguel-Molina, María, Blanca de-Miguel-Molina, Virginia Santamarina-Campos, and Ángela Carabal-Montagud. "PROBLEM-SOLVING IN GROUP USING MOBILE NOTES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0934.

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Heller, Patricia, Thomas Foster, and Kenneth Heller. "Cooperative group problem solving laboratories for introductory classes." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53106.

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Mühlenbrock, Martin, and Ulrich Hoppe. "Computer supported interaction analysis of group problem solving." In the 1999 conference. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150290.

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Anand, Abhinav, Aditi Kothiyal, Bipin Rajendran, and Sahana Murthy. "Guided Problem Solving and Group Programming: A Technology-Enhanced Teaching-Learning Strategy for Engineering Problem Solving." In 2014 IEEE Sixth International Conference on Technology for Education (T4E). IEEE, 2014. http://dx.doi.org/10.1109/t4e.2014.10.

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Hirota and Ishikawa. "ISOP: a computerized group-based intelligent problem solving technique." In Proceedings of the Twenty-Seventh Annual Hawaii International Conference on System Sciences. IEEE Comput. Soc. Press, 1994. http://dx.doi.org/10.1109/hicss.1994.323486.

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Martinuk, Mathew "Sandy", Joss Ives, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Do prescribed prompts prime sensemaking during group problem solving?" In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680046.

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"TRENDS IN LEARNING GROUP PERFORMANCE IN PROBLEM-SOLVING SIMULATIONS." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v1end072.

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Celepkolu, Mehmet, and Kristy Elizabeth Boyer. "Predicting Student Performance Based on Eye Gaze During Collaborative Problem Solving." In the Group Interaction Frontiers in Technology. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3279981.3279991.

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Reports on the topic "Group problem solving"

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Fischer, Ute M. Methods for Analyzing Group Problem Solving Decision Making. Fort Belvoir, VA: Defense Technical Information Center, May 1996. http://dx.doi.org/10.21236/ada312002.

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Dierolf, David A., and Karen J. Richter. Computer-Aided Group Problem Solving for Unified Life Cycle Engineering (ULCE). Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada209446.

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Minson, Valrie, Laura I. Spears, Adrian Del Monte, Margaret Portillo, Jason Meneely, Sara Gonzalez, and Jean Bossart. Library Impact Research Report: Facilitating Innovative Research, Creative Thinking, and Problem Solving. Association of Research Libraries, September 2022. http://dx.doi.org/10.29242/report.uflorida2022.

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As part of ARL’s Research Library Impact Framework initiative, the Marston Science Library (MSL) of the University of Florida (UF) George A. Smathers Libraries partnered with the UF Department of Interior Design (IND) to explore how research libraries facilitate innovation, creativity, and problem-solving competencies among their patrons. The MSL-IND team explored a three-tiered hypothesis that included: (1) students’ use of library spaces can contribute to building knowledge and practical applications for library space renovations; (2) student perceptions of space desirability as measured by the Place-based Semantic Differential can be used to indicate gaps in the library space facilitation of creativity; and (3) the creative thought process requires spaces that are diverse, flexible, and under a certain amount of student control. The research team developed a mixed-method study that included a spatial analysis, a survey utilizing an adjective checklist, and several focus groups designed to validate the adjective checklist. The research team analysis of the resulting data identified recommendations related to creating a sense of place, solving for the group by addressing the individual, offering a palette of posture, increasing biophilia, and offering choice and control.

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Rojas Méndez, Ana María, and Carlos Scartascini. Debiasing Policymakers: The Role of Behavioral Economics Training. Inter-American Development Bank, April 2024. http://dx.doi.org/10.18235/0012888.

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Behavioral biases often lead to suboptimal decisions, a vulnerability that extends to policymakers who operate under conditions of fatigue, stress, and time constraints and with significant implications for public welfare. While behavioral economics offers strategies like default adjustments to mitigate decision-making costs, deploying these policy interventions is not always feasible. Thus, enhancing the quality of policy decision-making is crucial, and evidence suggests that targeted training can boost job performance among policymakers. This study evaluates the impact of a behavioral training course on policy decision-making through a randomized experiment and a survey test that incorporates problem-solving and decision-making tasks among approximately 25,000 participants enrolled in the course. Our findings reveal a significant improvement in the treated group, with responses averaging 0.6 standard deviations better than those in the control group. Given the increasing prevalence of such courses, this paper underscores the potential of behavioral training in improving policy decisions and advocates for further research through additional experimental studies.

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Camilo, Cláudia, Andréia Salmazo, Margari da Vaz Garrido, and Maria Manuela Calheiros. Parents’ executive functioning in parenting outcomes: A meta-analytic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0067.

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and parenting outcomes (e.g., parental styles, behaviors, quality of interaction, abusive or violent practices); 2) Quantitative empirical studies (correlational, longitudinal, and group comparison designs); 3) Peer-reviewed articles or dissertations, published in English, Spanish, or Portuguese. The exclusion criteria are: 1) Studies analyzing children’s executive functions; 2) Studies analyzing children’s developmental outcomes; 3) Studies not focusing on parenting outcomes; 4) Qualitative studies, and non-empirical studies such as theoretical reviews, systematic reviews, or meta-analyses.

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.

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Lussier, James W. Early Decisions and Concurrent Option Comparison in Problem Solving Groups. Fort Belvoir, VA: Defense Technical Information Center, May 1992. http://dx.doi.org/10.21236/ada252640.

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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.

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Semerikov, Serhiy O., Illia O. Teplytskyi, Yuliia V. Yechkalo, and Arnold E. Kiv. Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2648.

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The article substantiates the necessity to develop training methods of computer simulation of neural networks in the spreadsheet environment. The systematic review of their application to simulating artificial neural networks is performed. The authors distinguish basic approaches to solving the problem of network computer simulation training in the spreadsheet environment, joint application of spreadsheets and tools of neural network simulation, application of third-party add-ins to spreadsheets, development of macros using the embedded languages of spreadsheets; use of standard spreadsheet add-ins for non-linear optimization, creation of neural networks in the spreadsheet environment without add-ins and macros. After analyzing a collection of writings of 1890-1950, the research determines the role of the scientific journal “Bulletin of Mathematical Biophysics”, its founder Nicolas Rashevsky and the scientific community around the journal in creating and developing models and methods of computational neuroscience. There are identified psychophysical basics of creating neural networks, mathematical foundations of neural computing and methods of neuroengineering (image recognition, in particular). The role of Walter Pitts in combining the descriptive and quantitative theories of training is discussed. It is shown that to acquire neural simulation competences in the spreadsheet environment, one should master the models based on the historical and genetic approach. It is indicated that there are three groups of models, which are promising in terms of developing corresponding methods – the continuous two-factor model of Rashevsky, the discrete model of McCulloch and Pitts, and the discrete-continuous models of Householder and Landahl.

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Crisosto, Carlos, Susan Lurie, Haya Friedman, Ebenezer Ogundiwin, Cameron Peace, and George Manganaris. Biological Systems Approach to Developing Mealiness-free Peach and Nectarine Fruit. United States Department of Agriculture, 2007. http://dx.doi.org/10.32747/2007.7592650.bard.

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Peach and nectarine production worldwide is increasing; however consumption is flat or declining because of the inconsistent eating quality experienced by consumers. The main factor for this inconsistent quality is mealiness or woolliness, a form of chilling injury that develops following shipping periods in the global fruit market today. Our research groups have devised various postharvest methods to prolong storage life, including controlled atmosphere and delayed storage; however, these treatments only delay mealiness. Mealiness texture results from disruption of the normal ripening process involving disassembly of cell wall material, and creates a soft fruit texture that is dry and grainy instead of juicy and smooth. Solving this problem is a prerequisite for increasing the demand for fresh peach and nectarine. Two approaches were used to reveal genes and their associated biochemical processes that can confer resistance to mealiness or wooliness. At the Volcani Center, Israel, a nectarine cultivar and the peach cultivar (isogenetic materials) from which the nectarine cultivar spontaneously arose, and at the Kearney Agricultural Center of UC Davis, USA, a peach population that segregates for quantitative resistance to mealiness was used for dissecting the genetic components of mealiness development. During our project we have conducted research integrating the information from phenotypic, biochemical and gene expression studies, proposed possible candidate genes and SNPs-QTLs mapping that are involved in reducing peach mealiness susceptibility. Numerous genes related to ethylene biosynthesis and its signal transduction, cell wall structure and metabolism, stress response, different transcription factor families were detected as being differentially accumulated in the cold-treated samples of these sensitive and less sensitive genotypes. The ability to produce ethylene and keep active genes involved in ethylene signaling, GTP-binding protein, EIN-3 binding protein and an ethylene receptor and activation of ethyleneresponsive fruit ripening genes during cold storage provided greater resistance to CI. Interestingly, in the functional category of genes differentially expressed at harvest, less chilling sensitive cultivar had more genes in categories related to antioxidant and heat sock proteins/chaperones that may help fruit to adapt to low temperature stress. The specific objectives of the proposed research were to: characterize the phenotypes and cell wall components of the two resistant systems in response to mealiness- inducing conditions; identify commonalities and specific differences in cell wall proteins and the transcriptome that are associated with low mealiness incidence; integrate the information from phenotypic, biochemical, and gene expression studies to identify candidate genes that are involved in reducing mealiness susceptibility; locate these genes in the Prunus genome; and associate the genes with genomic regions conferring quantitative genetic variation for mealiness resistance. By doing this we will locate genetic markers for mealiness development, essential tools for selection of mealiness resistant peach lines with improved fruit storability and quality. In our research, QTLs have been located in our peach SNPs map, and proposed candidate genes obtained from the integrated result of phenotypic, biochemical and gene expression analysis are being identified in our QTLs as an approach searching for consistent assistant markers for peach breeding programs.

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