Relevant bibliographies by topics / Open problems solving

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open problems solving'

Author: Grafiati
Published: 5 April 2025

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Journal articles on the topic "Open problems solving"

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Bryant, C. F., E. Deeley, C. R. I. Emson, J. Simkin, C. W. Trowbridge, and X. Zhou. "Solving open boundary problems using finite elements." IEEE Transactions on Magnetics 30, no. 5 (September 1994): 3016–19. http://dx.doi.org/10.1109/20.312572.

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Vui, Tran. "PROMOTING STUDENT DISCOVERY OF NEW MATHEMATICAL IDEAS IN SOLVING OPEN-ENDED PROBLEMS." Journal of Science, Educational Science 61, no. 11 (2016): 13–20. http://dx.doi.org/10.18173/2354-1075.2016-0211.

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Conway, Kathleen D. "Assessing Open-Ended Problems." Mathematics Teaching in the Middle School 4, no. 8 (May 1999): 510–14. http://dx.doi.org/10.5951/mtms.4.8.0510.

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AN IMPORTANT ASpect of the change that needs to be made to help our students survive in the twenty-first century involves enhancing their ability to think creatively and to solve problems. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) lists problem solving as one of the four process standards for students in kindergarten through twelfth grade and suggests using openended problems to address these standards. To assess students' solutions to open-ended problems, one must use techniques that are very different from those used in traditional assessment. The method proposed here defines and describes the use of the measures of fluency, flexibility, and originality to assess students' responses to open-ended problems.
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Reid, Norman, and Mei-Jung Yang. "The Solving of Problems in Chemistry: The more open-ended problems." Research in Science & Technological Education 20, no. 1 (May 2002): 83–98. http://dx.doi.org/10.1080/02635140220130948.

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Deutsch, Christophe, and Yahya Baby. "Solving complex problems: the Seeking Solutions approach." Journal of Innovation Management 1, no. 1 (September 3, 2013): 11–16. http://dx.doi.org/10.24840/2183-0606_001.001_0003.

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This article describes the Seeking Solutions approach a problem solving conference using open innovation. The Seeking Solutions process consists of four steps: a call for problems, problem selection, problem broadcast, and a collaborative event. This approach has been successfully used for several events since 2010 with concrete results and real impacts. By mixing open innovation and collaboration, the Seeking Solutions approach brings a new way to solve complex problems and generate real innovation.
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Svekolnikova, E. A., and V. N. Panovskiy. "Review of Open-Source Libraries for Solving Time Series Forecasting Problems." Моделирование и анализ данных 14, no. 2 (July 1, 2024): 45–61. http://dx.doi.org/10.17759/mda.2024140203.

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<p>An overview of various open-source Python libraries for time series analysis and forecasting is presented. It covers such tools as Prophet, Kats, Merlion, as well as ARIMA, LSTM algorithms, which allow to study seasonality, trends and anomalies in time series data. The capabilities of each library, their advantages and applications in time series data analysis are discussed in detail.</p>
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KOSHIMURA, Miyuki, Hidetomo NABESHIMA, Hiroshi FUJITA, and Ryuzo HASEGAWA. "Solving Open Job-Shop Scheduling Problems by SAT Encoding." IEICE Transactions on Information and Systems E93-D, no. 8 (2010): 2316–18. http://dx.doi.org/10.1587/transinf.e93.d.2316.

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Teymourifar, Aydin, Jie Li, Dan Li, and Taicheng Zheng. "An Open-Source Simulation Model for Solving Scheduling Problems." Universal Journal of Applied Mathematics 10, no. 2 (September 2022): 7–19. http://dx.doi.org/10.13189/ujam.2022.100201.

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Junqueira, Leonardo, and Reinaldo Morabito. "On solving three-dimensional open-dimension rectangular packing problems." Engineering Optimization 49, no. 5 (August 2, 2016): 733–45. http://dx.doi.org/10.1080/0305215x.2016.1208010.

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Yunadia, Munadiya, R. Ruslan, R. Rusli, and Hastuty Hastuty. "Students' Creative Thinking Ability in Solving Open-Ended Problems." ARRUS Journal of Social Sciences and Humanities 3, no. 2 (May 9, 2023): 141–49. http://dx.doi.org/10.35877/soshum1692.

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This study aims to describe the level of creative thinking ability in solving open-ended problems in class XII MAN Pangkep. This research is a qualitative descriptive research. The research subjects included all students of class XII MIA 5 MAN Pangkep in the 2021/2022 school year consisting of 33 students and 3 students representing each level became interview subjects. The selection of research subjects is based on the creative thinking ability test at each level of creative thinking ability. The data collection technique in this study was the administration of creative thinking ability tests and interviews. Analysis of creative thinking ability tests refers to three indicators of creative thinking ability, namely fluency, flexibility and novelty. The results of this study indicate that students of grade XII MAN Pangkep have three levels of creative thinking ability, namely (1) students with level 4 (very creative) fulfill all three aspects of creative thinking ability namely fluency, flexibility, and novelty which means students are able to solve open-ended problems with many answers, various ways/methods and show new solutions; (2) students with level 3 (creative) fulfill two aspects of creative thinking ability namely fluency and flexibility which means students are able to solve open-ended problems with many answers and various ways; and (3) students with level 1 (less creative) show aspects of fluency which means students are able to solve open-ended problems with many answers.
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Dissertations / Theses on the topic "Open problems solving"

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Sverin, Tomas. "Open-ended problems in physics : Upper secondary technical program students’ ways of approaching outdoor physics problems." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52486.

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This study reports on technical program students’ approaches to solving open-ended problems during an introductory physics course in a Swedish upper secondary school. The study used case study methodology to investigate students’ activities in outdoor context. The findings come from observations and audio recordings of students solving three different open-ended problems. The results showed that the students had difficulties to formulate ‘solvable’ problems and to perform necessary ‘at home’ preparations to be able to solve the problems. Furthermore, students preferred to use a single solution method even though different solution methods were possible. This behavior can be attributed to their previous experience of solving practical problems in physics education. The result also indicated need of different levels of guidance to help the students in their problem solving process. A tentative conclusion can be made that open-ended problems have an educational potential for developing students’ understanding of scientific inquiry and problem solving strategies in the process of performing practical outdoor activities.
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Randles, Christopher Andrew. "Approaches used by science disciplines when solving open-ended problems and their links to cognitive factors." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14010.

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Solving problems is a key skill required for developing academic success and is desirable to graduate employers across a wide variety of industries and, as such, needs to be valued by both educators and learners. This thesis describes the investigation into what approaches are used by different science disciplines when solving open-ended problems and how these relate to an individuals ability to process information (M-capacity) and their ability to dis-embed information (field independence). Qualitative data was collected through think aloud sessions with first year undergraduate students in six science disciplines in order to identify the approaches they used. Further data was collected from chemistry academics, industrialists and postgraduate students and academic groups. The qualitative data was analysed using a grounded theory approach. Quantitative data were collected from science participants in six disciplines to investigate relationships between approaches used and Mcapacity and field independence. Data was collected using the Figural Intersection Test (FIT) and the Group Embedded Figures Test (GEFT). The results showed that there were eight discrete approaches used when solving open-ended problems. A hierarchy of success at solving open-ended problems emerged from different science disciplines through two separate foci. The first is that physical sciences students have the greatest success at solving open-ended problems and psychology participants having the least success. The second foci is that chemistry academic staff have more success than industrialist participants who in turn have more success than undergraduate students. These hierarchies have been attributed to the amount of evaluation used and the effective use of mathematics. The quantitative data identified correlations between M-capacity and success at solving open-ended problems, and between field independence and approaches used. The implications of the findings are discussed and recommendations for further work are identified.
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Greefrath, Gilbert. "Modelling tasks for learning, teaching, testing and researching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79945.

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The article deals with a special kind of modelling tass. These problems are used for learning and researching as well. So the results of an empirical study on mathematical modelling of pupils in secondary schools are presented. Pupils of forms 8-10 were observed working on open, realistic problems. These observations were recorded and evaluated. The goal of the presented part of the study is a detailed look at the control processes of modelling problems. In this context changes between real life control and mathematical control during the control phases are studied and evaluated. We describe in detail the sub phases of controlling and explain their connection with modelling process. The problems used in this project can also be used in math lessons, so this kind of research can put teachers and researchers together. These tasks are suitable to support ongoing in-service development and teacher education.
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Han, Fang M. Eng Massachusetts Institute of Technology. "Modeling problem solving in Massive Open Online Courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91817.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 101).
.Massive Open Online Courses (MOOC) have presented a completely new style of learning and teaching that also brings us a massive amount of student behavioral data. Some of this data is exclusive to the MOOC environment. It opens up many possibilities for educators to study a question they have always wanted to answer: how do students solve problems? In this thesis, we present and address some of the numerous challenges one encounters during the process of mining MOOC data to answer this seemingly simple question. We describe in detail, using the data from MITx's 6.002x Spring 2012 course offering, a large scale, mixed automated and manual process that starts with the re-organization of MOOCdb source data into relevant and retrieval-efficient abstractions we call student resource trajectories and answer type transition matrices. This step must be interleaved with meticulous and painstaking automatic and manual curation of the data to remove errors and irrelevancies while aggregating redundancies, reducing noise and assuring meaningful, trustworthy variables. Regardless, only an estimation of student resource usage behavior during problem solving is available. With all student trajectories for every problem of 6.002X extracted, we demonstrate some analyses of student behaviors for the whole student population. These offer some insight into a problem's level of difficulty and student behavior around a problem type, such as homework. Next, in order to study how students reached the correct solution to a problem, we categorize problem answers and consider how student move from one incorrect answer to their next attempt. This requires extensive filtering out of irrelevancies and rankings. Detailed knowledge of resources, as would be expected of an instructor, appears to be crucial to understanding the implications of the statistics we derive on frequency of resource usage in general and per attempt. We identify solution equivalence and interpretation also as significant hurdles in obtaining insights. Finally, we try to describe students' problem solving process in terms of resource use patterns by using hidden Markov modeling with original variable definitions and 3 different variable relationships (graphical structures). We evaluate how well these models actually describe the student trajectories and try to use them to predict upcoming student submission events on 24 different selected homework problems. The model with the most complex variable relationships proves to be most accurate.
by Fang Han.
M. Eng.
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Hinrichs, Thomas Ryland. "Problem solving in open worlds: a case study in design." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/8182.

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Duroux, Hélène. "Enseignement des problèmes ouverts en mathématiques et sentiment d’efficacité des enseignants au cycle 2." Electronic Thesis or Diss., Université de Lorraine, 2024. http://www.theses.fr/2024LORR0220.

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À partir du constat des difficultés éprouvées par les élèves français en mathématiques dans les enquêtes nationales (CEDRE, évaluations nationales CP-CE1) et internationales (TIMSS, PISA), ce travail propose une réflexion sur l’enseignement des problèmes ouverts au cycle 2 et sur le sentiment d’efficacité personnelle des enseignants (noté SEP).Trois objectifs sont poursuivis. Le premier est d’effectuer un état des lieux de la manière dont les problèmes ouverts sont enseignés au cycle 2. Le deuxième objectif est d’identifier puis comprendre la nature des difficultés rencontrées par les enseignants, depuis la préparation jusqu’à la mise en œuvre des problèmes ouverts en classe. Le dernier objectif est d’examiner les relations entretenues entre le sentiment d’efficacité personnelle des professeurs et leurs pratiques déclarées en résolution de problèmes ouverts.Pour répondre à nos hypothèses de recherche, nous nous sommes appuyée sur un questionnaire (N=280) permettant de mesurer, d’une part, les sentiments d’efficacité personnelle des professeurs dans l’enseignement des mathématiques (SEPEm) et dans l’enseignement des problèmes ouverts (SEPEpo) et, d’autre part, de rendre compte des pratiques déclarées en problèmes ouverts. Nous nous sommes également reposée sur l’observation filmée, au cours d’une année scolaire, des pratiques effectives de 6 enseignantes de cycle 2, ce qui représente 17 séquences, soit 43 séances observées au total. Chaque séquence était suivie d’entretiens d’autoconfrontation.L’analyse des données recueillies fait ressortir de fortes disparités dans les pratiques en problèmes ouverts (ex. : fréquence des séances de problèmes ouverts, choix d’intégrer cet enseignement dans la programmation en mathématiques, objectifs visés, présence et contenus de la phase d’institutionnalisation). Elle met également en évidence certaines régularités dans les pratiques (ex. : ne pas construire de progression en problèmes ouverts, commencer la séance par une lecture et une explication des énoncés, proposer une correction collective, conserver à l’issue de la séance les énoncés des problèmes, les solutions correctes et une ou plusieurs représentations permettant de résoudre les problèmes, ou encore ne pas proposer d’évaluation) et dans les difficultés rencontrées. Par ailleurs, des liens sont mis en évidence entre certaines dimensions des pratiques enseignantes en problèmes ouverts et le sentiment d’efficacité personnelle des enseignants dans ce domaine
Based on the difficulties experienced by French pupils in mathematics in national (CEDRE, CP-CE1 national assessments) and international (TIMSS, PISA) surveys, this study proposes a reflection on the teaching of open problems in primary school and on teachers' self-efficacy (noted SEP).There are three objectives. The first is to take stock of how open problems are taught in primary school. The second is to identify and understand the nature of the difficulties encountered by teachers, from the preparation to the implementation of open problems in the classroom. The final objective is to examine the relationship between teachers' self-efficacy and their declared open problems solving practices.To address our research hypotheses, we used a questionnaire (N=280) to measure teachers' self-efficacy in teaching mathematics (SEPEm) and in teaching open problems (SEPEpo), and to report on their declared practices in open problems. We also relied on filmed observation, over the course of a school year, of the actual practices of 6 teachers, representing 17 sequences, or 43 sessions observed in total. Each sequence was followed by self-confrontation interviews.Analysis of the data collected revealed wide disparities in open problems practices (e.g. frequency of open problems sessions, choice of integrating this teaching into the mathematics curriculum, objectives pursued, presence and content of the institutionalisation phase). It also highlights certain invariants in the practice of open problems (e.g. not building a progression in open problems, starting the session with a reading and explanation of the statements, proposing a collective correction, keeping the problem statements, the correct solutions and one or more representations enabling the problems to be solved at the end of the session, or not proposing an assessment) and in the difficulties encountered. In addition, links were found between certain aspects of teaching practices in open problems and teachers’ self-efficacy in this area
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Abdi, Yusuf. "Analysis of teachers' discourse moves in open-ended problem solving environment." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988493004/04.

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Bahar, Abdulkadir. "The Influence of Cognitive Abilities on Mathematical Problem Solving Performance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293594.

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Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
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Sianez, David M. "An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27792.

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This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.
Ph. D.
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Evans, Marise Meredith Tillman Thomas S. "Maximizing collaborative problem solving within higher education design studios with a minimal open floor plan." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Industrial_Design/Thesis/Evans_Marise_58.pdf.

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Books on the topic "Open problems solving"

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Pólya, George. How to solve it: A new aspect of mathematical method. Princeton, New Jersey: Princeton University Press, 2004.

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Pólya, George. How to solve it: A new aspect of mathematical method. 2nd ed. Princeton, N.J: Princeton University Press, 1988.

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Pólya, George. How to solve it: A new aspect of mathematical method. Bronx, NY: Ishi Press International, 2009.

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Cavallucci, Denis, Stelian Brad, and Pavel Livotov, eds. Systematic Complex Problem Solving in the Age of Digitalization and Open Innovation. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61295-5.

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Boddy, J. L. An attempt to improve performance in LEAG Physics 17 by an exploratory approach employing an open problem solving systems method. Uxbridge: Brunel University, 1992.

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Pischik, Vlada, Tat'yana Chernousova, Margarita Postnikova, Anastasiya Miklyaeva, Nadezhda Sivrikova, Irina Abakumova, and Garnik Akopov. The life of modern generations: socio-psychological trends. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1911533.

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The monograph includes studies of the last decades by a group of scientists engaged in solving problems of theoretical and methodological study of the problem of psychological manifestations of modern generations. The authors reflected the versatility of definitions of the concept of "generation" and revealed the multidimensional phenomenon of generations. The author's approach to the succession of generations deserves attention, which opens up prospects in the study of intergenerational relations. A level model of value-semantic mediation of intergenerational relations is presented, which allows a comprehensive look at the manifestations of generations. Reviews of generational studies are presented and empirical cross-sections are presented in the value-semantic perspective of the formation of generations. The problem of perception of generations by each other in age and gender aspects is considered in a special way. Attention is paid to the problems of spreading the belief in conspiracies in the modern youth environment and the harmful consequences of this. The empirical model of the conspirativist mentality is the beginning of research in this regard. It is addressed to philosophers, cultural scientists, sociologists, psychologists of various schools and anyone interested in new and recurring trends in human development in the world.
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Varlamov, Oleg. Mivar databases and rules. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1508665.

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The multidimensional open epistemological active network MOGAN is the basis for the transition to a qualitatively new level of creating logical artificial intelligence. Mivar databases and rules became the foundation for the creation of MOGAN. The results of the analysis and generalization of data representation structures of various data models are presented: from relational to "Entity — Relationship" (ER-model). On the basis of this generalization, a new model of data and rules is created: the mivar information space "Thing-Property-Relation". The logic-computational processing of data in this new model of data and rules is shown, which has linear computational complexity relative to the number of rules. MOGAN is a development of Rule - Based Systems and allows you to quickly and easily design algorithms and work with logical reasoning in the "If..., Then..." format. An example of creating a mivar expert system for solving problems in the model area "Geometry"is given. Mivar databases and rules can be used to model cause-and-effect relationships in different subject areas and to create knowledge bases of new-generation applied artificial intelligence systems and real-time mivar expert systems with the transition to"Big Knowledge". The textbook in the field of training "Computer Science and Computer Engineering" is intended for students, bachelors, undergraduates, postgraduates studying artificial intelligence methods used in information processing and management systems, as well as for users and specialists who create mivar knowledge models, expert systems, automated control systems and decision support systems. Keywords: cybernetics, artificial intelligence, mivar, mivar networks, databases, data models, expert system, intelligent systems, multidimensional open epistemological active network, MOGAN, MIPRA, KESMI, Wi!Mi, Razumator, knowledge bases, knowledge graphs, knowledge networks, Big knowledge, products, logical inference, decision support systems, decision-making systems, autonomous robots, recommendation systems, universal knowledge tools, expert system designers, logical artificial intelligence.
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Open systems science: From understanding principles to solving problems. Amsterdam: IOS Press, 2010.

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Tokoro, M. Open Systems Science: From Understanding Principles to Solving Problems. IOS Press, Incorporated, 2010.

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Kahane, Adam. Solving Tough Problems: An Open Way of Talking, Listening, and Creating New Realities. Berrett-Koehler Publishers, Incorporated, 2007.

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Book chapters on the topic "Open problems solving"

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Broniek, Przemysław. "Conclusions and Open Problems." In Computational Complexity of Solving Equation Systems, 63–64. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21750-5_5.

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Bakhtiyarov, Sayavur I. "Topic FM-16: Open-Channel Flow." In Solving Practical Engineering Mechanics Problems: Fluid Mechanics, 61–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-031-79697-5_16.

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Radożycki, Tomasz. "Dealing with Open, Closed, and Compact Sets." In Solving Problems in Mathematical Analysis, Part I, 131–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35844-0_6.

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Gropp, Bill. "Solving CFD Problems with Open Source Parallel Libraries." In Applied Parallel Computing. New Paradigms for HPC in Industry and Academia, 52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-70734-4_8.

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Khuri, Sami, and Sowmya Rao Miryala. "Genetic Algorithms for Solving Open Shop Scheduling Problems." In Progress in Artificial Intelligence, 357–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48159-1_25.

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Owre, Sam, and Natarajan Shankar. "Solving the First Verified Software Competition Problems Using PVS." In Formal Modeling: Actors, Open Systems, Biological Systems, 315–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24933-4_16.

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Pereira, Thiago, Daniel Aloise, Jack Brimberg, and Nenad Mladenović. "Review of Basic Local Searches for Solving the Minimum Sum-of-Squares Clustering Problem." In Open Problems in Optimization and Data Analysis, 249–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99142-9_13.

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Serrano, Martín, Achille Zappa, Waheed Ashraf, Pedro Maló, Márcio Mateus, Edgar Fries, Iván Martínez, Alessandro Amicone, Justina Bieliauskaite, and Marina Cugurra. "Repositories and Open Source." In Technical Innovation, solving the Data Spaces and Marketplaces Interoperability Problems for the Global Data-Driven Economy, 129–37. New York: River Publishers, 2024. http://dx.doi.org/10.1201/9781003498841-12.

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Nguyen, Hung Tan, Aryssa Kathreen B. Marcaida, and Jaehun Ahn. "Resilient Modulus and Layer Coefficient of Open-Graded Aggregates." In Solving Pavement and Construction Materials Problems with Innovative and Cutting-edge Technologies, 58–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95792-0_5.

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Iio, Jun, Hiroyuki Shimizu, Hisayoshi Sasaki, and Akihiro Matsumoto. "Proposal for Solving Incompatibility Problems between Open-Source and Proprietary Web Browsers." In IFIP Advances in Information and Communication Technology, 330–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13244-5_27.

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Conference papers on the topic "Open problems solving"

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Nguyen, L., W. Dyk, M. A. Miri, M. Begliarbekov, R. J. Rupert, S. Wu, N. Vrahoretis, et al. "An Open Quantum System for Discrete Optimization." In Quantum 2.0, QW4A.8. Washington, D.C.: Optica Publishing Group, 2024. http://dx.doi.org/10.1364/quantum.2024.qw4a.8.

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We propose a novel framework for photonic computing specialized in solving discrete optimization problems by leveraging the quantum Zeno effect. We demonstrate the efficiency of this computing paradigm within a hybrid quantum optimization machine.
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Rusovac, Dominik, Markus Hecher, Martin Gebser, Sarah Alice Gaggl, and Johannes K. Fichte. "Navigating and Querying Answer Sets: How Hard Is It Really and Why?" In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}, 642–53. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/60.

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Answer set programming is a popular declarative paradigm with countless applications for modeling and solving combinatorial problems. We can view a program as a knowledge database compactly representing conditions for solutions. Often we are interested in reasoning about solutions of filtering answer sets. At the heart of these questions is brave and cautious reasoning. For browsing answer sets, we combine both as restricting atoms of answer sets is only meaningful for atoms called facets that belong to some (brave) but not to all answer sets (cautious). Surprisingly, the precise computational complexity of facet problems remained widely open so far. In this paper, we study the complexity of answer set facets. We establish tight results for reasoning with facets, deciding upper and lower bounds as well as the exact number of facets, and comparing facets. Facet reasoning seems to be a natural problem formalism, residing in complexity families Σᴾ, Πᴾ, Dᴾ, and Θᴾ, up to the third level. Moreover, our study considers quantitative importance questions on facets and generalizing from facets to conjunctions, disjunctions, and arbitrary queries. We complete our results by an experimental evaluation.
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Cao, Longbing. "Metasynthetic Computing for Solving Open Complex Problems." In 2008 32nd Annual IEEE International Computer Software and Applications Conference. IEEE, 2008. http://dx.doi.org/10.1109/compsac.2008.16.

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Aminudin, Mohamad, Hevy Maharani, and Fatimah Dewi. "Student Questions in Solving Open-Ended Mathematics Problems." In Proceedings of the 1st International Conference on Islamic Civilization, ICIC 2020, 27th August 2020, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.27-8-2020.2303242.

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Zmorzynski, Krzysztof. "Solving IK problems for open chains using optimization methods." In 2008 International Multiconference on Computer Science and Information Technology (IMCSIT). IEEE, 2008. http://dx.doi.org/10.1109/imcsit.2008.4747354.

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Makhnov, Andrei, Elizaveta Kolesnik, Alexander Smirnovsky, Elena Babich, and Daniil Osadchiy. "Applicability of several free software tools for solving problems of compressible gas dynamics." In 2022 Ivannikov Ispras Open Conference (ISPRAS). IEEE, 2022. http://dx.doi.org/10.1109/ispras57371.2022.10076856.

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Zhu, Jianxin, and Shuyuan Tang. "The algorithm comparison for solving eigen problems in open optical waveguides." In Photonics Asia 2004, edited by Yongtian Wang, Zhicheng Weng, Shenghua Ye, and Jose M. Sasian. SPIE, 2005. http://dx.doi.org/10.1117/12.575148.

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Dedelyuk, I. A., and M. G. Kokorich. "Features of calculation of mobile radio relay lines in the decimeter range for open spans." In Modern Problems of Telecommunications - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/spt-2024-1-319.

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The organization of communication is an integral part in solving tactical and strategic tasks. In the course of solving which, difficulties may arise in the form of highly rugged terrain, whether it is swampy or mountainous. Mobile radio relay stations allow for fast and reliable communication even under such conditions. During the calculation using standard methods for calculating the stability of radio relay lines, expensive software, Internet connection and a large amount of time may be required in order to simplify and deprive calculations of these disadvantages, a simplified method for calculating adiorail lines of the decimeter range will be considered
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Baioletti, Marco, Angelo Oddi, and Riccardo Rasconi. "Solving Scheduling Problems with Quantum Computing: a Study on Flexible Open Shop." In GECCO '23 Companion: Companion Conference on Genetic and Evolutionary Computation. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3583133.3596420.

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PETTERSEN, MS. "AUTOMATIC MICROPHONE MIXERS: SOLVING THE AUDIO PROBLEMS CAUSED BY MULTIPLE OPEN MICROPHONE." In Reproduced Sound 1997. Institute of Acoustics, 2024. http://dx.doi.org/10.25144/19121.

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Reports on the topic "Open problems solving"

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Coffrin, Carleton. Open-source Tools for Solving Grid Optimization Problems: ARPA-e Benchmark Algorithm Overview. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1894824.

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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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Haight, Richard A., Brian E. McCandless, Andrew C. Kummel, and Roy G. Gordon. Driving CZTS to the SQ Limit: Solving the Open Circuit Voltage Problem. Office of Scientific and Technical Information (OSTI), December 2016. http://dx.doi.org/10.2172/1335851.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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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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Dopfer, Jaqui. Öffentlichkeitsbeteiligung bei diskursiven Konfliktlösungsverfahren auf regionaler Ebene. Potentielle Ansätze zur Nutzung von Risikokommunikation im Rahmen von e-Government. Sonderforschungsgruppe Institutionenanalyse, 2003. http://dx.doi.org/10.46850/sofia.3933795605.

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Whereas at the end of the 20th century there were still high expectations associated with the use of new media in terms of a democratisation of social discourse and new potential for citizens to participate in political decision-making, disillusionment is now spreading. Even today, the internet is often seen only as a technical tool for the transmission of information and communication, which serves as a structural supplement to "real" discourse and decision-making processes. In fact, however, the use of new media can open up additional, previously non-existent possibilities for well-founded and substantial citizen participation, especially at regional and supra-regional level. According to the results of this study, the informal, mediative procedures for conflict resolution in the context of high-risk planning decisions, which are now also increasingly used at the regional level, have two main problem areas. Firstly, in the conception and design chosen so far, they do not offer citizens direct access to the procedure. Citizens are given almost no opportunities to exert substantial influence on the content and procedure of the process, or on the solutions found in the process. So far, this has not been remedied by the use of new media. On the other hand, it is becoming apparent that the results negotiated in the procedure are not, or only inadequately, reflected in the subsequent sovereign decision. This means that not only valuable resources for identifying the problem situation and for integrative problem-solving remain unused, but it is also not possible to realise the effects anticipated with the participation procedures within the framework of context or reflexive self-management. With the aim of advancing the development of institutionally oriented approaches at the practice level, this study discusses potential solutions at the procedural level. This takes into account legal implications as well as the action logics, motives and intentions of the actors involved and aims to improve e-government structures. It becomes evident that opening up informal participation procedures for citizen participation at the regional level can only be realised through the (targeted) use of new media. However, this requires a fundamentally new approach not only in the participation procedures carried out but also, for example, in the conception of information or communication offerings. Opportunities for improving the use of the results obtained from the informal procedures in the (sovereign) decision-making process as well as the development of potentials in the sense of stronger self-control of social subsystems are identified in a stronger interlinking of informal and sovereign procedures. The prerequisite for this is not only the establishment of suitable structures, but above all the willingness of decision-makers to allow citizens to participate in decision-making, as well as the granting of participation opportunities and rights that go beyond those previously granted in sovereign procedures.
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